Annual Report Strategic Plan

Annual Report
2012-2013
Strategic Plan
2013-2016
Table of Contents
Annual Report 2012– 2013
Overview.............................................................................................................. 2
Student and Data Exchange Services................................................................ 3
Shared Services and Collaborative Programs.................................................... 4
Curriculum Development and Applied Research................................................ 5
Strategic Plan 2013– 2016
We have a vision.................................................................................................. 6
Précis........................................................................................................ 6
Our Vision................................................................................................. 6
We operate in a dynamic context........................................................................ 8
What does BCcampus do?................................................................................. 9
We measure the pulse of our institutions.......................................................... 10
We look further afield for strategy......................................................................11
We have a plan.................................................................................................. 12
Student and Data Exchange Services.................................................... 12
Shared Services and Collaborative Programs....................................... 13
Curriculum Services and Applied Research........................................... 14
We are committed to engaging our stakeholders............................................. 15
Our stakeholders............................................................................................... 16
We measure our progress................................................................................. 16
BCcampus is a publicly funded organization that uses information technology to connect
the expertise, programs, and resources of all B.C. post-secondary institutions under
a collaborative service delivery framework.
Illustrations by Giulia Forsythe and licensed under Creative Commons.
Sept 2013
Annual Report 2012– 2013
BCcampus aims to bring together
B.C.’s post-secondary system and
make higher education open and
available to everyone, through
the smart use of information
technology services.
The Challenge
Throughout 2012-13, the British Columbia higher education
sector has been buffeted by challenges and opportunities.
Economic belt-tightening compelling institutions and
provincial agencies to consider alternative approaches
to service development and delivery. As a system service
agency, BCcampus has been at the forefront of these
challenges and has demonstrated strategic technology
responses to federated student services, shared and
collaborative technology services, and teaching and
professional resources for students and instructors.
Positive Impact
The BC Post-Secondary Administrative Service Delivery
Transformation Report (Deloitte, 2012) further highlighted
the potential for provincial service agencies like BCcampus
to have significant positive impact in the structuring of
shared services and collaborative programming for the
benefit of post-secondary institutions and their students.
It pointed out that BCcampus is well positioned to pioneer
2 Annual Report | 2012– 2013
innovative practices that address the need for efficient,
collaborative, system-wide services, and transformative
technology-based innovations that respond to disruptive
changes.
A Future of Innovation
Each of the BCcampus lines of business has contributed
significant value and savings within a provincial higher
education context in 2012-13. We have demonstrated
innovative approaches to the needs of the province’s postsecondary institutions in their mission to support students.
We have built a federated data infrastructure, educational
shared services and open resource models designed to
streamline services, lower operational costs and promote
collaborative program development opportunities among
post-secondary institutions.
The innovative service models BCcampus has offered in
2012– 2013 are described with high-level data in this annual
report that services as a baseline for our evergreen strategic
plan for 2013-16 that follows in this combined document.
Student and Data
Exchange Services
Student and data exchange services support British
Columbians’ pursuit of lifelong learning by streamlining
transitions to and between post-secondary institutions.
ApplyBC
In October 2012, we launched a modernized ApplyBC
service with Simon Fraser University, which has been very
well received. To the SFU applicant, the process appears
as a single unified process. The experience is smoother.
And we’re working to make it even more seamless.
In 2012-13, BCcampus did not receive requested funding
to continue wider implementation of the TranscriptsBC
service. However, this project is congruent with the
Post-Secondary Sector Administrative Service Delivery
Transformation project of the provincial government and
will continue to pursue resources to make province-wide
electronic transcript exchange a reality.
5
How
do you use your mobile
0%
10%
20%
30%
40%
devices for
learning?
* 50% 60%
Percentage of Students
%
Building on success with SFU, work started in January 2013
to modernize the complete ApplyBC experience for other
institutions. With the full-service modernization, applying
to a university, college or institute through ApplyBC will no
longer be a two-part form. Applying to higher education will
be a cleaner, quicker, more streamlined process.
CoursesBC
We have created a mobile version of CoursesBC that
will be put into production in late summer or fall of 2013.
