SIMON FRASER UNIVERSITY
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S.02-65
Senate Committee on University Priorities
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Memorandum
TO:
Senate
FROM:
John Waterh
Chair, SCUP
Vice Presidei
RE:
Office of Continuing Studies
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DATE: ?
August 20
External Review
The Senate Committee on University Priorities (SCUP) has reviewed the External
Review Report on the Office of Continuing Studies, together with the response from the
Unit and comments from the Associate Vice-President Academic.
Motion:
That Senate concurs with the recommendations from the Senate Committee on
University Priorities concerning advice to the Office of Continuing Studies on
priority items resulting from the external review as outlined in S .
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The report of the External Review Committee for the Office of Continuing Studies was
submitted on August 15, 2001 following the review site visit May 14— 16, 2001. The
response of the Dean of Continuing Studies was received on November 21, 2001 and
comments from the Associate Vice-President Academic were submitted on April 10,
2002.
SCUP recommends to Senate that the Office of Continuing Studies be advised to
pursue the following as priority items:
General
1.
The Office of Continuing Studies should develop rolling three-year business
plans and budgets for each of its academic program centers and service units,
as well as for its Office overall.
2.
The Office of Continuing Studies, as part of an overall space and business plan
and in coordination with other Faculties and academic support units, should
move towards the acquisition of more space in Harbour Centre.
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3.
The Office of Continuing Studies, through tsTeaching and Learning
Technologies unit, should increase their efforts in the area of on-line learning. -
The development and application of on-line learning activitiesIhould be
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considered high priority in any future strategic plans of Continuing Studies. In
addition, increased communication and collaboration with other campus units
involved in e-learning activities such as the LIDC are encouraged.
4.
Should the Office of Continuing Studies seek to provide any continuing
professional education programs in the area of Health Sciences, such activities
should be coordinated with the newly established Institute of Health Research
and Education. ?
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5.
The University should consider offering undergraduate degree programs
downtown. The proposal to ladder credit and non-credit programs, should be
pursued in order to expand the opportunities for lifelong learners. It is also
suggested that the issues around the laddering of the credit and non-credit
programs should be brought forward for discussion at the Senate Ad Hoc
Committee to Review and Develop Lifelong Learning Opportunities. Any
recommendations arising from these activities should be incorporated into an
overall academic and fiscal plan for the Office of Continuing Studies.
6.
With respect to staff, the Office of Continuing Studies is encouraged to continue
to pursue its proposals in the areas of positive dialogue, professional
development, and an annual review process.
7.
Faculty members who are assigned Continuing Studies activities by their
departments and who do not receive additional compensation for these activities,
should have them considered as part of their normal teaching load for promotion
and tenure purposes.
Centre for Distance Education (CDE)
8.
The Centre should develop a strategic plan which incorporates the initiatives
recommended by the External Review Committee including a review of
enrollment targets, graduate distance programs aimed at working professionals,
and the development of on-line/web-based courses. Continuing Studies is
encouraged to follow through on their previous resolutions regarding the
functions of the CDE and translate them into more detailed plans.
9.
More flexible forms of funding should be devised to encourage innovation and
new curriculum development.
10.
The review of job specifications, classifications, retraining and skill development
as well as organizational structural changes should be identified in an overall
strategic plan.
Centre for Communit
y
and Professional Programs (CAPPS)
11.
Continuing Studies is urged to coalesce recent planning exercises and
discussions into a coherent plan for this Centre.
12.
Immediate and longer-term solutions need to be sought in relation to issues of
professional development, annual review, promotion and burnout. In particular,
CAPPS should ensure that structures are put in place in order to provide long
term support and development opportunities for its staff.
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13. Any extension of the mandate and resources of the Teaching and Learning
Technologies unit (Lohn Laboratory) must be considered within the context of
an overall strategic plan for CAPPS.
end.
c: C. Yerbury, Dean, Office of Continuing Studies
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SCUP 02-82
SIMON FRASER UNIVERSITY
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Office of the Vice-President, Academic
MEMORANDUM
TO: John Waterhouse, ?
FROM: Bill Krane,
Vice-President, ?
Associate Vice President,
Academic ?
Academic
RE: External Review
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DATE: April
10,
2002
Office of Continuing Studies
The report of the External Review Committee (ERC) for the Office of Continuing
Studies was submitted in August, 2001 following the review site visit on May 14 -16,
2001. The response of the Office of Continuing Studies was submitted on November
15, 2001.
My comments on this external review and the submission from the Office of
Continuing Studies are divided into three specific areas of focus as follows:
General
I support the ERC's recommendation that Continuing Studies develop rolling
three-year business plans and budgets for each of its academic program
centers and service units, as well as for its Office overall. These initiatives
should assist decision-making with respect to the allocation of professional
development funding and address concerns raised regarding chronic heavy
workloads.
2.
The recommendation that Continuing Studies acquire more space in Harbour
Centre should be incorporated into an overall space and business plan for the
Office. Some coordination with Faculties and academic support units may be
required.
3.
I strongly support the recommendation that Continuing Studies increase their
efforts in the area of on-line learning. The development and application of on-
line learning activities should be considered high priority in any future strategic
plans of the unit. In addition, increased communication and collaboration with
other campus units involved in e-learning activities such as LIDC and the Lohn
Lab are strongly encouraged.
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4.
Regarding the recommendation that Continuing Studies provide continuing
professional education programs in the area of Health Sciences, such
activities should be coordinated with the newly established Institute of Health
Research and Education.
5.
The recommendation that the University consider offering undergraduate
degree programs downtown is timely given the recent expansion by UBC in the
area. With respect to the proposal to ladder credit and non-credit programs, I
support this initiative since this can only serve to expand the opportunities for
lifelong learners. If the laddering of credit and non-credit offerings could be
achieved, our current cohort of downtown students would see a concommitant
increase in their learning opportunities. It is also suggested that the issues
around the laddering of the credit and non-credit programs be brought forward
for discussion at the Senate Ad Hoc Committee to Review and Develop
Lifelong Learning Opportunities. Any recommendations arising from these
activities should be incorporated into an overall academic and fiscal plan for
Continuing Studies.
6.
The recommendations and concerns with respect to promotion, professional
development opportunities, and workload of Continuing Studies staff appear to
be valid. However, steps to address issues of this nature must be undertaken
in the broader context of Human Resources policies (vis-a-vis performance
reviews). If, through planning and budgeting exercises, more reasonable
workloads could be achieved, support staff would be able to seek greater
professional development opportunities. However, contributions would have to
be acknowledged through existing university policies, which in turn may need to
be reviewed in these contexts. Continuing Studies is encouraged to continue
to pursue its proposals in the areas of positive dialogue, professional
development, and an annual review process.
7.
Continuing Studies should seek a greater level of coordination with Conference
Services in the delivery of external events in order to more efficiently use
University resources.
Centre for Distance Education
8.
It is critical that the Centre develop a strategic plan which incorporates the
initiatives recommended by the ERC including a review of enrollment targets,
graduate distance programs aimed at working professionals, and the
development of on-line/web-based courses. Continuing Studies is
encouraged to follow through on their previous resolutions regarding the
functions of the Centre and translate them into more detailed plans.
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6.
9.
I agree with the recommendation that flexible forms of funding be devised to
encourage innovation and new curriculum development. This is an issue of
concern not only for CDE but also for other programsacross the University.
Many other Faculties, programs, and units are trying to remain current in terms
of their content, adapt to new methods of delivery, and meet the needs of their
students, their graduates, and the external market.
10.
The review of job specifications, classifications, retraining and skill
development as well as organizational structural changes will need to be
identified in an overall strategic plan. Such planning will ensure that CDE has
the staffing levels and infrastructure appropriate to support its initiatives and
priorities. Discussion of these issues cannot take place in isolation of CDE's
overall goals, plans, and mandates.
Centre for Community and Professional Programs
11.
The future success and development of CAPPS will depend in large part on its
formulation of an appropriate strategic plan. Continuing Studies is urged to
coalesce recent planning exercises and discussions into a coherent plan for
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this Centre.
12.
Issues of professional development, annual review, promotion and burnout
appear to be of particular concern to this area. Both immediate and longer-
term solutions need to be sought. In particular, CAPPS should ensure that
structures are put in place which will provide long term support and
development opportunities to its staff.
13.
Any extension of the mandate and resources of the Lohn Laboratory must be
considered within the context of an overall strategic plan for CAPPS.
.
(9.
cc:
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L. Summers, Director, Academic Planning
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SIMON FRASER UNIVERSITY
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Nov
Nov;?
El
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Continuing Studies - Office of the Dean
\ 4C!;,
Memorandum
To: Dr. J.H. Waterhouse
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From:
Cohn Yerbury, Dean
Vice-President, Academic
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Continuing Studies
Re:
Continuing Studies Response
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Date: ?
November 15, 2001
To External Review
The Office of Continuing Studies response to the Report of the External Review
Committee is attached. Since the time of the Review in May, we have been
addressing key issues raised by our self-study and in the reviewers' report. And
these actions are noted in our response.
While this is a concluding step in the review process, what we have learned from
the process will continue to guide our actions and will be integrated into the
implementation of our Three Year Plan.
Our response reflects the consultative and consensus approach used while
conducting our self-study.
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.REPORT OF rIF11;
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S!uDII;S EX]
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ERNAL REVIEW
Co11IrfL:I•;
GENERAL COMMENT
The office of Continuing Studies welcomes the External Reviewers' positive comments
describing the high level of achievement attained by the Centre for Community and
Professional Programs (CAPPs), the Centre for Distance Education (CDE), the Centre for
Integrated and Credit Studies (CICS), and individuals within Continuing Studies. Our
accomplishments are not ours alone; they reflect the commitment to lifelong learning and
recurrent education that is part of the mission of the university as a whole and of
individual faculty and staff members. The quality of our programs and facilities and the
services provided to adult learners demonstrate this strong commitment.
Our response addresses the specific recommendations of the committee and
certain other issues that emerged from the review.
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1. Recommendation One: Continuing Studies should develop
rolling three-year business plans and budgets for each of its
academic program centres and academic service units and
for Continuing Studies overall.
Continuing Studies agrees that there are benefits to be gained from the development
of such plans and budgets, particularly in conjunction with our institutional three-
year planning cycle. Formal planning will also serve to operationalize the three-year
plan developed in the fall of 2000. As business planning has been primarily an
informal process in Continuing Studies, our initial approach has been to develop
some internal training initially in budgeting (October 2001). Additional training
sessions that focus on other aspects of business planning are under development.
We anticipate that business plans will be in place by the end of the fiscal year. Our
response to this recommendation is also linked with #13, which relates to a strategic
plan for CAPPs non-credit activities.
2. Recommendation Two: Continuing Studies should acquire
more classroom space in Harbour Centre.
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Acquiring additional space at Harbour Centre or elsewhere downtown would
stren g
then and consolidate SFU's strategic position as UBC and other educational
institutions move into the area. At the same time, we recosnize the difficulty of
adopting this recommendation unless we receive or generate substantial additional
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financial resources. The issue of classroom, laboratory, and office space is a
university-wide issue, and Continuing Studies' requirements at both campuses
should be part of the university planning process.
3. Recommendation Three: Continuing Studies, working with
the Faculties, should adopt online learning as an important
modality for distance education undergraduate and graduate
courses and for non-credit courses.
We agree that online learning is an important modality. Areas of Continuing
Studies, particularly the Centre for Distance Education, illustrate our ongoing efforts
to put this recommendation in place. In CDE, all new credit courses and those
coming forward for redevelopment or revision are reviewed, in partnership with the
faculty member, to determine pedagogically sound ways to introduce instructional
technologies. The modality used must reflect faculty members' personal orientation
to their disciplines and their approach to the content of their courses in a
teaching/learning context. This principle also applies to non-credit programming.
