The UWI Open Campus Case Study

Building Human Capacity – Training, Strategic Recruitment and Staff Retention
In a number of instances, the Open Campus supplemented residential expertise to fulfil project
requirements. In other instances, it reviewed and revised operations to strengthen capacity and redeployed
staff. Staff development training was another significant action that strengthened capacity. Several of these
were explained earlier, which included technical assistance management training, coaching and mentoring
on demand. Some SMEs, employed on fixed contracts, were retained by the Open Campus to sustain the
operational functions for which they were hired. Where staff was retained, the departments worked closely
with the HRD to integrate them into the permanent staff cadre. A few lessons learned in the recruitment
process are worth documenting. These included:

• Change management plans developed at the departmental level must identify the human resource
needs, the timelines for their recruitment including the lead-time for advertising positions and
conducting the recruitment process. The recruitment process may be affected by the pool of
potential applicants, their geographic location, the urgency with which the skill sets are needed and
the duration of the contract offer – will influence how quickly the HRD can meet the needs, hence

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the importance of open and continuing communication between HRD and the Implementation
Committee’s TL;
• The schedule for recruitment may be contingent on the completion of pre-activities, which may be
dependent on externalities outside the Open Campus’ control. If the wait-period becomes overly
lengthy, the potential recruit may seek employment elsewhere and the recruitment process has to
start afresh. This is another reason for open and timely communication;
• The HOD/TL and the HRD need to determine if the skill sets exist in house in a single body or
if the required skill sets exist among multiple individuals. Re-deployment may become
necessary and may include secondment, as happened in a few cases with the SDEC project;
• Sometimes the search for in-house expertise included recruiting cross-departmentally and
cross-campuses. Where resources existed only at the university-wide level, if possible, they were
assigned to the departmental teams on secondment or some other appropriate ToR;
• Advertising for positions was more widely circulated to expand the pool from which SMEs
could potentially be recruited. This included advertising in professional publications. The wording
of advertising was gender neutral, although selection was mindful of existing gender imbalances;
• The OCLT has carefully considered the need to maintain the successful outcomes of the project
and has implemented the operational structures developed and retained the staff recruited
under the SDEC project to achieve this outcome. Outstanding examples are retaining the Open
and Distance Learning Instructional Specialist (ODLIS) for Faculty Tainting, a position that the
Open Campus desired since its inception but only filled under the SDEC project. The establishment
and staffing of two ERP Units, one centrally to meet the needs of the entire Campus and one in the
OCCS to meet the specialised needs of its dispersed environment, the CPE Centre, CMAS and
eventually the COE for Innovation and Technology.
• As explained earlier, Faculty and Technology Support Staff training was strengthened. Among the
courses in which facilitators received training were: “Managing and Facilitating Online Instruction”
(MFOI); “Course Management & Delivery – Pedagogy & Curriculum”; “Advance Grade Book
Techniques”; “Assessment: Application of the Processes”; “Rubric Design and Use”; “Marking
Standardization”; “Best Practice in the Learning Exchange: Course Management”; and
“Pedagogical Training: Course Management & Delivery”. Expertise in these areas is essential to
maintain the credibility, integrity, quality and accountability of programmes/courses and
facilitators. The formal sessions were supplemented by independently offered online webinars,
seminars and workshops.
• The newly introduced ODLIS also trained and coached in “Orientation to Open Campus Online
Learning”; “Embracing Student-Centred Delivery” and “Open Campus Plagiarism Tool”.
Additionally, the ODLIS used creative instructional methods such as the principles of gaming, and
self-paced training activities that allow facilitators to work independently on improving their
identified weaknesses.
• Programme Managers and Officers at the OCCS were routinely trained to manage CPE
programmes. Under the SDEC project, the rapid expansion in programme offers necessitated
building the programme management capacity at Sites to administer and deliver the new/renewed
programmes. In that regard, they were trained in areas such as the “Caribbean Vocational
Qualifications (CVQs) and CPE Programming”. “Curriculum Development and Re-design”, “Open
Campus Information Technology Programming”, “Presentation Skills”, “ASANA Project
Management Software”, “Matrix Reporting Basics” and “Team Building”.
• As detailed earlier, a substantial amount of staff development training occurred at both the
level of general staff and senior and middle management. A significant component of the
training was technical assistance (TA) to enhance the knowledge and skills needed for change

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leadership and ICT driven business processes. External contractors who supplied technology
equipment and business processes systems did the majority of this training - some were delivered
face-to-face and some online. Additionally, some administrators attended professional conferences,
seminars and workshops. External experts also presented on leadership and its alignment to the
success of the Tripe A Strategic Plan and the derived Open Campus strategic initiatives.
• Mindful of the need to align staff competencies with the strategic direction of the Open Campus,
the SDEC Project funded the implementation of a workplace needs assessment audit among
critical staff categories. The audit is expected to assist the OCLT to meet its strategic human
resource development plan by providing information that may assist in decision-making regarding
staff deployment, identify competency, training and education needs and facilitate a mapping
exercise to determine best fits and gaps;
• International technical experts in Executive Coaching, Mentoring and Facilitation trained a
select group of senior and middle level managers. The expectation is that they will quickly
transfer that learning to others in the work environment. Additionally, the training has placed
the Open Campus in a stronger position to develop its leadership pipeline at considerably reduced
costs. The trained staff has already provided coaching and training to newly appointed Heads of
Site as part of the Campus’ on boarding programme.
• Work-Life Balance: Recognising the stressful conditions under which the Open Campus staff
implemented the SDEC project, the HRD took steps to encourage improvements in work-life
balance. Apart from addressing the issue in the gender-sensitivity training with the HR Department,
a technical expert was sourced to train all Open Campus staff interested in the subject. Following
the established pattern of consultation engendered in the project: the Consultant distributed a
questionnaire to which 130 staff responded and conducted two focus group discussions to identify
their needs and perceptions of work-life balance in the Open Campus. The needs analyses were
followed by the delivery of five 2-day workshops and four follow-up sessions. In the latter,
individual coaching was conducted and participants reported on the practical measures that they
took to implement the theory that they learned in the seminar/workshops. Each session had a
minimum of 40 participants and one had 64. Personnel from all departments and 16 countries
participated. The content material addressed critical attributes for appropriate self-management,
emotion regulation, problem solving, communication and life balancing. The sessions were
interactive and facilitated participants in identifying practical strategies to improve their personal
lives. Participants requested that the sessions be ongoing and be held twice per year. Images
below are of participants in some of the training sessions sponsored by the SDEC project.

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Figure 16: Staff at all Levels of the Open Campus Participated in Training

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Institutional Capacity Building

The lessons learned and best practices related to Institutional Capacity Building will focus on progress on
the five strategic initiatives and the technology upgrades implemented under the SDEC Project as well as
the conceptual designs for future physical infrastructure needs. Identifying progress on the strategic
initiatives is important because it demonstrates how the sustainability strategies implemented under the
SDEC project are continuing to maintain the successful outcomes of the project. It also demonstrates
the initiatives that the Open Campus is implementing to retain the successes and the targets the Campus
has set to continue building on the successes for the remaining period of the 2017-2022 strategic plan.

Strategic Mandate – Progress on Five Strategic Initiatives

As discussed earlier, the Open Campus engaged in a substantive consultative process, in keeping with the
process exercise implemented by the entire University, to identify the strategic initiatives on which it is
focused for 2017-2022. An examination of the Strategic Plans since the establishment of the Open Campus
shows that its mandate remains increasing access to post-secondary education to remote and underserved
populations. The SDEC project provided the opportunity to increase the number of relevant and affordable
programmes and courses, introduce flexible teaching/learning to increase the number of pathways to
accessing that education and built the institutional capacity – personnel and technology to sustain increased
enrolment.

The five strategic initiatives that the Campus identified that would best enable it to meet its mandate were:
Increasing opportunities for flexible teaching and learning; improving learner support services; staff
engagement and morale; developing a robust workforce development thrust; and establishing a centre for
innovation and entrepreneurship. This section describes the key performance indicators (KPIs) that the
Campus established to measure its progress on targets. A close examination of those KPIs shows that they
are similar to the outputs in the SDEC project. In that regard, the entire project was aligned to the Campus
as well as the University-Wide strategic goals for Revitalising Caribbean Development. Table 7 sets out
the initiatives, the KPIs, the targets and the achievements on those targets, so far.

Table 7: The UWI Open Campus Strategic Plan Update

Strategic Key Baseline Targets Progress on Targets/Actuals
Initiative/Goals Performance
Year 1 Year 2
Owners Indicators
(KPIs)

Strategic Goal: Total # of 60% Increase retention 62%/66% 65%/68%
Student enrolment Caribbean rate of students in
and retention – students Caribbean the first year of Caribbean Caribbean
AC1, AC3; AG2 enrolled in Students: enrolment Students: Students
senate 6000 6000/6292 6250/6645
Develop Flexible approved Implemented
Teaching & undergraduate Strategic Student
Learning and Advising Plan
Programmes postgraduate

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Strategic Key Baseline Targets Progress on Targets/Actuals
Initiative/Goals Performance
Year 1 Year 2
Owners Indicators
(KPIs)

Director- APAD programmes International • 1st year International International
in the UWI Students Experience Students: Students:
Programme 120/128 140/161
Total # of 100
International • Compulsory
students orientation
enrolled in
senate Strategic Enrolment
approved Management Plan
undergraduate
and
postgraduate
programmes
in the UWI

Strategic Goal: Number of 9600 Number of persons 10,000/ 10,000/
Financial Health paid up-users enrolled in non- 11,277
of the Campus - of the UWI senate approved 13, 182
AC1, AC2, AL2, products and (CPE) programmes
AG2 services Ongoing
CPE Centre consultations with
Develop a robust established: Focus – CPE Centre private and public
workforce Development of established sectors to develop
development Framework for and under specialised on
thrust through a online delivery; development demand
CPE Unit/Centre programmes

Director- OCCS Develop and mount
online a repository
of CPE programmes

Align programmes
to CQF and
CARICOM HRD
2030

Strategic Goal: First Year Number of students
Financial Health Retention registered in senate
of the Campus - Rate approved
AC3, AG2, AG3, programmes and
AG5 On-Time active during the
Graduation academic year
Rate

