S.11-117

---

TOWARDS A STRATEGIC VISION

Simon

Fraser University

occupies a special

place

on the academic spectrum. While

some

universities

concentrate

on undergraduate teaching,

and other

universities

focus

their

energies on

graduate programming

and

research,

SFU fosters a

university

environment that supports

and

celebrates the

prod uctive interplay

of

undergraduate

education, advanced

research

and

graduate

studies

.

At

SFU,

intellectual

engagement

and academic enquiry

are

energized

by

valued

undergraduate

students who,

in turn,

benefit from their exposure

to leading

scholars, talented graduate student

mentors

and advanced

research

endeavours.

At

the

same

time,

SFU

has distinguished itself

as a

university that has

established

strong and

dynamic

community connections, and

that

seeks

to harness its

educational,

research

and

other resources to

contribute

to the making

of a

better

society

.

These

strengths distinguish SFU as a

university

that

is

student-centred,

research-

driven

and community-engaged.

The

challenge

now is

to

forge

a strategic vision

that

captures these strengths,

reflects our aspirations for

the

future,

and can

help to define

and

differentiate SFU

as

the best university

of

its kind.

envision>SFU?

envision>SFU

is

a

broad-based process of

engagement

to

develop a strategic vision

that both

reflects

the values and aspirations of Simon

Fraser

University and

responds

to the needs

and expectations

of

the communities we serve.

It

seeks to foster

a

culture

of

collaboration

and inclusion,

align priorities,

develop

widely supported criteria

for

success, encourage

initiative and

ceLebrate achievement.

Throughout this

process,

I have had the

opportunity to

hear

from

many

students,

faculty, staff and alumni.

I also had

the pleasure of attending events at which

diverse

members

of the extended SFU community

have had the

opportunity

to

engage with

each other,

to

seek common

ground

and

to discover

synergies

that

can

help the

university to direct its

efforts where

it

can enjoy the

greatest

success.

I've

also

had the

chance

to

speak with many community

representatives, both to

highlight the important role that

SFU

plays in the

community, and to seek their

thoughts and

ideas

concerning

how

we can strengthen

that role in future.

Thank you for

providing

your voice and your energy. As

is

evident

from

this

document,

you

have helped to identify important

ways

in

which we can

build upon

our strengths

to

become even

better than

we are today.

I look forvvard to

continuing

this

dialogue as we

take

the

next

steps

in

the process of developing our strategic vision and ensuring

that

SFU

makes

a distinct and

important

contribution to society.

Andrew Petter

President

and

Vice-Chancellor

2

---

WIDESPREAD

PARTICIPATION

envision>SFU

is

one

o

f th

e

m

os

t

ex

tensiv

e co

mmunity

co

n

s

ultation pro

cesses

ever

undertak

e

n

by

a

Canadian univ

e

r

sity.

Th

e

process

b

ega

n

on

Febru

ary

10,

2

011

with a webcast

pr

esentat

i

o

n

a

nd

panel

discussion

at

SFU Vancouver, release of

int

e

rnal

and external discussion

p

ape

r

s

and

the

laun

c

h

o

f

an

e

nvision>SFU

we

bsit

e.

Int

e

rnal

consultations

sta

rt

ed

in

ea

rn

es

t

on

F

e

bru

ary 24 w

ith

approximately

150

st

u

de

nt

s,

staff and faculty members attending

a

dialogue event at the

Di

amo

nd

Alumni

Centre

on Burnaby Mountain.

In

March and

ea

rl

y Apr

il

, dur

in

g

13 focus group sessions facilitated by

SF

U

faculty

an

d

staff at

th

e B

urn

a

b

y

,

Sur

r

ey

and

Vancouver

campuses,

sma

ll

groups

of sta

ff,

st

ud

en

t

and

faculty

ex

p

lo

r

ed

t

e

n

guiding

qu

es

ti

o

n

s

in depth. President

P

etter

also hosted

five

hallway

c

hats

o

n

all

three camp

u

ses

which several hundred university members

attended.

H

e

also met with a wide

var

i

e

t

y

of

uni

ve

rsit

y

groups

composed of st

ud

e

nt

s

,

fa

c

ult

y

,

staff

and alumni.

From F

e

bruary

through

Ma

y

, Pre

s

id

e

nt P

e

tt

e

r

spoke

at

over a dozen

ro

undt

a

bl

es

a

nd

eve

nt

s

in

communities

serve

d

by

the

uni

ve

rsity

.

The

se

includ

ed

m

ee

ting

s

with

busin

ess

and

indu

s

try group

s

,

arts organizations, Aboriginal

peopl

es

, multi

c

ultural

communities, and

long-tim

e S

FU

friends and

s

upporter

s

. M

eet

ing

s we

r

e a

l

so

h

e

ld to

garner

input from the m

ayo

r

s a

nd

co

uncils

of

e

ight BC muni

c

ipaliti

es

, including th

e

cities of

Burn

a

by,

Surrey

a

nd

Vancouver.

Participation

in

envision>SFU

was

further encouraged through

speec

he

s

t

o

the

Vanco

u

ver

and Surrey

Bo

a

rd

s

of

Trad

e as we

ll

as special

pr

ese

nt

a

ti

o

n

s to

teachers

and

seco

ndary

sc

hool

s

tud

e

nt

s

.

In

addi

tion, t

wo

focu

s

groups

we

r

e co

ndu

c

t

ed wi

th

parents

of

high-s

chool age ch

i

ld

r

e

n

.

A commun

i

cations cam

pai

gn

consisting of bus, newspaper

and radio advert

i

seme

nt

s

successf

ull

y so

li

c

it

ed

further

input

from within SFU and from the general public.

M

o

r

e

than

15,

000

people

v

i

si

t

ed

th

e

e

nvision>SFU

webs

it

e

,

and

more

th

a

n h

a

lf

of

th

ese vis

itor

s

mov

ed

pa

st

the

homepag

e

t

o

l

ea

rn

more

a

b

o

u

t

the process, read

th

e

president's

blog

posts

or

a

n

swe

r

o

ne

of our 10 guiding questions.

