The UWI Open Campus Case Study

The most notable achievement in the communication loop between the Regional GAC Office and the Open

Campus was the relationship of support and camaraderie between the two sets of representatives. This

translated into the Regional Office providing technical advice

that improved outcomes for the Open Campus. For example,

because of the multiple activities and sub-activities that

needed to be complete before targeted outputs were

achieved, the GAC Regional Office advised that the

request for funding additional phases of the SDEC

project, as well as external evaluations, be delayed until

tangible successes were more visible. This was sound and

excellent advice; i.e. show results before asking for

additional assistance; tangible success is likely to attract more support than potential success. This advise

was characteristic of GAC support that the SDEC project received thought-out its implementation.

Seasoned project directors advise that active internal donor support is critical to successful project

outcomes. They provide valuable insider knowledge that smooths the way for project beneficiaries.

Celebrating Incremental Progress: Almost 100 percent of Open Campus staff were involved in the
implementation of the SDEC project. In fact, external hires were necessary to complement staff input and
fill knowledge and skills gaps. Staff managed their routine job-functions as well as the additional tasks
required to implement the project. They were stretched; and until additional hires were in place, a few
approached burnout state. In such an environment, where staff achievement exceeds targeted outputs, at
high quality levels, acknowledgment and recognition are essential to ‘sweeten labour’. They contribute to
maintaining high morale and engagement, which are essential ingredients for success.

One strategy that the Open Campus’ leadership used to achieve this outcome was to combine the Principal’s
Award of Excellence ceremony with the Annual reporting period of the SDEC project. The ceremony-
combined recognition, made awards, dined and entertained both Donors and Open Campus beneficiaries.
Other acts of incremental recognition included identifying, at all levels of the organisation, those with
leadership skills and potential and assigning them leadership responsibilities and holding them accountable
for their achievements.

These leaders were also allowed to report, in public meetings, such as the Principal’s Town Hall meetings,
on progress on their assignments. The Principal and HODs also publicly identified and acknowledged
individuals and groups who made outstanding contributions to routine work as well as achievements on
project work. Additionally, new hires were introduced, welcomed and their areas of work explained. During
2018, the entire programme development department was the recipient of the Principal’s Award of
Excellence. The department exceeded the target number of new and renewed programmes by over 200
percent.

Integrating the Cross-cutting Theme of Gender Equality

Section 4.3 of the CA states that the Open Campus “[s]hall explicitly and systematically integrate gender

equality considerations (activities, outputs, results) at all stages of the Project, including budgetary
provisions where possible [and] shall report on the application of the above provisions” (p. 8). The project

employed a Gender Equality Specialist (GES) to implement the required activities and she applied a gender

mainstreaming strategy to do this. This process involved reviewing, and where necessary revising, the LM,

the PMF and the AWP to identify areas of the project that potentially had gender inequality concerns.

The next stage was to conduct research to identify beneficiaries’ perception of the areas in which gender
inequality manifested, their recommendations for addressing the issues and the institution’s capacity to

mobilise resources to address the recommendations. To obtain a scientific assessment of those issues, the

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GES used a gender mainstreaming strategy to conduct a gender and institutional capacity analysis of the
Open Campus using a consultative methodology. The information from the analysis was used to develop a
gender equality strategy document and action plan (GESAP) that recommended immediate, medium- and
long-term actions to advance gender justice at the Open Campus.

Figure 7: The SDEC Project’s Gender Equality Strategy Action Plan

Under the GESAP, over 200 Open Campus staff were trained in gender awareness. Eight templates
providing guidelines or checklists for the integration of gender responsiveness into different aspects of the
Open Campus’ work were developed. These included curriculum development, marketing and promotion,
the built environment and developing gender-sensitive budgets. Programme managers used those templates
to guide the development of curricula as well as to inform contractors about Open Campus’ diversity
sensitive requirements. In July 2017 the University’s highest-level decision-making body, the UF&GPC,
approved The UWI Gender Policy.

Integrating the Cross-cutting Theme of Environmental Sustainability

The CA provided for an environmental impact assessment to be conducted on all relevant areas of the SDEC
project and that the documented results be reviewed and written clearance be obtained from GAC before
any related actions were implemented. The assessment included the environmental effects - contemporary
and residual, mitigation effects, public consultations and the monitoring framework for managing the
environmental effects. The assessment was required to meet Canadian Environmental Assessment Act
(CEAA) standards even if conducted regionally. The Agreement also provided for the full-time
employment of an environmental specialist with responsibility for ensuring the integration of environmental
sensitivity into all relevant areas of the project, including curriculum development, staff training and
physical infrastructures.

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The environmental specialist was employed on fixed contract to focus mainly on the conceptual designs for
the physical infrastructure future needs of the Open Campus, which were the main target for the integration
of environmental sensitivity under the SDEC project. Environmental sensitivity considerations were based
on geotechnical, environmental and social impact assessment (ESIA) and Leadership in Energy and
Environmental Design (LEED) studies. Needs assessments, reviews and approvals by local authorities were
also considered in integrating environmental sensitivity into the project.

The firm, Integrated Sustainability Consultants Inc., based in Canada, worked with regional partners to
provide the Open Campus with the following deliverables:

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

existing structures.
A framework (checklist) for integrating environmental sensitivity into curricula was also developed. The
design was used mainly in relevant programmes such as procurement, facilities and industrial health
management. The anticipation is that the framework will be used extensively in curricula for the COE
planned for the four Open Campus Sites. The expectation is that such curricula will contribute to making
the Caribbean the first climate smart region in the world.

Building Relationships with the Mass Media

The mass media were invited and encouraged to publish articles, press releases and feature stories on the
SDEC project’s achievements. Throughout the life of the project, the OCLT held press conferences at
strategic junctures of project implementation to inform internal and external stakeholders about the project’s
progress, milestones and achievements as well as the generosity and support of donors. To maximise the
exposure of achievements on the SDEC Project, the regional Strategic Marketing and Communication Plans
included activities aimed at strengthening relationships with the mass media.
The M&C staff and the Director/Manager in particular, developed internal contacts in the media houses
with whom they communicated directly to request coverage for special events and or provided them with
updates and media packages inclusive of news releases, features, photographs and promotional audio-visual
materials. Special events such as press conferences following Annual Campus and University Council
Meetings and Graduation Ceremonies were occasions on which the project’s achievements were
highlighted and GAC’s and other donor contributions heralded. Figure 8 highlights some of these
memorable moments.

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do at

mop to

Figure 8: Celebrating Incremental Progress and Milestones on the SDEC Project

Launching the Project

The Open Campus recognized from the beginning of the SDEC Project the importance of acknowledging
and celebrating funding agencies, of including them in the highest-level decision-making bodies and giving
them regular updates on the achievements on outputs and the progress on outcomes. As stated earlier, an
important component of realising these outcomes was including outreach strategies in the strategic
marketing plans and cultivating relationships in the media houses. Mobilising media contacts to attend
events and publishing information on those events were critical to bringing public attention to the SDEC
project, its donors and other stakeholders and to enhancing the ultimate goal of the Campus – increasing
student enrolment.
Media blasts therefore focused on featuring donors, beneficiaries – the Campus, students, project workers
and events such as mission visits, project launch, graduations, Site tours, press conferences and other special
events. Figure 9 features photographs of some of these highlights.

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5

6

Figure 9: Mass Media Coverage of Project Milestones

Figure 9 highlights some project achievements and milestones that the M&C Department had featured on different
media platforms:

• 1 and 2 feature Mission visits which celebrated the signing of the Contribution Agreement;
• 3: Features the first Steering Committee Meeting after the March 27, 2013 signing of the

Contribution Agreement (CA) and the official launch of the project. The meeting was co-chaired
by then Pro-Vice Chancellor and Principal, Professor Hazel Simmons-McDonald (under whose
watch the SDEC project was initiated, negotiated and signed);
• 4: From left to right – Open Campus’ Vice-Principal Professor Julie Meeks, Kirk Humphrey,
Senior Development Officer and SDEC Project Team Lead, at the Regional GAC Office, Barbados.

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He represented the High Commission of Canada, Pro-Vice Chancellor and then Principal Eudine
Barriteau, Project Director, Mitra Knight and Professor Joel Warrican, then Director of the
Academic Programming and Delivery Division (APAD). They were celebrating the first year of
the SDEC Project’s implementation at the Open Campus Staff Awards ceremony in Saint Lucia;
• 5: SDEC Project Director, Mitra Knight, SDEC Team Lead, Kirk Humphrey and Dr. Cheryl Sloley,
Open Campus Country Sites, Deputy Director Commercial Operations, touring newly refurbished
Open Campus Sites in Jamaica.
• 6: Quarterly Project Committee Meeting (PCM) in Barbados in 2015.

CHAPTER 3: OUTCOMES ON THE SIXTEEN PROJECT
OUTPUTS

At the conclusion of the SDEC project, the vast majority of outputs were 100 percent achieved at the level
of the original or revised targets. Revised and or unachieved targets resulted mainly from limitations of
context that the project proposal writers insufficiently weighted at project start-up. Missed targets were
mainly increasing overall student numbers and achieving gender-balance in student enrolment.
Nevertheless, the achievement of most targets laid the foundation for advances in the form, content and
quality of the services offered by the Open Campus and therefore, for increasing enrolment numbers in the
future.

Limitations related to human resource capacity also affected a few outputs such as the dedicated training
of senior managers and administrators in managerial functions related to infrastructure maintenance. In a
few instances, scheduling was affected because the period required for recruiting SMEs to fill knowledge
and skills gaps that were either in short supply or unavailable among Open Campus personnel, was longer
than anticipated. In spite of these challenges, the SDEC project succeeded in assisting the UWI Open
Campus to build institutional capacity to increase access to post-secondary education and to provide support
services to sustain increased enrolment. The Project Outputs, the results achieved and their status at the end
of the project, are listed in Table 4. The table also lists the ultimate (long-term); the intermediate (medium-
term) and the immediate (short-term) outcomes and the general results achieved at those outcome levels.
A few elements are isolated for discussion such as the Strategic Planning Process, Diversifying Funding
Sources, the Programme Advisory Committees, the CPE Centre, Core-course development model,
CriticalMas and the Innovation and Entrepreneurial Centre aimed at increasing access opportunities for
existing students/learners through expanding flexible teaching /learning pathways.