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Strategic Key Baseline Targets Progress on Targets/Actuals
Initiative/Goals Performance
14 Year 1 Year 2
Owners Indicators 23
(KPIs) Student Standardised
Strengthen advising Plan online OCCS
Student Support Develop and being evaluation system
& Success implement implemented developed, tested
Campus Student Registrar, and being
Registrar Advising Library and implemented
Plan PDD
Strategic Goal: Replaced the
Foster a creative, Develop and locally produced
caring, implement a Site-specific
accountable, Strategic paper system
motivated, Enrolment
professional Management # of peer-reviewed 14/16 18/TBD
(CARE) Team - Plan publications 23/24 28/TBD
AG4
Improving Staff Employment ASAP staff serving
Morale and Satisfaction on public/private
Engagement score boards, committees,
Director HRD NGOs, CSOs,
Employee Advisory Boards
Engagement
score

Organisational Audit Draft Report Recommendations
conducted to be implemented
presented to
OCLT – to be

revised

Improve Open HRD working
Campus with Marketing
Communication/ and
consult employees/ communication
improve HR to hone
communication process
processes

Improve HR Ditto
Communication
Processes

Conduct Leadership Sessions Online staff
Training Session conducted in development
2018 and 2019 initiative
Develop Customer continues
Service Charter
(Discussion ongoing Executive
with M&C) Management
Coaching in
**Outcome related onboarding of
to supervisory and
line staff training in

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Strategic Key Baseline Targets Progress on Targets/Actuals
Initiative/Goals Performance
Year 1 Year 2
Owners Indicators
(KPIs)

performance new Heads of
management and Sites
appraisal to be
actioned***

Strategic Goal: Number of 0 Under development Under Under
AL1, AL 2, AC4. spin off development development
AG5. companies
CriticalMas is
Develop a Centre expected to
for Innovation & evolve into the
Entrepreneurship Innovation and
Technology
Campus CFO/ Centre
BDU (Head)

*** 40 percent of relevant staff trained under the SDEC project

KEY: Strategic Goal Explanations
Code Explanation
AC1 To Be a University for All
AC2 To be the University of first choice for Alumni and non-student customers seeking products

and services for all things Caribbean
AC3 Improving the quality of teaching, learning and student development
AC4 Improving the quality, quantity and impact of research, innovation and publication
AG2 Restore financial health to The UWI
AG3 Generate economies of scale and scope for The UWI
AG4 Foster a creative, caring, accountable, motivated, professional (CAMP) team
AG5 Foster the digital transformation of The UWI
AL1 Promote greater activism and public advocacy
AL2 AL2 Increase and improve academic/industry research partnerships

Ongoing Targets up to 2022

• Implementation of a Strategic Enrolment Management Plan (SEMP);
• Continued emphasis on increasing CPE enrolment, establishing partnerships and fostering

entrepreneurship to aid in the financial health of the campus;

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• Increased enrolment through the conversion of four high demand face-to-face courses to online
courses;

• Increased enrolment through offer of at least four flexible/modular Professional Development
Certificate Training Programmes with pathways to undergraduate and graduate degree
programmes;

• Implementing an improved communication process;
• Establishing a Customer Service Charter;
• Setting staff and student satisfaction targets;
• Setting baselines, targets and calculating actuals for Unit Cost of Operations, Margins and Cash

Buffer (reserve ratio); and
• Calculating on-time graduation rates.
So far, the Open Campus has met or exceeded its targets in Year 1, and in Year 2 on KPIs for which data
is available. Caribbean student enrolment moved from a 60% base to a 66% in Year 1 and 68% in Year 2.
In both years, the targets were exceeded by 4% and 3% respectively. International student enrolment, while
modest also exceeded the target by 8 and 21 respectively. At a baseline of 100, the Year 1 target was an
additional 20 students; 28 was achieved and in Year 2 an additional 40 students, 61 was achieved.
A robust student-advising plan is in place, led by the Campus Registry in collaboration with the Library
and the Delivery Departments. The CPE Centre is established and being developed and the CriticalMas
project is very advanced and the expectation is that it will evolve into the COE for Innovation and
Entrepreneurship to focus on growing the regional digital economy. Research is continuing on finding ways
to expand PLA and all programme development Divisions are working with the BDU to identify and expand
exponentially, avenues for growing enrolment. The CSDR is also seeking funding to continue researching
male under participation in the Open Campus with a view to addressing the intransigent issue. The Campus
is also reporting progress on increasing the number of paid-up online and CPE students/learners and on
broadening funding sources. Increasingly, funding is from student tuition and partnerships (see Table 6,
which lists some of the income-earning partnerships facilitated by the BDU). Additionally, staff report
dramatic improvements to the ICT driven business processes because of the implementation of the Banner
ERP system. More details on these successes are described below.

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Figure 17: Key Targets for 2022

ICT Driven Business Processes: The Banner ERP System

Through the SDEC project, 393 student/instructor workstations and peripherals were installed at 39 Sites,
networks were upgraded and equipment installed that improved access, stability of connectivity and
security as well as improved communications while reducing costs. The transition to the Banner ERP
system in record time enhanced access to learning/teaching modalities and overall support services for
students and staff. The upgrades across Sites resulted in a more consistent and equal experience for students.
These improvements are assisting the Open Campus to make progress toward fulfilling its strategic mandate
to increase access to post-secondary education.

The successful steps for achieving the ERP transition in such a short period were described earlier and are
bulleted below:

• Beginning at the conceptual stage of the project, consultations were held with staff who had
experience of the technological needs of their departments, the daily challenges encountered and
ideas about how those challenges could be addressed;

• Environmental scans, needs analyses, gap analyses and projected costings were completed based
on current and projected student enrolment numbers;

• Different funding models were designed to assess alternative approaches to potential funding
sources;

• Rapid changes in technology and costs affected the projections because of the timeline between the
submission of the project proposal, the negotiations and revisions, start-up and progress on targets;

• Two important issues arose from this delay that subsequently impacted the implementation of the
project:
o The budget for Telecom/ICT needs had to be significantly adjusted upwards

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o Some activities, such as those for the LIS, were so mission critical that they had to be
otherwise funded;

o The first response was to transfer funding from line items within the same budget category,
with GAC’s permission. As explained earlier, these decisions were easy because
organisational interest displaced sectional interest;

o Environmental scans needed to be repeated to identify how needs may have changed during
the period between the submission of the proposal and the availability of funds;

o To decide on the distribution of available assets, Sites were ranked in terms of needs.
Ranking was based mainly on Site readiness for implementation, which was influenced by
a number of factors including the state of the existing technology, student and staff demand,
the potential for growth, etc.;

o Once the prioritising of Sites was complete, the Implementation Committee was
established with cross-departmental representation, a team lead was selected, etc.

o A change management plan was developed which, inter alia identified the resource needs,
how they would be mobilised and the M&E process;

o Acknowledging the human resource limitations resulted in the employment of a SME as
an Implementation Director to give oversight to implementing the sub-project. The Open
Campus extended her contract to ensure timely completion of the activities and to put in
place measures to sustain what was achieved. Consequently, the ERP Unit was established
and appropriately staffed before her departure. Her departure was contingent on her
training the CPM who was hired to head the Unit and given the responsibility of
maintaining the physical and ICT infrastructure for the ERP system;

o Throughout the implementation process, a flexible and fluid approach was taken to
implementing activities and sourcing human resource needs. This flexibility was important
given the multiple sub-activities that needed to be completed before project targets were
achieved. The fact that several of these sub-activities were influenced by externalities
beyond the Open Campus’ control meant that that flexibility was super heightened.
Additionally, leadership was continually requested to use their personal influence to speed
up processes that may have been lingering at lower levels of authority;

o To exercise more control over communication, the OCLT established a sub-committee,
“The ERP Escalation Committee”, which was headed by an OCLT member, to improve
communication between the ERP Implementation Team and the OCLT. The
escalation team implemented the use of the Apollo Project Management Suite to track the
assignment of tasks and progress on their completion; increased the overall use of project
management tools to enhance accountability and implemented a new communication
system. A major step was the commitment and concomitant action, at the highest level of
leadership, to improve communication;

o The identification, in collaboration with the HRD, to hire appropriate staff and the OCLT’s
decision to retain those on fixed contracts as staff [and make the necessary budgetary
arrangements] to sustain the project gains;

o Throughout the implementation process, the PMU staff became ‘innovative’ project
managers by not just advising and directing but taking a hands-on-approach, when
necessary. The project manager was therefore an active member of the ERP Escalation
Committee, provided the OCLT with written monthly updates on progress on project
outputs and made verbal presentations when required;

o Once communication improved and task tracking was escalated, the perception of more
control and therefore, more progress toward targets was observed;

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o To increase the speed with which the ERP implementation process was progressing, at a
point the OCLT, on the advice of the PMC, suspended the implementation of the EDRMS
sub-project to consolidate the efforts of the human resource team implementing both sub-
projects. Once sufficient progress was made on the ERP, the staff was redeployed to the
EDRMS. Both decisions were made using the consultation/consensus decision model
which was practised throughout the life of the project;

o The rapid and intense changes accompanying the implementation of the ERP system
required stakeholder buy-in. In response, the M&C designed and implemented a marketing
strategy to convince students and staff of the benefits and advantages that would result
from a new ERP system. Additionally, the messaging was that the inevitable interruptions
in the initial stages would pay off in the end;

o The training of staff and students in the new systems also required extensive planning and
marketing promotion;

In the end, as the Accreditation Study (2018) noted, the implementation of the ERP system is possibly the
most significant change made in the Open Campus since 2013 (last accreditation approval) and that it had
transformed the Open Campus by dramatically improving student support services and the Telecom/ICT
infrastructure of the Campus.

ICT Driven Business Processes: The EDRM System

The process used for designing, developing and implementing the EDRMS under the SDEC project came
close to perfection and has a plethora of best practices. Again, these will simply be bulleted because they
were detailed earlier.