Mor

e

than

400

p

eo

pl

e

followed

u

s

laenvisionSFU on

Twitter to

stay

in

vo

lv

e

d in th

e co

nv

ersa

tion.

3

---

THREE STRENGTHS,

TEN

QUESTIONS

en

vision>SFU

solicited

input toward

the

creat

i

on of a

strategic

vis

i

o

n

that

build

s

up

o

n

o

ur

t

hr

ee

d

ef

in

ing strengths:

1. Our

commitment to

st

ud

e

nt

s,

2.

Our dedication to research,

and

3.

Our

engageme

nt

w

ith

comm

unit

y

.

To gather

val

uable and

consistent information from

th

e

d

i

verse

catego

r

ies o

f

peo

p

le

w

h

o

connect

wi

th

S

FU,

part

ic

ipant

s were asked

t

o address some o

r

all

of t

h

e

follo

wi

ng

10

qu

es

ti

o

n

s:

1.

What

i

s

d

isti

n

ct

i

ve abo

ut

S

FU

?

2.

H

ow can S

FU

be more rele

va

nt?

3.

I

s

SFU missing

o

pp

o

rtuniti

es?

4.

H

ow

can

S

FU impro

ve

teaching

a

nd

learning?

5.

H

ow ca

n

SFU make the

st

ud

ent exper

i

ence even

better?

6.

Ca

n

S

FU impro

ve

th

e

quality

and

imp

act of

its res

ea

rch?

7.

How

can S

FU

s

tr

engthen its community

t

ies?

8

.

Can

S

FU

get more

from

t

he in

t

er

play

of teach

ing

,

research

and

community

e

ngag

e

m

e

nt?

9. W

hat

ot

h

er va

lu

es s

h

ou

ld

S

FU

's s

tr

a

t

eg

i

c

v

i

s

i

on

reflect

?

10

.

Ho

w can S

FU

sec

ur

e

the resourc

es

t

o ac

hi

eve

its

goa

l

s?

WHAT YOU TOLD US

The

e

nvision>SFU process

sought

input from

SF

U

faculty,

s

t

aff

,

s

tudent

s,

alumni

a

nd

com

munit

y

r

eprese

nt

at

ive

s.

Th

e

f

o

ll

owi

n

g

i

s

a

s

umm

a

r

y

of the

major

themes

th

at

emerged.

SFU has a unique personality and

a

number of distinctive features

SFU t

rul

y

is

unique. The

follo

wi

ng

words

were

used to describe SFU:

inn

ovat

i

ve

,

vibrant

, d

ynam

i

c

,

diver

se,

fun,

g

ut

sy,

fl

ex

ibl

e

and open

t

o do

things differently.

It

was

a

l

so

noted

t

ha

t

SFU

i

s a

m

e

n

a

bl

e

t

o

co

mmunity partnerships

by be

ing

ap

pro

achab

l

e,

responsive a

n

d

r

espectf

u

l.

"

SFU

is

younger, more

n

imb

le

and innovative

and

can

v

e

nlure

in

t

o

n

ew

fields

of

know

l

edge .

..

"

---

Respondents

rep

ea

tedly

c

it

ed

a

number

of att

ribute

s

that cl

ea

rly diff

e

rentiate

u

s

from

ot

h

e

r

universities

.

Th

ese

includ

e:

• Loca

ti

o

n - f

oc

using

mainly

on

the mountain

to

p position

o

f

the

B

urn

a

by

ca

mpus

a

nd the

fact that we

h

ave

t

hr

ee we

ll-loc

a

t

ed

ca

mp

uses,

eac

h

one integrated

in

to

the

community it

se

rve

s

•

Inn

ova

ti

ve educatio

n

a

l progr

ams

-

w

ith

un

i

que

o

ff

erings such

as

the

Se

mester

in Di

alogue an

d

feat

ur

es s

uch

as

fl

exib

ilit

y

l

e.g.

trim

ester sys

t

e

m, progr

a

m

adaptabi

lity!.

tuto

ri

a

l

s

,

l

eadi

ng

co-op p

r

og

r

ams

and

other ex

p

er

i

e

nti

a

l

l

ea

rni

ng

opportu

ni

ties

•

Comm

unit

y engagement

-

referenced

in

numerous

ways

, includ

i

n

g

r

esearc

h

t

h

a

t

i

s

i

mportant to

th

e comm

unit

y

,

teac

hing

that

is

r

elevant

to

the comm

un

i

t

y,

facilities

a

nd

eve

n

ts

th

a

t

are

op

e

n to th

e

comm

unit

y

,

a sense of

ca

rin

g

a

bout

the

local,

national

and

int

e

rn

at

i

ona

l

co

mmuniti

es

• Dive

r

s

it

y

and

int

e

rn

a

ti

ona

li

zat

i

o

n

- repr

ese

nted

m

ost obv

i

o

u

sly

by

our

divers

e

and

internation

a

I

s

tud

e

nt populati

o

n

and

b

y

our

int

e

rn

a

tional

partnersh

i

ps and

pro

gr

ams

• St

r

o

ng

athleti

cs

-

w

ith

a

new profile

ga

in

e

d

fr

om

being

th

e

fi

rs

t

Canad

i

a

n

univ

e

r

s

it

y

in

t

h

e

N

CAA

•

Th

e

right

size - large

eno

ugh t

o

ma

ke

an

im

p

ac

t,

small

e

nough

to

ca

r

e

about

s

tudents and more

nimbl

e

than

Canadas

l

arger

univ

ers

i

t

i

es

Widespread support for the characterization of our three underlying strengths

In

both

intern

al and ex

ternal

co

n

su

Ltati

o

n

s

,

p

a

rticipant

s we

r

e

overwhe

l

m

in

g positive

in

the

i

r response to

t

he

"s

tu

den

t

-ce

ntred, r

esea

r

ch-d

ri

ve

n,

comm

uni

ty-engaged"

m

ode

l

presented

in

the d

i

scuss

i

on

pap

e

r

s

. Th

ese

three

s

tr

e

n

gths - a

n

d

r

es

ulting

synerg

ies

-

were

v

i

ewed

a

s

a va

lu

able

framework for

expl

icating

S

FU's

d

i

stinctive q

u

a

li

ties

a

nd

deve

l

op

ing

a

st

rat

eg

i

c v

i

s

i

o

n that

draws upon these

qu

al

i

t

i

es.