Recent student surveys have indicated students are using
mobile devices more often to access academic services.
CoursesBC lends itself well to this format due to its minimal
data entry search function.
MyCreditsBC
MyCreditsBC allows students to easily retrieve their
unofficial course record from the B.C. public postsecondary institutions they have attended. In 2012-13,
we developed a solution to verify user identities and
implemented it at North Island College. This approach is
being offered to other institutions that use the Colleague
student information system.
5%
0%
10%
20%
30%
40%
Percentage of Students
50%
60%
TranscriptsBC
There are several remaining B.C. institutions that
use a U.S.-based service for transcripts, potentially
compromising privacy for students: Langara College,
University of British Columbia and University of the
Fraser Valley. In 2012-13 we started implementing our
own transcript exchange solution for those institutions
that we expect to be completed summer 2013.
We also continued discussions with Ministry of Education
teams towards our goal of streamlining the transfer of high
school transcripts to post-secondary institutions, reducing
costs and workloads and duplicated effort by many staff
involved.
54%
of students agree that it
is important to be able to
access student services
from their mobile device*
*R
esults of 2013 BCcampus student services survey with
926 participants.
3
Shared Services and
Collaborative Programs
Shared Services
By providing shared services and support to B.C.’s postsecondary sector, we can do together what one institution
may not be able to do, or find difficult to do alone.
At BCcampus, shared services is a broad term that
includes educational technology and application services,
online collaborative programs, learning services, and
facilitation of projects requiring a collaborative service
structure.
In 2012-13, BCcampus implemented new business
processes for shared services. Now, when a postsecondary institution signs onto a shared service like
Moodle, we have a documented, step-by-step business
model that includes a pilot, a project charter, and an
implementation phase with an accompanying memorandum
of understanding, letter of commitment and terms of
service document. We are also setting up a governance
council for participating institutions to contribute their ideas
with a view to further improving our processes.
Collaborative Services
We have implemented new business processes for
collaborative services. BCcampus acts as a catalyst,
convener and capacity-builder (c3) for multi-stakeholder
collaborations. Through cost sharing and coordination of
existing resources, collaboration expands services far beyond
what any individual institution could provide on its own.
Online Collaborative Programs
Online collaborative programs provide better access,
flexibility and faster completion of programs for students
and they increase collaboration between faculty and
programs administrators. These programs demonstrate
how students benefit from collaboration among institutions.
• The Applied Business Technology (ABT) program
is a joint effort of 12 institutions.
• The Information and Communication Technology (ICT)
program is a joint effort of three institutions.
• Health programs including Care Management,
Health Care Assistant and Elder Abuse Reduction.
Online Collaborative Learning Services
Student services are not just for students on campus –
online services extend the reach of institutions to their
off-campus students’ needs. For instance, AskAway, the
online library reference service, is available to over 184,000
B.C. and Yukon post-secondary learners. As a centrally
coordinated research help desk service, AskAway helps the
system avoid approximatelyShared
$3 million
in costs
they in
would
Services
available
2011-12 (5 Services)
otherwise incur.
In 2012-13, online tutoring (eTutoring) was launched
as a new collaborative program, with writing support
(WriteAway)
as available
the first subject
area
offered.
Shared
Services
in 2011-12
(5 Services)
Shared Services available in 2012-13 (8 Services)
Shared Services available in 2012-13 (8 Services)
Shared Services available in 2011-12 (5 Services)
Number of institutions using
BCcampus shared services
0
Kaltura
4
100%
8
Medical EMR
Shared Services available in 2012-13 (8 Services)
0
12
16
20
Number of Institutions
of institutions are using
Moodle
12
16eTutoring
20
24
28
the AskAway
shared
service
Number of Institutions
D2L
4
8
QuestionPoint
Blackboard Collaborate
Adobe Connect
Moodle
D2L
Blackboard Collaborate
Adobe Connect
0
4
8
12
16
20
Number of Institutions
4 AnnualMoodle
Report | 2012– 2013
D2L
24
28
Adobe
Connect
AskAway
eTutoring*
Osler Systems (Medical EMR)*
Kaltura*
BB Collaborate
D2L
AskAway
*Indicates new service in 2012-13
eTutoring*
Moodle
Osler Systems (Medical EMR)*
Kaltura*
2011-12
24
Curriculum Services
and Applied Research
Conferences
BCcampus supports instructors who want to use
technology in their teaching practices. We hold professional
learning events, host communities of practice, and provide
space for the use of open educational resources.