We do not agree with the reviewers' comment that "Continuing Studies has
been slow off the mark to realize the opportunities inherent in web-technology for
offering courses at a distance...." (page 7). The recognition of the need to use new
technologies has existed for several years - as evidenced by the creation of a small
lab in 1994 to explore what is now mainstream. That lab developed into what is now
the Teaching and Learning Technologies unit (TLT, formerly the LohnLab). CDE
recognizes online learning as an important delivery method and actively promotes
its benefits.
Where we are today is not where we plan to be within the next few years,
both in terms of the number of courses available online and also the nature of the
online Interface. The growing acceptance of online teaching among faculty
members is helping the Centre to achieve its goal of maximizing opportunities for
online teaching and learning. Increasingly, too, departmental chairs are responding
to personal and student interests in promoting e-learning. Within this context, CDE
has been influential in encouraging faculty to adopt online learning and also, in
partnership with the academic units, in establishing priorities for the transition to
online teaching at both the course and program levels.
Continuing Studies strongly believes that few courses can be delivered
without print components and that course content written for web delivery must still
be professionally edited and formatted. Based on several years' experience, the
CDE is firm in its belief that these services constitute a critical component of a
course development process that is committed to the production of quality courses.
0The greater the extent SFU wants to become internationally known for its capacity
to deliver exemplary on-line programs, the greater the need for the quality assurance
services described here. The CDE's longstanding practice of returning all materials
to the academic unit for review prior to the course's first offering is another way the
Centre works in partnership with departments to ensure the development and
delivery of quality courses.
It is also important for the Centre for Distance Education to make the
university community more aware of its services and the expertise of its staff. To
this end, a working group has been established to generate a promotion plan. Its
introduction, combined with working collaboratively with the Learning and
Instructional Development Centre (LIDC) in co-facilitating workshops and meeting
regularly with Chairs, Directors, and individual faculty members, will take us
forward.
CAPPs' program directors are interested in the possibilities inherent in
distance education and online learning. They are, however, concerned about
development costs and the difficulty of amortizing costs over a number of years. We
are using a strategic approach because not all programs lend themselves to an online
or distance format. We are experimenting with online programming from which we
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can learn and developing workshops that will help program staff gain a greater
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understanding of distance education and online learning.
4. Recommendation Four: Faculty members who are assigned \
Continuing Studies activities by their departments and who
do not receive additional compensation for these activities
should have them considered as part of their normal
teaching load for the promotion and tenure process.
We agree with this recommendation although it is beyond our control, except in a
lobbying or advocacy role. We are also aware of the report of the Independent
Commission of Inquiry on
Canadian
University Education (Smith 1991; 82,87)
recommending that faculty be recognized for continuing studies and distance
education activities as accomplishments for full value when seeking tenure,
promotion, or merit pay. Continuing Studies is considering how we might survey
departmental and faculty tenure committees to gauge their current thinking about
appropriate credit for
Continuing
Studies activities.
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5.
Recommendation Five: Continuing Studies should initiate
annual performance reviews, including identification of
performance expectations for the next year, for all support
staff.
While we support the spirit of this recommendation, our views about its
implementation are somewhat mixed. We believe that there is a need for greater
feedback and communication between supervisors and staff, and we are committed
to an approach that is positively conducted.
Continuing Studies has developed a proposal that takes a positive dialogue
approach and incorporates recommendation #15. It is currently under discussion
with all professional and support staff and will be refined with their feedback. We
also plan to extend the approach to professional staff. An essential element of the
plan is training and coaching for all supervisors. A plan for management training for
supervisors is also currently under discussion as part of our effort to enhance staff
relations.
Overall, we believe our plans will also provide staff opportunities in
succession and career planning.
6.
Recommendation Six: A clear statement of the purpose,
objectives, and priorities of distance education at SFU
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should be developed by the Centre in consultation with the
Faculties, and approved by Senate.
At a retreat held in February 2001, the goal for the Centre for Distance Education
was defined as follows:
"The Centre will be a leader in the development and delivery of high-quality
educational products and services that are accessible and meet the educational needs
of our students. Our staff will provide leading-edge resources and services to the
University community by developing working relationships with other distance
education professionals and engaging in academic research ... ."
Staff attending the retreat reached a consensus on the core functions of the
Centre: working with academic units and faculty members to identify programs to
be made available for distance delivery and working in partnership with faculty
members during the development of individual courses. Embedded in these goals is
the commitment to maximize the potential of online learning (but not to insist on its
use).
The reviewers correctly point out that the Centre works within certain
constraints and that this unit, as well as others in Continuing Studies, "must have the
full support of the Faculty to develop and deliver courses"
(p.
7). They also point
4
Out that "[t]he university needs to be clear about the potential roles for distance
education and their priority...
[O]ther
than a statement in the Distance Education
calendar about the flexibility such courses provide, we were unable to find a general
mission statement or set of agreed priorities for distance education at SFU"
(p.
14).
The CDE staff are clear about its goals for programming and delivery
initiatives. Where academic departments share that vision, good work is being
done. Where they do not, the challenge is far greater. It is worth noting that
departmental support for distance education - regardless of its mode of delivery -
can vary according to individual perspectives and priorities as faculty cycle through
administrative positions. Bearing these attitudes in mind, the Centre supports the
reviewers' call for more clearly defined University-wide expectations with regard to
distance delivery.
In sum, the Centre develops and delivers academic courses and programs that
have already been approved by Senate. It would be useful for the University to
define its expectations regarding distance education and online activity.
7.
Recommendation Seven: The Centre should explore with
Faculties the development of graduate distance programs
aimed at working professionals.
Although this recommendation is directed to the Centre for Distance Education,
Continuing Studies supports the development of graduate programs for working
professionals, whether delivered by distance or not.
8.
Recommendation Eight: The cap on distance education
enrolments for students already admitted to the
undergraduate program should be removed, although
Faculties may wish to set a limit on the proportion of
courses within a program that individual students may take
at a distance.
SFU does not distinguish between courses taken on campus and at a distance, which
is an important access principle. Faculties and departments, however, do ensure a
balance between face-to-face and distance course offerings by selectively choosing
which and how many courses will be developed for distance delivery and then
specifying the semesters when they will be offered.
There is no formal cap for distance education enrollment. The target
enrollment is determined by the distance education budget as allocated by the
University.
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9.
Recommendation Nine: A more flexible form of funding
needs to be devised that encourages innovation and new
developments in distance education within the
undergraduate credit program, and reflects changes in the
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level of activity.
Continuing Studies agrees with this recommendation and supports any initiatives by
the University.
10.
Recommendation Ten: The Centre needs to make a much
greater commitment to developing fully online distance
N
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Web-based
education courses,
online courses
rather than
should
Web-enabled
be the norm
print
for
courses.
all new
distance course development.
The Centre for Distance Education acknowledges that the access concerns of the
past do not represent current student realities. Therefore, it is now the norm (rather
than the exception) for each course developed or revised to reflect some use of
technology. Not all faculty members, however, wish to move in this direction.
Knowing the academic unit's vision for online teaching is helpful and provides
important information regarding the extent to which we can promote its use. As a
minimum, mail-lists are incorporated into all courses offered through the Centre to
facilitate student-to-student interaction.
As mentioned above, there are differences of opinion regarding the relative
merits of Web-enabled and Web-based courses. We firmly believe that the "one size
fits all" approach is not the way to proceed. It is important to us, as professionals, to
continue to bring our knowledge of our particular context to the course development
and delivery process at SFU.
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11. Recommendation Eleven: The Centre needs to review
current job specifications, especially for program directors
and print support staff, to ensure that the skill sets of staff
are in line with the future needs of the Centre. In particular,
the Centre needs to look at the shift in skills that will arise
from a reduction in print and an increase in fully online
teaching. As a result, the Centre will need to provide strong
professional development guidance and opportunities for
some staff, and may need to hire new staff where skills are
lacking.
Continuing Studies is aware of the need to ensure that all staff have the requisite
skills to accomplish their unit's goals. Before any position is advertised, the job
description is reviewed and revised to reflect current needs. Professional
development for existing staff is ongoing throughout Continuing Studies.
12.
Recommendation Twelve: The Centre needs to review its
organizational structure to ensure that it reflects the
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increasing integration of program initiation, design,
development and delivery.
We agree that a clear vision and strategic plan for CAPP5 is necessary. It has been
under discussion over the past year and the process is continuing in conjunction
with business planning and the University's three-year plan. Flexibility and
responsiveness to both the University and the community are essential elements of
our planning that will ensure Continuing Studies will continue to be an important
resource to departments and Faculties.
13.
Recommendation Thirteen: CAPPs needs to develop a
strategic plan to guide its program development during the
next three-years. This plan should reflect the interest and
expertise of the unit, anticipated opportunities/needs as well
as the University's overall direction.
A clear vision and strategic plan for CAPPs has been under discussion over the past
year. There are some significant issues related to the range of programming and how
a plan could accommodate this diversity without making it so broad that it is not
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useful. However, CAPPs is continuing this discussion, which is also tied to the
business planning in individual program areas. Continuing Studies has been an
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important resource to departments and Faculties pursuing innovative programs. The
business planning process will strive to maintain the capacity for flexibility and
responsiveness.
14.
Recommendation Fourteen: CAPPs should develop a
consistent and clear policy regarding professional
development for its staff and a process that is seen as fair
and equitable across the sub-units. The costs for
professional development should be considered as a
business cost and factored into unit budgets.
Continuin
g
Studies supports the recommendation and prefers a single process and
policy for all its staff. The Dean's Management Committee already has a procedure
in place to accomplish this process and to ensure equity throughout Continuing
Studies.
15.
Recommendation Fifteen: An annual review process for
CAPPs support staff should be developed, communicated
and implemented. Part of this process should include a
discussion of professional development needs and
opportunities for staff for the upcoming year. It should also
include a discussion of the individual's career goals and
potential career paths within the organization.
This recommendation is an expansion of recommendation
5,
which speaks directly
to performance expectations. The performance planning and coaching system under
development is designed to focus on current performance, work goals, professional
development needs, and career goals.
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16.
Recommendation Sixteen: The promotion process and
criteria for promotion for program directors should be
reviewed and. perhaps, redesigned to reflect the current
organizational realities and goals of CAPPs. If research and
publication are criteria for promotion, the time cost of this
must be factored into the unit's business plan.
We are aware that the existing promotional process across Continuing Studies does
not reflect current organizational realities and goals. We have recommended
significant changes, and the new policy will go through the approval process in
November 2001.
17.
Recommendation Seventeen: The issue of burnout should
be addressed very soon. Within a cost-recovery
environment, it is difficult to downplay the significance of
financial performance; however, a healthy work environment
is essential if financial goals are to be attained. Staff should
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be consulted regarding how this issue can be addressed
within the unit.
As the office of Continuing Studies has grown, many staff members have assumed
greater responsibilities and expanded workloads. Potential burnout is not confined
to CA.PPs or to program directors alone. We are working with all staff to determine
where work overload exists and how it can be alleviated. We recognize that
retaining qualified staff and attracting new employees depend on our willingness to
address this problem. And doing so is a priority of the Dean's office.
18.
Recommendation Eighteen: The mandate and the resources
of the Lohn Laboratory should be extended to promote the
development of online non-credit courses.
Continuing Studies is pleased that the external reviewers responded favourably to
the inter-unit initiative to share the expertise of the Centre for Distance Education
and its Teaching and Learning Technologies unit with our colleagues throughout
Continuing Studies. A pilot project, the online delivery of a popular technical
writing course, will provide information that will be used to determine how best to
conduct future projects. CDE has recently facilitated a workshop for CAPPs and
CICS staff that focused on the transition from face-to-face to distance/online
delivery. Others are being planned.