SFU has a strong set of values

Parti

c

ip

an

t

s c

it

e

d

a

number

of

v

a

lu

es

and priorities

that

S

F

U s

hou

ld

e

mbra

ce

.

T

oppi

ng

the li

st

was susta

in

abi

lit

y

, foll

owed

by

improv

ing

access

t

o e

du

ca

tion,

w

ith

p

a

rti

cula

r

e

mph

as

is

o

n m

ak

ing

e

du

cat

i

on

more

ava

il

able

to

Indig

enous

s

tud

e

nt

s

.

Ot

h

e

r

va

lu

es

and prioriti

es

that

r

eceived

attention were

exper

i

e

ntial

l

ea

rnin

g

, inn

ovat

i

o

n,

internat

i

o

n

a

l

p

erspec

tiv

es

. i

nterd

i

sc

iplin

a

rit

y

.

comm

un

ity

e

ng

age

m

e

nt,

i

ntel

l

ect

u

a

l

f

r

eedom, t

r

a

ns

parency

and r

es

p

ec

t.

W

h

e

n t

ake

n together,

t

h

ese

va

lu

es

a

nd prioriti

es

pres

e

nt a pictur

e

of

a

n

organ

i

zat

i

o

n

that

ca

n

hold

a

n imp

ortant

and di

s

tin

c

tive pla

ce

in

the lo

ca

l, national

a

nd

int

ern

ati

o

n

a

l

communi

t

y.

"

SF

U

pushes boundaries.

"

"

Th

e

perception

is

t

ha

t

SFU

is a

fri

en

dly

, s

tu

dent-

cen

t

ere

d

instUution.

It

is easy

to

go

t

o and is

we/coming.

BFU is seen

as

com

munity

engaged in

a

mutually beneficial way.

~

~

The

(env

l

s

ion>SFU

)

framework

is

well

.

thought

through.

Yo

u

a

r

e living

it

and

breathing

it

,

You

r

reach

i

n

to the community

is

an

asset. "

"S

u

s

t

ainabili

t

y

values

shou

ld

be reflec

t

ed in

our

stra

t

eg

ic

vision and

sho

uld

be integraled

i

nl

o

all

aspects

of

th

e

university.

Curriculum,

research.

facilities,

connections with

the com

m

uni

t

y.

"

5

---

Learning: a multi-dimensional convers

a

tion

Th

e e

nvision>SFU

process spa

r

ked

th

e S

FU

fac

ult

y assoc

i

a

ti

o

n to

p

r

o

p

ose a

def

ini

t

i

on o

f

w

h

a

t

a u

ni

ve

r

sity co

ul

d a

n

d shou

l

d be: "a

c

o

m

m

uni

ty

o

f scho

l

a

r

s, w

h

ose

fun

dame

ntal pr

e

mi

se

i

s

di

a

logu

e ac

ro

ss

di

sc

iplin

es, ac

r

oss ge

n

e

r

at

i

ons

,

ac

r

oss

comm

un

i

t

ies, ac

r

o

s

s t

h

e me

nt

o

r

/s

tud

e

n

t div

i

d

e

,

and across the chasms t

h

at

r

ema

i

n

b

etwee

n r

esea

r

c

h

,

t

eac

hin

g,

and

co

m

m

unit

y se

r

v

i

ce,"

P

a

rti

c

ip

a

nt r

es

p

o

n

ses

r

evea

l

e

d

st

r

o

n

g sup

p

ort fo

r p

rovid

in

g mo

r

e

r

esea

r

c

h

educ

a

t

i

o

n

and

r

esea

r

c

h

op

p

o

rtuniti

es

f

o

r und

e

r

grad

ua

te st

ud

e

nt

s

,

W

i

des

pr

ea

d

s

up

po

rt w

as

also ex

pr

essed fo

r

expa

n

d

in

g

l

earn

ing

o

pp

o

r

t

un

it

i

es beyond

t

he clas

s

roo

m

. S

FU

C

o-

o

p

was c

i

te

d

as o

n

e of

our

s

trong

es

t

asse

t

s,

bu

t o

n

e

th

at co

ul

d

b

e ex

p

a

n

de

d to

o

ff

e

r

commu

n

i

t

y-ba

s

ed

l

ea

rn

i

ng

o

pp

o

r

t

uniti

e

s

to even more s

t

ude

n

ts

.

Ot

h

e

r

s ca

ll

ed fo

r

int

e

g

rat

in

g

m

o

r

e ex

p

e

ri

e

nti

a

l l

ea

rning int

o

th

e class

r

oom

thr

o

u

g

h

exc

ur

s

i

o

n

s, p

roj

ec

t

s

a

nd

g

u

es

t

s

p

ea

k

e

r

s.

Th

ese

h

a

nd

s

-

on e

du

ca

tion

a

l

ex

p

e

ri

ences e

n

a

bl

e S

FU

st

ud

e

nt

s

to l

ea

rn in th

e ex

t

e

rn

a

l

co

mmunit

y wh

il

e e

n

a

bling th

e co

mmunit

y to be

n

e

fi

t fro

m

ou

r

st

ud

e

n

ts

.

A st

r

o

ng

a

lum

n

i m

e

nt

ori

n

g pro

gr

a

m

wa

s

s

u

g

g

es

t

ed by

m

a

n

y

,

as t

hi

s wo

uld h

e

lp

ex

pan

d

l

ea

rning

o

pp

or

tuni

t

i

es

be

yo

nd

t

h

e wa

ll

s of

th

e u

ni

ve

r

sity, wh

il

e e

n

gag

in

g o

ur

a

lum

ni

in

c

on

t

ributing to th

e

l

e

arning

e

n

v

ironm

e

nt

a

nd

e

quip

p

ing th

e

m to

bec

o

me c

h

a

mpi

o

n

s

f

or o

ur

pr

ogr

a

m

s.

Th

e

r

e was

a

lso

mu

c

h

s

upp

o

rt for

c

r

ea

tin

g

m

ore

lif

e

l

o

n

g

l

e

arnin

g op

portuni

t

i

es

.