BCcampus also provided substantial support and
resources to MoodleMoot 2013 held in Vancouver
in February 2013.
Online Program Development Fund (OPDF)
In 2012-13, the OPDF evaluation panel selected nine
proposals for full or partial award. Of those nine proposals,
all were partnerships between institutions, meaning 11 of
B.C.’s 25 public post-secondary institutions participated
in the successful proposals.
The 2012-13 OPDF was the tenth annual round of funding,
bringing the cumulative total of OPDF funding 2003-2010
to $10 million. During that time the main outcomes have
included:
• 164 grants awarded, with 100% participation across
the post-secondary system.
• 425 course components (learning objects, labs,
textbooks, manuals, videos) developed across almost
all academic fields of study.
• All resources are open and shared resources
(BC Commons or Creative Commons licenses)
Open Textbooks
2012-13 brought the The B.C. Open Textbook Project.
The first government-funded project of its kind in Canada,
it will result in significant savings to B.C. students. Forty
openly-licensed textbooks in the most highly enrolled first
and second year subject areas will be adopted, adapted
or produced. They will be available to students for free in
digital formats, and for a very low cost in printed formats.
One of the first steps taken in this project was to establish
a sub-committee made up of faculty and academic
support staff such as librarians, bookstore managers,
and instructional designers. The sub-committee is
representative of the B.C. post secondary system
and provides advice as the project progresses.
The B.C. Open
Textbook Project
$
200,000
in savings to
students per year
60
Faculty
In October 2012, BCcampus hosted the 9th annual Open
Education Conference, held at UBC Robson Square and
attended by delegates from around the world.
Professional Learning
Professional learning services provide a platform for
dialogue and open sharing among B.C.’s educational
practitioners. BCcampus acts as a convener and supporter,
ensuring professional learning spaces extend beyond
individual institutions.
BCcampus Communities of Practice
SCoPE
In the past year, 195 new members joined the SCoPE
online community, bringing the total to 4,160 Canadian
and international members. Our open discussions and
resources attracted over 1 million page views in the past
year to explore topics such as inquiry learning and digital
badges.
Other BCcampus Communities of Practice
BCcampus hosts several communities of practice (COPs).
These COPs are facilitated through partnerships with
groups such as CPsquare and the B.C. Practical Nursing
Educators. Each community relies heavily on volunteers
and open sharing.
ETUG (Educational Technology Users Group)
In 2012-13, ETUG, now 350 members strong, hosted two
well-attended and thought-provoking workshops; a 2-day
event at Vancouver Community College (140 attendees)
and a 1-day event at BCIT (80 attendees). ETUG also began
to host monthly lunchtime workshops in which members
connect synchronously online for presentations and
learning opportunities.
20
15
Institutions Open
reviewers represented texts
of existing in these
already
open texts reviews
available
5
Open
Textbook
adoption
workshops
5
Strategic Plan 2013– 2016
We have a vision.
The post-secondary sector
is a dynamic environment in
which to work, especially
in a time of rapid change and
increasing fiscal pressures.
PrécisSince 2010, British Columbia has been among the mostconnected jurisdictions in the world, with Internet access
in over 84% of all homes.
Wireless technologies are ubiquitous in urban environments
and on every campus.
The growth and use of mobile and tablet-based
technologies continues at high pace.
Informal learning is a reality in all walks of life where access
to the Internet, online media, and social networks provide
ready access to knowledge and information.
Our VisionBCcampus, together with the post-secondary system in
B.C., has an unprecedented opportunity to engage and
inform students, while at the same time provide them with
flexible program delivery options. We have the ability to:
6 Strategic Plan | 2012– 2013
• Help students, via an integrated point of service,
make informed decisions about programs and
courses through a federated information system
that draws upon program, course and transferability
information from all system partners.