Data Sources for Determining Outputs and Outcomes Achieved

The PMF for the SDEC project, which was the main M&E tool used for mapping progress on targets
consisted of 20 groups of indicators, several of which had three or four elements. The data sources included
surveys and documents such as financial reports, strategic and operational plans and reports, action plans
and programme related documents such as proposals, outlines and content material, baseline studies and
curricula and training schedules. Student enrolment data, gender analyses, institutional capacity building
reports, programme review and evaluation reports, policies, environmental scans, labour market demand
studies, training needs assessments and tracer studies were other data sources used for evaluating labour
market needs. The findings are summarised in Table 4.

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Table 4: Achievements on the SDEC project Outputs - June 2019

89% of targets ACHIEVED! 11% of targets partially ACHIEVED!

LONG TERM GOAL Ultimate Outcome: Enhancing the quality of higher education to increase employment
and other income generating opportunities for females and males who contribute to
Regional sustainable development

RESULT: The Open Campus’ planning and research unit (PAIR) will conduct a tracer
study survey of graduates and employers to assess the impact on graduates of the
new/renewed programmes developed with SDEC project funding. The PAIR will also
conduct an employers’ satisfaction survey to assess their perspective on graduates’ on-
the-job performance. These surveys will enable the Open Campus to do an impact analysis
by comparing the before and after effect of the SDEC project. In the interim, impact studies
captured in audio-visual recordings may be seen online at the links indicated below****

Intermediate Outcome # 1: New and renewed programmes and courses developed

MEDIUM-TERM GOALSOAL RESULT: The new and renewed programmes and courses developed under the SDEC
project were based on information obtained from partnerships and other linkages
developed with internal and external stakeholders. In depth primary and secondary
research of labour market needs and preferences were also used to gauge educational and
training needs. The programmes/courses developed exceeded the project targets by more
than 200 percent.

Intermediate Outcome # 2: Institutional capacity built to sustain increased enrolment

SHORT-TERM GOALS RESULT: External and internal experts trained, coached and mentored senior
administrators and managers in leadership and change management, strategic and results
management planning, infrastructure maintenance management, financial management,
and research and publications. Open Campus mandates aligned to strategic and
operational plans were designed and implemented. The ICT driven business processes
related to the ERP, the EDRMS, the LIS and conceptual designs for the future physical and
ICT infrastructure needs of Open Campus Sites were concluded.

Immediate Outcome: #1.1
Offering an expanded suite of gender and environmentally sensitive programme/course
offerings to a broader student base, including underserved communities based on
partnerships and linkages with different publics

RESULT: By expanding the suite of pre-qualifying, undergraduate, graduate, professional
and continuing education, prior learning and assessment, and designing and implementing
several client specific programmes, workshops and seminars, the SDEC project increased
the number of pathways for underserved communities to access higher education.

Immediate Outcome: #1.2 Increased ability to attract male and female students
including from underserved communities, through gender sensitive marketing

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RESULT: Two regional strategic marketing plans were developed under the SDEC
project, each focused on diversifying and increasing student enrolment from existing and
underserved populations. Targeted segment marketing was the main strategy used in
promotions in both traditional and social media. The Website was redesigned and aligned
with the ‘One UWI Brand’ and was made more technologically adaptable, friendly and
informative. Staffing of the Department was increased as well as access to publishing
software, which resulted in less outsourcing.

Immediate Outcome: #2.1 Strengthened capacity to manage the delivery of gender
sensitive educational services based on its mandate and strategic plans including
diversifying financial resources

RESULT: Three university-wide strategic plans,25 tailored to the specific needs of the
Open Campus informed the design, development and implementation of the SDEC project.
As reflected in the derived biennial operational plans the Open Campus implemented
activities to increase access to post-secondary education for building human capital for the
sustained development of the Caribbean Region and beyond. From its inception in 2007,
through to the 2012-2017 and later the 2017-2022 Strategic Plans, the priorities of the
Campus remained. The strategies have been altered but not the mandate. Consequently,
the SDEC project activities reflected the strategic objectives of the Open Campus:
increasing the number and relevance of market-driven programme offers; improving
technology driven business processes and contributing to building a robust Caribbean
labour force by offering increased pathways to post-secondary education. Facilitating the
development of entrepreneurship by leveraging the research, teaching and outreach skills
of the University in partnership with different publics to diversify funding sources and
developing the competency, morale and engagement of staff, were the other foci of the
strategic objectives of the Campus.

Immediate Outcome: #2.2 Strengthened capacity of the Open Campus to manage
infrastructure and telecom/ ICT

RESULT: The SDEC Project succeeded in designing and implementing ICT driven
business processes through a Banner Enterprise Resource Planning (ERP) system that
dramatically improved online student support services; a new electronic records
management system (EDRMS) and a virtual Library Information System (LIS). These
platforms brought the Open Campus in line with international best standards and practices
and significantly improved services for both internal and external clients. Additionally,
they have positioned the Campus for sustained further growth and advanced the process
toward realising a Single Virtual University Space (SVUS) for The UWI.

Outputs No. Project Project Output Output Results End
Output #s Status
OUT P • 38/300 Academic
UT S 1 Output: # Labour programmes/courses Programme
111 Market development
Demand 25 undergraduate/13 graduate; process
Driven mainstreamed
Programmes • 37/120 CPE 44% savings

25 The UWI Strategic Plan (2007-2012); mandated the establishment of the Open Campus to increase access; the 2012-2017
Strategic Plan was operationally reflected in the Open Campus Business Development Plan (2012-2017) and was a supporting
document for the revised SDEC Project Proposal in 2012. The Triple A Strategic Plan 2017-2022 focuses on increasing Access,
Alignment and Agility. Of all The UWI Campuses, the Open Campus is best positioned to advance the mandate of increasing access
through the online environment and leading the University into the digital economy required to navigate the 21st Century.

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• 1/8 MPhil/PhD in Child, Student
Adolescent and Youth enrolment
Development numbers fixed
and gender

• 3/12 Community leadership balance shifts

and development certificate only in a few

CPE

• 1 organisation productivity programme

certificate course offers to 50/50

target.

• 2 women and gender
certificate courses

• 15 Foundation Courses
available as pre-qualifying
courses

Programme • 1 Digital Literacy course OCLT taking
Advisory developed as pre-qualifying steps to
Committees course maintain
established ongoing
• Four (4) Programme support
2 Output: # Faculty Advisory Committees including
112 /Technology established. marketing and
Staff Trained Membership from promotion at
academia, industry, national and
3 Output: # PLA System public sector, NGO, and Site levels
113 piloted CSO; included gender
specialist. Scheduled Ongoing
meetings held with training and
labour market professional
stakeholders. development of
staff further
• 100% of veteran and new routinized and
hires (instructors, quality
coordinators, e-tutors and assurance
technology staff) trained in measures
pedagogy/andragogy and strengthened
technology in the online
environment PLA Unit
exploring
• Two Open and Distance expansion of
Learning Instructional programmes
Specialists employed from for PLA credits
March 2015. in all UWI
Campuses
• PLAR system, policies,
procedures documented and
Unit established and
staffed

• PLA Credits for advanced
placement in five26
undergraduate programmes
established by end of month

26 The five undergraduate programmes for which PLA for advanced credit and Matriculation are offered are, 1) Accounting, 2)
Banking and Finance, 3) Early Childhood Development and Family Studies, 4) Management Studies, and 5) Youth Development.

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12 and PLA Course and Exploring
assessment system additional
implemented; forms of PLA
• Programme documents to expand
reviewed and Webpages pathways for
launched by end of August increasing
2014 access.

• PLA course for
Matriculation implemented

• 15 foundation courses from
the five programmes

offering PLA credits

available for meeting

remedial needs of new

recruits;

• Digital Literacy course

available to assist enrolees

to meet their ICT needs

4 Output: # OER • OER strategic Plan 10 courses and
114 launched
completed by Year 1; several Open

updated annually Campus

• List of OER resources Learning

included on Open Campus Outcomes

Web site by the end of Year available at

4) portal launch

5 Output: # Gender • Gender sensitive marketing strategy, plan and

121 Sensitive policies completed by month 6 of project and

Regional revised as priorities shifted

Marketing & Marketing materials prepared in accordance with the

Promotion strategic plans and distributed regionally based on

Plan shifting priorities

implemented

6 Output: # E- Newsletter, • Coverage in public media, No e-journals
122 E-journals, social media and on Open published. The
Social media Campus Website increased Department
networking annually by more than the responsible had
increased targeted 15% higher pre-
established

priorities

7 Output: # Annual • The Open Campus used Economic
123 Seminars /Study existing opportunities for climate
Tours held programme and events reduced
promotion instead of disposable
organising new annual income that
seminars. The study tour may have gone
was postponed for post- to Study Tour

project implementation

8 Output: # Web-site • Website redesigned: Significant
124 redesigned aligned to the One UWI enhancement
branding policy by end of to the Open
Year 2 of project; Campus’ use of
technology upgraded and Website for
navigation more user programme
friendly promotion;
increased

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9 Output: # ICT • Several programme specific technological
211 driven27 Webpages launched interface;
improved consistency of
organisation • On-line student support message and
including services upgraded target specific
diversifying audiences
funding • Intra-net services, staff Website
sources portal upgraded branding of the
Campus as The
10 Output: # Key • Inter-connectivity with UWI source for
212 initiatives social-media activities increasing
implemented upgraded ACCESS
based on
Strategic and • Multiyear plans developed Initiatives
Operational for improving physical strengthening
Plans and infrastructure and ICT by *BDU
Mandates mid-Year 2 established
(2015)
• Conceptual physical *CPE Centre
infrastructure design, launched
including ICT completed (2019)
and costed *CriticalMas
developed
• Business plan, including (2019)
Multi-Year Budget *OCCS-ERP
developed and efforts to Unit
diversify funding sources established
intensified (2018)
*Digital
• Annual audits conducted Entrepreneurial
based on international best Centre
practices and showing designed
acceptable level of financial (2018)
performance *OOL
established
• A zero tolerance 28policy
for G-BV implemented by *Multi-Year
end of Year 129 plans
developed
• Open Campus gender during the
sensitive organisational re- strategic
design completed by end of planning
Year 2 and ongoing period 2012-
2017 and
• Performance assessment adjusted
system strengthened by the annually.
end of Year 2 – 40 percent
of relevant staff trained
between 2015-2016

• The quality assurance
management review and
evaluation system was
strengthened *Policy for
the quality assurance

27 These achievements were based on the strategic plans developed before and throughout the life of the SDEC project and
operationalised in the biennial Operational Plans. In turn, these were transformed into Institutional Capacity Building Plans that
were initiated by the end of Year 2 of project implementation.
28 Operational structure for implementation of the University-wide sexual harassment policy at the Open Campus needs to be
adjusted to meet the needs of the Campus’ distributed environment.
29 In response to stakeholder demand, The UWI initiated a University-wide sexual harassment policy in 1993 and adjusted it
gradually to meet increasing demands. The GES reviewed the policy and recommended improvements.