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We appreciate the reviewers' recognition that the Centre's staff has the
expertise to facilitate this transition. We also believe it is essential to "recognize that
if the Lohn Laboratory {TLT} is to support both an expanded online program for
credit distance education programs and for non-credit programs, its staffing would
need to be increased" (pa
g
e 9).
19.
Recommendation Nineteen: Continuing Studies should
commit resources to working with the Faculties to provide
continuing professional education programs in the health
sciences.
We are in favour of supporting the University's initiatives in the health field.
Current health programming includes the Physicians' Executive Management
Program and a new interpreters program for health professionals, both at the
Harbour Centre campus. CICS staff are also exploring possible post-graduate
education options in the health sciences. Contributing to the outreach activities
associated with University initiatives is an important part of Continuing Studies' role
within the University.
20.
Recommendation Twenty: Continuing Studies should take
the initiative to expand the focus on laddering between
credit and non-credit programs, i.e., providing credit towards
degree programs for related non-credit programs.
Continuing Studies agrees that adopting this recommendation would benefit our
students. Other Canadian universities have been able to implement laddering
between credit and non-credit programs (e.g. McMaster, Calgary), and we will take
a leadership role in promoting this concept thiough the Ad hoc Committee to
Review and Develop Lifelong Learning Opportunities at SFU.
21.
Recommendation Twenty-one: Continuing Studies and the
Faculties should undertake to provide selected degree
programs downtown.
Continuing Studies will explore ways to encourage the Faculties to offer courses
that will enable students to complete degrees (other than the BGS) at Harbour
Centre. And we will review the current process of choosing which courses will be
offered at HC. Many faculty do not choose to teach at HC, chiefly as a result of the
severe lack of office space for office hours, class preparation, and other work.
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22. Recommendation Twenty-two: The Dean of Continuing
Studies should determine
why
Continuing Studies program
units do not use the Conference Services office when
organizing and sponsoring special events and conferences.
The Conference Services unit was developed in the mid-eighties to assist program
directors in Continuing Studies to support faculty-initiated academic conferences.
During the nineties, Conference Services strengthened and developed its own
mandate to assist faculty and administrators in planning, managing, and evaluating
conferences at both University campuses and at hotels and convention centres in
both Vancouver and Whistler.
This is not to say, however, that Continuing Studies units should not seek
advice from or use the expertise offered by the Conference Services unit,
particularly when conferences are run outside the Harbour Centre campus or the
Wosk Centre for Dialogue.
23.
Recommendation Twenty-three: Costs for professional
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development and maintaining an adequate level of staffing
to preclude chronic overload working conditions should be
factored into unit budgets.
This recommendation is related to #14 and #17 and raises the same issues for
Continuing Studies. Our strategic and business planning initiatives will address
these.
24.
Recommendation Twenty-four: Continuing Studies should
identify and implement the ways and means to encourage
and support professional staff members to conduct research
and to publish in the area of university continuing education.
Continuing Studies supports this recommendation, though it is important to
emphasize that Continuing Studies is not an academic unit or Faculty with research
as a primary responsibility. We recognize the inherent difficulties in combining
programming responsibilities with time for research and writing.
We believe that the M.Ed. program in Continuing Education currently under
development should provide a strong basis through which this recommendation
might be achieved. We also encourage staff to publish in academic fields other than
university continuing education. The Dean's office is seeking ways to expand
opportunities for staff to contribute to the field.
11
25. Recommendation Twenty-five: The new Student Information
Management Information System being contemplated by
Simon Fraser University should include applications
appropriate to the work of Continuing Studies.
Continuing Studies units are participating in discussions and planning for the new
Student Information Management System (SIMS). The new applications would
ideally include non-credit activities.
GENERA!.
COMMENTS REGARDING CAPPS
As the reviewers note, the entrepreneurial nature of CAPPs, the balancing of revenue-
generating and non-revenue-generating programs, and the contributions of programs to
general operations reduces our ability to develop new programs and take financial risks.
This is an ongoing problem and we hope it will be alleviated, at least to some extent, by
the fundraising initiatives underway as well as the strategic and business planning
process.
The equitable treatment of non-credit students and instructors is also of concern.
We are currently exploring the possibility of providing some kind of alumni status for
non-credit students, and we will be reviewing arrangements with instructors.
We are exploring co-operation with other educational institutions in several areas.
Recently, cross-institutional meetings have been held in the writing and publishing and
non-profit fields. We are also engaged in ongoing discussions with UBC in relation to its
move downtown.
We agree that compelling Harbour Centre staff to use the SFU Printshop when a
downtown printer might be more timely and/or less expensive imposes unnecessary
constraints on program areas.
OTHER MATTERS REGARDING CDE
Distance education students should be able to submit their assignments by email.
The Centre has identified this as one of the topics to be explored during the current year.
On the surface, this appears to be a simple recommendation to implement. However,
there are a number of issues embedded in this suggestion that need to be examined.
These include: possible implications for tutor-markers; the need to re-examine record
keeping processes that ensure the safe receipt and return of all assignments; concern for
viruses; and investigating equipment changes that will facilitate this transition.
The university should accept credit card payments for books required for distance
education courses.
L
.
.
12
aThis suggestion will be explored.
Tutors for distance education courses should meet periodically to share ideas and
discuss issues.
The Centre has made attempts in the past to bring tutor-markers together mid-term, but
the response has not been enthusiastic. We are certainly willing to explore other
possibilities.
Copyright for distance education materials is held by Continuing Studies. Faculty
members who have prepared distance education courses should not only have
responsibility for maintaining/upgrading the content but also be rewarded for this.
Copyright for materials developed in partnership with the Centre for Distance Education
is held by SFU (not Continuing Studies) in accordance with University copyright
policies. This copyright is strictly limited to the entity produced (e.g. the study guide), not
the intellectual content. Indeed, many faculty members have found commercial
publishers for books based on materials originally developed for distance delivery.
We share the reviewers' opinion that responsibility for maintaining and upgrading
content should fall on the course author. It is not unusual for the Centre to initiate a
conversation regarding the need for revision and, on some occasions, to withdraw a
. ?
course until revisions are completed. The academic unit, however, has the final say in all
such cases.
Rewards for revising courses—and indeed for developing them—can take at least
two forms: one, financial compensation, exists now; and two, recognition at time of
tenure and promotion, is not within the Centre's mandate. However, we would strongly
support a recommendation that the University acknowledge a faculty member's
contribution to realizing SFU's renewed commitment "to reaffirm its reputation for being
a uniquely innovative university in our pedagogical approaches and learning
environments"( Vice-president, Academic's Three-Year Plan, page 18).
RESPONSE
TO
REVIEW - INTERNATIONAL PROGRAMS
The International Programs unit's response to the draft report and recommendations of
the External Review of Continuing Studies reflects the brevity of the Committee's
observations on its work. The report noted the active involvement of Continuing Studies
in support of Simon Fraser University's policy for increasing internationalization. The
reviewers did not make suggestions or recommendations for future development.
Work is currently in progress to develop a long-term plan for the International
Programs unit, which includes issues such as workload for staff on international
assignment. Many opportunities for different models of international programs and
13
SCA,kP o--J
Report of the External Review Committee
•
AUG
15 201
Continuing Studies
?
Simon Fraser University
Tony Bates ?
University of British Columbia
Judith Potter?
University of New Brunswick.
•
?
Dennis Foth
University of Alberta
August 2001
al
Report of the External Review Committee for Continuing Studies
Simon Fraser University
Executive Summary
Continuing Studies is in good health generally and, with some manageable adjustments,
positioned to contribute in a substantial way to the realization of the university's recently
approved strategic plan. Goal 6 of the strategic plan is of particular relevance to
Continuing Studies;
"Extend the university more fully
into its communities, reach out more effectively to our
diverse community of learners, and generate opportunities for lifelong learning."
The report contains twenty-five recommendations and a number of suggestions. The
majority of these are directed to Continuing Studies. A few of the recommendations
involve Continuin g
Studies and the Faculties of Simon Fraser University. We note two
of them here as they represent important and timely actions for the achievement of
Goal 6:
Continuing Studies, working with the Faculties, should adopt online learning as
an important modality for distance education undergraduate and graduate
courses and for non-credit courses.
(Recommendation 3)
Continuing Studies should commit
resources to working with the
Faculties to
provide continuing
professional education programs in the health sciences.
(Recommendation 19)
'Three-year Plan of the Vice-President, Academic 2001-2004 Flexibility and
Responsiveness.
Approved by the Simon Fraser University Senate Committee on
University Priorities on April 11, 2001.
I
Introduction
Lifelong learning and other forms of community engagement (e.g., contracted research,
public service) have been an integral part of the mandate and development of Simon
Fraser University since it opened its doors in 1966. The creation of the Continuing
Studies unit in 1974 provided a structure to more flexibly and quickly respond to the
needs of the community for engagement with the university and vice-versa, particularly in
the area of lifelong learning. The outcome of Continuing Studies working together with
the discipline-based Faculties to extend the intellectual resources and other academic
services of the university to the community is both well-known and highly regarded
among those who work in university continuing education throughout the country.
We
heard from academics, administrators, students and community representatives that
Continuing Studies is well regarded within the university and within the Lower Mainland
region. We expect it has a fine reputation also outside of the Lower Mainland, from the
programs it delivers either face-to-face within the region or by distance education.
While past accomplishments and reputation are important for establishing credibility
within academic institutions and the communities they serve, the questions put to the
. ?
review committee by Continuing Studies and Simon Fraser University have, primarily, to
do with the future. Specifically, is Continuing Studies well positioned with ideas,
principles, values, structures and physical and human resources to contribute to the
university's vision and goals?
The information for our review came from the report of a self-study carried out by
Continuing Studies, which included their three-year plan. We also reviewed brochures
and calendars provided by Continuing Studies, the Continuing Studies and Simon Fraser
University websites, and the Vice-President, Academic's three-year plan document noted
previously. We made a site visit May 14-16, 2001, which included thirty-four individual
and group interviews with university administrators, faculty members, community
representatives, instructors, students, tutors, and academic/professional and support staff
of Continuing Studies, and two receptions. We visited the places where Continuing
Studies staff carry out their work: the West Mall Complex and the Halpern Centre on
Burnaby Mountain campus and the Harbour Centre and Wosk Dialogue Centre in
downtown Vancouver. Finally, each of the committee members brought their knowledge
of Continuing Studies and Simon Fraser University to the review.
The committee was impressed with the forthri
g
htness of comment and answers to our
questions by the participants attending the meetings and the courtesies and hospitality
1 7_^
2
provided us. While many people deserve thanks for making the visit productive two
deserve special mention: Dr. Brian Burtch of the School of Criminology and Sue Roppel
of the Office of the Vice-President, Academic. Brian helped keep us on schedule and
provided important university context information when we needed it. While he was an
important part of the review team he bears no responsibility for the content of the report
and its recommendations. Sue looked after all of the administrative arrangements for our
visit in a superb fashion and made us feel welcome long before we arrived as well during
our visit.
The report is organized as follows: responses to the terms of reference that were provided
us, commentary about each of the Continuing Studies' academic program centres and
academic service units, and commentary about other issues. Recommendations are to be
found throughout each of these sections. The recommendations are also listed at the end
of the report.
I. RESPONSES TO THE TERMS OF REFERENCE
As a component of all external reviews Simon Fraser University requested assurances
that:
The quality of [Continuing Studies] programs is high, that curricula are
appropriate, and the unit has measures in place to ensure their evaluation and
revision in a timely and effective manner.
Answer:
Yes
Commentary:
Continuing Studies has, since its inception, maintained a rigorous
requirement of formative and summative evaluation of its courses and programs. The
processes required for this have been maintained over the years and remedial measures
applied as appropriate. We received much positive comment about the high quality of the
programs from members of the Senate Committee on Continuing Studies, faculty
members, community representatives and students. We note positively the recent
creation of the Program Evaluation Unit to assist Continuing Studies directors and other
members of the university community with program evaluations. We also note that
Continuing Studies has won a number of peer-adjudicated national awards for its
programs, including most recently an Award of Distinction for
The City Program
from
the Canadian Association for University Continuing Education (May 2001).