• A contractor was hired to identify the requirements of an appropriate EDRMS to suit the Open
Campus’ needs, including a RIMP and a RMU. This information was reviewed and integrated into
the Scope of Work (SOW), which eliminated scope creep. The absence of scope creep resulted in
meeting timelines and staying within budget;

• A competent, qualified and enthusiastic records manager was employed who built on the
consultant’s work and identified a system, detailed the requirements and consulted with the older
Campuses to identify best practices and developed a detailed AP;

• She recommended a phased implementation of the system;
• Established an Implementation Committee with the required skill sets and cross-departmental

and targeted Site representation;
• Careful and detailed planning - development of a Change Management Plan (CMP) that detailed

resource needs. The CMP sensitised all participants about proposed changes and their potential
impact, identified and mobilised needed resources, identified responsible parties, their roles and
functions, detailed and specified timelines, and anticipated and planned contingencies for the
impact of externalities. These tasks were accomplished before start-up;

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The New Electronic Records Management System: A Flexible Phased Rollout

• Internal skill sets were assessed and additional hires anticipated and scheduled in consultation
with the PMU and HRD. Contingencies were planned in anticipation of potential extension of
contracts, the need for flex-hours and or overtime work;

• Staff training to ensure knowledge transfer was anticipated and scheduled with suppliers;
• The implementation schedule started out being very aggressive because it was recognised that to

meet the targeted deliverables would be extremely demanding; consequently a contingency was
built in to shift incompletes to the next development phase;
• The EDRMS Implementation Lead exercised flexibility and appropriate emotional control
when the decision was made to suspend the EDRMS because the ERP implementation was
prioritised as being more mission critical;
• The implementation team again exercised the desired flexibility - good leadership qualities - when
the OCLT lifted the implementation suspension of the EDRMS sub-project; the re-start was
seamless;
• During the suspension of the implementation of the EDRM activities; an EDRMS Policy
document was developed and circulated for review and revision;
• Controls were developed and implemented and a M&E system established to ensure optimal
operation of the physical infrastructure before go-live - verification included end-user-testing
(EUT);
• The implementation schedule anticipated and considered required interruptions such as student
registration, examinations and graduations and contingencies planned for their mitigation;
• A clear communication strategy and system was designed in the CMP and was tested and revised
as necessary. For example, when the sub-project’s implementation was suspended, changes were
made and they were reviewed and revised when the sub-project re-started;
• The Implementation Team’s behaviour around the suspension reflected an enabling environment
in which resources were freely shared, the sharing was encouraged and modelled by leadership;

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• Cost overruns: Can be reduced or eliminated with careful, detailed planning. Additionally, as
occurred in the design of the EDRMS’ Implementation Plan, when the project scope and contract
terms are closely aligned to deliverables, cost overruns are unlikely;

• Data Management: Stringent controls were built into the CMP to prevent the loss of and
appropriate protection of legacy data when the new procedures and processes were being
implemented;

• Implementation Solutions: The EDRMS Implementation Team observed best-practices protocol
– conducted an in-depth business analysis, thorough testing before deployment and conducted an
implementation review at the end of each pilot and therefore experienced a good fit with the
pre-existing and new systems that were being implemented simultaneously in the Open
Campus. The Team held regular meetings that discussed the risks and recommendations for
solving technical issues. This approach reduced the possibility for the solution to fail because of
omitting technical requirements;

• The Records Manager carefully implemented a Stakeholder Involvement Scheme: in which
stakeholders signed off on the developed business and user requirements prior to their
integration into the Request for Proposal (RFP). The successful bidder also committed to
implementing those requirements. These measures apparently increased stakeholders’
acknowledgement of the benefits of the system because they were a part of the process that
identified the needs and the solutions. Additionally, the Implementation Team appointed
process owners who took responsibility for the successful implementation of each module;

• To avoid the risk that the system is not adopted beyond the areas in which they were piloted; each
implemented activity was carefully documented. This contingency was built into the CMP - the
careful documentation of each activity to ensure that persons other than those who were exposed
to the system and appointed as process owners at the pilot areas, would have documented evidence
of what the implemented solutions were. Additionally, the AP and the CMP developed for the first
phases, will be used to guide the development of APs and CMPs for subsequent phases;

• Technical Assistance from Vendors to ensure knowledge transfer and build institutional
capacity for maintenance management: Built into the SOW was the requirement for vendors to
provide training, coaching and mentoring as well as shadowing, where appropriate. This strategy
facilitated the transfer of knowledge, which built institutional capacity for infrastructure
maintenance and support services. It also encouraged beneficiaries to take ownership of the project,
helped to overcome resistance, and built morale and engagement which facilitated sustainability;

• Where some staff experience steep learning curves and may not have fully grasped the changed
system by the time the vendor has ended their contract; supervisory staff, proficient in the new
system, may act as trainers-of-learners to train staff experiencing a lag. This strategy was used in
the implementation of the ERP system in the OCCS.

The Virtual Library: The Online Library Information System

• Probably the most salient lessons from the implementation of the LIS were three:
o The time lag between project proposals and implementation could be between two to
five years and contingencies should be planned for alternative funding where activities are
mission critical and time sensitive. It is inconceivable that a University Campus can
function effectively without a well-established library. It is therefore understandable that
the Open Campus was forced to move forward with the implementation of library-related
activities originally planned for project implementation;
o The early implementation of LIS activities enabled the OCLT to shift the majority of
the allocated budget to the implementation of the ERP system, which was under-

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budgeted and experienced escalating costs. This re-allocation was recommended
although the Library could have requested that the funds be spent on other activities, but
those activities were not considered as mission critical as implementing the ERP system.
Consequently, institutional interests were placed ahead of sectional interest. It is worth
repeating that the decision was based on amicable discussion and consensus;
o It is important to have donors with empathetic ears who are committed to building
local capacity for sustainable development. CIDA (now GAC) made it clear in its PAD
document in 2012 that it was easy for the Canadian government to decide to fund the Open
Campus’ proposal because its mandate and objectives were clearly aligned to the Canadian
government’s development objectives for partnering with the Caribbean. These objectives
were to “promote a more prosperous and integrated Caribbean community, able to generate
sustainable economic growth and provide opportunity and security to citizens [by investing
in] public financial management, increasing business development, trade and economic
activities, improving justice systems and mitigating natural disasters.” In relation to
education, the document stated, “[i]t is necessary for the Caribbean to change the structure
of its labour force by training a significant portion of the population beyond the secondary
level if it wishes to become internationally competitive and stimulate economic growth. ¶
The English-speaking Caribbean currently has the Western Hemisphere’s lowest
percentage of enrolment in higher education” (p. 2).
• The Campus Librarian contributed considerably to ensuring that the library designs for the planned
COEs at the OCCS’ are state of the art, combining the idea of shared, creative learning spaces with
quiet scholarly enclaves.

Conceptual Designs for the Future Infrastructure Needs of the Open Campus

The lessons learned from the process of creating the conceptual designs for the future infrastructure
(including ICT) needs for the Open Campus Sites are similar in many ways to the lessons learned from
other project activities. These included:

• Deep consultation to ensure that a wide cross-section of views was considered in determining what
the physical structure of a futuristic education building should look like. Stakeholders were widely
consulted, their views documented in detail and given consideration during the design process;

• Consideration of global trends in terms of architecture, construction, environmental risk
management, energy efficiency, greening of buildings and aligning the structures to the contours
and natural resources of the Sites as well as emerging global trends in education;

• Empathetic contractors, who accommodate some scope creep as new and critical information
emerges, are important in an expensive and time-consuming venture such as
constructing/refurbishing buildings. Consequently, when the original SOW was altered to
accommodate the concept of COE, the contractors complied. They were also asked to consider the
effects of climate change and The UWI-wide commitment to being first in the world to ‘build’ a
climate smart region. The Open Campus is well positioned to lead The UWI into testing the
principle in terms of the type of physical structure that is best suited to withstanding the region’s
exposure to climate change related vulnerabilities;

• The comprehensiveness of the designs, costings and approval by local authorities before
submission to the Open Campus means that once the Campus decides to construct/ refurbish, the
timeline between decision and start-up should be short.

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Cross-Cutting Theme of Gender Equality

Once again, to reduce repetition, the best practices gained from integrating the crosscutting theme of gender
equality into the SDEC project are bulleted.

• Addressing the issue of women and girls’ empowerment and gender equality are top priorities for
the Canadian government and they include and monitor their implementation in local and foreign
investments. They request that beneficiaries integrate the issues as crosscutting themes in their
activities and monitor and evaluate their implementation, similar to other project targets and
indicators. Failure to address gender responsiveness in investments tend to be based on the
assumption of gender neutrality, which means that the specialised needs and desires of the different
genders may not be addressed;

• Implementing a GESAP is easier if beneficiaries agree to its implementation, articulate and
demonstrate their commitment at the highest level of leadership and set aside a budget for the
implementation of related activities. Apart from the salary of the GES, the project allocated no
budget for the implementation of gender-equality activities. The outcomes may have been
strengthened if there was a travel budget that allowed the GES to visit different Open Campus Sites
to make face-to-face presentations. All training was done on-line;

• The process of data collection and analysis to develop the SDEC’s GESAP was participatory and
was further authenticated because the development period coincided with the development of the
University-wide Gender Policy. The development process, as well as the outcome of the SDEC’s
GES’s, contributed to and benefited from the development of The UWI Gender Policy (2017,
July).42 The GES was invited by the Open Campus’ WAND to participate in the Gender Policy
Steering Committee that developed The UWI Gender Policy. The information obtained from that
participation was integrated into the GESAP;

• The fact that The UWI Gender Policy was approved by the highest level decision-making body of
The UWI further validated the policy and authority for its implementation;

• Where the data collection process for the gender analysis of the beneficiary organisation may be
slow or delayed but other project activities are being implemented that could benefit from a gender
analysis, the GES may need to move on those activities, without having the benefit of a complete
beneficiary analysis. Described below are the responses to some of these activities which occurred
during the implementation of the SDEC project:
o While the data was being collected to assess perceptions of gender inequality in
the Open Campus and the institutional capacity to address those perceived issues,
programmes were about to be developed and staff were about to be trained in the
online environment. Both activities had implications for gender inequality and
required the GES’s attention. She therefore proceeded without the benefit of the
institution-wide gender analysis. She relied on scholarly texts, including labour
market research, gendered analyses of the education system and personal
knowledge to develop a competency framework for acquiring gender awareness in
curricula content material, instruction, and assessment. She also created guidelines
and templates that were circulated for feedback, and reviewed the Wrap-around
manual used for guiding the development of curriculum content material. The
general feedback was that the issue of gender equality needed to be broadly
addressed along with other issues of diversity, particularly because of the different
ethnicities and cultures in the Caribbean Region;

42 As with other knowledge documents developed during the SDEC project’s implementation, the GES shared relevant
information with The UWI Gender Policy Steering Committee.