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management of the

online environment

developed and being

implemented;

Programmes and sites

reviewed and evaluated

11 Output: # Technical • Workshops and Seminars in One of the five
213 Assistance
Training by Transformational Leadership, strategic
Experts in:
- Organisational Change Management, Results initiatives
Structure; Management and Relationship operationalised
- Leadership, Building held in November
- Results 2014; July 2015; March 2018; by the Open
Management December 2018; January 2019 Campus is
- Strategic
Planning and May 2019 upgrading staff
- Quality
Assurance • HRD launched in-house Staff competency,
- Public /Private Development Initiative (SDI) morale and
Partnerships engagement as
- Financial in 2015 which focused on
Management
enhancing customer service well as ICT
12 Output: # Training/
221 coaching in excellence in a student-centred driven HR
infrastructure
and Telecom environment support

• Staff were trained in gender services – Staff

sensitivity from 2014 to 2016 training and

• HRD trained in the integration development is
of gender sensitivity into
therefore
strategic human resource
management - June 2015 ongoing and
the
• Site Managers: Heads and identification
Senior Administrators trained of a recurring
in Transformational
budget is on
Leadership, Research and

Publications and Site the agenda

promotion of PLA - July 2015

• Five two-day workshops on

Work/Life Balance, each with

40 participants held in
February – March 2018

• Six online and face-to-face

sessions on Customer Service

Excellence held in Grenada,

Jamaica, St. Lucia and

Trinidad & Tobago during
February – March 2018; a

cumulative total of 265

persons participated

• Middle managers trained in

Leadership, Mentoring,
Coaching and Facilitation –
December 2018 – January

2019

• Institutional capacity building

measures related to HR

included the standardisation of

recruitment, orientation, and

performance assessment
practices – Year 1 of project

implementation

• Senior, middle managers and general staff

trained in conducting needs assessments,

environmental scans and the design,

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/ICT development, implementation and
Management maintenance of ICT driven business processes
• ERP and EDRMS systems staff trained and
13 Output: # New ERP Chief Librarians trained in the LIS system
222 system • CATS Unit staff and Site technicians trained
operational during the deployment of the Open Campus
and accessible computer and cable networks installation
• Individual members of the OCLT, the HRD
and CATS participated in short-term training
and attended Conferences aimed at knowledge
building
• Trainers of trainers reviewed and revised
training schedules, topics and materials
(including training manuals), as necessary and
delivered training to veterans and new
recruits, annually

• A primary Enterprise Data Centre (EDC) (back-up
centre) installed in Miami and a secondary one in
Trinidad and Tobago

• New ERP system fully functional – installed,
operational and accessible

• 393 workstations and
network facilities upgraded – 57 percent above the
target

• Banner ERP system installed with customised
software features that increased access to multiple
business processes via the Campus Portal. These
processes included modules for services such as
Student Registration, Admissions, Student Account
Balances, Grading, Assessment, Awards and
Records (AAR), Academic History and
Graduation. Operationally, students could register
for courses online, view account balances, make
online payments and be admitted into the Campus
as new or returning students

• In June 2017, go-live dates for the remaining
modules were launched. These services are under
continuing review based on user feedback

• ERP Unit was established and staffed, headed by a
Chief Process Manager (CPM) to manage
maintaining improvements to the physical and ICT
infrastructure processes

• Upgrading from Banner 8 to 9 to captured more
business processes, which included an OCLAB to
test the functionality and features of the upgraded
software to meet the operational gaps identified in
internal audits

• Implementation of an Enrolment Management
System (EMS) to enhance efficiencies for flexible
registration by ‘waitlist’, location, open enrolment,
course changes, real time integration with Banner
modules, UWI ID management, shows ‘no course
offers’ and eases the navigation process by having
an online help for each activity

• Implementation of a Web Portal for a more robust
interaction between the Campus and students
including a Content Filtering System that prevents
the loss of Campus data resulting from threats on
the WWW

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14 Output: # New • Implementation of a Constituent Relationship
223 Records Management System (CRMS) and an EMS to
Management improve student /teaching support services, flexible
system registration and an enhanced technological
operational interface between the Open Campus and its internal
and accessible and external stakeholders. These technological and
process upgrades are strengthening collaboration
between the technology services department and
the Registry, Marketing, Quality Assurance and the
programming development departments to collect,
analyse and evaluate student related data

• Development of Policy guidelines based on
directives from the UWI-wide ICT Policy Working
Group (ICTPWG). The directives are localised to
meet the needs of individual campuses and are
compliant with ICT Policy templates, ISO ICT
standards and other global best practices. The
ICTPWG uses a consultative methodology to
review and align these policies.30

• Flexible, phased approach used to implement
the EDRMS using Hyland Perceptive brand
software. Horizon Computer Solutions Inc
provided the general information management
requirements.

• A Project Deployment Team established to
ensure appropriate resources assigned to
accomplish each Work Order. Outputs:

• Year 1: Consultant identified functional
requirements of an Open Campus EDRMS
including a Records and Information
Management Programme (RIMP) and a
Records Management Unit (RMU) to support
the EDRMS;

• Year 2: Records Manager employed;
recommended an EDRMS and a phased
flexible approach to its implementation and
developed an implementation Action Plan;
consulted expertise from the other UWI
Campuses to assure synergy;

• Inventory of Records, business process
review, staffing and managerial, financial and
ICT support service requirements, the
conversion of legacy data, the recommended
IT platform, bandwidth/ transmission
requirements and training and
communications needs identified in the
Action Plan;

30Among the policy guidelines and frameworks addressed were the management of UWI computer and communications systems,
applications and networks and the security, reliability, integrity, and the availability of ICT resources to meet the requirements of
the University’s regulations, and national and international laws and standards. Logging, Monitoring and Auditing of resources,
which included - type of events to be monitored, reviewed, information retention period and maintenance performance
standards, were also addressed. Other guidelines/frameworks included backup and recovery of information; ICT Resource
Configuration Management; procedures and guidelines for change management and requirements for reporting and responding
to incidents.

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• Year 3: Work suspended to shift staff and
other resources to the prioritised ERP;

• Year 4: Work contract signed, server
infrastructure procured and configured for
application; Server environment for the
Perceptive software implemented and the
user/client-end connections tested;

• 3-phased execution of the pilot in three
locations - Office of the Campus Registrar,
the Secretariat and the OCCS in Grenada.
Focus: Classification and capture of
physical records into the Perceptive
repository (Registrar’s Office). Included the
demonstration of the tracking and retrieval
processes; capture of electronic documents
– such as Google Apps, MS Office, emails
etc., (Secretariat) and imaging - the scanning
of documents directly into the repository
(Grenada Site);

• At the end of this pilot phase, a Vital Records
Repository was established and critical
records captured including governance
records. A Web interface implemented, which
improved and optimised user experience;

• Trainer sessions conducted using a ‘trainer of
trainers’ approach and Work Flows
demonstrated and documented to support
ongoing training;

• Establishment of the central repository at the
Registry and the management of the
classification scheme including the process
for assigning a retention period to records
classification;

• The training of key records management
personnel simultaneously with User
Acceptance Testing (UAT);

Rollout Phases
• Development and implementation of a
change management plan that gave due
diligence to ensuring that the scoping was
appropriate and aligned to deliverables,
budget, time constraints, realistic targets and
the setting of limits for inventory checks. The
subsequent design and analysis led the
Implementation Team to hire additional
technical expertise to complement Open
Campus staff.
• Selected records for Human resource, the
Office of Finance and Examination Records
were implemented in the Open Campus main
Office in Barbados, Trinidad and Tobago and
Jamaica;
• Selected records at the OCCS, Camp Road
(Jamaica), Belize and St. Lucia implemented;

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15 Output: # New • An integration point for the Lexmark
224 Library Perceptive software and the Banner
virtual system software established to demonstrate their
operational compatibility;
and accessible
• Careful scoping included provision for
incomplete activities to be re-scheduled for
phase three of implementation;

• Technical expertise hired to complement
departmental staff because achieving
deliverables on schedule would require a very
aggressive implementation strategy;

• Success benchmarked for replication,
knowledge documentation and transfer.

• All OCCS have access to the LIS databases
and management systems, being reviewed and
upgraded continually

• Aleph® system implemented placing Open
Campus on par with other UWI Campuses,
further enhanced the global reputation of The
UWI and aligned the Campus to international
best practices

• Digital Librarian employed to manage the
Campus’ acquisition and management of
digital repository of content

• Staff and students trained in the use of the
Aleph® system

• Librarians from Dominica, Grenada, St.
Lucia, Jamaica, St. Vincent and the
Grenadines, Trinidad and Tobago, discussed
OCLIS’ status as a competitor in the online
education industry that supports open and
flexible learning/ teaching and research;

• Explored the feasibility of an institution-to-
institution Joint Agreement for sharing
information in the Caribbean Region

• OCLIS librarians participated in interactive 4-
week online workshop by the American
Library Association, which focused on
improving user experience - titled,
“Rethinking Library Instruction: Libraries as
Social Learning Centres.”