• Provide institutions with real-time applicant data
that will allow them to plan educational programs
that meet the needs of all learners. By linking realtime data from online sources with historical data
from an open data warehouse, institutions could
respond more quickly to projected digital shifts.
• Make better use of technology for instruction,
providing flexibility and options for students
to match their individual needs.
• Expand participation in current educational
shared services and introduce new services and
collaborative programs utilizing a business model
approach in response to institutional needs.
• Provide training, professional development
and networked communities of practice to
instructors that will help them use educational
technology to improve their teaching.
• Support the development of open education resources
(OER) that take teaching and learning beyond the walls
of the institutions. We need to promote the use of open
resources that can be freely distributed, re-engineered
and localized to meet emerging needs. These open
resources include open textbooks that can lower costs
of print and online resources for students and institutions.
• Provide summary reports on system-level trends using
open data resources. This can assist government
in system-wide policy planning.
• Use a challenge-driven approach to innovation (CDI)
based on consultation with our system partners.
A CDI approach requires us to be transparent, making
our development documents accessible on the open
Internet, tagging our work with a open licenses, providing
our source code and schemas for download where
appropriate, and using crowdsourcing techniques to
openly solicit input from stakeholders and partners
(sometimes in the form of challenges to be solved).
7
We operate
in a dynamic
context
Message from the
Executive Director
Leading a system-level response to educational technology
challenges and opportunities in the B.C. higher education
sector is the key strategy for BCcampus.
During 2012 and early 2013 the educational press was full
of stories about the disruptive forces confronting higher
education. Headlines from Academica.ca, the Chronicle
of Higher Education, and the popular press talked about
a “tsunami of change approaching:” flipped classrooms,
MOOCs, open textbooks, personalization, and mobile
devices.
These headlines compel us to pay attention to trends that
may influence teaching and learning relationships in higher
education. The use of consumer-grade technologies in
classrooms and the availability of mobile and tablet
devices allow ubiquitous interaction with learning
materials, peers, colleagues and mentors. Significant
learning activity happens outside of classrooms,
and, increasingly is targeted directly at students.
Students have little appetite for inconvenience or
poorly organized information or services directed
at them. At BCcampus we believe students will
benefit from online services offered throughout the
system (not just through one institution), optimized
and personalized for their use. Learners and citizens
want to be assured that the information and services
they receive about B.C. educational opportunities
is consistent, up-to-date, high quality and authentic.
The best way to provide these assurances to
B.C. citizens is to demonstrate a federated, cross-sector
educational service model that draws upon trusted services
and provides them through software tools that can be
personalized to learner needs and styles in whichever way
they prefer, wherever they live, and at any time in their
learning lifecycle.
The rise of open textbooks is a new dynamic with the potential
to reduce costs for students as well as create communities
of knowledge practitioners who work collaboratively to
develop, maintain and sustain open resources (OER).
The exploration of massive open online courses (MOOCs) with
automated grading systems begins to push the boundaries
of access, cost and flexibility for learners. How long will
it be before degree-granting bodies using sophisticated
learning assessment mechanisms begin to credential
learning undertaken outside campus boundaries?
All of these dynamics are in motion around us in
British Columbia, some within our own educational
institutions and in others beyond our borders.
David Porter,
Executive Director, BCcampus
8 Strategic Plan | 2013– 2016
What does
BCcampus do?
Each public post-secondary institution has some
connection to at least one BCcampus service. The
following chart is a simplified overview of how each
institution interacts with BCcampus service areas.