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o Course proposals, syllabi and rubrics were reviewed for the integration of gender
and other diversity issues;

o The training of faculty and technology staff also began before the gender analysis
was complete. Therefore, a needs assessment was conducted before each training
session in which potential participants were asked to indicate their knowledge of
gender issues, how it was acquired, when it was acquired and what they wanted to
know about gender;

o Training was sequenced based on the associated project activities. For example, it
was important to train the course writers first and quickly because course
development was pending and rushed. The PLA course was going to be offered in
three months therefore, the developers and assessors needed to be trained quickly
and the content material for the courses needed to be reviewed. The delivery staff
needed to be trained next, and the marketers needed to be trained to intensify their
promotion of gender-responsive marketing programmes. The GES worked alone
and had no support staff to meet these tight schedules. Once the rush surrounding
programme development was eased; a more evenly paced implementation of the
gender equality strategy was done;

o Hence, the training of staff evolved over a two-year period and the
formalisation/writing of the GES document evolved based on the pace at which
data collection and analysis were done. Nonetheless, the implementation of other
gender related activities occurred simultaneously;

• A cautionary note is important for the regional context and it is that because women are currently
a majority in tertiary level education, with the exception of a few specialisations, the tendency in
some situations is to say that gender equality is already achieved and therefore, need not be
addressed. The response to this ideological perspective needs to be nuanced and was addressed
fully in the GESAP;

• The development of archival material that may be used in the development of future curricula for
staff and students was an important achievement;

• Research indicates that when gender awareness training is integrated into regular staff development
training, participants are more accepting and the impact is greater than when gender-awareness is
offered as a stand-alone training session.43 This approach is recommended as a strategy for
demonstrating that gender relations is an “every-day ting” that impacts the individual whether or
not they are conscious of its existence; i.e. it needs to be contextualised as a daily occurrence;

• It is best that the GES be involved from the conceptualisation stage of projects to ensure that gender
sensitivity is integrated into project activities and the results management tools;

• It is beneficial for the project management team to be trained early to ensure that they integrate
gender sensitivity issues into relevant project activities for which they provide oversight; and

• Where relevant, vendors need to be briefed by project managers about the beneficiary’s policy on
gender that may need to be integrated into their deliverables.

Cross-Cutting Theme of Environmental Sensitivity

• As stated earlier, the decision was made to focus environmental sensitivity in the project around
the built environment. Consequently, the environmental specialist was employed close to the start-
up of the conceptual designs for the future physical infrastructure needs of the Open Campus. The
decision was a sound one because the early stages of the project were focused on programme

43 School and Directorate Improvement Project (Jordan): End of Project Report. June 2016. Agriteam Canada Consulting Limited.

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development and the acquisition and implementation of ICT infrastructure, which did not need the
specialised and focused attention of an environmental specialist;
• In regards to programme development, the developers were provided with a brief/template
outlining issues and methodologies for integrating environmental sensitivity into curricula. This
was included with the other eight templates for integrating gender equality into curricula, budgets,
and the built environment. Continuing and Professional Education programmes such as
Procurement, Facilities, and industrial health and safety management addressed issues of
environmental sensitivity. The expectation is that the issue will be given greater attention in the
future, especially because of the curricula themes planned for the COE;
• Due diligence was given to meeting all the environmental checks required for the development of
the conceptual designs. The Open Campus is well informed based on scientific evidence, of the
nature of the environment of the Open Campus Sites at which the COE will be piloted. Once funds
are mobilised, the start-up should be swift. This is because the Campus already has in its possession:

o Civil As-Built Drawings,
o Geotechnical Report,
o ESIA studies;
o Facility Life Cycle and Programme Plan;
o Revised Needs Analysis Spreadsheet; and
o Final Conceptual Design and Cost Estimates with the options of rebuilding or refurbishing

existing structures.
• The consultative process of online surveys, in-depth interviews, focus group discussions, public

meetings, sector meetings with government officials, civil society, the private sector, the needs
analyses, soil testing, surveys, and student enrolment projections etc., all assisted in enabling the
contractors to do a thorough job. The methodology is highly recommended for the future;
• Building a generic component into the conceptual designs is also highly recommended as a cost
saving measure for roll-out of the physical infrastructure design to other Open Campus Sites, in the
future;
• Integrating the special needs of stakeholders into the designs is important for considerations of
security – personal and property, transportation, access, bathrooms, wellness, audio-visual needs,
potable water, sewage management and family friendliness. Vendors need to be informed of the
Open Campus’ obligations/commitments, which should be integrated into the results management
tools and closely monitored once implementation begins. This would be one way of ensuring that
due diligence is achieved on the integration of the crosscutting themes of gender and environmental
sensitivity into relevant project activities.

CHAPTER 5: RESOURCE NEEDS TO SUSTAIN SDEC
SUCCESSES

This Chapter identifies the resource needs that the Open Campus requires to sustain the successes described
throughout the document. The information was culled from responses to an online survey sent to senior
members of staff who were purposively sampled because of the authors’ opinion that they had in-depth
knowledge about the questions asked. To place their recommendations in context, the respondents were
asked to report on their perception of the challenges that the Open Campus faced at the start of the SDEC
project, how the project outputs improved the situation, what were the remaining challenges and their
recommendations for solving those challenges.

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Eight persons in the top leadership of the Open Campus responded to the survey, they represented the
programme development, technology, administration and leadership departments. The gender balance of
respondents was 50/50. The responses were consistent across gender and departments.

Main Strengths: They identified the main strength of the Open Campus as its human resource: The
collegiality and camaraderie among colleagues within Divisions and Departments, which contributed to
high levels of productivity and local efforts to improve the work environment. A cadre of well trained,
hardworking and dedicated professionals who are mission driven, commitment to using data to make
evidence-based decisions, a willingness of leadership to improve communication, admit to challenges and
to change were also cited as strengths. Additionally, some respondents identified other strengths as high
levels of organisation, persistent outreach and action research based on building linkages with women’s
and other groups with special needs, especially in the Eastern Caribbean. Periodic publications,
participation at regional and international conferences, publication of newsletters and membership in
international organisations, were other strengths identified.

Main challenges: Shortage of funds and or diminishing funds. Lack of documented policies and business
processes to guide academic and administrative work specific to the development of CPE programmes;
inadequate access to institutional data and lack of labour market data to drive programme development. A
programme development process that was slow, expensive and vulnerable to fluctuations in student
enrolment and poor communication, which affected the implementation of activities were other challenges
identified. Funding to address a growing need to renew the skill sets of the leadership team, and
simultaneously develop emerging leaders, poor physical infrastructure facilities that posed challenges for
securing assets. Overcoming these challenges was cited as important for meeting the requirements of the
Triple A Strategic Plan 2017-2022. Aging technology, an inadequate student information system, informal
and undocumented governance policies were also identified by staff as challenges.

Outstanding Achievements: The SDEC Project

Respondents cited achievements in several areas – increases in programme offers, the programme
development process, technology driven business processes, human resource development and cultural
shifts reflected in changed behaviour. One respondent noted that external validation of the Open Campus’
vision by its Canadian counterparts was a great morale booster. Each response category - outstanding
achievements, sustainability efforts, challenges remaining and recommendations for their solution - is
described under four headings - programme development, technology, business process and human
resource.

Programme Development: Increased number of programmes, creation of a Banner platform for the
management of CPE, and the creation and documentation of policies and business processes related to the
CPE programme/course development processes. A more efficient, less expensive and more sustainable
programme development and delivery process was strengthened. The OCCS employed a Programme
Manager dedicated to the SDEC project throughout the life of the project. This meant that a single individual
gave focused attention to the implementation of project activities. This proved an excellent strategy for
monitoring purposes. The programme production process, using a project implementation model, means
that staff have a better understanding of project planning. A regional survey, using a team-approach, was
conducted that informed the selection of areas for programme development. Development of a CPE policy,
the award of CE Units and a Framework for the virtual delivery of CPE programmes as well as knowledge
growth in curriculum design.

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Technology: New equipment allocated to Sites for students

The SDEC project activities, as and facilitators use; new software for administrative and

they relate to technology, shifted academic work and improvements to the content and

the Campus to working with top messaging of marketing and communication materials. The

tier technology tools and purchase of software solutions facilitated the configuration of

introduced the concept of a automation services and resulted in improvements in

modern work culture. reporting, monitoring and data analysis. Specific mention was

made of the increasing use of Google Apps and Apollo Project

Management Suite software to improve the assignment, monitoring and tracking of task completion and

document management. Improvements to communications technology such as the installation of an IP

phone system deployed throughout the Campus, resulted in improved communication at lower cost and

faster decision-making. Communication was also enhanced with the installation of videoconferencing

equipment and computers. In summary, the SDEC project activities as they relate to technology, shifted the

Campus to working with top tier technology tools and introduced the concept of a modern work culture.

Business Processes: Re-engineering of outdated business processes and configuration of automation
services, improved the core business operations of
the Open Campus. These changes allowed for the
modernization of the Admission, Registration,
Course Scheduling, Finance and several other
processes. Online registration and payments are now
possible, which facilitate better support services for
students. The delivery of business solutions to end
user departments also improved. The implementation
of the ERP System (first Banner 8, which was later
upgraded to Banner 9) and the supporting network
architecture and databases associated with the
system, dramatically improved services. The
EDRMS document management system was
identified as another improvement as well as staff
exposure to the CRM as an additional tool for
improving student support services. The use of the
technology tools has enabled technology staff,
trained in the best in class Higher Education software
and skills, to collaborate with and support colleagues
faster.

Another benefit is that a cultural shift is taking place
in which the systems and processes are being integrated into the routine operations of the Campus. The
shift from working in silos to a more collaborative and cross-functional team-working environment, is
evident and evolving. The emergence of a culture of continuous improvement is also reflected in increased
Staff efficiencies and reports being easier to create and access.

Human Resource: Staff development was possible through the delivery of critical training to a cadre of
staff who later transferred the knowledge by training end users across the Open Campus, thus contributing
to the empowerment of staff and students. Staff training and knowledge transfer in leadership, strategic
results management, customer service excellence etc., were also achieved at different levels of the Campus.
Several departments, such as HRD, were indirect beneficiary of the SDEC project because funds normally
dedicated to programme development, which was project funded, were shifted to purchasing equipment for

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other departments. The HRD also reported that work done in preparation for the EDRMS enabled the
Department to streamline their filing system, improve storage and retrieval of information and review some
of their critical business processes, thereby eliminating waste and increasing efficiencies. They also
reported that the gender sensitivity training in which they engaged, heightened their awareness of gender
equality matters pertinent for HR Professionals including gender issues related to recruitment,
compensation, and promotion.

One respondent noted that they believed that at the beginning of the project, the high demand workload
increased stress, which caused a negative cultural shift, including an abundance of finger pointing and an
increase in negative work relationships. These issues were however, addressed within the project with very
useful exercises related to leadership development. They believed that the net result was an improved and
less competitive work culture.

A strong point related to human resource was cited as the hiring of external experts to assist with programme
development and technology. These experts brought key experiences and knowledge that have strengthened
the Campus. Another example was technical assistance training of middle and senior leadership by
international experts as Executive Coaches and Facilitators of Leadership Development. This training, the
respondent said, has advanced the Campus’ capacity to develop its second-tier leadership at minimal cost.