F

o

r

S

FU

a

lumni

,

f

or exa

mpl

e

,

S

FU

s

h

o

uld b

e

th

e

ir lif

e

l

o

n

g

l

ea

rnin

g

p

a

rtn

e

r

.

M

a

n

y a

l

so

f

e

lt

th

at o

n

-

lin

e a

nd di

s

t

a

n

c

e

e

du

ca

ti

on

pr

og

r

a

m

s s

h

o

uld

be expa

nd

ed so

th

a

t mor

e

p

e

opl

e

ca

n b

e

n

e

fi

t

f

ro

m

S

F

U e

du

cat

i

o

n

a

l p

ro

gr

a

m

s

,

eve

n

fro

m r

emote

l

oca

ti

o

n

s.

Build a strong core

W

hil

e S

F

U

h

as a

numb

er o

f uniqu

e att

ri

b

ut

es t

h

a

t

are

r

ec

o

g

ni

ze

d b

y

th

e

in

te

rn

a

l

a

nd

ex

t

e

rn

a

l

c

ommunit

y

, i

t w

il

l

b

e

diffi

c

ul

t to co

n

t

inu

e to

fl

o

uri

s

h

ove

r tim

e i

f w

e

do not

pay a

tt

ent

i

on to ou

r

co

r

e

i

n

t

e

rn

a

l

co

m

m

unit

y. We

mu

st

fir

s

t

e

n

s

ur

e

th

a

t

every s

tud

e

n

t,

f

ac

ult

y a

n

d s

t

a

ff m

e

mber f

ee

l

s

th

ey

ha

ve a

n imp

o

rt

a

nt

ro

l

e

t

o

pl

ay

and

a

r

e e

ng

a

g

e

d

w

i

t

h

th

e

uni

ve

r

s

it

y

and

w

ith

eac

h

ot

h

e

r

.

Thi

s w

ill in

f

u

se o

ur uni

ve

r

s

it

y co

mmunit

y

with

prid

e an

d

ex

cit

e

m

e

nt.

Par

ti

c

i

pan

t

s iden

tif

ied a

numb

er o

f

area

s

i

n wh

i

c

h

w

e

can

i

mprove our

i

n

t

e

rn

a

l

e

n

v

ironm

e

nt

a

nd th

e s

tud

e

nt

e

xp

e

ri

e

n

ce

. Th

e

r

e was a s

tr

o

n

g ca

ll f

o

r m

o

r

e s

tud

en

t

s

upp

o

r

t

in

ge

n

e

r

a

l.

w

ith

c

omm

e

n

ts focus

ing

on a

b

e

tt

e

r

o

ri

e

n

t

ati

o

n, b

e

tt

e

r int

e

gr

a

ti

o

n

of

in

te

rn

a

ti

o

n

a

l

s

t

u

d

e

nts, m

e

nt

ors

hip, m

o

r

e

fin

a

n

c

i

a

l

s

upp

ort

, up

dated

f

ac

ili

t

i

es

in

so

m

e a

r

eas

, b

etter

f

o

o

d, be

tt

e

r tr

a

n

sit a

nd m

o

r

e s

p

ace

f

o

r

s

tud

e

nt ga

t

h

e

ring

s.

P

a

rt

ic

ip

a

nt

s we

r

e a

l

so

lo

o

king for m

o

r

e o

pp

or

tuniti

es

t

o co

nn

ec

t

w

i

t

h

e

a

c

h

o

th

e

r and

t

o e

n

ga

g

e across

all

t

hr

ee ca

mpu

ses_

"Incre

as

e research

opportuni

t

ies

f

or student

s

including u

n

d

e

rgrad

s

e

.

g

.

co-op, in

t

ernships.

"

~

Alum

n

i

can play an

impor

t

ant role in our

curren

t

st

r

ategic vision

i

ng

process

.

They

'

ve

experienced S

FU

from

the

i

n

si

de.

as

s

t

ud

e

n

t

s.

b

ut

a

/

so fro

m t

he

outsid

e,

8S member

s

of

the comm

u

nity. Thi

s

gives

t

hem

a

uniq

u

e

u

nder

s

t

anding o

f

SF

U

a

n

d

it

s

po

t

en

t

ial to

b

e

a

univ

e

r

s

it

y that can brid

ge

t

he a

c

ademic-commun

it

y

divide

.

"

"

Build cohorts o

f

students

t

hai carB for

e

ach o

t

h

e

r. "

"

More

f

un, community

-

o

r

ien

t

ed eve

n

t

s

would go

a

long way.

"

~

Value

t

he hug

e

co

m

mitment and

contribu

ti

on 01

s

t

aff.

v

~

C

r

eate

more oppo

rt

unitJ'e

s

for

international

sludents

to int

e

ra

c

t with focaf

s

t

uden

t

s 10 l

e

arn

f

rom on

e

anoth

e

r.

"

6

---

Th

e

r

e we

r

e a

l

so

m

a

n

y co

mm

e

nt

s

r

ega

rding th

e

n

ee

d f

o

r impr

ove

d

s

tu

de

nt

-fac

ul

ty

int

e

r

act

ion

o

ut

s

id

e

th

e

cl

ass

r

oom.

Thi

s wo

ul

d

n

o

t

o

nl

y e

nh

a

n

ce e

du

ca

ti

o

n

a

l

opp

o

rtuniti

es

for

s

tud

en

t

s

, bu

t

w

o

uld

a

l

so

f

ac

ili

t

a

te st

u

de

nt

s a

n

d fac

ult

y wo

rkin

g

t

o

g

et

h

e

r in r

esea

r

c

h

and outreac

h

act

i

v

i

t

i

es.

P

ar

ti

c

ip

a

nt

s a

l

so

indi

cated

th

e

n

ee

d

f

or

w

i

desp

r

ea

d

st

ud

e

nt p

a

r

t

i

c

ip

a

ti

o

n

in

th

e

lif

e

o

f th

e

uni

ve

r

s

it

y

t

o c

r

ea

t

e a stro

n

ge

r

se

n

se of co

mmunit

y.