BCcampus is grouped into three areas directly related
to institution needs:
1. Student and Data Exchange Services
2. Shared Services and Collaborative Programs
3. Curriculum Services and Applied Research
Yukon
VIU
VCC
UVic
UNBC
UFV
UBC
TRU/OL
SFU
Selkirk
RRU
Okanagan
NWCC
NVIT
NLC
NIC
Langara
Kwantlen
JIBC
ECUAD
Douglas
CoTR
CNC
Capilano
Camosun
Services
BCIT
Institutions
Shared Services:
Adobe Connect
Blackboard Collaborate
Moodle
Desire to Learn
AskAway
eTutoring
Kaltura
Osler Systems (Medical EMR)
Collaborative Programs: ABT
ICT
Student and Data
Exchange Services:
ApplyBC
MyCreditsBC
CoursesBC
TranscriptsBC
Curriculum
Services and
Applied Research: Open Textbooks
OPDF 2011-12
9
We measure the pulse
of our institutions
The management of technology-enabled learning practices,
often called online learning, is becoming a blur on many
campuses where courses in nearly every program have
an online component. In fact, online learning has such
a presence in our institutions that it is becoming harder
to assess the scale of technology-enabled learning on
our campuses. We are told that it is more difficult to
differentiate what is purely face-to-face instruction, online,
hybrid, or blended, except in instances where a program
is developed specifically for a target audience for whom
a fully or primarily online program is the design.
In 2012, BCcampus partnered with our peer organization
eCampusAlberta to survey post-secondary institutions
about the management of online learning on their
campuses. Between Alberta and B.C. we managed
a 50 per cent response rate. In B.C., all sectors including
research universities, teaching universities, institutes and
colleges were represented in the responses. An executive
summary of the 2012 Alberta-British Columbia Managing
Online Learning Survey can be found on the BCcampus
website.
Some key findings from the 2012 survey:
• Responsibility for online learning has grown in stature
with vice-presidents academic or education as the
primary authority on campus. As one vice-president
stated, “responsibility for online learning has
fallen upwards.”
• Instructors continue to play a critical role in the growth
of online education, both as part of institutional
strategy and as innovators working independently.
• Most institutions see students who have chosen to take
a minority of courses online as part of the face-to-face
population. Institutions plan and provide services
accordingly.
• Quality assurance issues are foremost in the minds
of post-secondary administrators, and faculty
development is a premier piece of the innovation cycle.
• Larger institutions struggle to identify which instructors
are teaching online and their needs for training
and support.
• Striking a balance between centralized control of courses
and delivery quality, on the one hand, and innovation on
the part of the knowledge provider (i.e. faculty member)
on the other, is difficult and represents a significant
challenge to quality assurance on many campuses.
• Teaching and learning centres play an increasingly
important role in the administration and guidance
of online learning.
• Structural constraints that vex some institutions include
the juxtaposition of institutional autonomy with a lack
of sector-wide consensus and/or coordination.
Across the B.C. post-secondary system there is keen
interest in technology-enabled learning, but questions
remain about how online education best fits within current
conceptions of higher education or whether it will lead to
a renaissance in higher education structures and practices.
B.C. remains a leader in online learning. At BCcampus,
we strive to bring a system-level shape to innovations and
practices that keep us at the forefront of higher education
teaching and learning in Canada, and on the world stage.
10 Strategic Plan | 2013– 2016
We look further afield
for strategy
• Enabling collaboration among institutions to
provide system-wide approaches to program
development and delivery services.
To better understand what B.C. institutions are
experiencing and what peer organizations face,
we undertake a yearly environmental scan to identify
key trends and issues. We review what peer organizations
in Canada, the United States, and Europe have been doing,
and how they see the future.
• Building capacity through professional learning
programs and services for new approaches
to online programs and services.
Notable areas of current focus for our peer
organizations include:
• Helping institutions improve the efficiency
of online business systems that support
student access, flexibility and mobility.
• Improving quality across course offerings and
learner support services for online learning.
• Demonstrating value for money as
a system service agency.
Our strategic plan is an “evergreen” document that is
reviewed annually, with updates as appropriate. This public
document, posted on the BCcampus website, charts the
strategic directions, goals and tactics for BCcampus for
years 2013 through 2016.
• Demonstrating collaborative and sustainable
shared-service models for instructional
technologies and student services.
Some examples of organizations we review:
Country
Peer Organization
Publication
Canada
eCampusAlberta
Strategic plan
Canada
Contact North (Ontario)
Strategic planning template for Ontario Colleges
and Universities
Netherlands
SURFNet
SURFNet strategic plan
United Kingdom
Joint Information Services Council (JISC)
JISC strategic plan
U.S.A.