Measures taken by the Open Campus to Sustain Project Successes

As discussed earlier, sustainability measures were built into the SDEC Project. As the project evolved and
more so since its end, the Open Campus has intensified or taken new measures to sustain its successes.
Some of these measures are described below:

Sustaining Programme development: Programme development departments are focused on increasing
enrolment. Several of the programmes developed with SDEC funding are being adapted to meet the
specialised requests of clients. Research and outreach are continuing toward broadening the offer of PLAR.
The programme departments are collaborating with the BDU to develop more partnerships and linkages
with internal and external clients. A CPE Policy Framework was developed for the entire University, which
took its lead from the policy developed under the SDEC project.

Sustaining Technology Processes: The Open Campus established an ERP Unit reporting to the Deputy
Principals Office to monitor and respond to issues related to the business processes. To maintain high
standards, the department continually trains staff and end users. Additionally, the Unit provides real time
support and assistance for all staff as required. Proactively and iteratively, the Unit seeks out measures to
improve on key processes to enhance efficiencies and partners with departments to encourage them to shift
to using the new technology. They also provide guidance and recommendations to improve internal
operations.

Sustaining Business Processes: The integration of the business processes into the production and support
services offered by the Open Campus means that a cultural shift is occurring which is locked into the
sustainability of the Open Campus. The systems, technology and processes are being consistently reviewed
to ensure improvements to the quality of services and products. In relation to research and programme
development, a team approach was institutionalised by standardising a project management approach to
programme development using the common core model. The use of the Apollo Project Management Suite
for project management was also standardised.

Sustaining Human Resource Development: The HRD continues, and has improved on its online staff
development programme launched in 2015, which is accessible to all Campus staff. The programme
continues to be delivered by volunteers and external suppliers at reduced cost. The Department is carefully

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reviewing and revising its budget submissions to make accommodation for fulfilling its tasks under the
Triple a Strategic Plan 2017-2022. Their latest project is a campus-wide sensitization of staff on the topic
of bullying in the workplace.

Challenges Remaining After the SDEC Project Implementation

Challenges Remaining: Programme Development: The establishment of the CPE Centre to respond to
the needs of all departments as well as the other Campuses requires additional computers and technological
equipment. Staff are using their personal computers for work while awaiting the furnishing of the Office.
The Centre is focused on improving the business processes and policies for CPE development to, inter alia
find a more viable and timely response to client requests. Collaboration with the BDU to solve this problem
is ongoing.

Challenges Remaining: Technology: The rapid advances in technology means that service challenges
already exist and funding is inadequate for subscriptions and updating communications equipment and
computing technologies, especially for library resources. The planned response is to establish a new
“Technology and Library fee” per student and place the funds in an account dedicated to supporting only
the costs related services. Specifically, funding required for the ERP Unit is for provisions for new systems
and projects, continuing training and the upgrading of skills for technology maintenance. Human resource
constraints also affect the responses to these identified issues. So far, the response, which is aligned to the
realisation of the Triple A Strategy is to use the new technology tools to manage available resources more
efficiently and effectively. For example, identifying critical business processes that have gaps and taking
corrective action, researching and implementing automation to assist teams to work smarter, faster, and
sharing knowledge as a team, are other responses to identified challenges. Additionally, the leadership of
the Unit encourages staff to be engaged and motivated to give of their best to the Campus.

Challenges Remaining: Business Processes: Identified earlier was the need for a better fit between the
programme development processes and client needs. Additionally, the absence of an integrated HR system
limits the desired responses of the HR Department. This matter is under discussion with the proposed
solution being a shared system with the other Campuses and the movement to a ‘One UWI Academy’
operating within a SVUS. Such a development would enhance decision-making closer to client base and
institutionalise a data driven approach to decision-making. Another challenge is mainstreaming the use of
technology tools to increase efficiencies and accountability. For example, the SDEC project funded the
purchase of Argos Reporting Tool and the Apollo Project Management Suite. Respectively, they have
improved access to institutional data and project management, inclusive of task assignment, tracking,
completion and accountability. Leadership has encouraged their use. The challenge that remains is for staff
to internalise and routinize the value of institutional research to enhancing customer service excellence at
the Open Campus.

Challenges Remaining: Human Resource: Funds are limited for training and other HR projects needed
to fulfill the requirements of the Triple A Strategy. The response is the development of a HR Capacity Plan
for the Campus that considers all its HR needs. This will be included in the Department’s budgetary
submission.

Recommended Solutions for the Short-, Medium- and Long-Term

Recommendations for the future are culled from the survey responses; the best practices discussed earlier,
the PAIR report on the progress on the Strategic Initiatives which the Open Campus is implementing under
The Triple A Strategic Plan 2017-2022 and the survey and summary report on sustainability, respectively
done by Knapp and Campbell, in February 2019. Also referenced are the Self-Study Report (2018)
completed by the Open Campus for its re-accreditation exercise. In several instances, the recommendations

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are the same for the short-, medium- and long-term because they are recurring issues based on the nature
of the Open Campus. For example, because the Open Campus is predominantly technology driven, it is
committed to continually upgrading technology specific to the online education environment. The
recommendations are listed in Table 8.

Table 8: Resource Needs to Sustain the Successes of the SDEC Project

Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

PROGRAMME DEVELOPMENT

1. Suite of Increase student Staff: Increase in Staff: Increase in Services: Implement
undergraduate and enrolment by course course development services for students
graduate programmes offering development and and delivery staff with special needs,
developed in programmes and delivery staff to such as visual and
consultation with the courses that meet the needs of Training: hearing challenges
private, public , NGO, increase all learners – PLA, Curriculum Ongoing: Staff
CSOs , etc., and which opportunities in CPE, UG & PG development renewal, training and
are labour market PLA, CPE and training for all harmonisation to
demand driven – Access Harmonization: Programme Officers facilitate articulation
empirically Better integration
determined Collaborated of learning Collaborate with Collaborate with
with M&C to pathways i.e. a M&C M&C
promote harmonized system
programmes to of articulation Ongoing Ongoing monitoring
specific target between CEUs, monitoring of of implementation
audiences PLA, Credit implementation of of KPs, SPs and
transfers across KPs, SPs and CATs.
Campuses CATs.

Collaborate with
M&C to promote
programmes to
specific target
audiences

Requirement of
the development of
relevant
Knowledge
Products (KPs),
Sustainability
Plans (SPs) and
Capacity
Assessment Tools
(CATs) built into
Contribution
Agreements

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

2. Regional, Gender Increase enrolment Funding, Staffing, Funding, Staffing, Funding, Staffing,
Sensitive Marketing and shift gender Technology Technology Technology
Plan. Targeting balance
underserved populations The publication
Strengthening and promotion of
Produced two strategic centralized communication
regional marketing plan marketing and materials and
Sites’ capabilities promotional events
Content reflected
regional diversity

3. E-Newsletters, E- Increase in e- Staffing, Staffing, Staffing,
journals, Social Media newsletters and Technology Technology Technology Increase
social media Increase in Increase in in circulation,
in excess of 15% per visits/hits – circulation and circulation, contributors to e-
annum target exceeded the contributors to e- contributors to e- newsletters and e-
annual 15% target newsletter and e- newsletters, e- journals
journals journals
Quality, content,
contributors and
circulation of e-
newsletters
increased

4. Seminars/Study Research Forum Research Funding Research Funding Research Funding
Tours by APAD. – & Publications: & Publications: & Publications
scholar continue.
Conferences, Open practitioners
Days, Community exchanging Student and staff Individual and Joint Researchers from all
outreach activities and research present on research research, internally, Departments included
Distinguished Lecture experiences work; reviewed by cross campuses and in the Forum
Series a discussant. with other
Encouraged to international
publish in scholarly scholars
journals presentations

Expansion of the
Forum to
accommodate
researchers from all
Departments

5. Website Redesign Further Upgrade Further Upgrade Upgrade Website Upgrade Website
Website to Website:
One of the most visible increase student More staff More staff
expressions of the enrolment More staff Staff Training Staff Training
successes of the SDEC Technology Technology
project Enhancements Staff Training upgrades upgrades
Creative use of
Open Campus Website technologies to Technology
redesigned to meet the upgrades

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

branding requirements enhance
for all UWI Campuses, interactivity
met the technological
upgrades for a more Feature more
user-friendly, multiple- video content and
device interface, ‘clickable’
provided more engaging
information tailored to resources,
specific target
audiences, more Enhance the
programme and course promotion of
promotion programmes and
courses

6. Continued Faculty With Registry Funding for Funding for hiring Funding for hiring
and Technology Staff developed a hiring additional additional staff to additional staff to
Training to enhance the Student Advising staff to meet meet increase in meet increase in
quality of Plan starting at increase in programme programme
teaching/learning orientation to programme development development
increase retention development
and graduation Funding for staff Funding for staff
rates Funding for staff development, development,
development, research, publication research, publication
Continual faculty research, and attendance at and attendance at
and technology publication and conferences and conferences staff and
staff training and attendance at online Webinars online Webinars
professional conferences and
development online Webinars

Peer-reviewed44 Increased Increased Increased
Webinars in which collaboration with collaboration with collaboration with
staff participate as Registry and Registry and Library Registry and Library
scholar Library to build to build collection to build collection
practitioners collection and and increase digital and increase digital
increase digital literacy, research literacy, research
literacy, research capabilities, and capabilities, and build
capabilities, and build community of community of
build community learners learners
of learners
Conduct joint- Conduct joint-
Conduct joint- research with research with
research with colleagues and with colleagues and with
colleagues and students students
with students

44 Researchers, faculty and students share best practices and promote publication opportunities. Topics presented in
2017/2018 included Diversity, Student Engagement and Formative Feedback.