• OCLIS librarians attended consultation
sponsored by the Director of Libraries and
staff of the Université des Antilles de la
Guyane in Fort-de-France, Martinique. Focus
- identifying areas for cooperation including
an interlibrary loan agreement, exchange
programmes, and the interconnection of
systems, digital archives and regional fund-
raising;

• Improvements to the library book collections
for the CSDR in Jamaica; review of

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16 Output: # New collections in Trinidad and Tobago,31 Site
225 conceptual visits, to Dominica, Grenada and St. Vincent
design and and the Grenadine Sites to build local
costing study collections (online and print) and update
for future materials for course delivery and research;
physical and • Increased collaboration between the library
ICT and the programme development departments
infrastructure – APAD, OCCS, CSDR, OCAS to develop
improvements and deliver joint programmes for staff and
completed for student orientations and continuing training
four Open
Campus Sites • Multi-disciplinary Taskforce including Open
Campus, PMU and UWI Planning and
Locations and Development Unit selected Sites for piloting
Programme the conceptual designs, wrote the TOR for the
Themes RFP

• Integrated Solutions Inc. of Canada selected
as winning bidder

• Contract negotiated, SOW completed and
M&E Committee established

• M&E Committee received progress reports
from Consultants, revised SOW as necessary
and co-opted additional skill sets to the
Committee as needed

• Environmental sensitivity considerations
based on geotechnical, ESIA and LEED
studies as well as needs assessments and local
authorities’ reviews and approvals conducted
and integrated into designs

• Lead Firm, Integrated Sustainability
Consultants, based in Canada, worked with
regional partners to implement the
environmental studies

• On-site visits made to conduct needs
assessments; survey drawings made, soil
testing conducted and ESIA studies conducted

• Conceptual designs (engineering and
architectural) and preliminary costing and
project schedule prepared; respond to
specialised needs of women and men and
environmental impact studies;

• Diversity issues considered in design: –
safety, access, water and sewage supply,
transportation, wellness and family friendly
facilities, bathrooms and audio-visual needs
for those with special needs

• DELIVERABLES:
a) Civil As-Built Drawings, b) Geotechnical
Report, c) ESIA studies; d) Facility Life
Cycle and Programme Plan; e) Revised Needs
Analysis Spreadsheet; f) Final Concept
Design and Cost Estimates with the options of

31 The Trinidad and Tobago collection comprise some 11, 000 plus titles. At the Commonwealth of Dominica Site, the Caribbean
collection, some 1176 titles, of which 316 are West Indian materials, was integrated into the Aleph library database.

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rebuilding or refurbishing existing structures;
g) Approvals from Local Authorities

Locations/Programme Themes

The Cross-Cutting Theme of Integrated • Proposed programme themes are, “Culture,
Gender Equality throughout the Heritage Studies and Tourism” – Belize;
entire project “Agriculture, Marine Science and
Environmental Studies” – Commonwealth of
Dominica; “Leadership Development,

Management, Entrepreneurship and
Architecture” – St Kitts & Nevis; and
“Science, Technology, Engineering and
Mathematics” – Gordon Street, Trinidad &
Tobago.32

84% of targets achieved. Unachieved targets related to

increasing and shifting gender balance in student

enrolment, which was unrealistic given that their

intransigence to change was not sufficiently weighted

at project start-up.

• Desired competencies for achieving gender
awareness at undergraduate and graduate
levels completed and documented and
recommendation made for integrating gender
as a cross-cutting theme in different
disciplines

• Gender and institutional capacity analysis
completed based on surveys conducted and
in-depth interviews of purposively sampled
individuals

• GESAP completed and implemented
• Wrap-Around Manual for guiding curriculum

development reviewed for diversity
integration, including gender
• Courses screened for gender bias/gender
equity
• Gender analysis of labour market informs
programme offers
• LM & PMF – M&E evaluation tools,
reviewed and revised
• 100% of faculty trained in gender awareness
and its integration into curricula
• Market strategy reviewed for gender
sensitivity by end of month 6 of
implementation
• PACs gender-balance and has gender
specialist membership
• Diversity issues integrated into physical
infrastructure designs – safety, sewage,
transportation, bathrooms, family friendly etc.

32 These themes reflect the new thrust of the Open Campus and global trends in education and training. They have possibilities
for creating a seismic shift in Open Campus’ partnerships with sister Campuses and internationally.

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The Cross-Cutting Theme of Integrated in • Brief prepared for developing gender
Environmental Sensitivity relevant budgeting
curricula and
conceptual • Brief prepared for integrating gender and
designs for other diversity issues into physical and ICT
future infrastructure planning
infrastructure
needs • Sexual harassment policy reviewed and
revision recommended

• Redesigned Open Campus Website reflect
diversity issues, including gender, which are
relevant to the Caribbean Region and The
UWI’s global footprint

• Templates developed for guiding integration
of gender awareness into curricula developed
and circulated

• PPP™ prepared and archived for guiding
future curricula for facilitators and learners on
gender equality

• TA training, coaching, mentoring and
facilitating of senior and middle managers on
demand33

• Tutor and student workstations design reflect
special needs of students/learners

• Knowledge documents developed for gender
equality shared with other UWI campuses

• The UWI-wide Gender Policy informed the
development of the SDEC GESAP

• SDEC project’s GES participated in The
UWI’s Gender Policy Steering Committee
that developed The UWI’s Gender Policy. Her
participation is facilitated by WAND

• Survey Instrument for assessing the impact of
the GES on the Open Campus is designed and
circulated

CURRICULUM INTEGRATION
• Environmental sensitivity integrated into
select programme offers e.g. CPE
programmes such as Facilities Management,
Procurement Management and Industrial
Health and Safety
• Physical infrastructure conceptual designs are
greened for four OCCS pilot Sites
• Surveys, Needs Assessments, Meetings, In-
depth Interviews, Focus Groups and
Observations used to capture stakeholders’
opinions, including the assessment of
engineers
• Belize, the Commonwealth of Dominica, St.
Kitts & Nevis and Gordon St., in Trinidad &
Tobago - Open Campus Sites selected for
piloting conceptual designs based on
opportunities for programme offers,
enrolment growth and emerging global trends
in education

33 The composition of the OCLT is 60:40 females to males.

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• Quantity Surveys conducted to identify
property parameters, Land Titles and other
property compliance requirements met

• ESIA study, Geotechnical Study, LEED
study conducted and results integrated into the
design; Briefs identifying special needs of
women and men prepared, Contractors briefed
and information integrated into the design:
Safety, transportation, water and sewage
management, access, bathroom facilities,
layout, wellness and family friendliness
considered in design

• Programme offers themed to match
environmental opportunities and global trends
in education curricula

• Local authorities approve conceptual designs
for OCCS

**** The first cohort of beneficiaries from the new and renewed SDEC funded programmes graduated in
2017/2018. When the project ended in June 2019, the vast majority of students were in their second and
third years of study. The PAIR plans to conduct a Tracer Study surveying graduates and employers to
determine the impact of the programmes. Nonetheless, several beneficiaries testified to the qualitative
impact that their participation in programmes and courses had on their personal, family and community
lives. Some of these testimonies may be viewed in online audio-visual links listed below:

- https://www.youtube.com/watch?v=TRAKcVcmfEA&feature=youtu.be
- https://www.youtube.com/watch?v=aex2ZaeTryI&feature=youtu.behttps://www.dropbox.com/s/pw7nyla1

6kbjrkx/UWI%20Testimonial%20%5BDraft3%5D_1.mp4?dl=0
- https://www.facebook.com/uwiopencampuscaribbean/videos/vb.112910118756359/1142181429162551/?ty

pe=2&theater
- https://www.youtube.com/watch?v=6MmfuwANHfc&feature=youtu.be

Facilitators Are Critical To Students’ Engagement & Achievement

The UWI Open Campus strives to provide an accessible, interactive, and collaborative
educational environment that strengthens learning and facilitates the development of

critical thinking as well as problem solving skills.

Strategic Planning Advances Transformation & Sustainable Development

The development and operationalisation of Strategic Plan 2017-2022 reflected the increasing
interconnectedness among The UWI Campuses and intensified the recognition of the increasingly important
role that the University needed to play in revitalising Caribbean sustainable development. The process used
for the development of the Plan is worth mentioning because it is indicative of the transformational
leadership approach increasingly embedded in the life-blood of The UWI and practised under the SDEC

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Project, which this report described in detail earlier. The methodology is grounded in respectful
conversation and consensus decision-making.

Beginning with the planning process, The UWI Centre used a participatory methodology to develop and
operationalise the 2017-2022 Strategic Plan, which redounded to each Campus. The University consulted
internal and external stakeholders to review the outgoing Plan and to develop the emergent Plan based on
the need to increase access, alignment with social development needs and agility to adapt to rapidly
changing external and internal environments. Stakeholders included representatives of the students, all
levels of staff, alumni, staff and student governance entities – including the Student Guild and trade unions
representing different categories of staff. Agencies with which The UWI enjoys collaborative partnerships
were also consulted. These agencies included other tertiary level institutions – national, regional and
international, employers and academics.

Open Campus Strategic Planning Committees: The Open Campus established three Committees, each
with the responsibility for one of the Three Pillars of the Strategic Plan – Access, Alignment and Agility.
Representatives from all staff categories, students /students’ governance, alumni and trade unions were
included in the consultative process as committee members, online survey participants, focus group
discussants or in attendance at the Principal’s Town Hall Meetings. Open Campus representatives also
participated in The UWI organised retreat convened to examine the Draft document.

In the pre-planning stage the Open Campus conducted an environmental scan by convening several focus
group discussions (FGDs) to determine the Campus’ existential status; similar activities were undertaken
at the Centre and on the other campuses. This pre-planning process took the form of a SWOT/TOWS
analysis; Strengths, Weaknesses, Opportunities and Threats/ Threats, Opportunities, Weaknesses and
Strengths. This process began in 2016. The TOWS analysis, which compares the external opportunities and
threats against the internal strengths and weaknesses, provided a more comprehensive overview of the
Campus’ status than the SWOT alone would have provided. The UWI Open Campus used the findings of
the environmental scan to identify the critical initiatives that it needed to address.

The operations of the Committees are also worthy of note for providing insights into the consultative
processes used to capture diverse views and opinions at the University. Each committee selected a team
leader (TL) and scribe and was tasked with analysing their specific strategic goal as well as the draft one-
page summary, comprising the theme, mission, vision and core values of the Triple ‘A’ Strategic Plan 2017-
2022. Committees held meetings via Zoom to broaden the consultative reach. The committees generated
reports, which they collated and discussed at a pre-retreat meeting, which prepared a final document for
presentation at the retreat.