Connecticut Distance Learning Network
Strategic plan
U.S.A.
Washington State Board of Technical Colleges
Strategic plan
U.S.A.
WICHE Cooperative for Educational Technologies
(WCET)
Advance: Good practices and sound policies
11
We have
a plan
We strive to bring a
system-level approach
to innovations and
practices that keep
us at the forefront
of higher education
teaching and learning.
Student and Data
Exchange Services
Goals
• During 2013-16, BCcampus will enhance and expand
a secure and trusted data network between B.C.’s
post-secondary institutions for real-time student
information transfer. We will enable mobile access to
key system services such as ApplyBC, CoursesBC and
TranscriptsBC. We will also support the automation
of collaborative program infrastructure as well as
emergent needs within the post-secondary system.
• We also propose to use open data, both historical
and real-time, in new ways to benefit citizens and
to help institutions forecast and enable responses
to educational needs.
Tactics
1. Modernize the ApplyBC “Full Service” for all
participating institutions.
2. Provide a self-service transcript exchange that works
similarly for all institutions.
3. Explore and define a single federated identity for all
students in the British Columbia education system.
4. Create a single search capability for all available
transferable courses from all institutions, public or
private (in any delivery format: fact-to-face, online,
blended, lab, etc.).
5. Develop, communicate and market enhancements such
as CoursesBC for online courses and sections.
6. Expand ApplyBC services and real-time analytical
applicant data reporting on a system-wide basis.
7. Determine and measure key web metrics that support
service standards for all online services.
8. Implement a continuous improvement cycle for online
services through surveys, feedback and testing.
12 Strategic Plan | 2013– 2016
Shared Services
and Collaborative
Programs
Goals
During 2013-16 we will support collaborations between
institutions, leverage knowledge and resources, and
generate benefits for students. We will:
8. Where possible, focus on open source applications
that support shared and collaborative service needs
or other open educational resource projects
(e.g., open textbooks).
9. Where possible, transition vendor or proprietary licensing,
hosting or other shared and collaborative service aspects
to other appropriate government agencies.
10.Facilitate collaborative projects by acting as a catalyst,
convener and capacity-builder for multi-stakeholder
collaborations.
• Maximize institutional access to educational
technologies, programs and services while minimizing
redundancy, thus reducing costs.
• Optimize the benefits of educational technology
applications, with a focus on open source software
solutions.
• Research and pilot new and innovative educational
technologies, with a focus on open source software
solutions.
• Facilitate the collaboration process on behalf of
stakeholder groups.
Tactics
1. Respond to requests for shared and collaborative
services using a challenge-driven innovation approach.
2. Use design-based research methodology to expand
shared services.
3. Research innovative online educational technology
resources. If warranted, test and evaluate them using
pilot projects.
4. Enhance current shared services such as learning
management systems, web conferencing, online library
reference, online tutoring, video hosting and electronic
medical records.
5. Develop new shared services such as curriculum
management systems.
6. Enhance current online collaborative programs and
services with approved models that achieve studentcentric and service-centric efficiencies.
7. Implement new online collaborative programs and
learning services for career, technical, trades and
academic areas.
13
Curriculum Services
and Applied Research
Goals:
During 2013-2016, we will re-focus curriculum development
efforts from the Online Program Development Fund (OPDF)
to The B.C. Open Textbook Project, and renew our
professional learning efforts.
• Re-use: we will re-use open educational resources (OER),
including open textbooks.
• Create: we will support the creation of new resources,
or adapt existing ones for made-in-B.C. textbooks.
• Professional learning: we will complete an enhanced
framework for BCcampus professional learning offerings.
Tactics
1. Find all the usable OPDF and other resources in
Shareable Online Learning Repository (SOL*R) and
ensure they are in formats that can easily be re-used.
2. Create collections of resources in SOL*R and elsewhere,
based on subject areas, by working with librarians.
3. Advocate for adoption of Open Educational Resources
(OER) workshops (at least one online), and other
opportunities, including at least one workshop for
librarians.