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need
7. PLA System for
Advanced Credits and PLA piloted Continued Continued Continued outreach
for Matriculation research to outreach to to promote relevance
implemented Courses for identify successful promote relevance
Advanced Credit strategies for Funding to do
8. OER Webpages and increasing Funding to do outreach
launched Matriculation enrolment outreach
launched Cross-campuses
Continued Cross-campuses collaboration
5 programmes outreach to collaboration
offer PLA credits promote relevance

Funding to do Funds to pay and Funds to pay and
outreach train assessors train assessors

Cross-campuses Collaboration with
collaboration to APAD and OCCS
promote and to offer PLA credits
expand for the programmes
programmes for and courses that
advanced credit they offer

Increased training
of assessors and
marketers

Collaboration
with APAD and
OCCS

Launch of Open Digital Librarian Maintaining and Maintaining and
Campus OER that would expanding the OER expanding the OER
portal principally be
assigned to the
10 updated OER Campus Library
courses and and tangentially
several Open give attention to
Campus Learning maintaining and
Outcomes expanding the OER
accessible

INSITUTIONAL CAPACITY BUILDING

9. Key Plans to guide 5 Open Campus Continued Continued Continued
improvements initiatives implementation implementation and implementation and
including diversifying identified and monitoring of monitoring of Open monitoring of Open
funding sources Open Campus’ 5 Campus’ 5 Strategic Campus’ 5 Strategic
3 Initiatives Strategic Initiatives Initiatives (+ Initiatives (+
Triple A Strategic Plan focussed in the associated activities) associated activities)
2017-2022 completed Continued
collaboration

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need
Open Campus
Operational Plan Operational Plan between PAIR Review and Revise Implement
completed 2017-2019 2017-2019 and Initiative Strategic Initiatives new/revised strategic
ICBP completed Team Leads to initiatives
Multi-disciplinary, give guidance to
10. Key Initiatives cross-departmental Initiatives Teams
Pursuant to Strategic teams, with PAIR
Plan advisor assigned Continued
Organisation responsibility for mobilisation of
restructured each initiative resources by
PAIR for
implementing the
Initiatives

Increase staff to
conduct internal
and external
research to
support programme
development

PAIR uses team
position to
facilitate the use of
Argos Reporting
Tool and Apollo
Project
Management
Suite to improve
performance

Mobilise funds for

implementing
Initiatives’

activities

Organisation Collaboration Collaboration with Collaboration with
restructured: with programme programme programme
development and development, development, CATS
Deputy Director- CATS to continue CATS and HRD to and HRD to
OCCS with monitoring staff continue continue monitoring
responsibility for needs to match monitoring staff staff needs to match
CPE Unit programme needs to match programme
expansion programme expansion
Country expansion
Managers: Continued Continued
Trinidad & monitoring of Continued monitoring of
Tobago growth to monitoring of growth to
appropriately growth to appropriately match
BVIs + Turks & match appropriately match
Caicos, Cayman organisational
Islands, structure

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

Montserrat, organisational Expansion of the organisational
Anguilla structure Quality Assurance structure
Unit to meet the
CPE Centre Development of needs of the Expansion of the
established – Capacity Plan and expanded suite of Quality Assurance
Director associated budget programmes/courses Unit to meet the
to continue needs of the
BDU – Manager effective expanded suite of
implementation of programmes/courses
Strengthened staff 40% of staff Triple A Strategy
performance assessment trained in PAS
system (PAS) being Plan continued
implemented supervisory
training in PAS,
Gender sensitive course Reviewed and include in
quality review evaluated over 20 institutional
/evaluation system programmes and capacity building
updated and being the structure and budget
implemented processes at five
Sites Continued Staff
training and
development

As programmes
increase the
Quality Assurance
Unit will need to
be appropriately
staffed and
equipped

11. ICB events Training Development of Funding Funding
delivered to Open Workshops and Capacity Plan
Campus target Seminars in
audiences in accordance house, regionally Funding to
with the ICBP and continue staff
internationally: development
Training in: November 2014, initiatives to meet
Leadership, July 2015, Triple A Strategic
mentoring, coaching February- March Plan goals
and facilitation, 2018, March 2018
and December Centralised HRIS
Infrastructure 2018 - January
maintenance, 2019 and May Continued Training
2019 of supervisory staff
Financial Management in PAS
In-house Staff
Development
Initiative (SDI)
2015

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

Customer Service Gender
Excellence 45 sensitivity
training
Research and 2014-2016
Publication
Standardisation
PLA Promotion of HR practises

Gender awareness Intranet
upgraded to
Work life balance improve staff
knowledge
Standardisation of HR
practices –
recruitment,
onboarding, PAS

12. T/A training Documented Increase in PAIR Increase in PAIR Increase in PAIR
processes and staff to enable staff to enable more staff to enable more
templates for more market market research and market research and
special projects research and data data analysis data analysis tracking
analysis tracking tracking internal internal performance
Documented internal performance and and accountability
processes for performance and accountability
project accountability
implementation
PAIR train staff to
use technology to Mainstream Strengthen
enhance technology use to technology use to
productivity and increase efficiencies increase efficiencies
increase and accountability and accountability
efficiencies and
effectiveness by
mapping, tracking
and increase
accountability

13. ERP Banner ERP Continuing As in the short As in the short term
designed, upgrade of term + technology + technology needs
developed, hardware and needs to support to support the
implemented and software to meet the Centres of Centres of
accessible to all the expansion of Excellence Excellence
Open Campus programmes being
Sites pursued by APAD,
OCCS, CSDR and
ERP Units OCAS, Curriculum
established to CriticalMas, CPE
Centre, PLA, BDU

45 “Beyond the obvious financial constraints, we need to improve customer service desperately. To this end, there have been
plans to restructure the Office of Finance, but this is moving very slowly. Processes in general still need attention for either
renewal, or creating structures. One such is the procurement of ICT equipment, which has been a perennial problem.” Comment
of one survey respondent.

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need
Funds for continued
monitor + new curricula roll out of the
maintenance and that would be ERDMS
growth necessary for the implementation
success of the
Staff trained Centres of
Excellence

Core technology Continuing
related business maintenance and
processes re- upgrade of
engineered Business
Processes
(including
administrative and
organisational
changes)

Continuing
upgrade of
Telecom/ICT
needs
(infrastructure)

14. EDRMS EDRMS Funds for Funds for
designed, continued roll out continued roll out
Registry: Classification developed, of the ERDMS of the ERDMS
and capture of physical implemented and implementation implementation
records accessible to all
Open Campus Continued
Secretariat: Capture of implementation of
electronic documents Revised target: the Action Plan
Flexible, phased developed in Year
Grenada Office: implementation 1 and 2 and the
Imaging – Scanning of Change
documents Pilot: Management Plan
developed in Years
Vital records Phase 1: Registry, 2 and 3
Repository established Secretariat, Camp
/ Management of the Road, Grenada
classification scheme/ Office -
tracking and retrieval
processes completed Phase 2: Belize,
St. Lucia,
Staff trained as
Trainers of Learners Barbados Main
Office, Jamaica
Selected records for (South Camp) and
human resource, Trinidad &
Tobago

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

finance, and
examination records
captured for Barbados,
Jamaica and Trinidad &
Tobago

Select records
captured for Belize,
Jamaica (OCCS Camp
Road) and St. Lucia

15. LIS Aleph® state of Funding to Funding to Funding to increase
the art library increase increase databases, databases,
services software databases, technology and technology and staff
purchased bring technology and staff
Campus on par staff to match Closer collaboration
with international growth in Closer with programme
best practices programmes and collaboration with developers to
increased programme enhance student
126 online data enrolment developers to services
bases enhance student
Closer services Staff Development
Employed 3 collaboration with
Liaison programme Staff Development
Librarians to developers to
improve student enhance student
services46 services - digital
literacy, research
Train Campus skills,
and regional professionalism
librarians and and review and use
Students of OER for
resource material

Continued
training of staff
and students

State of the art
design for
libraries for COE

46 These services include, Webinars on – “Copyright”, “Avoiding Plagiarism”, “Evaluation of Online Resources”, “Best Practices for
Conducting Research” and “Effective Use of the Library”, “Developing Information Literacy Modules to Strengthens Independent
Research” and “Academic Writing Skills”.

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

16.Conceptual COE concept FUNDS: For FUNDS: For FUNDS: For
Physical drove the design implementation of implementation of implementation of
Infrastructure Design of the buildings - physical physical physical
greening of the infrastructure and infrastructure and infrastructure and
Deliverables: environment and other capital other capital other capital
the extensive use investment, investment, investment, including
1) Civil As-Built of local resources including ICT. including ICT ICT.
Drawings, tied to emerging
global curricula OCLT to decide Phased New sites, safe, have
2) Geotechnical Report, trends on rebuilding or implementation of healthy office and
3) ESIA studies; refurbishing physical structures modern library
Designs specific spaces
4) Facility Life Cycle to the four Sites Review and Development of
and Programme Plan; selected for revision of designs curricula for COE Begin consideration
piloting but to produce blue in collaboration with for upgrading other
5) Revised Needs sufficiently prints, update The UWI Centre, Sites
Analysis Spreadsheet; a generic to be costing and sister Campuses
adapted to other scheduling using the project-
6) Final Conceptual Sites based programme
Design and Cost Write proposals development and
Estimates with the Pilot Sites: Belize, for funding and core-course model
options of rebuilding or the disseminated to for programme
refurbishing existing Commonwealth potential donors development refined
structures; and of Dominica, St. during the SDEC
Kitts and Nevis Review selected Project
7) Review and approval and Trinidad and curricula per Site: implementation
from relevant local Tobago (Gordon So far, the period
authorities in the four Street) proposed themes
countries, are,

Belize: “Culture,

Heritage Studies &
Tourism”,

Commonwealth of

Dominica:
“Agriculture,

Marine Science

and Environmental
Studies”,

St. Kitts & Nevis:
“Leadership

Development,

Management,

Entrepreneurship
and Architecture”

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Success on SDEC Building on Short-Term Need Medium-Term Long-Term Need
Outcomes Successes Need

Trinidad &
Tobago: “Science,

Technology,

Engineering and
Mathematics”

Requirement of
the development of
relevant
Knowledge
Products,
Sustainability
Plans and
Capacity
Assessment Tools
built into
Contribution
Agreements

Cross cutting themes of Gender Equality and Environmental Sensitivity

The crosscutting themes of gender equality and environmental sensitivity would be integrated into all relevant
activities.

• Consideration would be given to integrating both themes at the planning stage of the projects;
• The GESAP would be reviewed and updated, if necessary;
• Gender sensitivity and responsiveness would be built into the LM & the PMF, integrated into the AWPs and

monitored for progress on targets;
• The template for integrating environmental sensitivity into curricula would be updated and recirculated;
• Programme and course proposals and content materials would be reviewed for gender equality and

environmental sensitivity;
• Competency matrices for achieving gender awareness and environmental sensitivity as cross-cutting themes

for programme integration would be developed;
• An environmental specialist with knowledge and experience of the Caribbean would need to work closely

with the contractors reviewing the COE conceptual designs and building/refurbishing the physical
infrastructures at the selected Sites – Belize, Commonwealth of Dominica, St. Kitts and Nevis and Gordon
Street, Trinidad and Tobago;
• The contractors will need to work closely with CATS to ensure technology needs are appropriately
considered; and
• The contractors would receive the institutional brief on implementing gender and diversity justice into the
construction designs.