With respect to revision of materials we heard some concerns that the academic content
of a few distance education courses, while of high quality, is dated. This is a matter to be
addressed by Continuing Studies and the appropriate academic departments.
Ir
The quality of [Continuing Studies] program development is high, that the unit's
profile and visibility is appropriate for its mission, that staff collaboration and
interaction provides a stimulating environment and that staff participate
appropriately in the dissemination of knowledge.
Answer:
Yes
Commentary:
As with program evaluation Continuing Studies has maintained rigor in
program development throughout its history. We neither heard nor saw any evidence that
this has changed. With respect to profile and visibility of the unit being appropriate to its
mission Continuing Studies is well known within the university and in the community for
doing what it is supposed to be doing. There is no ambiguity about its mission. On the
matter of staff collaboration and interaction with other departments of the university,
academic and administrative, the rapport appears to be first class. We heard positive
comments about this and no evidence to the contrary.
With respect to participation in the dissemination to the public of the University's
knowledge, including new discoveries and insights, Continuing Studies' staff excel. If,
however, we ask whether Continuing Studies professional staff are actively engaged in
research and the dissemination of knowledge obtained from discovery and practice about
university continuing education
per se,
the answer is a few do and many don't. This said,
we caution that this is a complex matter based on the responsibilities of the professional
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staff in Continuing Studies, the time available to them for their tasks and the nature of the
cost-recovery environment in which most of them must work. We discuss this matter
further in the
Other Issues
section of the report.
•
[Continuing Studies] has a well-developed vision
for the future and the
long-
term direction is appropriate.
Answer:
Yes.
Commentary:
Contrary to today's fashion of emblazoning one's vision statement in
every advertisement, on the cover of every publication and on the back of every staff
member's business card, Continuing Studies quietly articulates its long-standing vision of
being a leader in creating a bridge between the university and the community through
deeds rather than words. Within the context of contributing to the university's vision of
becoming the leading comprehensive research university in the country with a distinctive
reputation for teaching and learning, Continuing Studies has put a great deal of thought
into its mission statement, what it believes (i.e., its values), and its goals. Based on the
self-study report we are comfortable that the implicit vision and mission and long-term
direction are clear and consistent with those about lifelong learning and community
engagement as espoused by the university. What is less clear are the strategic initiatives,
0
)b
action plans and timelines to achieve the goals and the key performance indicators and
their associated benchmarks that will be used to assess whether and when they have been
achieved. We believe that it will be worthwhile for Continuing Studies to take some time
to consider and assign priorities to the initiatives it has already mapped out and those that
will evolve as it moves forward. We are unclear, for example, of the relative priorities of
developing programming focusing on dialogue for the
Morris J. Wosk Centre for
Dialogue, international programming and online learning. We believe that the context for
priority setting is the development of a rolling three-year strategic business plan and
budget.
Recommendation 1:
Continuing Studies should develop rolling three-year business
plans and budgets for each of
its
academic program centres and academic service
units and for Continuing
Studies
overall.
To be fair to Continuing Studies the recommendation for three-year strategic business
plans and budgets to complement
vision
and mission and goal statements is relatively
new within universities. Most university academics and administrators, including the
members of this review team, are only now becoming familiar with them and how to
adapt them to the academic enterprise.
[Continuing Studies] professional
and
support staff participate in the
administration of the
unit, and
in providing service to
the
University and the
community in appropriate ways.
Answer:
Yes
Commentary:
Morale among the staff in Continuing Studies appears to be very good.
Opportunities are provided for both professional and support staff to make their ideas and
concerns known to the administration of the unit and to participate on committees of the
unit and within the university. With respect to the latter the number and range of
university committees with Continuing Studies staff membership is impressive. We
applaud the Dean's once a week open door policy whereby any member of the staff can
speak directly with him. As would be expected of a unit that engages the wider
community directly in the provision of educational services there is a great deal of
interaction with community groups. Many staff members also contribute their time and
talents to professional organizations and to community organizations on a personal (i.e.,
not job related) basis.
0
^T
6
• The culture of, and environment within [Continuing Studies], is conducive to the
attainment of its objectives.
Answer:
Yes
Commentary:
Although employees of university continuing education units often feel
marginalized and sometimes even believe they are undervalued by their colleagues in
other parts of the university because they deal primarily with non-credit rather than
degree credit programs, we found only a little evidence for concern here. This is likely
because Continuing Studies has ensured throughout its history that all of its courses and
programs must be sponsored by the appropriate academic departments. The unit has also
done an excellent job of marketing its value-added services to the university, although as
all who work in university continuing education know this is a never-ending task. Within
the unit there is a good sense of shared values, although the reality of three large
programming centres, and a number of other academic programming and academic
service units distributed on two campuses takes its toll on getting to know fellow workers
and understanding what everyone does.
The four years of leadership uncertainty experienced by Continuing Studies prior to the
permanent appointment of the current Dean did result in a kind of isolationism by the
individual units as each attempted to get on with its work without much in the way of
overall guidance. However, the Dean has done an excellent job of stabilizing Continuing
. ?
Studies and creating a milieu for dialogue and planning. In addition, the requirement of..
the self-study for this regularly scheduled review of Continuing Studies has come at a
most appropriate time as it has brought people together to identify and inventory issues
and to develop longer-term goals and the plans to achieve them.
The University and Continuing Studies also asked the review team to consider the
following:
•
The degree to which Continuing
Studies is strategically
positioned to maintain
and expand its programming niche in downtown Vancouver in light of UBC's
expansion in the region.
The University of British Columbia (UBC), as one of its six strategic initiatives, is in the
process of establishing a greater presence in downtown Vancouver to more effectively
engage itself with the community and
vice-versa.
Based on our understanding of UBC's
programming plans and the space it has acquired, the committee believes that UBC's
presence in the downtown area will complement rather than compete with Simon Fraser
University's programming. In addition, Simon Fraser University's long presence in the
area and credibility for quality programs will result in maintaining its current market
share and in attracting new clients. Further, the establishment of the
Morris J. Wosk
Centre for Dialogue
is an innovation that will keep Simon Fraser University in the public
sm
MOM
7
eye for some time to come. Finally, there are opportunities for Simon Fraser University
and UBC to jointly develop and present programs in the downtown.
?
9
Longer-term responses to the UBC initiative will, of course, hinge upon the creativity and
entrepreneurial mind-set of Continuing Studies' program directors and staff at Harbour
Centre. The committee believes that the quality of the Continuing Studies program
directors working out of Harbour Centre is excellent. As a result, the University is well-
positioned to meet the lifelong learning needs of downtown clients with worthwhile and
imaginative programs.
We did hear concerns that there is not enou
g
h classroom space at Harbour Centre to
respond to all of the lifelong learning needs in downtown Vancouver that could be
addressed by Simon Fraser University. We were told that the SF0 presence in Harbour
Centre could be expanded to meet these needs, as there are vacant floors in the building
that could be leased and renovated.
Recommendation 2: Continuing Studies should acquire more classroom space in
Harbour Centre.
The effectiveness of, and innovation in, the provision of Distance Education
programming by
Continuing
Studies.
That Continuing Studies, working with the Faculties of Simon Fraser University, has
provided leadership internationally in the development of an effective program of print-
based distance education courses over the past 30 years is indisputable. However, we
believe Continuing Studies has been slow off the mark to realize the opportunities
inherent in web-technology for offering courses at a distance for undergraduate and
graduate programs and for continuing professional development courses. Our concern
about adopting online learning is directed not only to Continuing Studies but also to the
University because Continuing Studies must have the full support of the Faculties to
develop and deliver courses. Further discussion of this important matter may be found in
the
Centre for
Distance Education
section of the report.
Recommendation 3:
Continuing Studies, working with the Faculties, should adopt
online learning as an important modality for distance education undergraduate and
graduate courses and for non-credit courses.
0
^q
• The success of Continuing Studies in developing and stimulating an interest in
lifelong learning in varied communities of learners.
Continuing Studies has been successful over the years in stimulating interest in lifelong
learning in mature students seeking degrees through study on a part-time basis, in people
who are seeking professional development opportunities to enhance their careers, in
organizations that have particular training needs for their employees, people who wish to
study the arts and humanities for interest, and in special groups like older adults who
access the university through the Seniors' Program. Being able to stimulate interest in
lifelong learning in different demographic groups, however, is highly dependent upon the
willingness of departments to endorse such programs and the willingness of faculty
members to participate by teaching and or providing academic oversight to the programs.
Part of the success, however, can also be attributed to the work of Continuing Studies
staff to encourage and persuade faculty members to participate in these programs.
We do have some concern about the ability of Continuing Studies to sustain stimulating
interest in varied lifelong learning programs on the part of faculty members when these
same faculty members are under enormous pressure to do research and to publish. We
heard anecdotes, and they are not unique to Simon Fraser University, that junior members
of faculty are often
actively discouraged
from participating in lifelong learning activities
because it will interfere with their career progress. This is understandable when the
reward structure for faculty members is heavily weighted to research and publication and
"traditional" teaching. To the extent that the University is serious about increasing
lifelong learning and its engagement with communities
through
means other than the
traditional it will have to reconsider the reward structure for promotion, tenure and salary
increments for merit of its faculty members.
We believe that engagement in Continuing Studies activities by faculty members,
especially when departments are fully compensated by Continuing Studies for time spent
by their faculty on these activities, should be given equal weight for tenure and promotion
considerations as undergraduate and graduate teaching. We suggest that the Vice-
President, Academic ask department chairs, faculty deans, and tenure and promotion
committees to consider this when makin
g
their recommendations and decisions about
promotion and tenure.
Recommendation 4:
Faculty members who are assigned Continuing Studies activities
by their departments and who do not receive additional compensation for these
activities should have them considered as part of their normal teaching load for
promotion and tenure purposes.
0
• The effectiveness in developing opportunities and delivering credit and non-
credit programming to meet lifelong learning needs.
Recognizing a lifelong learning need and actually doing something to effectively meet
that need requires knowledge of how to do it (process), content (faculty members and/or
community experts) and a dedicated staff to deliver the program. Simon Fraser
University, through its faculty members and Continuing Studies, has been particularly
good at doing this over the years. We have no reason to believe that it won't continue.
One area that requires consideration is the laddering of non-credit courses into certificate
and diploma programs and of certificate and diploma programs into degrees (and
vice-
versa, although hardly anyone ever talks about how a degree program can be a
prerequisite for a non-degree diploma). Recognizing appropriate work done in non-credit
courses and programs for a degree program not only benefits the student but also the
university as it does not need to duplicate the provision of instruction for these students.
This matter is considered
further in the
Centre for Community and Professional
Programs section of the report.
The potential for the appropriate pedagogical
use
of educational technology for
Continuing Studies programming.
?
0
Continuing Studies can readily apply new educational technologies to its non-credit
programs, as there is expertise and experience in the Centre for Distance Education,
especially the Lohn Laboratory. Many lifelong learners will benefit from the flexibility of
'mixed mode' teaching that combines a reduced face-to-face teaching load with online
learning. Furthermore, many more of the current non-credit programs would benefit from
being available to a wider audience in a fully distance education format.
We believe that the Centre for Distance Education, and the staff of the Lohn Laboratory
in particular, should be working with the non-credit program directors in the same way as
they do with the Faculties for credit distance education programs. However, it should
also be recognized that if the Lohn Laboratory is to support both an expanded online
program for credit distance education programs and for non-credit programs, its staffing
would need to be increased. It will be important to develop an appropriate business
model for non-credit online activities that reflects the full cost of such activities.
Nevertheless we believe that this is an important and relevant direction for non-credit
programming.
-^ 1 0
!0
• ?