Research that makes a difference

W

h

ile t

h

e

r

e

i

s

a

clear

r

ecog

ni

t

i

o

n th

at

k

now

l

e

d

ge c

r

ea

t

io

n

o

f

ten beg

in

s wi

th

c

uri

os

it

y-

d

ri

ven

r

esea

r

ch, part

i

c

i

pa

n

ts stro

n

gly su

pp

o

r

ted

th

e v

i

e

w

that S

FU

researc

h

shou

l

d

make a d

i

f

f

e

r

ence

t

o

th

e com

muniti

es we serve.

I

n

t

eres

t

i

n

g

l

y, whe

n

pa

rti

c

i

pa

n

ts we

r

e

asked how we c

oul

d

i

mp

r

ove t

h

e qua

lit

y a

n

d

im

pact o

f

S

FU r

esea

r

c

h

,

I

he

r

e we

r

e very

f

ew co

mm

e

n

ts a

b

o

u

t

im

provi

n

g qua

li

ty.

P

res

um

ab

l

y t

h

is

m

ea

n

s

th

a

t t

he q

u

a

li

ty o

f

o

u

r

r

ese

ar

c

h i

s see

n t

o

b

e

hi

g

h

.

H

oweve

r m

a

n

y

parti

c

ip

a

nt

s co

mm

e

n

ted

th

a

t

S

FU

s

h

o

uld

m

ob

i

lize

r

esea

r

c

h

o

n is

s

u

es t

h

a

t

a

r

e

imp

o

rt

an

t t

o

both

l

oca

l

a

nd

g

l

oba

l

comm

uniti

es.

P

art

i

c

ip

a

n

ts a

l

so

n

o

t

e

d th

a

t

S

FU

nee

d

s to d

i

sse

min

a

t

e o

u

r research mo

r

e act

i

ve

l

y

a

nd

ex

pl

a

in

it

s va

lu

e

to th

e co

mmunit

y o

n

a

n

o

n

g

oin

g bas

i

s.

Thi

s

, in

t

urn,

w

ill g

a

rn

er

mor

e

und

e

r

s

t

a

n

d

ing

a

n

d s

u

ppo

rt

fro

m

t

h

e co

mmunit

y

. It

w

ill

a

l

so

h

e

lp

t

o

r

a

i

se o

ur

p

r

ofi

l

e o

n

an

in

t

ernat

i

o

n

a

l

sca

l

e

,

a

ttr

ac

ti

ng

f

acu

lt

y an

d

pa

r

t

n

ers fro

m

a

r

o

un

d t

h

e wor

ld

an

d

o

p

e

ning d

o

or

s

t

o

m

ore

r

esea

r

c

h

o

pp

or

tuni

t

i

es

f

o

r und

e

rgr

a

du

ate a

nd

gra

duat

e

st

ud

e

nt

s.

P

a

rti

c

ip

a

nt

s f

urth

e

r

s

u

gge

s

t

e

d th

a

t

S

FU

s

h

o

uld

prom

o

t

e

th

e va

lu

e of its rese

a

rc

h

to s

o

c

i

e

t

y,

includin

g

th

e

im

po

r

ta

n

ce o

f

fun

d

ame

n

ta

l

resea

r

c

h in

deve

l

o

pi

ng

n

ew

di

scove

ri

es a

n

d a

p

p

li

catio

n

s fo

r

the f

utur

e. We sh

ou

l

d

co

mmun

icate research

outcomes

l

ocally

, n

a

ti

ona

ll

y a

n

d

int

e

rn

at

i

ona

ll

y.

T

hrou

g

h such efforts, t

h

e communi

t

y

is

l

ike

l

y to gain a bette

r

s

e

nse o

f

the benef

i

ts of o

ur r

esearch

.

T

his in

t

u

rn

w

i

l

l

open

opport

u

ni

ti

es fo

r

dia

l

og

u

e

b

eyo

n

d

th

e wa

ll

s of t

h

e u

ni

ve

r

s

i

ty, wh

i

c

h

wi

ll

feed

b

ac

k

int

o c

oll

abo

rat

ive

r

esea

r

c

h

pr

ojec

t

s w

ith

c

om

m

uni

ty

p

a

r

t

n

e

r

s, ot

h

e

r uni

ve

r

s

i

t

i

es

,

g

ove

rnm

ent o

rg

a

ni

za

ti

o

n

s a

n

d

N

GOs.

"

Don

'/

just

'

t

hink of the

world,

'

act in th

e

world

,

apply

work

-

make

th

i

s part of

o

ne s job

(connecting

resear

c

h with

real

-

world application

)

.

~

~

Promotion

and lenur

e

policies

and

practices

mitiga

t

e ag

a

inst

invol

v

e

m

ent tor

t

hose on

a

tenure track in many

va

l

uab

l

e communlty-

based action and applied

resea

r

ch ac

t

ivities

both

at home and abroad

.

I'd

sugges

t

we broaden

the type of scholarly

endeavour that 'counts

'

towards

t

he promotion

!

tenure

porlfolio.

~

"

We need to continu

e

t

o

communi

c

ate our re

se

ar

c

h

efforls to

t

he publi

c

-

t

hey

'

re funding

a

lot of it

.

"

7

---

Economic and cultural developmen

t

I

n a

dd

i

ti

o

n t

o S

FU'

s

rol

e

in b

e

t

te

r

i

ng th

e

commun

i

ty

th

ro

ugh it

s co

r

e ac

ti

v

i

t

i

es o

f

l

earn

i

n

g

a

n

d

r

ese

ar

ch

,

e

nvision>SFU

pa

rt

ic

ip

ants

n

o

t

ed that S

FU

's

t

h

r

ee c

a

m

pu

ses

pl

aya

r

o

l

e

in impro

v

ing th

e eco

n

o

mi

c a

n

d soc

ial d

eve

lop

me

nt

o

f i

ts

n

e

ighbourhoods

,

p

a

r

t

i

c

ularl

y S

urr

ey'

s Cit

y

C

e

n

t

r

e a

nd

V

an

co

u

ve

r

's

D

ow

n

tow

n

. T

h

e camp

u

s

e

s a

ttra

c

t

p

eo

pl

e a

nd a

c

ti

v

ity t

o

these

a

r

eas

and th

e s

tud

e

nt

s

in parti

c

ul

a

r c

rea

t

e v

ibrancy

. S

FU

f

ac

iliti

es a

r

e

op

e

n to the publi

c a

nd u

se

d b

y

m

a

n

y

peopl

e o

ut

s

id

e o

f

aca

d

e

mia. Publi

c

l

ec

tur

e

s, p

e

rformances and e

ve

nt

s c

ontribut

e

to th

e c

ultural

a

nd

soc

i

a

l f

a

bri

c o

f th

e

Lower

M

a

inland.