The retreat provided an additional opportunity for stakeholders to offer inputs into the draft strategic plan.
Representatives from every level of staff, student representatives/governance, the Vice-Chancellor, Pro-
Vice-Chancellors/Principals, other Pro-Vice-Chancellors, and Deputy Principals and trade unions
deliberated for two days to finalise the Draft Document. The consulting firm, Free and Laughing Inc.,
facilitated the retreat process. Participants deliberated in mixed groups to strengthen the exposure of
individuals to a diverse set of views and opinions. Post the retreat, staff had an additional opportunity, via
questionnaire, to evaluate The UWI’s core values presented in the Draft Strategic Plan.

After these multiple consultations, the Centre and all Campuses set out to operationalise the Draft Strategic
Plan grounded in the principle of prioritising their individual needs. Simultaneously, being mindful of their
strengths, challenges, resources and remaining faithful to the mission, vision and strategic goals of The
Triple A Strategy. In keeping with the focus on increasing Access, Alignment and Agility, the Open Campus
identified five strategic Initiatives for emphasis. These emphases were aligned to the Campus’ capacity and

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mandate. The Open Campus established five Committees to manage and monitor the Initiatives. The
Initiatives were operationalised as outlined in Table 5.

Table 5: Open Campus’ Strategic Initiatives: 2017-2022

Strategic Initiatives University- Area of Emphasis Initiative/Scorecard Committee
wide Strategic Owner – Chair of
Goal to which Members from
Initiative Open Campus’
Aligned
Committee Entities

A robust workforce Access, Programme expansion Director, OCCS PAIR, OCSS,
development thrust Alignment and and improved service CSDR, APAD,
via establishing a Agility delivery ATSS, Finance,
Continuing and Library Services,
Professional Student Guild
Education (CPE)
Unit/CPE Centre

Implementing Access and Programme expansion Director APAD APAD, ATSS,
and improved service Division Library Services,
Flexible Teaching and Agility delivery to increase
enrolment in online CSDR, PAIR,
Learning Programmes courses through Finance, Student
collaborating with Guild
external institutions, an
increasing global trend
in higher education

Establishment of a Access, To increase and Chief Financial Registry, APAD,
Centre of Innovation Alignment and improve: academic- Officer (CFO) CATS, OCCS,
and Entrepreneurship Agility industry research
partnerships, improve OCLIS, PAIR,
the quality, quantity and CSDR, Finance
impact of research,
innovation and
publication, promote
greater public advocacy
and foster the digital
transformation of The
UWI

Implement measures Access and Aims to increase Campus Registrar OCLIS; BDU;
to strengthen Student Agility Finance; PAIR;
Support and Success enrolment, retention and
CATS; OCCS;
graduation CSDR

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Strategic Initiatives University- Area of Emphasis Initiative/Scorecard Committee
wide Strategic Owner – Chair of
Goal to which Members from
Initiative Open Campus’
Aligned
Committee Entities

Design programmes Agility Improving employee Director Human HRD, OCCS,
to strengthen staff morale Resource CSDR, PAIR,
competencies, loyalty Department (HRD) APAD
and engagement

A Project Lead and committee members representing various departments and units across the Open
Campus assisted each Initiative Owner. Each Committee completed Initiative Planners, which detailed the
implementation strategy relating to purpose and objectives, deliverables, milestones, targets, resources,
costs, risks, mitigating factors and timelines. This approach provided a roadmap for implementation and an
M&E strategy. The Centre also designed a M&E process and designed mechanisms focused on achieving
success.

The UWI/Open Campus’ Monitoring Progress on the Strategic Plan/Initiatives

To achieve optimum success in implementing the Triple A Strategy, The UWI designed several M&E
measures. These included the Balanced Scorecard Monitoring and Evaluation System (BSM&ES) and its
accountability framework and The UWI Strategy Steering Committee (SSC), which detailed documentation
of the roles and responsibilities of initiative owners and targeted training of key personnel with
responsibility for critical functions. These strategies provided strong management, consistent oversight and
timely monitoring and reporting on activities. The electronic integrated BSM&ES, which was built by the
University Office of Planning (UOP), was replicated at the Campus and wider university levels. Planning
Officers on each campus are responsible for uploading data into the integrated system, which they use to
monitor performance and generate quarterly reports.

Campus Scorecards: Each Campus Principal is the overall owner of the campus-level scorecard. At the
University-level, the Vice-Chancellor and the EMT own the University score card; the Vice-Chancellor is
the overall owner of the Regional Headquarters (RHQ) scorecard. At the campus level, Deans/Directors
have direct responsibility for faculty scorecards and HOD have responsibility for departmental scorecards.
Scorecard reports are aggregated to produce the campus scorecard. Administrators such as Registrars,
Bursars and Pro Vice-Chancellors, have scorecards, based on the lines of their executive reporting
relationships, which feed into campus level and University-level scorecards.

Scorecards: Quarterly monitoring and annual reviews: The University and Campus balanced
scorecards are monitored quarterly and they are reviewed, annually. At the annual reviews, targets and
indicators are altered, if appropriate. For effective implementation, the scorecards are linked to the annual
performance reviews of the initiative owners. The University and Campus’ senior management teams
provide operational governance over the strategic plan to ensure its effectiveness. They are supported by
the committees and work groups that execute different initiatives (The UWI Triple ‘A’ Strategy 2017-2022
cited in the OCSSR 2018: 266/323).

The SSC is the overarching body that gives oversight to the implementation and monitoring of the Strategic
Plan to map progress on targets. It meets fortnightly to review sectional progress on the implementation of
the Strategic Plan. Professor and Pro-Vice Chancellor, Densil Williams chairs the Committee, which was
approved by The UWI/EMT. The Committee highlights slippages and challenges so that responsible

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parties can take corrective actions to avoid derailing the Initiatives. The SSC meetings have a recording
Secretary who notes the major decisions and action items for completion before the next meeting.

Key Strategy Officers (KSO) or Campus Leads provide quarterly updates on the BSM&ES for their areas
of responsibility two weeks before the quarterly and annual meetings of the UF&GCP and University
Council, respectively. At the Campus level, initiative owners have direct responsibility for their Initiatives
and report to the Campus Principal or her/his designate. Initiative Heads at the Open Campus provide
updates at the bimonthly OCLT meetings where issues, if any are resolved. These issues may be related to
clarifications, timeline changes, budgetary considerations and approvals. Essential to the success of the
M&E process is the input of timely and accurate data into the system. The UOP trained responsible parties
to ensure that the input data are appropriate, accurate and frequent.34

Faculty/Departmental representatives liaise with Campus Planning Officers, representatives from the Vice-
Chancellery, the University Registrar’s Office and the UOP. The UOP representative services the policy
and data advisory needs of all PVCs, and the University’s Chief Information Officer (CIO), Directors and
the Bursar’s Office. Other representatives are selected by the VC/P-VC/Principals (OCSSR 2018: 269/326).

At the level of the Open Campus, the Planning and Institutional Research (PAIR) Unit develops Biennial
Operational Plans that are used to guide the M&E of implemented activities. Cross-departmental teams are
assigned responsibility for the implementation of each strategic initiative, which includes the mobilisation
of resources and the development and implementation of change management plans. These plans include,
inter alia the identification of financial resource needs.
The Open Campus meets annual auditing requirements based on international best practices and must report
its operations to the Open Campus Council as well as the University-wide highest level decision-making
body – the UF&GPC, annually. Reports on operational achievements are also done through the Vice
Chancellor’s annual report on the performance of the four Campuses to The UWI Council. The PMU
provided annual reports for inclusion into the Vice Chancellor’s report to Council.

The comprehensive M&E process aims to achieve stakeholder buy-in, progress on targets and individual
and collective responsibility for the overall success of the Strategic Plan/Initiatives.

Promoting the Strategic Plan

A multi-pronged approach using key personnel and

media was used to communicate and disseminate the Essential to the success of the M&E

strategic plan. These included owners of initiatives, process is the input of timely and

strategy team leads/ key strategy officers (KSO) and the accurate data into the system. The
Principal, at Town Hall meetings. The central M&C University Office of Planning
and the Campus M&C as well as UWItv played critical trained responsible parties to ensure
roles in disseminating relevant information. From the that the input data are appropriate,
start of the planning process, KSOs collated and accurate, timely and frequent
disseminated information between the UOP and their

Campuses working with the campus strategic planning

teams. The KSOs were also assigned to meet with and sensitise all Campus staff about the strategic planning

process and discuss the core values. They also assisted the M&Cs to distribute strategic planning documents

to stakeholders.

34 Training in the BSM&ES detailed an overview of the monitoring and tracking of the performance of the key initiatives and use
of the electronic version of the BSM&ES. An additional element of the training was how to conduct train-the-trainer workshops.
Participants included, Campus Planning Officers, IT representatives and KSOs.

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The M&Cs ensured that matters related to the Strategic Plan such as the Vision and Mission statements
were prominently displayed on The UWI/Campus Websites’ homepages, in publications and online and in
printed materials. Additionally, they disseminated materials to M&C Offices at Site locations and Campus
Planning Offices, in public literature and in soft-copies to all staff. This wide dissemination was supported
by a robust communication strategy. Limited quantities of printed copies of the associated booklet,
brochures and posters were printed centrally and disseminated across the Campus. Print-ready files were
shared with M&C Offices to facilitate local printing and two versions of the Plan – one for internal use
ONLY and the other for external were circulated (OCSSR 2018: 269/326).

Publishing the Strategic Plan: Marketing & Communication Department/UWItv

UWItv, a multi-platform channel also played a critical role in disseminating information about the strategic
planning process and its content. The significance of its contribution to the dissemination/communication
process is indicated in the following statement: “Through this multimedia service, The UWI enhances its
ongoing mission to inform, educate, inspire and express the rich cultural and intellectual diversity of
Caribbean civilisation… In so doing, UWI-TV takes the University beyond the boundaries of its landed
campuses into homes, offices and schools across the world. It expands UWI’s contributions to strengthening
democracy and development and to promoting deeper Caribbean regional integration and cooperation”
(https://www.uwitv.org/about cited in OCSSR 2018: 271/328).