As part of the terms of reference the review team was asked to address a number
of
additional questions. There is some redundancy in our responses to some
of
these
questions with the preceding commentary. However, we felt this to be a small price to
pay in our efforts to provide a thorough response to the quesfions asked.
A.
Programs
We reviewed the calendars and brochures of the programs of Continuing Studies as well
as the website. Based on this, plus our knowledge of some of the programs written up in
the
Yearbook of Exemplary Practice
of the Canadian Association for University
Continuing Education, we believe that Continuing Studies programs are of high quality.
Moreover, they are of sufficient range, breadth and orientation that they meet can meet
the needs of most students who access Simon Fraser University for lifelong learning
opportunities. Mechanisms are also in place to get feedback from students regarding the
quality and delivery modes.
There does appear to have been a reluctance, however, to adopting online learning
technology for both distance education credit courses and non-credit courses. We note,
however, that Continuing Studies has identified online learning as a major new initiative
in its self-study report and urge them to accord this activity high priority.
B.
Professional and support staff
The quality of the professional and support staff appear to be appropriate for Continuing
Studies current set of responsibilities. Twelve of the 26 professional staff have doctorates
and ten have masters degrees, which provides a very solid academic core for the unit.
Concern was expressed by some members of the support staff that some directors did not
appear to have appropriate management skills, particularly in the area of staff supervision.
We heard no concerns that the support staff were not equal to their responsibilities. A few
professional and support staff noted that some support staff had qualifications far beyond
those needed for their jobs and that they were indeed doing tasks appropriate to a higher
job classification.
We did hear much commentary from staff and people external to the unit that many
professional and support staff were working "flat-out" and over-extended. To the extent
this is so it may suggest that the number of staff in some areas may be too few for the
tasks at hand. We also heard that one small program may be overstaffed for its
responsibilities.
The professional staff appear to be doing well in program development which, for many,
is their prime responsibility. If teaching is meant to include more than program
development, and curriculum development for distance education courses, then teaching
is largely an extra for the majority of professional staff. The same appears to be true for
research other than that required for pro
g ram development (e.g., market analysis,
curriculum testing) and program and instructor evaluation. It appears that professional
0
staff, by and large, are simply too busy with their program and management
responsibilities to do much in the way of teaching, research and publication. The matter
of research and publication is discussed further in the section
Other Issues.
The Dean and senior directors are very supportive of professional development, a fact
appreciated by all staff. We heard, however, that while the support is there staff are often
unable to take advantage of professional development opportunities because they are
simply too busy with their work to do so. This appears to affect some units more than
others. In addition, because of the nature of revenue generation in the units, some units
are better able to budget for professional development than are others.
Succession planning is identified as an issue in the Continuing Studies self-study report.
However, we were not apprised of any concrete plans to groom people for some of the
positions that will become available as a result of retirements during the next few years.
A major concern of the reviewers is that there is no systematic annual review of the
performance, and the identification of performance expectations for the next year, of
support staff. We heard that this is a matter common to the University, not just
Continuing Studies. We believe that annual performance reviews, coupled with open
discussion between employees and supervisors about the expectations for the year are
both welcomed by the employees and are an important management tool. In discussions
with support staff we learned that managers and directors are likely to be uneven in their
skills to undertake these performance reviews. These are learnable skills and Continuing
Studies would seem to be uniquely positioned to arrange for such continuing professional
education for its managers and directors.
Recommendation 5:
Continuing Studies should initiate annual performance reviews,
including identification of performance expectations for the next year, for all
support staff.
C. Administration
The size of the administration and its support staff appears to be appropriate. We heard
no complaints about "the administration". In fact, there appeared to be a good feeling
among most staff members about "the administration".
The majority of professional and support staff felt there was an openness about the work
and management of Continuing Studies, that all employees were valued, and that there is
a mechanism for concerns to be heard. These observations were reinforced by the views
of faculty members and administrators external to the unit.
33
12
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D. Connection of the unit within and outside the university
The current buzz term in marketing and fund raising is "relationship building". A long-
standing Continuing Studies value has been to foster strong relationships within its own
ranks, with the academic departments and administration of the university and with the
students and communities it serves. We see no evidence of erosion of this value and
indeed find continued emphasis on maintaining and building these relationships. We
understand that thought is being given to creating some sort of alumni status for non-
credit students, an initiative that we believe is very appropriate.
E. Future directions
In general, the future directions that Continuing Studies has identified in its self-study are
appropriate for the times. However, we believe that the unit must identify priorities
within their list of initiatives, ensuring that these priorities also take into account those of
the University. Technology-enhanced learning and health sciences continuing
professional education programming are cases in point. We also believe that the best way
to think through priorities and the timelines and resources required to achieve them is to
establish strategic business plans, a matter we have already commented on.
P_J
H. PROGRAM CENTRES AND ACADEMIC SERVICE UNITS
Continuing Studies has three major centres through which most of its programs are
developed and delivered. A major part of the site visit was devoted to these operations.
In this section we provide some commentary on these centres and offer a number of
suggestions and recommendations.
Centre for Distance Education
Introduction
The Centre for Distance Education has one of the largest enrolments in distance education
programs amongst Canadian universities. It has a total of
12,569
course enrolments
equivalent to 1,390 F1'Es. It has a strong reputation for providing high quality programs
and services to its distance education students.
However, in the last few years there has been a period of uncertainty in the management
•
?
of the unit, affected by broader changes in the senior management
i
of Continuing in
Studies
the
as a whole. Although the current Director has many years of experience working
unit, she is only recently confirmed in her appointment as Director.
3q..
Now, therefore, is an appropriate time for a review of its activities, and these comments
should be seen in the overall context of a well-established and successful unit.
Role and purpose of the unit
All universities are facing strong pressures for change. Nowhere is this greater than in
distance education. The sudden and massive surge in Web-based online learning is
impacting not just distance education but also campus-based teaching. While there is still
a clear division between 'pure' face-to-face teaching and distance education, the mixing of
face-to-face teaching with Web supported learning is resulting in a 'middle ground' where
there are elements in course design, online teaching, and student support that are common
with distance education.
Originally, distance education programs were developed for truly distance students, those
who could not access the campus because they lived too far away. While there is no doubt
an important if small proportion of SF0 distance education students who fit this profile,
in recent years across all Canadian campuses distance education has been increasingly
used to provide greater flexibility for part-time and increasingly full-time students who
are
generally
considered as campus students.
The demand from this more traditional student constituency for distance education
programs is due to a number of factors. More and more students are working their way .
through university, through part-time jobs. This can result in clashes with time-tabled
face-to-face classes. Distance education provides a more flexible alternative, allowing
students to combine study and part-time work more easily.
Perhaps an even more important factor is that there has been a gradual increase in
enrolments over the last lO years without the same proportional increase in faculty. As a
result it has been necessary to cap face-to-face classes or sections. This means that
students have to wait for face-to-face courses, increasing their time to graduation.
Distance education can provide an alternative, quicker way to program completion for the
traditional campus-based student.
Lastly, there is a rapidly growing new market for post-secondary education: the mid-life
career professional who needs to up-grade and retrain. These potential students have often
been through the post-secondary education system, often at graduate level, but now need
further education and training as the knowledge base of their jobs continues to change.
Lifelong learners are an obvious market for distance education courses, and they are also
a target group that can and will pay the full cost of continuing professional education.
Furthermore, with online learning they need not be restricted to the geographical location
of the university. Such potential students have good access to Internet technology and are
prepared to search for the institution that will best serve their needs.
13
.
36
14
'
?
These general points are made to show that distance education can serve multiple
purposes. The university needs to be clear about the potential roles for distance education,
and their priority. However, other than a statement in the Distance Education calendar
about the flexibility such courses provide, we were unable to find a general mission
statement or set of agreed priorities for distance education at SFU.
Recommendation 6: A
clear statement of the purpose, objectives and priorities of
distance education at
SFU should be developed by the Centre in consultation with
the Faculties, and approved by Senate.
This will provide guidance for both the Centre and for the University as a whole in
addressing some of the recommendations raised in this report.
Range of programming
The Centre offers an impressive range of undergraduate
credit,
certificate, diploma and
non-credit distance education courses. The ability of students to take distance courses
from UBC and the University of Victoria, and transfer the credits into their SF0 program,
also widens the range of choice for SF0 students at the undergraduate level. There may
be scope for adding some more graduate programs where there is strong demand (see
Recommendation 7 below), but the main priority in the undergraduate program would
• ?
seem to be maintenance and updating of existing courses, some of which are quite old.
SF0 does not currently offer graduate programs at a distance. Given the growing demand
for applied masters programs for continuing professional education, this may be an area
of possible expansion, especially if such programs can be designed to fully cover their
costs from student fees or employer sponsorship. This type of course could lend itself to
national or international delivery, and to partnership or collaboration with other
universities for the development and local delivery of such programs.
Recommendation
7:
The Centre should explore with Faculties
the development
of
graduate distance programs aimed at working professionals.
Capping
of distance education
enrolments
Staff in the Centre for Distance Education told us that each year they turn away many
hundreds of SF0 students applying for distance education courses. The university has
maintained a cap at 12,000 distance education course enrolments since at least
1995-96.
The reason we were given for this is that SF0 each year exceeds its government
allocation of FTEs. Thus, more distance education student enrolments would not be fully
funded.
. ?
However, this argument does not take into account the demand for distance education
from those already admitted to the university, or the marginal cost of each additional
15
distance education enrolment. We were told that face-to-face classes are often full, so
refusing admission to students to distance education courses as well merely slows down
0
the time to graduation for these students. Once a distance education course is developed,
the cost of delivering that course to a single student is more or less covered by the student
tuition fee. There should be no net cost to the university in removing the cap on those
already admitted, and the benefit to the students would be considerable.
Another possible argument for capping distance students is to ensure an appropriate ratio
of face-to-face teaching. This, however, could be met on a program by program basis. For
instance students may be limited to, say, no more than
50%
of their courses within an
undergraduate degree program being taken in a distance education mode2.
Recommendation 8:
The cap on distance education enrolments for students already
admitted to the undergraduate program should be removed, although Faculties may
wish to set a limit on the proportion of courses within a program that individual
students may take at a distance.
Funding arrangements
The Centre for Distance Education receives a fixed grant of $3,203,129 for the distance
education program for 1,390 VIEs. This averages approximately $2,300 per FTE, or
$255
a three course credit, almost identical to the tuition fee. This compares with a budget at -
UBC for distance education of $2,950,000 for 600 FTEs, an average of approximately
$4,842 per FTE. It can be seen that the rest of the university is a net beneficiary of the
funding arrangements for distance education at SFU. The relatively low cost of serving
distance education students frees up funds for other areas of the university.
On the other hand, this method of funding combined with the cap on enrolments is a
major impediment to progress and change within the Centre for Distance Education. The
current strategy encourages the maintenance of what exists, rather than encouraging the
development of new initiatives. Indeed, there appears to be very little funding available, if
at all, for new course development since the fixed grant covers primarily the delivery
costs of the unit. (Funds in the order of $125,000 a year for new distance course
development used to come to SFU through the Open University Planning Council, but the
Ministry cut this source of funding some years ago).
An alternative method of funding would reflect the economics of distance education,
which differ markedly from those of face-to-face teachin
g
. There are two kinds of costs:
2
At
the moment only a Bachelor of General Studies Degree is available entirely by distance education at
Simon Fraser University although, we were told, students may combine SFU distance education courses
with distance education courses from other institutions and obtain a degree from British Columbia's Open
Learning Agency. Whether degrees other than the BGS should be available entirely by distance education
at Simon Fraser University and, if not, what the proper ratio of distance education and face-to-face courses
should be in degree programs. is beyond the scope of this review.