C

itie

s w

h

e

r

e

S

FU d

oes

n

ot

ha

ve ca

mpu

ses a

r

e a

l

so

r

ece

ptive to m

o

re

in

vo

l

ve

m

e

nt of facult

y

and

s

tud

e

nt

s

in

t

h

e

ir

co

mmuniti

es

thr

o

u

g

h

v

i

s

itin

g

l

ec

tur

es,

ex

p

e

ri

e

nti

a

l l

ea

rning

,

and

c

ultur

a

l

a

nd

s

porting

ev

ent

s.

SF

U i

s a

l

so see

n

a

s

a

stron

g

link b

e

t

wee

n th

e

L

owe

r

M

ainland

a

n

d t

h

e

int

e

rnati

o

nal

co

mmunit

y.

Th

e

uni

v

er

s

i

ty

n

o

t

o

n

ly a

ttr

ac

t

s

p

eop

l

e from a

ll

ove

r

t

h

e wo

rl

d

t

o

Va

n

couve

r

b

ut b

u

il

ds

partn

e

r

s

hi

ps w

ith

o

rg

a

ni

z

ati

o

n

s

.

co

mp

a

ni

es,

uni

ve

r

s

iti

es

and

g

ove

rnm

e

nt

s

abroad

.

Thi

s

op

e

n

s

do

o

r

s

f

o

r l

oc

al

c

omp

a

ni

es

th

a

t

wa

nt to do busin

ess

ab

ro

a

d

.

Lead

by

exampte

S

FU

ca

n

s

tr

e

ngth

e

n it

s

impa

c

t on th

e co

mmunitie

s

it

se

r

ves

b

y

pl

ay

in

g a

l

ea

d

e

r

s

hip

r

o

l

e

in d

e

m

o

n

s

trating

a

nd

p

romoting it

s

cor

e va

lue

s

.

Su

sta

inab

i

lit

y was

m

e

ntioned r

e

gul

a

rl

y as a

n

a

r

ea

in

w

hi

c

h

we co

ul

d

p

lay

a gr

ea

t

e

r

lea

d

e

rs

h

ip r

o

l

e.

Th

ro

ugh

c

ommunit

y dia

l

o

gu

e a

n

d o

ut

rea

ch,

crea

tin

g a

n

d mob

ili

z

ing

new k

n

ow

l

ed

ge and

e

mpl

oy

in

g

th

e

l

a

t

es

t be

st

p

ra

ct

ices

,

S

FU

's

t

hr

ee

campuses c

an

b

eco

m

e

m

o

d

e

ls for c

o

mmunit

y s

u

s

t

a

ina

b

ili

ty.

A

n

o

th

e

r

s

uch ar

e

a relat

e

s t

o o

ur r

es

p

o

n

s

ibiliti

es

to Ab

o

riginal p

e

opl

e a

nd

co

mmuniti

es.

SFU

w

as urg

e

d t

o

mak

e

additional

ef

fort

s to

bro

a

d

e

n

access a

nd t

o

c

r

ea

te

a

more

w

elcoming and

s

upporti

ve e

n

v

ironm

e

nt f

o

r

A

borigin

a

l

s

tud

e

nt

s.

W

e

s

h

o

uld

a

l

so

dir

ec

t our rese

a

rch r

eso

ur

ces

and oth

e

r

ca

pa

c

iti

es

t

o ass

i

s

t

A

boriginal

co

mmuniti

es

to addre

ss so

cial

a

n

d e

n

v

ironm

e

ntal probl

e

m

s

, t

o

build

ca

p

ac

it

y

and

b

eco

m

e

m

o

re e

co

nomi

c

all

y se

lf-

s

uffi

c

i

e

nt.

"Crea

t

e

an image

of

univers;ty

BS

a

come--io

place for a/l members of

th

e community

-

not just

s

t

udents.

A

hub fo

r

all

ages

to mix

-

the elders

,

you

th

,

single

parents, e

t

c.

A

place for

th

em

t

o come

a

n

d ge

t

in

v

o

lv

ed

-

be part

of the

ongoing

research

and

educationa

l p

rac

t

ices.

"

"SFU co

ul

d playa

l

eadership

role in convening importan

t

mee

t

ings

more

regularly

i

n

areas

suc

h

as energy.

immigration,

and

health

care.

SF

U

could help to

accelera

t

e

movement

on

public policy issues. S

FU

co

u

fd be

a

t

own haJJ

f

or

Ca

n

ada

on i

m

po

rt

a

nt

issues

.

..

"Crea

t

e

a

space

th

a

t

is

speci

f

ic to Aborigina

l

learners that

is

r

eflec

ti

ve o

f

th

ei

r

cult

u

res

a

n

d values.

to

8

---

Tell the world

S

FU i

s a we

ll-k

e

pt

sec

r

e

t.

In

c

r

ease

d prom

o

ti

o

n

was

a

messa

g

e

th

a

t

ca

m

e

th

ro

ugh

l

o

u

d a

n

d clear f

r

om S

FU r

ep

r

ese

n

tat

i

ves as we

ll

as the ex

t

er

n

a

l

co

mmunit

y. We

n

ee

d

t

o

promot

e o

u

r

r

esea

r

c

h

a

nd b

e

tt

e

r

in

fo

rm th

e

publi

c o

f it

s va

lu

e.