Staff Accountability for the Strategic Plan

To strengthen its stakeholder buy-in process, the Open Campus applies a robust performance evaluation
system that holds staff accountable for their assigned responsibility for advancing the Campus’ strategic
initiatives. Heads of Departments also have an opportunity to report on strategic initiatives within their
portfolios, challenges and resource needs/re-allocations and goal adjustments, if required, at the bi-monthly
OCLT meetings. These bi-monthly meetings are designed to facilitate leadership’s agile response in a
dynamic tertiary-level education environment. The Open Campus also engages in annual strategic review
sessions to assess the University’s progress on achieving its strategic goals as well as the Open Campus’
success in advancing the overall UWI strategic goals. In addition, HODs report on their progress during the
previous academic year and their future visions on the strategic initiatives for which they are responsible.
At the annual Council meetings, chaired by the Chancellor, the Vice-Chancellor and the PVCs report on
their areas of responsibility.

Open Campus Annual Report: Annually, the Open Campus publishes a report on its previous year’s
performance and achievements. The publication includes information on the Campus’ financial activity,
employee engagement and development, internal operational processes, teaching, learning and student
development, research and innovation and community outreach. Each department, division and Site reports
on the measures they take to enhance the services they provide. Its production provides opportunities for
reflexive action in the upcoming year.

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Figure 10: Cover of Open Campus Annual Report for 2017/2018

Diversifying Funding Sources

The University’s primary funding is via inputs from participating Governments, based on numbers of
students, student tuition fees, research and project grants. Each Campus is allocated a portion of this funding
on a per student basis. The Open Campus finances approximately 60 per cent of its budget from tuition
fees and is working towards relying less and less on government financing, and alternatively on increasing
enrolment and partnerships with inter-campus and external clients.
Diversifying funding sources focused on expanding programme/course offers, increasing opportunities for
flexible learning to reach underserved populations, and establishing a CPE Unit to offer a suite of career
and professional development programmes. Additionally, offering a system for PLAR and plans to develop
a COE for Innovation and Entrepreneurship are other sources for increasing funding for the Open Campus.
The COE is being done with an eye on the emerging regional digital economy.
Cutting and sharing costs by increasing operational efficiencies is another response that the Open Campus
is taking. Upgrading the general ICT infrastructure by implementing the ERP and EDRM systems and
advances towards the SVUS as a University-wide initiative, will improve internal operations, increase
efficiencies and reduce costs. Increasingly transforming research into creative innovations in partnerships
with industry as well as offering more short courses for professional development are also diversifying
funding sources. The near 50 regional locations of the Open Campus’ Sites makes it the ideal location for
entrepreneurial incubators and for hosting start-up operations with industry.
These measures demonstrate the Open Campus’ recognition of its critical role in advancing the University-
wide Strategic Plan for 2017-2022 to build regional wealth and reduce “social inequality through greater
and more affordable access, efficient and effective alignment with society and economy, and enhanced

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agility in pursuit of opportunities (p 1). The Open Campus Departments and Units principally tasked with
realising these outcomes are the BDU, established in 2015, the CPE Unit (2013)/CPE Centre (2019), the
Programme Advisory Committees and the programme production process – the Common Core of Courses
- CriticalMas project and the steps toward the Digital Entrepreneurial Centre - each is elaborated below.

The Business Development Unit

One of the focal points for diversifying funding and increasing revenue sources at the Open Campus is the
BDU established in 2015 to coordinate the leveraging of teaching, research and innovation for
commercialising entrepreneurship opportunities. The Unit has implemented or is negotiating Agreements
and Memoranda of Understanding with several groups.

The Agreements and MOUs are aligned to the Strategic Goals of increasing access by collaborating with
strategic partners to provide education and training opportunities online some of which are combined with
scholarships. The Unit contributes to alignment by developing partnerships with private and public sector
entities, NGOs, CSOs and international development agencies as well as internal stakeholders. The Unit
pursues Agility in all negotiations by responding with flexibility, creativity, innovativeness and timeliness
to meet client’s needs. Simultaneously, the BDU pursues all opportunities to digitise these collaborative
efforts by leveraging the Open Campus’ technology capacity. The BDU works closely with APAD, the
CSDR, and now, increasingly the OCCS to advance these partnerships. Table 6 lists some of these
partnerships.

Some of these agreements were with tertiary level educational institutions, the strengthening of which was
an activity under the SDEC project. These partnerships enhanced the regional and international profile of
the Open Campus. They also contributed to improving the internal quality assurance processes because the
deliverables required the maintenance of high standards.

Table 6: BDU Partnership Agreements with Open Campus Stakeholders

PARTNER OUTPUT VALUE STATUS

Consular Corps of Partnerships for research, international trade, resource sharing, TBD Ongoing
Jamaica (CCJ)
public education, conference organizing, institutional

strengthening, international consulting, student and staff

exchanges, professional training initiatives and community
outreach. Public Lecture: “The Changing Nature of
Diplomatic Engagement: A Latvian Perspective” (September
2019); Six-part Webinar series: “International Trade and
Investments for Global Markets”; “Europe under explored; the
prospects for trade and investment with Jamaica in the 21st
Century” (November 2019); “Emerging International
Cannabis Trade: Opportunities and Legal Challenges” (March
2020)35

35 Webinar on Cannabis: Collaborators Consular Corps and The UWI. Implementer: UWI Open Campus.

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PARTNER OUTPUT VALUE STATUS

Eastern Caribbean MOU between the ECCB and The UWI for implementation by Executed
Central Bank, March 2019
the Open Campus, which broadened the scope for collaboration.

So far, the arrangement has resulted in the strengthening of the
ECCB’s Savings and Investment course, which was offered
collaboratively as an outreach to ECCB’s clients in the

Organisation of Eastern Caribbean States (OECS).

UNICEF Eastern Course in child rights, safety, justice and increased public Phase 1: 83K Phase 2:
Caribbean Area awareness to build capacity through research, education, pending
training, information dissemination and public discourse.
Faculty of Humanities & Phase 1: Needs assessment conducted; Phase2: programme
Education, WI Mona: development and other capacity building initiatives to be
Mona Institute of implemented
Caribbean Studies-
Courses: 1. ‘Culture of Rastafari’ – Overview of and insight TBD 1st cohort
into Rastafari Culture; Students experience a range of cultural summer
artefacts and texts produced by and about Rastafari to interpret 2018/2019
and assess the significance of the movement’s emergence,
development and contribution to local sensibilities as well as
global thought and practice.

Course 2: ‘Gender and Sexuality in Jamaican Popular Music’,
and

Course 3: ‘Caribbean Cultural Studies’

23 regional students participated in Course 1 summer
2018/2019

Caribbean Institute for Postgraduate Diploma in Health Research & Epidemiology TBD Agreement
Programme (HREP). signed July
Health Research 2019
(CAIHR) – UWI entity First UWI Collaboration to offer an online Post Graduate level
programme in the area of medical and health sciences. Aims to Ongoing
reach a wide Caribbean, Diaspora and international audience,
including underserved populations

Caribbean Policy “Professional Management Certificate Programme” 135,168K
Development Centre (EU (2018/2019) - Improving competencies among NGOs’ (65K,
Funding) recurring)
personnel. Open Campus retains intellectual property rights to

continue using the course content material

Research Triangle NGO Professional Management Certificate Programme. BDU US$172,12K Complete
Institute International gave oversight to the negotiation of the sub-contract with
(RTI-International)Sub- USAID valued at 248K. Over 200 scholarships awarded to
contract – USAID programme participants, 86 scholarships valued at US$91,500
Funding (Ended July were awarded to NGO Professionals across the Eastern
2019) Caribbean. Representatives were from NGO organisations
working in human rights, education, environmental protection,
religious rights and animal rights.

Organisation of Award of some 200 scholarships and review of course content: 205K Ongoing
American States (OAS) Programmes/ # of Scholarships

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PARTNER OUTPUT VALUE STATUS

Open Campus retains • “Enhancing the Framework for the Development of a
intellectual property Heritage Economy in the Caribbean” – 90
rights to continue
delivering the course; the scholarships;
OAS owns the rights to • “Post-Disaster Business Continuity Management
the content material
Training” - 30 scholarships, Barbados;
• “Water Quality Monitoring and Urban Flood

Management” - 30 scholarships, Belize;
• “Water Quality Management and Plumbing

Essentials for Disaster Recovery” - 50 scholarships,

Trinidad and Tobago

The UWI / CDB /UNDP Transformational Leadership to Achieve the Sustainable TBD Ongoing –
and Malaysia’s Development Goals (2017/2018) academic year. TBD 110 students
Performance participated.
Management and Reviewed and revised to be more affordable Ongoing
Delivery Unit
(PEMANDU) – cost and BDU collaborated with the University Development Office, the Ongoing
revenue sharing Vice Chancellery, PEMANDU, the CDB and the UNDP to
launch the programme in January 2018 Agreement
agreement signed

Jamaica Constabulary Reviewed, revised and delivered “Community-Based Policing”
Force Online Certificate Programme – thus strengthening regional
institutional capacity
Regional Commissioners
of Police (COP) 130 regional officers enrolled

OCCS Belize and Certificate in Secretarial Studies and Certificate in Advance 89K
Ministry of the Public Secretarial Studies to MOPS staff for capacity building
Service (MOPS) in
Belize

Universal Service Fund Open Campus provided venue, conference rooms, computer 18-27K
(Jamaica) (Fiscal Year laboratories with equipment and internet connectivity,
2018) projectors and projector screens for delivery of the course -
“Fundamental Principles and Practices of ICT and Data
Collection,” for participants in the Technological Advancement
Programme (TAP) at selected Open Campus Sites in Jamaica.
Trainees gained competencies for employment or
entrepreneurship in the ICT sector in digitisation, data
collection and analysis, record keeping and or other ICT
activities.

• Over 1000 participants, 18-30 years of age

The Jamaica Defence The JDF and The UWI signed an agreement, partially facilitated TBD
Force (JDF) by the BDU, constituting a non-binding relationship, to enhance
the quality management of the JDF’s Caribbean Military
Academy (CMA). Under the agreement, the BDU will deliver
joint activities.