31-
• ?
the fixed costs of developing a course, which are independent of the number of students;
and the variable costs of course delivery, which increase with student numbers. In many
Canadian distance education units and organizations, where tuition fees are controlled by
government, the cost of delivery (mainly the fees of instructors) is more or less covered
by the tuition fee, while development costs are funded from base grant. This enables the
institution to add more distance students without additional cost to the institution once the
fixed costs of course development have been paid. However, it also means linking
funding of distance education to the number of distance enrolments.
We do not wish to recommend a specific formula for funding for distance education at
SFU. However, there are three issues that do need to be addressed:
• the first is the relatively low level of funding overall in relation to the level of activity.
This means priority has to be given to maintaining and supporting existing courses.
• the second is that there is little or no money or incentive for new developments - new
courses or new ways of working. Either some economies will need to be made in the
Centre's current operations, or new or additional sources of funding will need to be found.
• funding needs to be linked to changes in levels of activity. This can be done in a
number of ways, e.g., by linking base funding to the number of FTEs served, by allowing
the unit to retain distance education tuition fees, or by setting FIE targets or strategic
objectives for which extra funding is earmarked.
?
-
Recommendation 9: A
more flexible form of funding needs to be devised that
encourages innovation and new developments in distance education within the
undergraduate credit program, and reflects changes in the level of activity.
There are also major opportunities for cost-recovery and profit generating activities in
distance education. This could be a very useful way of funding new distance programs in
the area of continuing professional education. However, this will not help the issue of
stagnation within the undergraduate credit program.
We then re-iterate Recommendation 6 that the university as a whole revisits the purpose
and function of distance education at SFU. If distance education is seen as enabling some
of the University's main strategic goals, it may need to re-examine both the level and the
method of funding.
Course design and the Lohn Laboratory (Teaching and Learning Technologies)
We were asked to comment on whether the Centre should be moving more aggressively
into online course design and delivery.
0
17
The Centre, of course, does not control its own destiny with regard to course design. It
depends on the interests and co-operation of faculty in the academic departments. If
faculty are unwilling or uninterested in moving to fully online courses, it is difficult for
the Centre to force them to do so. There has also been a period of uncertainty with regard
to the management of the unit. This has caused somewhat of a leadership vacuum over
the last couple of years. There have also been concerns about student access to the
technology.
Nevertheless, even taking all this into consideration, we were surprised at how cautious
or slow the Centre has been in moving into online learning.
It is helpful to differentiate between (a) fully Web-based courses with print support, and
(b) Web-enabled print-based courses. Students in fully Web-based courses may still need
to read a substantial amount of support printed material in the form of textbooks or
collections of journal articles, but the Web site is the core of the course, and fully exploits
the presentational, informational and interactive features of the Web. In Web-enabled
print-based courses, the specially designed distance education printed text is the core of
the course, but there may be added online discussion forums, an e-mail or list serve
component, and/or some links to Web sites.
We found it difficult to ascertain exactly what has been done with regard to the design
and development of online courses in the Centre. Our understanding is that to date, four
fully Web-based online courses have been developed, in the sense that the Web is the .
core of the course, while a larger number of print-based courses are Web-enabled.
Web-based courses have very strong pedagogical advantages for distance education
students compared with print-based courses. The most important is the opportunity for
group interaction at a distance, allowing for the development of critical thinking skills,
discussion and analysis, through well designed asynchronous discussion forums. Web-
based courses though also allow access to the vast resources of the Internet, and also
enable content to be changed or up-dated more easily and cheaply than through print.
Web courses can combine graphics and text, and increasingly audio, video and
multimedia. In science and engineering, students can do simulations and be tested online.
The university has a huge investment in the current inventory of print-based distance
education courses. These courses were designed to 'work' as well as face-to-face courses.
They cover the same curriculum and students take the same examination as for the
parallel face-to-face classes. If the print-based courses are well designed (and we are sure
they are), then they should be equivalent in effectiveness to the face-to-face classes.
This raises a question about the strategy of adding Web components to courses designed
to stand alone as print-based courses. This adds cost to the course design process and
extra work for students, without any substantive benefit as reflected in grades. Research
suggests that adding on Web features to print based courses leads to a perception of
reduced' rather than 'added' value by students. On the other hand, courses designed from
3
18
' ?
scratch as Web-based courses, with print support, tend to be more effective (Ruhe and
Qayyum, 1999).
The somewhat ambiguous relationship of the Lohn Lab to the Centre has also inhibited
greater development of online courses within the Centre. In our view the Lohn Lab is
essential to the future of the Centre, but it needs to be better integrated within the work of
the Centre. We suggest how this might be done in the section on Organization.
Recommendation 10:
The Centre needs to make a much greater commitment to
developing fully online distance education courses, rather than Web-enabled print
courses. Web-based online courses should be the norm for all new distance course
development.
To do this, though, some major changes will be needed in the Centre. Money for new
course development needs to be found, either by internal re-allocation of resources within
the Centre, or more realistically, by an increase in base funding. Some of the staff in the
Centre will need to upgrade their online design and technical skills. The Centre (indeed
the university as a whole) needs to settle on an off-the-shelf Web-based course
management system (e.g. Blackboard or WebCT) as a standard for its courses. The Centre
through the Lohn Lab needs to increase its technical support for students. Above all the
Centre needs to market the value of online distance courses to the faculty.
0 ?
Organization and staffing issues
We support the Centre's team approach to course design, involving academic/subject
specialists from the Faculty working with an instructional designer, and drawing in other
specialists, such as multimedia designers from the Lohn Lab, as needed.
However, we found some confusion about the role of program directors in the Centre.
Some were trained and practiced course designers, while others had more general
academic or publishing backgrounds, but not necessarily instructional design or online
learning skills.
While program directors in other Continuing Studies areas have control over their
programs and choice of curriculum, program directors in the Centre for Distance
Education act more like brokers between the academic department and the work of the
Centre, providing technical and educational design and project management skills.
Several complained that the criteria for promotion for program directors, while
appropriate for other program areas in Continuing Studies, did not reflect the different
role played by Program Directors in distance education.
The Centre also needs to look at the balance of staff across its different areas of activity.
The very large inventory of existing print-based courses will continue to need substantial
.
?
maintenance, but some of the print support staff may need to move into other roles within
the Centre, such as web programming.
19
We also found the organization of the Centre rather fragmented. In particular the division
of course design and development activities between instructional designlprogram
development/teaching technology was difficult to understand and seems to work against
integration of distance education activities.
Recommendation 11:
The Centre needs to review
current job specifications,
especially for program directors and print support staff, to ensure that the skill sets
of staff are in line with the future needs of the Centre. In particular, the Centre
needs to look at the shift in skills that will arise from a reduction
in print and an
increase in
fully online teaching. As a result, the Centre will need to
provide strong
professional development guidance and opportunities for some staff, and may need
to hire new staff where skills are lacking.
Recommendation 12:
The Centre needs to review its organizational structure to
ensure that it reflects the increasing integration of program initiation, design,
development and delivery.
Organization might be based more on integrated teams working in specific academic
areas, for instance.
Conclusion
It is sometimes harder for an organization with a long history of success than an
organization in crisis to respond to changing circumstances. The Centre for Distance
Education has provided a highly cost-effective service for distance students for over 30
years. However, the external world is rapidly changing, and the impact of the Internet on
distance education cannot be too strongly stressed. If SFU is to retain its reputation as an
international leader in distance education some major structural changes are needed.
The most important actions, with respect to mission, funding, and growth, will need to be
taken at a senior management level within the university as a whole. At the same time,
there is much the Centre can do for itself to increase its value to students and the
university in general.
Centre for Community and Professional Programs (GAFFS)
Introduction
Data which inform this summary were collected from two primary sources—the self-
study by Continuing Studies which was prepared for the review; and interviews with key
stakeholders which occurred during the period of May 14-16, 2001 on both the Burnaby
and Harbour Centre campuses of Simon Fraser University.
t1
20
•
?
Specific to the non-credit portfolio of Continuing Studies, the primary interview
participants included: David Mitchell, Warren Gill, Nancy Petersen, Harbour Centre
Program Directors, Ann Cowan, Interdisciplinary Studies Program Steering Committee,
Continuing Studies Administrative staff, Harbour Centre services staff, Harbour Centre
support staff, CAPPS community partners, CAPPS instructors, and CAPPS students.
This summary addresses the non-credit Continuing Studies offerings, and, as such, deals
almost exclusively with the work of the Centre for Community and Professional
Programs. Components of CAPPS include:
• Advanced Interpreter Program
• Business Program
• City Program
?
-
• Community Education Program
• English Language and Cultural Program
• Interdisciplinary Program
• Labour Program
• Non-Profit Program
• Professional Programs
• Science Program
• Writing and Publishing Program
I
Findings
Quality
of
programs
Review discussions indicated no concerns regarding quality of the non-credit Continuing
Studies offerings. That all non-credit programs are linked with academic units seems to
provide reassurance of quality control. The nature of these partnerships tends to find the
academic unit providing content expertise with Continuing Studies providing
infrastructure—e.g. business planning, linking players, management assistance.
Evaluation processes are generally in place, although the concern was raised that not all
non-credit faculty receive student evaluation feedback.
• Quality of
program development, unit profile and visibility, environment,
dissemination
of
knowledge
Recognition by peers through the annual Canadian Association for University Continuing
Education (CAUCE) awards process indicates the quality of the work carried out through
the Continuing Studies non-credit units. In 2000, for example, Continuing Studies won
two CAUCE marketing awards--Major brochure (Writing and Publishing Program) and
.
?
Poster (With a Little Help from our Friends). In 2001, CS received two marketing
awards—Poster (Culture, Community and Nation Conference) and Thematic Marketing
Materials (English Language and Culture Program) as well as a program award for The
21
City Program. In addition, in 2001, a Continuing Studies
staff
person, Nancy Petersen,
won the CAUCE Graduate Student Research Award.
.
Vision and direction
The unit appears to have reached some stability after a period of disarray and there
seems to be a trust that the Dean is providing leadership and sense of direction. Within
this environment of overall stability, the non-credit programming unit, Centre for
Community and Professional Programs (CAPPS) does not appear to have a clear vision
for future offerings. Current offerings demonstrate a good mix—business, community,
limited arts, but no long-term direction is evident.
It was observed on several occasions that some of the university's stated priorities, e.g.
health initiatives, are not reflected in the current offerings or projected plans.
Recommendation 13:
CAPPS needs to develop a strategic plan to guide its program
development during the next three years. This plan should reflect the interest and
expertise of the unit, anticipated opportunities/needs as
well as
the University's
overall direction.
• Staffparticipation in unit administration, service to university and community
Continuing Studies staff appear generally satisfied with their ability to have their voice
heard within the unit. Several members, for example, offered comments about being
pleased with representation on the Dean's Advisory Council. Likewise, the Dean's
practice of holding a drop-in hour each week on both campuses draws popular support.
Staff seemed pleased with the process of preparing and sharing the self-study developed
for the review.
On the concern side, several staff indicated a gulf between the Burnaby and Harbour
Centre units and felt that better integration between and within the campuses would have
positive results.
• Culture and environment of
the unit
Although morale seems generally high, a number of concerns were raised regarding the
environment in which non-credit staff work.
First, there is a perception that opportunities for professional development are uneven.
Staff are acutely aware of the need for each program to be self-supporting and believe that
the availability of professional development for them depends on how their programs
have performed financially.
.
43
22
Some concern about the performance review process was also expressed. Program
directors appear to have a clear performance review process but support staff do not.
Participants in the interviews indicated that there has been discussion about an annual
review for support staff but that it has not yet been implemented.
Some staff feel that their expertise is not fully recognized or appreciated. Due to market
forces, they believe that Continuing Studies has been fortunate in hiring staff with
qualifications, skills and knowledge beyond the level of position. Many indicated that
they have voluntarily taken on additional responsibilities. They would, therefore, like to
know that the potential for advancement from within is possible—and they are not
convinced that this is consistently the case.