Global Affairs Canada’s Sector Monitor, John Knapp reviewed the SDEC Project to assist GAC in piloting
a sustainability model to determine the extent to which project gains may survive the life of GAC’s
investment projects. The GAC is interested in knowing if investment projects are sustainable and if they
succeed in building local capacity. If the model proved successful for the assessment, the idea was to
leverage it to other GAC-supported initiatives and for it to provide insight for future project implementation.

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Knapp concluded that the Open Campus appeared to be able to sustain the gains made under the project,
build on the gains and continue progression toward the ultimate project goal. The ultimate goal being
increasing employment and income generating opportunities for Open Campus graduates to contribute to
the sustainable development of the Caribbean Region and beyond. He also believed that the testing of the
model was credible and that GAC could adapt it for use elsewhere. He however, suggested three
modifications to the project implementation process that could be included in the model

These recommendations were to build sustainability initiatives into projects from the planning and design
stages and include them in the Contribution Agreement, the LM, the PMF and the AWP for tracking and
monitoring. He recommended that for the SDEC project, the sustainability initiatives could have been the
creation of Knowledge Products (KPs), Sustainability Plans (SPs) and Capacity Assessment Tools (CATs).
For example, it could be a requirement in the CA that Knowledge Products, detailing key strategies and
processes used in projects, be developed, documented and archived as legacies of projects, which are
included in a repository for referencing best practices. Progress on their outcomes could be monitored in
AWPs by tracking them throughout the life of the project. He suggested also, that SPs and CATs be
similarly treated. The CATs would be used to determine the beneficiary’s capacity to implement the
sustainability requirements over time. The beneficiaries’ capacity would be monitored to ensure that
capability was being incrementally built and therefore be in place at project end.

The recommendations are mentioned in this document because the authors believed that, were they to be
implemented by the Open Campus, they would be beneficial for the progressive build-up of resource needs.
These and other suggestions for sustainability were therefore incorporated into Table 8 which lists
suggested recommendations for the short, medium and long-term resource needs of the Open Campus to
sustain the projects successful outcomes.

Chapter 6 follows and describes the largest capital expenditure that the Open Campus plans to make in the
medium to long-term. It will be for the building /refurbishing of physical infrastructures, and ICT upgrades
at four Open Campus Sites based on the concept of Centres of Excellence (COE), which was mentioned
earlier.

CHAPTER 6: CONCEPTUALISING THE FUTURE: CENTRES
OF EXCELLENCE

Centres of Excellence – Form and Content

The final and 16th output under the SDEC Project was a detailed conceptual design and preliminary costing
study of the future physical infrastructure and ICT needs of Open Campus Country Sites. The designs and
associated deliverables were completed in December 2017. The designs considered Environmental and
Social Impact Assessments (ESIA) and Leadership in Energy and Environmental Design (LEED) Platinum
feasibility. They are also designed as COE, which required an additional layer of reflective thinking on the
part of the contractors.

Many universities are pursuing and demonstrating high quality performance through established Centres of
Excellence (COE) in disciplines such as engineering, biological science, teaching, and linguistics. These
COE are areas of specialty in which academic communities provide excellent education and training,
research and innovation that demonstrate their superior proficiency. They are often geographically
concentrated but may be virtual or distributed, consisting of a network of cooperative partners with a

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coordinating centre. Typically, COE use data to inform national and regional development priorities and
drive evidence-based decisions for policymaking. Additionally, they provide important mechanisms for
training future generations of researchers, innovators and entrepreneurs. The COE also foster international
exchanges of research data, information and best practices. The UWI subscribes to the philosophy of COE
and has a COE in Teaching and Learning (CETL).

The Open Campus with its distributed environment and its mandate to increase access by building linkages
and partnerships with internal and external stakeholders, is well positioned to implement these COE at
selected Sites. The four Sites selected for piloting the COE are ideal locations for the disciplines of study
planned. In Belize the proposal is to study “Culture, Heritage Studies and Tourism”; in The Commonwealth
of Dominica - “Agriculture, Marine Science and Environmental Studies”; in St Kitts and Nevis –
"Leadership Development, Management, Entrepreneurship and Architecture” and, at Gordon Street in
Trinidad and Tobago, STEM – Science, Technology, Engineering and Mathematics. The contractors were
advised to design the structures to be Site specific, as well as to be generic enough to be adapted to other
Open Campus Sites.

As explained earlier, similar to other aspects of the SDEC project, due diligence was exercised in the
successful completion of the conceptual designs. A multi-disciplinary Open Campus Taskforce, including
the PMU and UWI Planning and Development Unit (PDU) members, selected Sites for piloting the
development of the conceptual designs. They also wrote the TOR for the RFP for a Pre-qualifying bid.
Seven of the applicants were requested to respond to the full RFP, which they did. The responses were
evaluated and weighted and Integrated Solutions Inc., consultants of Canada, was selected as the winning
bidder. The Contract was negotiated and the SOW agreed on. The firm worked with Caribbean companies
to complete the comprehensive exercise. The PMU hired a full-time environmental specialist on a fixed-
contract to give dedicated oversight to the implementation of the sub-project.

The ToR listed three required outputs: 1) Site characterisations; 2) Environmental and Social Impact
Assessments; and 3) Conceptual Architectural and Engineering Designs. The Open Campus informed the
contractors about the themes of the proposed programme offers and asked that they consider them in the
physical designs and operational functions of the buildings. They were also requested to theme the buildings
and align them to the COE concepts. Additionally, the contractors were told to reflect environmental
sensitivity considerations based on the geotechnical, ESIA and LEED studies as well as the needs
assessments. Local authorities were also to approve the building designs, which were to meet environmental
requirements under both Canada’s and local laws.

The Campus established an Implementation Committee with the responsibility of monitoring and
evaluating the sub-project’s implementation. The Committee met regularly, reviewed and made changes to
the SOW as the sub-project evolved and a number of issues emerged. These regular meetings received
updates in the form of presentations and written reports from the Consultants. The Committee and the
OCLT provided appropriate feedback to which the contractors responded positively. As the need arose, the
OCLT co-opted additional skills sets to the M&E Committee to give more detailed and specific guidance
to the Consultants.

The Open Campus requested that the consultants use a participatory methodology to obtain the perspectives
of local stakeholders. Consequently, they conducted focus groups, in-depth interviews, meetings, surveys,
document reviews and observations including physical inspections to obtain information on the state of the
existing infrastructures. Participants included Site Heads and Senior Administrators, students, staff,
employers – public and private, civil society, Faith-Based Organisations (FBOs), NGOs and the wider
public. Local Authorities in each country reviewed and approved the proposed structural designs. Closer to
the implementation dates, resubmissions, with revised costs and blueprints, will be delivered to local

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authorities for final approval. The schedule of requests will depend on the sequence in which the OCLT
rolls out the refurbishing/construction plan.
The programme offers associated with each Site are based on the natural resources located at the Sites and
within their immediate environs. The curricula will therefore, be based on the integrated use of local
resources as well as collaborations for research and innovation to advance local, regional and international
sustainable development projects. Most important, the conceptual designs integrated the ultimate UWI
objective of contributing toward making the Caribbean the first ‘climate smart’ region in the world.
Discussions are in progress with current and potentially new partners to provide funding for the
implementation of these COEs. This case study is being used to inform those and other potential donors
about the reasons they should partner with the UWI Open Campus.
Under the collaborative guidance of the Implementation Committee, the consultants visited the Sites,
conducted needs assessments and submitted the reports to the Open Campus for analysis and feedback.
They also delivered survey drawings, soil-testing reports and the ESIA studies prior to the preparation of
engineering and architectural conceptual designs, preliminary costing and project scheduling. The
Committee’s review and feedback included comments on diversity inclusion – safety, access, water and
sewage supply, transportation, wellness and family friendly facilities including bathrooms. The designs also
gave consideration to learners with special needs such as access and audio- and sight challenges. Copies
of photographs of the conceptual designs appear below in alphabetical sequence. As stated earlier, the
Contractors submitted the following reports which were reviewed and accepted by the Open Campus: 1)
Civil As-Built Drawings, 2) Geotechnical Report, 3)ESIA studies; 4) Facility Life Cycle and Programme
Plan; 5) Revised Needs Analysis Spreadsheet; 6) Final Conceptual Design and Cost Estimates with the
options of rebuilding or refurbishing existing structures. Approvals from relevant local authorities were
also included in the reports. The sequencing of the pictures and a summary of the theme for each facility
appear immediately below.

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As indicated in the narratives on the pictures, the proposed programme themes are “Culture, Heritage
Studies and Tourism”, “Agriculture, Marine Science and Environmental Studies”, “Leadership
Development, Management, Entrepreneurship and Architecture” and “Science, Technology, Engineering
and Mathematics”. These themes reflect the new thrust of the Open Campus and global trends in education
and training. Embracing these themes signal a shift in the Open Campus’ potential to attract partnerships
and build linkages with other UWI Campuses as well as internationally. The conceptual designs and
preliminary costings are being used to invite existing and new potential partners to collaborate with the
Open Campus. This document provides additional information that demonstrates the Campus’ capacity to
undertake the implementation of these COE and to expand other programme offers that meet the required
needs of our clients in the Caribbean and beyond.

To minimise costs, as said earlier, the centres were designed for adaptability to meet the future physical and
ICT infrastructure needs of all Open Campus Sites. The designs are eco-friendly and anticipate the effect
of climate change on small-island states. They also anticipated the research and sustainable development
work of The UWI that, for decades, focused on the existential vulnerabilities of the region. They also fit
seamlessly into the sustainable development work announced by The UWI in 2018 regarding partnerships
with public and private institutions to make the Caribbean Region the first ‘climate smart’ region in the
world.47

At the same time, that the Open Campus has targeted these four Centres, it is open to other possibilities.
For example, depending on how quickly the CriticalMas project grows, the first COE could be for
Innovation and Entrepreneurship. The CrticalMas project is offering an ICT curriculum at two levels: for
out of school youth and graduates to learn coding, mobile apps development, workforce ethics, and digital
innovation and entrepreneurship. The teaching of digital entrepreneurship is in anticipation of preparing
Caribbean youth for the 21st century global digital economy.

47 The International Association of Universities (IAU) selected The UWI to be its global leader in the mobilisation of research and
advocacy for the achievement of a climate-smart world based on the University’s decades old research on climate change and
sustainable development. At its January 28-30, 2019 meeting in France, UWI’s VC Beckles reported that The UWI had long
recognised the existential threat posed by climate change to SIDs and the world such as in the Caribbean and had in response,
developed an appropriate body of scientific knowledge to address relevant issues. He commended The UWI team on their work
and reiterated The UWI’s commitment to the Caribbean to develop a culture of resilience and resilience planning in the region
(News Release, Regional Headquarters).

