BCcampus works with institutions to reduce costs and create system efficiencies using collaborative programs and services aligned with shared service models. These programs and services integrate information and educational technology in ways that maximize the service that institutions can provide to their students.

BCcampus and partner institutions work collaboratively to plan, coordinate and deliver collaborative and partnership programs and services that use BCcampus services to:

• optimize the benefits of collaborative and partnership program and service delivery
• minimize business process redundancy
• enable securely supported admission/registration processes that are as seamless as possible for students
• support coordinated recruitment, articulation, secure exchange of student information system (SIS) data, and FTE reporting
• complement collaborative and partnership program arrangements between institutions
• provide access to learning environments that are part of BCcampus Shared Services

Each collaborative or partnership program or service is unique, so the services institutions require from BCcampus includes providing flexible business, program or service and support models. Such models will enable institutions to integrate individual and collective institutional processes to their collaborative programs or services.

The BCcampus collaborative program or service conceptual model is driven by and incorporates the program’s vision, goals, and strategic directions. The collaborative program or service is thus a product of the participating institutions throughout the province. The shared virtual learning space or service for students - the BC campus – and the means for connecting the participating institutions, is hosted and supported by BCcampus.

A conceptual collaborative program model may result in a joint program in which students are admitted to and receive a credential from their Home Institution. Delivery of collaborative program courses is completely online and, in many cases, teaching is distributed amongst all participating institutions. Home institutions agree to share students with other Teaching Institutions, and Teaching Institutions share their instructors with other Home Institutions. Students therefore participate in an online learning community and are enrolled in 'shared virtual classrooms' hosted and supported by BCcampus.

A conceptual collaborative service model typically results in one in which participating institutions coordinate existing resources and infrastructure to create online learning or student services beyond which what any individual institiution could provide on its own.

A collaborative business model developed by BCcampus and the participating institutions grounds the conceptual collaborative model. Governance, as well as institutional and BCcampus roles and expectations (e.g., guidelines or rules for fees, extent of participation in teaching sections, etc.), are defined in a memorandum of understanding (MOU) and/or letter of agreement (LOA) agreed to by all parties.

Collaborative program models describe the different types of programs or services and provide related definitions of the institutional roles such as Home Institution, Teaching Institution, Lead Institution or Service Institution. For example, collaborative program models typically involve several institutional partners, with shared or common curriculum, shared delivery, common technology, and consideration of residency requirements. Such models might include:

• equal partner collaborative where institutions have approximately equal home and teaching institution roles, e.g., Applied Business Technology (ABT) Diploma, Information and Communication Technology (ICT) Certificate
• lead partner collaborative where one or more institutions have a pronounced teaching institution role, e.g., Legal Assistant and Medical Office Assistant specialty portions of ABT, trades flexible learning programs, e.g., Professional Cook, Welder
• blend of equal and lead partner models that provides equal roles for common program elements but recognizes institutional specialization

Operational processes arising from the program or service requirements to support these business models then need to be implemented, coordinated and supported broadly by both the participating institutions and BCcampus. Many processes may be common to all program or service models, but some may differ dependent on the specific collaborative initiative. These operational processes then define the BCcampus technical systems (e.g., Portal, Connector2), processes and support services required.

Once implemented, BCcampus remains in constant liaison with collaborative program and service groups to ensure ongoing delivery and support of the related systems and processes.

To find out which institutions are participating in collaborative programs and services, see the most recent BCcampus Collaborative Programs and Services Report. 

To find out more about how your institution can develop a suite of collaborative programs please contact:

Lawrence Parisotto

Director, Collaborative Programs and Shared Services
604-412-7715
lparisotto [at] bccampus [dot] ca

Links:

Information and Communication Technology (formerly NCIT)

Applied Business Technology

Aboriginal Early Childhood Education