Promotion processes for program directors came under criticism. Several staff felt that,
given current workloads and expectations, the criteria for promotion (especially regarding
research) were simply untenable and that, since these criteria were developed at a time
when program directors were attempting to join the faculty, they need to be revisited. The
concern was also voiced that succession planning is not evident.
Finally, it was widely noted that staff are overloaded and perceive themselves to be close
to burnout--not a healthy situation for staff or the or
g
anization. Financial pressures, i.e.,
functioning in a cost-recovery environment, appear to be the most significant contributing
factor.
Recommendation 14: CAPPS
should develop a consistent and clear policy regarding
professional development for its staff and a process that is seen to be fair and
equitable across the subunits. The costs for professional development should be
considered as a business cost and factored into unit budgets.
Recommendation 15: An
annual review process for
CAPPS
support staff should be
developed, communicated and implemented. Part of this process should include a
discussion of professional development needs and opportunities for staff for the
upcoming year. It should also include a discussion of the individual's career goals
and potential career paths within the organization.
Recommendation 16:
The promotion process and criteria for promotion for program
directors should be reviewed and, perhaps, redesigned to reflect the current
organizational realities and goals of CAPPS. If research and publication are
criteria for promotion than the time cost of this must be factored into the unit's
business plans.
Recommendation 17:
The issue of burnout should be addressed very soon. Within a
cost-recovery environment, it is difficult to downplay the significance of financial
performance; however, a healthy work environment is essential if financial goals are
•
?
to be attained. Staff should be consulted regarding how this issue can be addressed
within the unit.
qq.
Strategic position with respect to the University
of
British Columbia (UBC)
Surprisingly little concern was expressed about the UBC move downtown during the
consultations. In fact, most participants welcome this initiative and believe that it will
have positive impact on the downtown core. The market is large enough for both Simon
Fraser University and UBC to build on their strengths.
General intentions emerged regarding programming collaboration, especially in the area
of the Arts, although no specific plans seem to be in motion. There is an expectation that
a competitive model will likely develop in Business areas but that both universities have
traditional strengths e.g., UBC with executive management and Simon Fraser University
with applied programs. Cooperation can also take place with regard to facilities as well
since the properties operated by the two institutions have quite different characteristics.
Many staff feel that Simon Fraser University's ability to create new programming
initiatives in the downtown area is severely restricted by a lack of space at Harbour
Centre.
The issue of the involvement of Conference Services in the downtown initiative seems
quite unclear.
Innovation in
provision
of
distance education programming
Distance education, and in particular online learning, is under-utilised in the non-credit
offerings of Continuing Studies. The one non-credit program that is available online,
Geographic Information Systems,
appears to be well-regarded but more efforts need to be
made in this direction. This, of course, requires resources and the perception, at least, is
that the Continuing Studies' resource for online development, the Lohn Laboratory, is
focussed only on credit courses. Given the demand for a variety of types of educational
products to be available online, Continuing Studies needs to address the issues of the
mandate of the Lohn Laboratory.
This matter has also been addressed in the
Centre for Distance Education
section of the
report.
Recommendation 18:
The mandate and the resources of the Lohn Laboratory should
be extended to promote
the
development of online
non-credit courses.
• Stimulating interest in lifelong learning in communities
of
interest
Within Simon Fraser University, although the President has made official
pronouncements about the importance of lifelong learning and Simon Fraser University's
43/
23
24
o ?
role working with its communities, the extent to which the academic units have bought
into the concept seems to
vary.
For some, it appears to be a question as to whether Simon
Fraser University can be all things to all people. There is certainly work to be done in
making lifelong learning a university-wide priority.
In the non-credit area, the model at Simon Fraser University is mixed, i.e., much activity
is centralized through Continuing Studies but some Faculties provide non-credit
programming outside of Continuing Studies. The question must be asked regarding the
best model for achieving what Simon Fraser University seems to be proposing, i.e., that
lifelong learning and community involvement be an integral part of the presence of the
institution. The impact achieved through a strong centralized unit that can provide the
infrastructure, e.g. community-based research, needs assessment, program planning,
development and implementation, evaluation, and experience with forming partnerships
is undeniable. But buy-in from the academic units is essential and cannot be wholly
mandated. For a centralized Continuing Studies model to flourish in these days of
scrounging for resources requires that there be strong and consistent support and
encouragement from the central administration. It also requires that Continuing Studies
demonstrate to the academic units the value of centralized services and that Continuing
Studies share net revenues with the academic units.
As stated above, it was observed on several occasions that some of the university's stated
• ?
priorities, e.g., health initiatives, are not reflected in the current or planned non-credit
offerings. Some concern was also expressed that Continuing Studies not "rest on its
laurels" and indeed it must ensure that it continues to be "leading edge."
An excitin g
development at Simon Fraser University this past year has been the creation
of the Institute for Health Research and Education. As a result of this initiative and other
ongoing activities and initiatives related to the health sciences in the departments and
faculties of Simon Fraser University, Continuing Studies has a major opportunity to assist
the University in developing a major continuing professional education program for
health care professionals. We urge Continuing Studies to consider providing support to
this University initiative immediately.
Recommendation 19:
Continuing Studies should commit resources to working with
the Faculties to provide continuing professional education programs in the health
sciences.
From consultations with community partners, it is clear that the downtown venue is very
important for outreach, although space costs in Harbour Centre can be problematic, in
particular for the non-profits. A two-tiered rate system, in which those organizations that
can afford it should pay more than those than can't, was suggested.
The space cost issue is, we believe, symptomatic of conflicting roles that appear to be
emerging for Harbour Centre: revenue generation to pay the bills and, perhaps, to create
some investment capital for other ventures, and the needs of the community. There is
25
nothing inherently wrong with the notion that those who can afford to pay more should do
so if it supports other worthy community lifelong learning initiatives. We believe this
0
concern should be addressed in the context of the development of the Continuing Studies
three-year strategic business plan (Recommendation 1).
Several community and faculty partners also expressed the concern that the program
directors and support staff are overloaded and don't have sufficient time for consultations
with them.
•
Developing opportunities to meet lifelong learning needs
Continuing Studies is undeniably an active organization in developing opportunities and
delivering non-credit programmin
g.
Specific areas, however, require attention. An
important example is that of opportunities for the laddering of programs between the
great credit/non-credit divide for the benefit of lifelong learners. Some initiatives have
begun in this regard but it is one that requires more focus.
Mechanisms for laddering include transfer credit, which is a well-established process
between universities, colleges, and university-colleges for undergraduate degree programs
and which could readily be applied within Simon Fraser University for certain activities
Recommendation
of Continuing Studies.
20: Continuing
Another model
Studies
to consider
should
is
take
prior
the
learning
initiative
assessment.
to expand
?
the
..9
focus on laddering between credit and non-credit programs, i.e., providing credit
towards degree programs for related non-credit programs.
The downtown site is a tremendous boon in providing opportunities for lifelong learning
and in bringing Simon Fraser University into the community. It is estimated that
approximately 70,000 people per year (students and community members) access
Harbour Centre. As a result Continuing Studies may have a larger profile externally than
it does with the internal (i.e., university) community. However, as indicated earlier, space
constraints at Harbour Centre limit the programming opportunities there.
• Potentialfor
use
of educational technologies
The potential for using educational technologies in non-credit programs is immense. The
expertise exists within Continuing Studies but has not been extended to the non-credit
side of the house. The reviewers saw no interaction between the CAPPS and the Lohn
Laboratory. Some non-credit instructors indicated that they had done some online
development on their own, but that no assistance was provided.
?
0
q7
26
0 ?
Centre for Integrated and Credit Studies
The Centre for Integrated and Credit Studies at Harbour Centre has responsibility for
working with Faculties on the new cohort-based BGS degree programs for mature
students (Liberal and Business Studies, Justice and Public Safety Leadership) and the
administration of stipends for the undergraduate programs of courses offered by the
Faculties at Harbour Centre. It is also responsible for the non-credit languages, including
the Goethe Zentrum, and culture and arts courses. The proposed Weekend University
would, we understand, be developed and administered by this centre.
By all accounts the two integrated studies programs are highly successful from the
perspective of the students and the faculty members involved. We did not meet with any
of the employers of students in these programs but assume that they are satisfied with the
programs also. Students did express a concern that there were too many team projects in
the curriculum. Both the students and faculty observed that they believed the program
could be marketed better to other employers, includin
g
government departments.
With respect to the non-credit offerings it was not clear to the review committee how
credit and non-credit offerings were integrated for the benefit of students.
• ?
Staff of the English as a Second Language indicated that they felt somewhat isolated from
the rest of Continuing Studies in Harbour Centre.
Of concern to the committee is the fact it is not possible to earn an undergraduate degree
in any discipline at Harbour Centre other than for the BGS degree in the two integrated
studies program described above. We find this surprising given that more than 200
undergraduate courses are offered at Harbour Centre annually. With respect to need for
degree completion programs we heard that there is a market of mid-career/mature learners
for them, which would also seem to be substantiated by the interest in the integrated
studies program. The weekend university proposal is, we understand, a response to meet
these needs.
Many reasons are given for the current lack of degree completion opportunities at
Harbour Centre. These include (a) departments finding it inconvenient to offer all of the
courses required for undergraduate degrees at two campuses, (b) faculty members
resistance to teaching downtown and (c) insufficient classroom space. While we did not
have an opportunity to investigate the seriousness of these concerns the committee is of
the view that that the university will better serve the public by providing additional
complete degree programs downtown.
Recommendation 21:
Continuing Studies and the Faculties should undertake to
provide selected degree programs downtown.
27
Other Academic Program and Service Units
Conference Services
Conference Services provides administrative and marketing support for academic and
administrative units of the university that wish to sponsor special events and conferences.
By offering these services through a central office the academic and administrative units
of the university generally benefit from the centre's expertise and the economies of scale
inherent in a unit specializing in these activities. However, the committee heard that at
least some of the Continuing Studies programs operating out of Harbour Centre do not
avail themselves of this service when sponsoring special events and conferences. It was
not clear to the committee why this is so.
Recommendation 22:
The Dean of Continuing Studies should determine why
Continuing Studies' program units do not use the Conference Services office when
organizing and sponsoring special events and conferences.
International Program Unit
Continuing Studies has been involved in a number of international projects over the years
to good effect. In an effort to strengthen and further develop Continuing Studies efforts
in this area, and in keeping with the university's desire to enhance the international
sophistication of its students, a director has been hired for this unit. Current activities
include developing a vision for the unit, determining how best to sustain international
projects, and developing an interface with the university's international program office.
Some staff from the Centre for Distance Education expressed concerns about being
occasionally assigned to international projects at the expense of other work in distance
education. We were told that at some time in the future it would be desirable for the
International Program Unit to have an office at Harbour Centre.
Evaluation Unit
This unit is new. We applaud its creation to assist sometimes otherwise harried program
directors in carrying Out proper evaluations of courses and programs and the fact that this
unit is also available to others at the university for program evaluation.
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University Seniors Program
Continuing Studies and the university has had a long and valued tradition of providing
programs of interest and challenge for older adults. The primary concern expressed
regarding the program was the availability of classroom space for classes, and its cost, at
Harbour Centre. Efforts are being made to address these and other sustainability concerns
through the establishment of an endowment fund.
The committee did note that this program reports directly to the Dean rather than to one
of the senior directors at Harbour Centre. Given the responsibility of the Centre for
Integrated and Credit Studies for non-credit arts and languages programs perhaps some
thought should be given to moving this program into that portfolio in order to free up the
Dean for other initiatives.
North Growth Management Program Unit (Morris J. Wosk Centre for Dialogue)
This unit, headed by the Associate Dean of Continuing Studies, develops programs for
the university's new
Morris J. Wosk Centre for Dialogue.