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Developing these COEs will require that the Open Campus build linkages and partnerships at several
different levels to meet:

• Physical Infrastructure Needs/Costs
• Curriculum Development Needs
• Human Resource Development Needs
• Telecom/ICT Development Needs
• Business Processes Needs
• Integrating the sustainability of gender justice and environmental sustainability into curricula and

the physical infrastructure
• Social attributes such as wellness programmes, family friendly facilities and access, safety and

security issues
• Research partnerships with country governments, residential communities in the environs of the

COE and secondary and tertiary level institutions to establish a system of education that is
harmonised and fosters a seamless articulation
• Research partnerships and projects with international donor agencies and foundations
• Attract local, regional and international students
• Build partnerships with sister campuses that foster harmonisation and articulation. As The UWI
evolves toward a SVUS, the expectation is that collaboration and partnerships will occur across
the Campuses as the Open Campus leverages its historical advantage in the online environment
• Build partnerships with local entrepreneurs, private and public sectors, NGOs, FBOs and other
CSOs

The Open Campus remains open for business and invites you to collaborate with us to navigate the
online environment in the digital age of the 21st century.

The UWI Open Campus – An Attractive Investment Opportunity for You!

The Open Campus has been the ambassadorial face of The UWI since its inception in 1948 when it offered
extramural classes. It evolved over many years and amalgamated The UWI outreach programmes to become
the Open Campus. In its 12th year, it is embarking on a new and bold path, but that does not frighten us.
Because like steel, we are tempered and we have an abundance of resilience, which has, allowed us to
confront and successfully manage challenges. The UWI, of which we are a younger sibling, is the
University of First Choice for the people of the Caribbean and its Diaspora. The Open Campus has laid the
foundation for a flexible, high-quality education system in The UWI and by extension the Caribbean
Region. As outlined earlier in this document the Open Campus is poised to play a seminal role in building
a robust Caribbean labour force fit for a regional and global market place.

This report demonstrates that we are partnering with several stakeholders to meet their specialised needs;
we established a CPE Centre to provide for the professional development of our region and to foster the
desire and action for life-long learning. We established the BDU to centralise our business outreach
operations and are promoting PLA and improving our business processes to become more efficient. That is
the reason we are implementing the CriticalMAS project with the intention of its evolution into the COE
for Innovation and Entrepreneurship.

Our priorities in this period are:

Increasing Student enrolment and retention by implementing

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• A robust strategic student advising plan; and a
• Strategic enrolment management plan
Increasing the Financial Health of the Campus by
• Increasing revenue from CPE programmes and fostering entrepreneurship
• Further developing the CPE Unit/CPE Centre; and
• Increasing paid up enrolment through a framework for virtual delivery of CPE programmes,

courses and workshops
Strengthening Teaching and Learning by

• Increasing enrolment through the conversion of at least four high demand, face-to-face courses to
online delivery

• Increasing enrolment through the offer of at least four flexible/modular professional development
certificate-training programmes with pathways to undergraduate and graduate degree
programmes.

PLEASE, COME ON BOARD; WE ARE AT YOUR SERVICE!

CHAPTER 7: CONCLUSION

This study serves two purposes, first to identify and document the lessons that the UWI Open Campus
learned and the best practices that we developed implementing the large, complex and multi-layered SDEC
project. The second is to demonstrate that we succeeded in doing it well, in spite of the challenges; our
resilience triumphed. Having achieved such positive outcomes, we are better positioned to undertake future
tasks. As the report demonstrates, the Open Campus has strengthened its programme offers, its business
culture and is integrating the lessons into our ‘everyday lives’. We are aware that we still have a lot to do
but we are also aware that each experience strengthens our knowledge, our skills and our resilience to stay
the course.
The Campus has already seized on these strategic benefits by focusing on the development of flexible
teaching and learning programmes; extending our continuing and professional education offerings and
strengthening student support and success. We are therefore, better positioned to work on improving our
financial health so that we can increase opportunities for access to each individual who has the desire and
tenacity to ‘open the door to life-changing learning”. We are ready to make our contribution to “Revitalising
Caribbean Development.”

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The SDEC Project Annual Reports
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PERSONS APPENDICES
Tommy Chin
Dr. Ngoni Chipiere Appendix 1: Persons Consulted
Dr. Bernita Thompson
Karen Ford-Warner POSITIONS
Sunil Lackan Chief Information Officer, Computer and Technology Systems Unit
Sarah Owen Senior Planning and Development Officer, PAIR
Dr. Francis Severin Senior Planning and Development Officer, PAIR
Professor Julie Meeks Campus Registrar
Dr. Judith Soares Chief Processing Manager, ERP Unit
Director, CPE Centre, UWI Open Campus
Anneshia Welsh Director, UWI Open Campus Country Sites
Deputy Principal, UWI Open Campus
Former Director Consortium for Social Development and Research and Head of
Women and Development Unit
Head, Business Development Unit

Author Appendix 2: Documents Reviewed
Business Development Unit
Title
Chipere, Ngoni, UWI Open
Campus The University of the West Indies Open Campus Business Development Unit,
Chipere, Ngoni (PAIR) January 17, 2020, , Annual Report: Academic Year 2018/19

Chipere, Ngoni (PAIR) Developing Online Doctoral Programmes, (2), International Jl. on E-Learning
CIDA (2015) 14 121-161

Contribution Agreement “Summary of the Common Core Approach to Programme Development” [at
(Canada and the UWI Open The UWI Open Campus] Office of Planning and Institutional Research, UWI
Campus) Open Campus
Campbell, Shirley A.
Summary of Triple A Strategic Plan Initiatives 2017-22

Project Approval Document (PAD): UWI Open Campus – New Distance
Education Programs –, A 034764 Version 8.0 of: 12 SEPT + 12 OCT 2012

Contribution Agreement: Caribbean Regional Programme Financial Support to
Strengthening Distance Education in the Caribbean: Purchase Order 7059538,
Project Number: A034764, Vendor 1014022

Gender Equality Strategy Action Plan (GESAP) 2014-2016

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Author Title

Campbell, Shirley A. Proposals for Sustainability in the SDEC Project and Sustainability Prospects
for the Open Campus and The UWI.(2019, February)

Caribbean Vision and Roadmap for a CARICOM Single ICT Space. 2017, February.
Telecommunications Union Caribbean Telecommunications Union Secretariat in collaboration with
Secretariat/ CARICOM Caribbean Broadcasting Union (CBU), Caribbean Centre for Development
Secretariat Administration (CARICAD), Caribbean Knowledge and Learning Network
(CKLNA), CARICOM Implementing Agency for Crime and Security
(IMPACS), and the Caribbean Community (CARICOM) Secretariat.

Howe, Glenford, Benita UWI Open Campus Needs Assessment Report. 2011, December. Office of the
Thompson, Michael Thomas, Pro-Vice Chancellor and Principal, Institutional Research and Development
Janice Jules and Julie Miller Unit.
(Student Intern)

Knapp, John Strengthening Distance Education in the Caribbean: A Sustainability Review
(2019, February)

Marketing & Communications Open Campus Annual Reports Year: 2014/2015; 2015/2016; 2016/2017;
Unit 2017/2018

UWI Open Campus Open Campus Business Development Plan Year: 2012-2017

The SDEC Project – Project The SDEC Project Annual Reports 2014/2014; 2015/2016;2016/2017;
Management Unit 2017/2018; Final Report 2018/2019

The SDEC Project – Project The SDEC Project Annual Work Plans
Management Unit
Year 1: 2014-2015; Year 2: 2015-2016; Year 3: 2016/2017; Year 4:
2017/2018; Year 5: 2018/2019

The UWI, University Office of The UWI Strategic Plans Years: 2007-2012; 2012-2017; 2017-2022
Planning

CARICOM Commission on Eye on the Future: Investing in Youth Now for Tomorrow’s Future. 2010,
Youth Development/ January. Report on the CARICOM Commission on Youth Development at
CARICOM Secretariat http://www.caricom.org/jsp/community_organs/cohsod_youth/eye_on_the_fut
ure_ccyd_report.pdf. Accessed March 2, 2016.

Caribbean Development Bank Youth are the Future: The Imperative of Youth Employment for Sustainable
Development in the Caribbean. 2015

The CARICOM HRD “CARICOM Human Resource Development 2030 Strategy: Unlocking
Commission, CARICOM Caribbean Human Potential;” The CARICOM HRD Commission, CARICOM
Secretariat
Secretariat at https://caricom.org/documents/16065-caricom-hrd-2030-

strategy-viewing.pdf

Technical Working Group on a The CARICOM Youth Development Action Plan (CYDAP) 2012–2017.

CARICOM Youth Agenda Paramaribo, Suriname, 11–13 June 2012

Bothwell, Ellie. 2015. Times Caribbean’s v-c’s democratic vision at home and abroad: Sir Hilary Beckles
Higher Education. tells Ellie Bothwell about his plans for the University of the West Indies’ future

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Author Title
UN Women
at https://www.timeshighereducation.com/news/caribbean-v-cs-democratic-
vision-at-home-and-abroad

Progress of the World’s Women 2015-2016: Transforming Economies,
Realizing Rights, UN Women, at View the Report at:
http://progress.unwomen.org

Appendix 3: The UWI Open Campus Strategic Initiatives

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Appendix 4: List of the SDEC Project Knowledge Products*

A framework for Developing Online Doctoral Programmes
Centre of Excellence in Digital Entrepreneurship Proposal
Common Core Approach to Programme Development
CriticalMas Project
Open Campus’ Programme Advisory Committees – Structures, Procedures & Processes
Proposals for Sustainability in the SDEC Project and Sustainability Prospects for the Open Campus and the
UWI
Report on Anton de Kom University Closing Event Phase Out VLIR- ADEKUS IUC Partner Programme,
May 30-31, 2018 – Suriname
Summary of TRIPLE A STRATEGIC PLAN INITIATIVES 2017-22
“Summary of the Common Core Approach to Programme Development” [at The UWI Open Campus] Office
of Planning and Institutional Research, UWI Open Campus
UWI Open Campus Needs Assessment Report. 2011, December. Office of the Pro-Vice Chancellor and
Principal, Institutional Research and Development Unit.
The SDEC Project: Project Implementation Plan (PIP) 2014
THE UNIVERSITY OF THE WEST INDIES Strategic Plan 2012 – 2017
THE UNIVERSITY OF THE WEST INDIES Triple A Strategy 2017-2022

* These documents potentially have several best practices gained during the implementation of the SDEC
Project that GAC Sector Monitor John Knapp believed could be transferred to other projects (Knapp 2019: 7)

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