If

we wa

nt t

o e

ng

a

g

e

th

e

local,

n

a

tional

a

nd int

e

rn

a

tion

a

l

co

mmuni

t

i

es,

w

e

n

ee

d t

o

t

e

ll

th

e

m h

ow

th

ey

c

a

n

e

n

g

ag

e wi

th

us. We

n

ee

d t

o p

ro

mo

t

e a

ll

of o

ur

s

u

ccesses, so

th

a

t

s

tud

e

nt

s

,

re

s

ea

r

c

h

p

a

rtn

e

rs, indu

s

t

ry

p

a

rtn

e

r

s

, go

ve

rn

me

n

t

p

a

rtn

e

r

s

a

n

d

com

muni

ty pa

r

t

n

e

r

s fee

l

p

ro

ud

t

o

b

e

m

e

mb

e

r

s o

f

th

e S

FU

c

ommunit

y.

We a

l

so

n

eed

t

o make i

t

as easy as pos

s

i

bl

e

f

o

r

peo

p

le to c

on

nec

t

w

ith

S

FU

.

Pa

r

tici

p

a

nt

s po

in

te

d

o

u

t the

n

eed for a

n

access

p

o

int

t

hr

o

u

gh w

hi

c

h

people

c

an

co

nn

ect w

h

en t

h

ey w

i

s

h t

o f

i

nd a co

-

o

p

s

tu

de

n

t

, l

oc

a

te

p

o

te

nti

a

l r

es

e

a

r

c

h p

art

n

e

r

s o

r

s

impl

y

le

a

rn

a

b

o

ut

S

FU

eve

nt

s.

"

We need

to

get story ou

t

in

p

u

blic."

"

Give

t

hem a litt

l

e

H

ollywoo

d

!"

~

W

e

need

a

ce

nt

ra

J

point

of con

/

acllo ac

c

ess

mullidis

c

ipHnary ta

l

e

nt

from across

th

e university

in

order

t

o faci

l

i

t

a

l

e

m

ore

p

a

rt

n

e

rships

.

..

9

---

DRAFT STRATEGIC VISION: YOUR FEEDBACK WELCOMED

Alter

reviewing

inpu

t

from

en

vision>SFU

participants along with our academic and

research strategic

plans, the following

drall s

tr

ategic vision

has been

developed

for

consideration

by the

unive

r

sily community.

It

comprises a vision

statement, goals,

and

guiding

principles.

It

a

l

so

provides

examples 01

possible

objectives relating to

the

goals

,

and

proposes

t

wo a

lt

ernative

taglines.

Please take

some time

to

review the

drall

vision. Consider whether it captures

the

essence of SFU's strengths and asp

i

rat

i

o

n

s, a

n

d

how the

university

can best

serve

society.

Do

you see

how

yo

u

can

contrib

ut

e

to

advancing this v

i

sion?

Are

there

other

objec

ti

ves that should

be

high

light

ed

to provide

examp

l

es of

how

we

might

pursue

lhese

goals? Most

importantly, does the vision provide a realizable

basis for

distinguish

ing

SFU as

the best university

01 its kind?

Feedback

will

be

welcomed

unl

il Seplembe

r

30, 2011 al

http://envision.sfu.ca or

via

ema

il

OUR VISION:

To be the leading

engaged research university

defined by its dynamic integration

of innovative education, cutting-edge

research, and

far-reaching community

engagement.

OUR GOALS:

1. To equip SFU students with the knowledge, skills,

and

experiences that prepare

them for life in an ever-changing

and

challenging

world.

2. To

be a world leader in knowledge mobilization founded on research excellence,

interdisciplinarity, and

reciprocal

community

engagement.

3. To be Canada's most community-engaged

research

university.

Th

e s

u

ccess

of these goal

s

depends

n

ot

ju

st

on

th

ei

r indi

v

idual

impl

e

m

en

t

at

i

on

b

ut

on the

ir

inleg

r

ation

-

on t

h

e

degree to

wh

i

c

h

eac

h

co

nt

r

ib

utes to

the

o

th

ers.

Students

will a

i

d and i

n

s

p

ire

research

a

n

d

contrib

u

te

t

o com

muni

ty.

Research will

e

nh

ance

the

learn

in

g

ex

p

e

ri

e

n

ce wh

il

e e

nri

chi

n

g

th

e co

mmunit

y

,

soc

iall

y. ec

onomi

ca

ll

y

,

sc

i

e

ntifi

cally

an

d

art

i

s

ti

ca

ll

y.

A

nd

t

h

e

SF

U

com

mun

i

ty

of

co

mmunities -

l

ocal

a

nd

gl

oba

l -

w

ill

serve

as a

dy

n

a

m

ic a

nd

limitl

ess

cla

ssroom

,

offer

in

g co

nt

ex

t

a

nd

app

li

cability fo

r

st

ud

e

n

ts

,

as we

ll

as

pa

rt

nerships, challenges and oppo

rtun

ities

f

or

r

esearch

.

10

---

A PLATFORM FOR KNOWLEDGABLE, ADAPTABLE GLOBAL CITIZENS

Our Goal: To equip SFU students with the knowledge, skills, and experiences that

prepare them for life in an ever-changing and

challenging

world.

SFU will employ innovative teaching

methods to

provide

s

tudents with

the knowledge,

critical

capacities.

research

skills and

civic

understanding

they

require to become

engaged

global

citizens

and

to

thrive and adapt in demanding

and

dynamic

environments.

SFU students will

have

opportunities to participate in advanced

research,

thereby

sharing

in the labour and joy of

creating and applying

knowledge,

while acquiring

the

skills

for life-long learning.

SFU

students will

have unparalleled

access

to

experiential

learning

opportunities

that

allow

them

to

apply

knowledge, to

grow as

individuals,

to engage with

diverse

communities,

to develop entrepreneurial skills

and

to refine

their sense of civic

literacy.

Selected Objectives:

•

Ensure that

innovative and

effective

teaching is

appropriately

rewarded.

• Develop

undergraduate

students with the

foundational

writing, quantitative

and

research skills

that promote

critical thinking and inform

interdisciplinary

enquiry.

• Provide graduate students

with mentoring by

exceptional

faculty in high quality

and innovative programs that

assist them

to

become

outstanding scholars

and

dynamic

leaders.