The Centre is an exciting
concept and Continuing Studies has a major role to play in assisting to create the credit
and non-credit programs that will focus on dialogue. This said, it was unclear to the
. ?
committee the extent to which the
Wosk Centre
is integrated with
Continuing
Studies and
the extent the
Wosk Centre
may be a financial burden for Continuing Studies. We were
not provided with any financial information about the
Wosk
Centre
although we were told
that it is expected to operate on a cost-recovery basis two years from now.
As with all new, evolving endeavours major amounts of time must be invested in the
start-up phase. Some faculty members and senior administrators expressed a concern
about the workload bein
g
carried by the Associate
Dean.
Program Information
This unit is the marketing and public information arm of Continuing Studies. It assists all
Continuin
g
Studies program units with marketing expertise and other areas of the campus
also. The unit has been in the forefront of adoptin
g
and adapting new communications
technologies for marketing and information giving purposes. The committee notes the
high quality of the work of the unit over the years as evidenced by the number of
marketing awards. it has received from the
Canadian Association for University
Continuing Education
and other organizations.
28
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III. OTHER ISSUES EMERGING FROM THE REVIEW
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Professional development and work-loads
As noted elsewhere in this report it is difficult for the staff of Continuing Studies to
engage in professional development activities because of the demands of the cost-
recovery treadmill. In addition, we heard numerous concerns of staff who are working
flat-out and beyond. All of us are aware that errors and health problems can and do occur
when staff are working in overload conditions for long periods of time.
Professional development is a legitimate cost of doing business as are the overheads
incurred for "lost-time" for projects and programs that are researched and developed but
which are not implemented or fail. If cost-recovery is being attained through
unreasonable staff workloads then this also needs to be considered in cost of doing
business. If activities cannot support reasonable staff workloads and provide for
appropriate and timely professional development then consideration should be given to
dropping these activities.
Recommendation 23:
Costs
for professional development
and maintaining an
adequate level of staffing to preclude chronic overload working conditions should
be
factored into unit budgets.
.
Scholarship about
university continuing education
One of the problems facing professional staff in university continuing education is
finding the time to do scholarly work, either in their discipline of initial academic interest
and training (e.g., English, psychology, history, educational administration, business) or
in the field of university continuing education
per Se.
The never-ending demands of
creating new programs and managing existing ones, contributing to the governance of the
unit and the university and contributing to professional continuing education associations,
fill and often exceed the 50-60 hour work weeks common to many continuing education
professionals. While it is true that most professional staff members, particularly those
with responsibility for the development and delivery of programs, are actively engaged in
market analysis research and program evaluation research, the results of this work are
rarely made known beyond the confines of the unit because there is no time to do so. It is
also true that a few members of the professional staffs of university continuing education
units do maintain an active program of research and publication in university continuing
education or in their disciplinary area. These are exceptional people or people who do, in
fact, have some time within their portfolios of responsibility to engage in such work.
Most professionals do not have such time.
€1.
ff
• ?
Interest in the practice of university continuing education is growing as universities
embrace concepts of lifelong learning, knowledge management, technology-enhanced
learning and new forms of community engagement. One example is the area of distance
delivery, in which academic staff members frequently raise question about whether the
quality of learning outcomes of such things as correspondence courses and web-based
courses are as good as, better than, or worse than the same material presented in the more
familiar face-to-face situation. In addition, and with specific reference to Simon Fraser
University, the
Wosk
Centrefor Dialogue
brings all sorts of interesting researchable
questions about dialogue, learning and the public good to mind.
As members of a university community that hi
g
hly values research and publication
professional staff in Continuin
g
Studies are experiencing
frustration in their ability to do
these things. In addition, the important knowledge that these people have gained as a
result of working in the field is rarely transmitted to other university continuing education
professionals.
In an effort to begin to address this question Continuing Studies has, in its three-year
2001-2004 plan, identified the possibility of research semesters and sabbatical leaves as
ideas to consider. We support this although we would note that serious research and
publication is normally an ongoing process, not necessarily amenable to producing results
in short periods of time. Consideration might also be given to actually writing into
professional staff contracts an expectation of, say, 20% time for research and publication,
with concomitant performance expectations. We would note that in either case (leaves
and/or proportionate time) the cost for research and publication must be factored into the
business plans in the same manner as for professional development.
Support for research and publication in the area of university continuing education will
also be a requirement for the proposed Masters in Continuing Education that Continuing
Studies has identified as an initiative in its three-year 2001-2004 plan.
Recommendation 24: Continuing Studies should identify and implement the ways and
means to encourage and support professional
staff
members to conduct research and
to publish in the area
of
university continuing education.
Management Information Systems
Continuing Studies is currently using multiple databases and information systems
throughout its operation, many of which are nearly obsolete. There is clearly a need for
improved systems to support the business and student care environment of Continuing
Studies. We were told that the university is near to making a decision about a new
integrated Management Information System (MIS) to serve the entire campus. We
suggest that the overall MIS should include a Student Information System which
integrates both credit and non-credit students (important for tracking alumni, monitoring
the movement between credit and non-credit, etc.) and which permits online application
ff
and registration. Other components necessary to Continuing Studies include financial
tracking and human resource management.
Recommendation 25:
The new Management Information System being contemplated
by Simon Fraser University should include applications appropriate to the work of
Continuing Studies.
Entrepreneurialism
It is the observation of the reviewers (reinforced by some interviewees and by the
financial data received) that the nature of entrepreneurialism within Continuing Studies
needs to be clarified and supported. There appears to be an imbalance between the burden
felt by many staff regarding the expectation to be cost-recovery and the incentives to units
to increase their revenue generation. The sense that financial accountability affects the
ability to be creative is widespread, as is our earlier documented concern about
professional development opportunities being limited by earnings.
Although the reviewers were assured that each program in the non-credit area operates
under a clear business model, we did not see these firsthand. From our discussions, we
had some concerns that all costs are not being accounted for.
The need for an appropriate Management Information System to support the
entrepreneurial model of activity must again be reinforced. At present, the variety of
0
systems under usage would appear to challenge a business model. We were also advised
about some policy constraints. For example, Harbour Centre staff are expected to use the
Burnaby campus print shop when more timely and less costly services are available
downtown. Such policies militate against an entrepreneurial climate.
Legitimacy of non-credit activities
Not unlike other Canadian universities, the question of the legitimacy of non-credit
occurs at Simon Fraser University. Interviewees raised concerns regarding non-credit
students being treated as "real" students (again, a common Management Information
System may be helpful here) and non-credit instructors bein
g
treated as "real" instructors
in terms of such things
as
remuneration and getting student feedback.
Other Matters
Interviews and emails received related to the review resulted in a number of additional
comments and suggestions by participants which weren't easy to categorize in terms of
the themes pursued in this report. We commend them to the attention of Continuing
Studies management.
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• There should be gym facilities, showers and accessible day-care services for people
who work at Harbour Centre.
• SFU faculty who teach at Harbour Centre do not have to pay for parking. Other
instructors have to pay for parking. Continuing Studies should reimburse instructors
for their parking costs or at least provide some subsidy.
• Distance education students should be able to submit their assignments by email.
• The university should accept credit card payments for books required in distance
education courses.
• There should be better cooperation among the universities and colleges and
university-colleges in providing courses in downtown Vancouver.
• Copyright for distance education materials is held by Continuing Studies. Faculty
members who have prepared distance education courses should not only have
responsibility for maintaining/upgrading the content but also be rewarded for this.
• Tutors for distance education courses should meet periodically to share ideas and
discuss issues.
L
.
51f
IV. SUMMARY LISTING OF RECOMMENDATIONS
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is
Continuing Studies
1.
Continuing Studies should develop rolling three-year business plans and budgets for
each of its academic program centres and academic service units and for Continuing
Studies overall.
2.
Continuing Studies should acquire more classroom space in Harbour Centre.
Continuing Studies and Faculties
3.
Continuing Studies, working with the Faculties, should adopt online learning as an
important modality for distance education undergraduate and graduate courses and for
non-credit courses.
Faculties and University
4.
Faculty members who are assigned Continuing Studies activities by their departments
and who do not receive additional compensation for these activities should have them
considered as part of their normal teaching load for promotion and tenure purposes.
Continuing Studies
5.
Continuing Studies should initiate annual performance reviews, including
identification of performance expectations for the next year, for all support staff,
Centre for Distance Education - Continuing Studies
6.
A clear statement of the purpose, objectives and priorities of distance education at
Simon Fraser University should be developed by the Centre in consultation with the
Faculties, and approved by Senate.
7.
The Centre should explore with Faculties the development of graduate distance
programs aimed at working professionals.
The cap on distance education enrolments for students already admitted to the
undergraduate program should be removed, although Faculties may wish to set a limit
on the proportion of courses within a program that individual students may take at a
distance.
9. A more flexible form of funding needs to be devised that encourages innovation and
new developments in distance education within the undergraduate credit program, and
reflects changes in the level of activity.
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10.The
Centre needs to make a much greater commitment to developing fully online
distance education courses, rather than Web-enabled print courses. Web-based online
courses should be the norm for all new distance course development.
11.
The Centre needs to review current job specification, especially for program directors
and print support staff, to ensure that the skill sets of staff are in line with the future
needs of the Centre. In particular, the Centre needs to look at the shift in skills that
will arise from a reduction in print and an increase in fully online teaching. As a
result, the Centre will need to provide strong professional development guidance and
opportunities for some staff, and may need to hire new staff where skills are lacking.
12.
The Centre needs to review its organizational structure to ensure that it reflects the
increasing integration of program initiation, design, development and delivery.
Centre for Community and Professional Program (CAPPS) - Continuing Studies
13.
CAPPS needs to develop a strategic plan to guide its program development during the
next three years. This plan should reflect the interest and expertise of the unit,
anticipated opportunities/needs as well as the University's overall direction.
0
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14. CAPPS should develop a consistent and clear policy regarding professional
development for its staff and a process that is seen to be fair and equitable across the
subunits. The costs for professional development should be considered as a business
cost and factored into unit budgets.
15.
An annual review process for CAPPS support staff should be developed,
communicated and implemented. Part of this process should include a discussion of
professional development needs and opportunities for staff for the upcoming year. It
should also include a discussion of the individual's career goals and potential career
paths within the organization.
16.
The promotion process for program directors needs to be reviewed and, perhaps,
redesigned to reflect the current organizational realities and goals of CAPPS. If
research and publication are criteria for promotion than the time cost of this must be
factored into the unit's business plans.
17.The
issue of burnout should be addressed very soon. Within a cost recovery
environment it is difficult to downplay the significance of financial performance;
however, a healthy work environment is essential if financial goals are to be achieved.
Staff should be consulted regarding how this issue can be addressed within the unit.
18.
The mandate and resources of the Lohn Laboratory should be extended to promote the
development of online non-credit courses.
Continuing Studies and Faculties
19.
Continuing Studies should commit resources to working with the Faculties to provide
continuing professional education programs in the health sciences.
20.
Continuing Studies should take the initiative to expand the focus on laddering
between credit and non-credit programs, i.e., providing credit towards degree
programs for related non-credit programs.
Centre for Integrated and Professional Studies - Continuing Studies and Faculties
21.
Continuing Studies and the faculties undertake to provide selected undergraduate
degree programs downtown.
Conference Services - Continuing Studies
22.
The Dean of Continuing Studies determine why Continuing Studies program units do
not use the Conference Services office when organizing and sponsoring special events
and conferences.
Continuing Studies
23.
Costs for professional development and maintaining an adequate level of staffing to
preclude chronic overload working conditions should be factored into unit budgets.
24.
Continuing Studies should identify and implement the ways and means to encourage
and support research and to publish in the area of university continuing education.
Continuing Studies and University
25.
The new Management Information System being contemplated by Simon Fraser
University should include applications appropriate to the work of Continuing Studies.
6.