July 2019: Delivered: “Cybersecurity Workshop”

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PARTNER OUTPUT VALUE STATUS

Collaboration expanded: Review and conversion of courses
offered online and face-to-face;

1st Offering: Post-Graduate Diploma in “Military Command
and Leadership” (scheduled for 2020/21 academic year; 5

courses, blended to 300 participants per delivery

Jamaica Promotions Conversion of JAMPRO’s face-to-face “Step-by-Step Guide to Shared MOU signed
Corporation (JAMPRO) Exporting” workshop into an online workshop. revenue per
This will involve shared participant
revenues from per • Agreement signer July 2019
participant fee. • Online offer, October 2019
Caribbean Development
Bank (CDB) In negotiations: Development of a Project Cycle Management TBD Discussion
Programme and a joint online Grant Proposal Writing course TBD ongoing
West Indies Rum and for the culture and creative industry TBD
Spirits Producers MOU signed
Association (WIRSPA) A framework for cooperation between the WIRSPA TBD
representing the regional rum industry and The UWI. Planned: TOR in draft
UNESCO Online certificate in rum and spirits production. Has potential stage
Cluster Office for the for regional and international offer because the rum industry is
Caribbean the region’s premier export sector and largest agro-based Intermittently
foreign exchange earner, with strong linkages to the agricultural
Collaborative efforts and tourism sectors.
among the BDU, CPEC
and Marketing Office Ongoing negotiation between UNESCO and The UWI to
Royal Cayman Islands deliver blended courses in Teacher Education Training based
Police Service (RCIPS) on road map prepared by UNESCO for facilitating training and
resource needs. The BDU to include courses in proposal
Country-Style writing, culture, tourism, entrepreneurship and research on
Community Tourism regional youth’s involvement in entrepreneurship in the
Network creative industries and other activities to be funded by the
European Union. The Unit is also seeking scholarships for
existing and new programmes.

“Navigating the Knowledge Economy Eduventure Webinar” –
August 2019

Negotiations in progress with RCIPS to offer training to 300 TBD Negotiations
RCIPS Officers in Report Writing and to train the Training ongoing
and Development Unit’s Instructors in an “Instructors’ Train
the Trainer” project. US$24,000 Seeking
funding
To offer study tours to hospitality entrepreneurs across the
Caribbean. Funding is being requested from the United States
Embassy Public Diplomacy Fund

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Programme Advisory Committees – Structure and Function

Singled out for discussion as best practices are two elements of programme development: The design,
development and implementation of Programme Advisory Committees (PACs) and the process used for
developing programmes based on the production of a common-core of courses concept.

Traditionally, the Open Campus relies on information from several sources to inform the development of
curricula. These sources include action research during outreach work, meetings with Heads of Sites/Senior
Administrators, leadership in government, Chambers of Commerce, private sector organisations, NGOs,
secondary and tertiary-level education institutions and other regional and national civil society entities.36
Studies on the regional labour market conducted by The UWI, the Open Campus, the CARICOM
Secretariat – secondary and primary research, are combined with information from Open Campus’
consultations to drive the design and content of programme/course offers.

These consultative processes became more structured and focussed under the SDEC project when the Open
Campus established Programme Advisory Committees (PACs) on which some of the consultees had
membership. The PACs allowed the Open Campus to continue to meet its strategic mandate to develop a
suite of programme offers that were labour market demand responsive to increase access to post-secondary
education especially for remote and underserved communities.

New PACs – Cross-Country Representation and Gender-Balanced: Four new, gender balanced,
committees were established; the four Committees that previously operated in the CSDR were unchanged.
Of the four new Committees, three were discipline specific and one was national /regional/ industry
specific; the CSDR Committees were sector specific based on their specialisations. The three discipline-
based committees reviewed the areas of Education, Behavioural Science and Business Management. The
reviews covered programmes that were already in the development process and members made
recommendations for improvements and suggested new areas for programme development. Committees’
recommendations were incorporated into improving content material and broadening programme offers.

The PACs operated in a shared virtual space where members met synchronously and asynchronously.
Outside of scheduled meetings, they visited the virtual spaces at will to review and respond to postings.
This provision facilitated the contribution of Committee members with heavy workloads who were
challenged to attend scheduled meetings. The life of the committees was three-years; membership of the
discipline-based committees was 10 and the national/regional/industry – Committee was 18 (with a
maximum of 20 members). Each Committee was gender-balanced, the regional Committee included a
gender-specialist and its’ membership was from eight regional countries with Open Campus Sites. The
discipline specific committees worked with APAD and the regional Committee worked with the OCCS.

Orientation Sessions for PAC Members: The Open Campus guided Committee members through an
orientation that included information about the mission and operational functions of The UWI and its Open
Campus, including curriculum development. They were provided with documentation on procedures and
processes, their roles and responsibilities, and how their work fit into the University’s Quality Assurance

36 To determine market needs, the Open Campus also held consultations with Regional Heads and Ministers of Government -
Education, Financee, Security and Social Services. Rresearch, studies and reports by NTVT Institutes, the CARICOM Secretariat
Labour Needs Assessments were reviewed. Employer Satisfaction Surveys, Tracer Studies of Graduates, and Mid- and End-of
Course Evaluations to determine students and facilitators’ satisfaction as well as scholarly research on labour force data collected
by national statistical bureaux were also assessed.

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process. The Open Campus placed emphasis on the “bridge”37 that members provided between the
Academy and the labour market. The discussions of the Committees focused mainly on the relevance of
proposed programmes to each country's labour market and development needs. Their recommendations
were combined with the results of market research, including feedback from the Sites, to adjust
programmes.

Employer Contribution: Employer representatives on the PACs provided their verbal and or written
opinions on the content, structure, format and delivery of courses. They also gave opinions on the needs
and trends of labour markets, professional associations, training agencies and the performance of Open
Campus graduates in their employment. Additionally, they liaised with their communities of professional
practice to identify educational and training needs. Furthermore, they contributed to strengthening the
workforce readiness of students by providing work-place opportunities such as internships, case-studies
and guest presentations focused on cutting-edge information on industry.

The Committees met regularly between 2014 and 2016 at the peak of programme development. As
programme development wound-down, members’ contribution shifted to programme promotion at the
individual country level. To maintain the high quality assurance standards practised by the Open Campus,
the PACs contributions were integrated into the programme development process as another layer of checks
and balances. The Academic Quality Assurance Campus Committee (AQACC) maintained its authority of
final approval of programmes.

Membership Selection to the PACs: The selection of PACs’ members was based on their professional
experience, credibility in their field of expertise and their interest in continuing education and workforce
development. They were recommended through a system of networking with Site Heads, other UWI
colleagues and regional professional and tertiary level educational bodies and associations. Names were
submitted to the Director of APAD for final selection and the issuing of letters of invitation and
appointments to the Committees. The discipline-based PACs met at least twice during each phase of
programme development - programme planning and design, content development and at the end of each
Semester during the course/programme delivery phase.

Communication Process between the PACs and AQAC: The Head of Programme Planning in
APAD chaired the discipline-based PACs and the Deputy-Director of the OCCS chaired the
regional/industry based PAC. The Chairs were responsible for convening the meetings, circulating the
minutes and communicating decisions to the Directors of APAD and OCCS, who in turn, communicated
decisions to the Open Campus’ AQAC. The Directors communicated decisions to AQAC after discussions
in the Curriculum Development Committee (CDC), which monitored the effective implementation of
recommendations from the PACs. Committees were required to meet at least once per annum and they
could establish sub-committees to address specific issues. Between July 2015 and November 2016, the
Committees met in nine scheduled meetings an ad hoc in the virtual spaces. Figure 11 shows the
communication flow between the PACs and the AQAC.

The CSDR Retained its Sector Specific PACs: Rather than form a new Committee, the CSDR
retained its pre-SDEC public consultation structures within its four Units, mainly because each had a
different sector-specific need. Historically, the HSLSI consulted with the public and private sectors from
which most of its participants are drawn, due to its historical links to the trade union movements. The CCDC

37 Thompson (1984: 27) cited in Policy and Procedures for Advisory Committees in the UWI Open Campus. Prepared by
Programme Planning Department, Academic Programming and Delivery Division, the University of the West Indies Open Campus,
June 2015.

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provides child and family services consultation and conducts research sponsored by multi-lateral
organisations, governments and the private sectors. The SWTRC has deep links with communities because
of years of training social workers and conducting research on the youth and WAND consistently engages
in issues affecting women and community action research.

Nonetheless, to strengthen consultations with the private sector, during the development of the community
leadership programmes, the SWTRC met with two large private sector entities with regional and
international investments. They also operate foundations that invest in community-based social
programmes and therefore, are a good source for potential scholarships, capstone projects, site visits and or
internships, coaching, shadowing and sourcing guest presenters. Other organisations contacted were the
Barbados National Organisation of the Disabled (BARNOD), WAND continued its links with organisations
such as the Institute of Gender and Development Studies: Nita Barrow Unit of UWI Cave Hill Campus and
the Barbados Bureau of Gender Affairs. The Trade Union Institute and the Child Development Centre
continued their links with several government agencies, local and international Foundations and grant
funders.

Academic Quality
Assurance Committee

APAD - Curriculum
Development
Committee

Directors APAD and
OCCS

3 Programme 1 Programme 4 Programme
Advisory Comittees Advisory Committee Advisory Committees
(Discipline-based - (Regional/Industry-
- (Sector-based -
APAD) basedy-OCCS CSDR)

Figure 11: Programme Advisory Committees and the Quality Assurance Process

PLA Steering Committee

Early in its implementation, the PLA Unit also took steps to broaden linkages and partnerships with the
wider public by co-opting private sector representatives and students onto the PLA Steering Committee that
guided the development of the PLA system. During Year 2 of implementation, the PLA Unit held
consultations with some18 private and public sector entities with regional, and a few with international
investments. The objective was to acquaint employers with the merits of PLAR, which ultimately improve
their bottom-line. The message was that PLA recognition offers the opportunity for employees to enhance
their personal and professional lives while improving the firm’s profitability. “The more knowledgeable
and skilled your employee; the more self-actualised, confident, creative and innovative they will be and the
more your bottom-line will improve as they transfer their released creativity into the production process.”
The PLA Unit’s consultations with employers informed the continued refinement of the PLA system and
eventually led to the offer of a PLA course for Matriculation. The consultations also influenced the

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development of a Digital Literacy pre-qualifying course to assist PLA, and other entry-level students, to
improve their ICT literacy skills - essential for appropriately navigating the Open Campus’ online
environment.
Additionally, because the PLA course has a mandatory component of producing a portfolio, learners are
exposed to the rudiments of portfolio creation, a skill that is easily transferred to the work place and beyond.
Its production requires deep critical and reflexive thinking to extract and refine personal knowledge and
experiences into an academic presentation. Problem identification and problem solving skills are highly
developed in the process, which are additional gains at the personal, workplace and community levels.
As a component of designing multiple additional pathways to flexible learning and teaching, the Open
Campus is reviewing alternative PLA models with a view to extending its reach to additional learners
(OCSSR: 353/410). The Unit, through its Implementation Committee, is also considering a number of other
options. These include increasing the number of programmes that will offer advanced credits for PLA, its
offer across all UWI Campuses and how the process may be integrated into CPE offerings. The ultimate
objective is to refine how PLAR can contribute to enhancing the production of a robust Caribbean labour
force; one of the five strategic initiatives of the Open Campus.