• Maintain a flexible

curriculum that:

1. Enables

students

to develop their own learning

paths,

including paths to

graduate degrees and other opportunities.

2.

Enables

students to complete educational

programs in

a

timely manner

based on their

own

needs

and

circumstances.

• Accommodate

life-long learners in

a wide spectrum of

programs,

whether

they

ar

e

pursuing

introductory

courses

or participating

i

n

the leading

applied

graduate

programs

for

which

SFU is known.

•

Provide a

welcoming, safe and stimulating campus environment that supplements

intellectual

engagement with social, cultural, athletic and

recreational

activities.

• Promote international knowledge and

understanding

through international

courses

and lectures, foreign learning

opportunities, and

facilitated

engagement

between international

and

domestic

students.

11

---

A WORLD LEADER IN RESEARCH IMPACT

Our Goal: To be a world leader in

knowledge

mobilization founded on research

excellence.

interdisciplinarity.

and

reciprocal community

engagement.

SFU

w

ill lev

erage

ils

fundamental research strengths,

including interdi

sc

iplinary

research,

close

community connections, and partnerships and collaborations to become

a

global

leader

i

n

r

esea

rch

mobilization.

SFU

will

s

upport

and

prom

ote

research, from the fundamental,

"cur

io

s

ity

-

driven"

generation of

n

ew

knowledge, through the dissemination of that knowledge within

the academ

i

c comm

unit

y

and beyond, to

t

h

e

mobiliz

at

i

on and comme

rci

a

liz

atio

n

of

t

ran

sformative

ideas

f

or

the

bene

fit

of

t

h

e univers

ity

and soc

i

ety.

S

FU

will

support

a

nd

enco

urag

e

re

searchers

at every

poin

t

in their

career,

including

undergraduates, graduate

st

ud

ents,

faculty, staff members and

comm

unity

partners

who assist

th

e resea

rch mis

s

ion

.

Heat

t

h

Humanities

Soc

i

al Sciences

Sciences

Selected Objectives:

Busjn ess

•

Attract

the best faculty

and

graduate students.

Figure: Knowledge Mobilization:

Building on

SFU's Core Strengths

SF

U

's

faculties

fo

cus on soc

ial ne

eds,

drawing

upon

a strong

Arts and

Sciences

foundation

.

Th

e

resea

r

ch continuum

transits

from

knowledge

generation through dissemination to

mobiliza

tion.

•

Seek

new opportunities for

r

esea

r

ch

generation, dissemination and mobilization.

• Encourage

int

e

rdi

sc

iplina

ry

research,

and

r

esearch on

i

ssues of

socia

l

signi

fi

ca

nc

e.

•

Acknow

l

edge

and

support

the prominent role

of

the

SFU Library in

r

esea

rch

gene

r

ation

and dissemination.

1

2

---

•

Communicate

b

roa

dl

y

the

pos

it

ive

impacts

o

f

our

r

esearc

h,

to

ensu

r

e

that

S

FU

r

esea

r

c

h

e

rs re

ceive

appropriate acknowledgment

and to ga

rn

e

r

s

upp

o

rt f

o

r

ou

r

research

in

general and for SFU

in

particular

.

•

Promote

a

nd

suppo

rt r

esea

r

c

h

collabor

a

t

i

o

n

s with other ed

u

catio

n

al

institutions,

w

ith

p

ubli

c

and private

sec

t

o

r

partners

and

w

it

h

members of

the

community-

nat

iona

ll

y a

nd int

erna

ti

o

nall

y

.

AN ENGAGED COMMUNITY PARTNER

Our Goal: To be Canada's most commun

i

ty-engaged research university.

SFU w

ill

ma

intain

and

expand

it

s co

mmunit

y con

n

ections

as an integral

pa

rt

of

it

s

mi

ssio

n,

c

r

ea

ting

opportunities for practical and

ex

p

e

ri

e

ntial l

ear

n

i

ng; inf

orm

ing

a

nd

in

sp

irin

g

our

r

esea

rch

;

and

co

nt

r

ibuting

to

i

t

s

rel

evance a

nd

s

u

ccess.

S

FU

w

ill

wo

r

k

in partn

e

r

shi

p to

maximize our

i

nsti

tut

i

onal capac

i

t

ie

s

to

e

nhan

ce

th

e

soc

i

a

l

, econo

mi

c

,

environmental

a

nd

c

ultur

a

l

we

ll

-be

ing

of comm

uniti

es both

lo

ca

ll

y

a

nd glob

a

ll

y.

We will build

re

spec

tful

a

nd mutuall

y

beneficial

com

munit

y

r

e

lati

ons

hips.

SFU

w

ill

meet the lifelong

l

ea

rning

needs of

s

tud

ents

,

al

umni

and the

co

mmunit

y,

and

w

ill r

es

p

o

nd

with

inn

ova

ti

ve

pr

og

ram

s

and

l

earn

in

g

opportunities.

S

FU

w

ill

be BC's

public

square for

information, d

iscussio

n

s

and

de

bat

e

on key public

issues, and

w

ill

be

kn

ow

n

as the

in

stitu

tio

n

to

w

hic

h

the community

comes

t

o

facilitate

dialogue

a

nd

see

k

so

luti

o

n

s,

Selected Objectives:

•

Make

accessib

l

e

and

leverage

institu

tio

n

a

l

, ed

u

cationa

l

and

r

esea

r

ch

r

esources

whe

re

ve

r po

ss

ibl

e

to promot

e social

.

e

n

v

ironm

e

nt

al

,

c

ultur

al a

nd

eco

n

om

i

c

betterment.

• Cont

inu

e

to

build

o

n

our partnerships

w

i

t

h

municipalities

and

other organizations

t

o

pl

aya

major role

in

commu

nit

y

building

a

nd regional

eco

n

o

mi

c

development.

• Build

strong

,

mutual and meaningful

r

e

l

ationships with our a

lumn

i,

• P

r

ovide

life-long learning

oppo

rtu

nit

ies

to the

comm

u

nit

ie

s we serve, espec

i

a

ll

y

to

o

ur

a

lumni.

•

U

se ou

r

com

mi

tme

nt

to

at

h