4. Track the adoption and adaptation of our openly
licensed resources.
5. Contribute to the knowledge base of the OER
community with respect to adoption strategies.
6. Create new resources from scratch (or adapt
existing ones to make new, made-for-B.C. texts)
in the top 40 subject areas.
7. Create new resources from scratch (or adapt existing
ones to make new, made-for-B.C. texts) in high impact
subject areas, such as health, tourism, and trades
programs.
8. Host at least one “textbook sprint:” a group of faculty
brought together over a period of several days to
collaborate on writing a text.
9. Target least one program of study to turn into a
“textbook zero” program: where all texts required for
completion of the credential are open textbooks.
10.Adapt our existing materials and create new ones to
produce a suite of professional learning opportunities
for B.C. faculty who teach online or in blended contexts.
11.Collaborate with the University-Institute-College
Professional Developers (UICPD) and institutional
educational developers to create community around
online and blended teaching.
12.Host a strategy session with the ETUG Steering
Committee (SCETUG), ETUG institutional
representatives, and longtime members to rethink the
BCcampus relationship: what does BCcampus support
of ETUG look like with a view to a more communitydriven and community-supported approach?
14 Strategic Plan | 2013– 2016
We are committed
to engaging our
stakeholdersDuring 2013-2014 and beyond, BCcampus will work to
complete implementation of these plans including further
stakeholder consultations in Spring 2014.
Our Strategic Council, comprised of representatives from
B.C.’s post-secondary system and government, provides
oversight and system-level advice.
In order to successfully apply our strategy, we must work
closely with stakeholders and institutional partners. Our
stakeholders are interested in regular communication from
BCcampus and direct connection with our service staff.
We enable open communication with BCcampus
through the following actions:
• Regular online newsletters to ensure that stakeholders
are informed of new projects and service updates.
• Structured maintenance schedules for technical systems
updates.
• Reports and system data that demonstrate the nature
and extent of services institutions receive from
BCcampus.
• Refresh the BCcampus website based on user testing
and analysis.
• Distribute our strategic plan to all post-secondary
institutions.
• Offer streaming video for specific activities to inform
partners about BCcampus projects.
Feedback will continue to inform and guide the BCcampus
organization in the years ahead.
• Regular review and yearly updates of our stakeholderrelations strategy.
15
Our stakeholders
Student services and data exchange:
•
•
•
•
•
ApplyBC steering committee
BC Council on Admissions and Transfer (BCCAT)
BC Registrars’ Association (BCRA)
Higher Education Information Technology BC (HEITBC)
Online Service Reference Group
Shared Services and Collaborative Programs:
•
•
•
•
•
•
Academic and student services
BCNet, HEITBC
Chief information officers
Deans and directors, and faculty of academic units
Educational Technology Users’ Group (ETUG)
Vice-presidents academic, administration
and student services
• Ministries in charge of health professions
and advanced education
Curriculum services and applied research:
• Communities of practice supported
by BCcampus, including:
• ETUG
• University-Institute-College Professional
Developers (UICPD) network
• Peer reviewers from all post-secondary
institutions (Open Textbook project)
16 Strategic Plan | 2013– 2016
We measure our
progress
We use two mechanisms to measure our progress. The
first is a set of indicators that describe progress against
the BCcampus multi-year goals. These measures provide
qualitative data that indicate the trend in meeting stated
goals. These measures can be graphically described as
positive or negative trends. Trend data on progress against
the general goals of the multi-year strategic plan are
communicated in the BCcampus annual report.
A second set of measurements is used by BCcampus to
report quantitative and qualitative outcomes that are linked
to the specific tactics described in the BCcampus annual
service plan. These outcome measures are reported in
the annual fiscal year summary and report of BCcampus
activities.
Our commitment is to our stakeholders and partners.
In continually working to serve them better, we will focus
on collaboration and communication, careful planning and
consultation as we chart the road ahead.
BCcampus
200-555 Seymour Street
Vancouver, BC V6B 3H6
Tel: 604-412-7657
info@bccampus.ca