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Common Core of Courses

Developing a common-core of courses that are shared across several CUTTING PROGRAMME
programmes was the essence of the process used to design the suite DEVELOPMENT COST BY
of programmes and courses developed under the SDEC project to
meet its required time and budget limits. Historically, the Open 44 PERCENT

Campus developed stand-alone programmes with few courses in

common. While this approach provided students with a greater depth The programme developers
of knowledge in a specific field, the methodology had significant created a common core of
disadvantages. It was lengthy, costly in terms of funds, human courses that were shared by
resource, review and maintenance and did not facilitate economies of

scale. multiple programmes. Once

In addition, the introduction of each new programme increases the core was established,
significantly the human and financial resources required for course new degree programmes
delivery and programme maintenance. The risk of financial losses in were easily developed by
the event of under-enrolment in any one programme also increased. building Majors on top of the
The approach also limits students’ choice and flexibility in their common core. Typically,
selection of subjects and specialties/majors because they are required more than a half of the
to commit early to a rigid course of discipline, programme, and courses belonged to the
subject choices, which makes switching programmes tantamount to common core and a third to
starting-over. the specialisation. This
structure meant that students

To reduce these challenges, the Programme Planning Department benefited from a broad base
(PPD), over a number of years, used a project-management approach of general courses, as well as

to developing programmes. It honed that process during the SDEC a wide choice of

project and later fine-tuned it based on action research. Their specialisations to which they
methodology involved creating a common core of courses that were
shared by multiple programmes. Once the core was established, new did not have to commit until
degree programmes were easily created by building Majors on top of
the common core. Typically, more than a half of the courses belonged they had selected a major.
to the common core and a third to the specialisation. This structure
meant that students benefited from a broad base of general courses, The structure of the
as well as a wide choice of specialisations to which they did not have
to commit until they had selected a major. The structure of the programmes also meant that
programmes also give students more options to change majors
without having to ‘restart’ at Level I. This programme development students had more options to
approach reduced production cost for programme planning, course
change majors without
having to ‘restart ‘at Level I.

This programme

development approach

reduces production cost for

development, programme delivery and programme maintenance. The programme planning, course

Open Campus estimates this saving at 44 percent. development, programme

Community of Practice and Camaraderie delivery and programme
The intensity of producing the programmes, under the time constrains maintenance. The Open
of the SDEC project, using the Apollo Project Management software Campus estimates this
also resulted in the creation of a knowledge space in which SMEs saving at 44 percent.

freely shared their expertise and guided and reviewed course
developers as needed. Documents – templates and frameworks were

archived, retrieved, reviewed and revised, as needed. Recruits were sourced internationally and were from

The UWI, the Caribbean Region, the Americas, Africa and Europe. The production space, which was used

synchronously and asynchronously, also engendered a spirit of camaraderie that strengthened the effort to

complete the production process on schedule.

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To meet the human resource requirements within budget, the Open Campus employed several SMEs on
fixed contracts to develop the courses while working under the guidance of Course Development Specialists
(CDS). The CDS managed the production space to ensure that academic standards were maintained during
the development process. The SMEs produced a detailed course outline, an assessment plan, and course
content to be used in delivery. The Course Development Department (CDD) then engaged an external
reviewer (peer reviewer) to evaluate the curriculum design and course delivery plans. The CDD modified
the content and or the delivery plan based on the recommendations of the reviewer to improve and maintain
quality standards. This programme production process is mainstreamed in the APAD.

While the initial production process was not perfect, in the sense that some quality was lost because of the
intensity of the production process, this was recovered as the courses moved through the quality assurance
review process. Additionally, the programme planning and course development departments, based on
feedback from the programme delivery department, are continually honing the programme development
process. The quality assurance to which all programmes/courses are subject also provides the quality checks
and balances that recover errors made at the lower levels of programme/course development.

By the end of the SDEC project, the Open Campus was using this project management methodology to
develop a large suite of Social Sciences programmes in three disciplines – at the undergraduate and graduate
levels – management studies, accounting and economics and finance as well as an MSc in Project
Management. These were 10 undergraduate and five graduate programmes in Management, three
undergraduate programmes in Economics, Accounting and Finance; five undergraduate programmes in the
behavioural sciences and two doctoral programmes in Education.

This improved programme development methodology, at its best, enables the Open Campus to have an
agile response to special requests for programme development.

Embedding Quality Assurance in Programme Offers for Articulation

The Open Campus through the Academic Quality Assurance Committee (AQAC) has documented internal
processes and procedures to guide the design and development of online programmes and courses. These
guidelines adhere to international quality standards such as those from the Quality Matters (QM) Higher
Education Rubric and the Commonwealth of Learning Review and Improvement Model (COL RIM). The
Campus also contracts external SMEs, who are academically qualified and experienced, to assist with
defining student learning outcomes and the development of curricula. In collaboration with Open Campus
staff, the SMEs design curricula with appropriate “breadth, depth and sequential progression of content”
(OCSSR 2018: 216/273).

Initially, the course or programme content is presented as a proposal with concise specifications, including
expected learning outcomes related to knowledge, skills and attitudes acquisition by the end of the
programme/course. The proposal also includes the teaching, learning and assessment methods for
measuring the learning outcomes. Programme and course designs encourage a synthesis of learning and
continuity by the use of constructivist methods and laddering from lower levels to higher levels of learning
e.g. from certificate and/or diploma courses to bachelor and master degrees. Figure 12 shows examples of
how the Open Campus provides multiple pathways for students/learners to enter the Campus, matriculate
and progress to higher levels of education inclusive of PhDs.

Another layer of maintaining consistency and high standards across programme and course development is
sharing a Wrap-around/Resource based Course Development Manual for guiding curriculum
development. The Manual, which was developed by APAD, and later updated; was reviewed by the GES
for gender and diversity inclusion. It was then shared across all programme and course development
departments. The wrap-around model for course design and development is more agile, rapid and effective.

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It emphasises learning experiences through interactive, resource-based, and multimedia-enhanced content
for teaching and learning.
In addition, the flexibility of design encouraged in the Manual facilitates, inter alia accommodates diverse
learning styles, effective student engagement with learning activities and an increased focus on
pedagogy/androgyny that accommodates multiple teaching and learning strategies. These strategies support
critical thinking, learner engagement, reflective practice and connections to authentic learning
environments. Simultaneously, the approach gives consideration to gender sensitive and diversity issues
(Guiding Notes for Developing Wrap-Around Content in Courses, 2015 cited in OCSSR 2018: 198/255).
The GES also prepared eight Power Point Presentations™, which were archived, and is accessible to
trainers and course developers for building curricula for future students and facilitators. The material
supplemented the Wrap-around/Resource Manual. The content of the PPP™ and templates were responses
to questions and issues raised by Open Campus participants throughout the two years of gender sensitivity
training. The GES also encouraged the use of the Templates as checklists for self-monitoring the integration
of gender equality and other diversity issues in programme/course content.

Figure 12: Multiple Pathways to Higher Degrees in the UWI Open Campus

Continuing and Professional Education Centre
One of the five strategic initiatives of the Open Campus under the Triple A Strategic Plan 2017-2022 is a
robust workforce development thrust through increasing opportunities for continuing education through the
Continuing and Professional Education (CPE) Unit, which offers a number of programmes/courses for
which students may acquire continuing education units (CEUs). Further, it also offers short courses and
workshops on line, in workplaces and those that are specially designed to meet individual workplace
demands. Additionally, some CPE programmes allow for matriculation to UWI degree programmes.

To strengthen the quality of its CPE offers, the OCCS in 2013 established a Deputy Director position in the
OCCS, which was dedicated to managing CPE offers in the OCCS. As an evolution in January 2019, the
Open Campus created the CPE Centre, which operationally sits outside the OCCS. The Centre is mandated
to develop policy and regulations for CPE and to facilitate the creation of CPE offerings across the academic
divisions - the OCCS, CSDR, APAD and OCAS. Therefore, the CPE Centre is responsible for leading the
development of CPE in the Campus and not just at the level of the OCCS. It is also collaborating with sister
Campuses through The UWI Framework for CPE. The Framework took its lead from the design of the
Open Campus’ policy, regarding CPE, which was strengthened during the implementation of the SDEC
Project.

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The OCCS developed 37 programmes and an associated 120 courses under the SDEC project; they are
accessible to all Open Campus Sites. At the end of the project, five countries were offering a number of
these programmes to over 300 students. These countries were Barbados, Jamaica, St. Lucia, the
Commonwealth of Dominica and Trinidad and Tobago. Specialist programmes in high demand such as
ICT, procurement management, facilities management and industrial health and safety reported a 50/50
gender balance.
The expectation is that these developments - more relevant, market-demand driven programmes, of high
quality, can be tailored to the specific needs of individual workplaces and will result in faster growth, greater
economies of scale, reduced cost and increased revenue to the Open Campus and by extension to the wider
UWI.

Figure 13: Promoting Programmes, Courses and Webinars

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From CriticalMas to Digital Innovation and Entrepreneurship

As the Open Campus responds to the challenge of the Triple A Strategic Plan 2017-2022 to increase access
to post-secondary education, the Campus has turned to building resources to meet the needs of the emerging
regional digital economy. The Campus is not only seeking to fulfil its UWI mandate but also to meet the
request of CARICOM Heads of Government to create a single ICT Space to facilitate the safe and secure
movement of capital, technology and human resource across the borders of Regional countries.

The CriticalMas Project (CMAS) will build regional capacity in the digital economy and sustainable
technologies by providing training in coding, workplace ethics, mobile app development and
entrepreneurship to aspiring digital entrepreneurs. The project targets NEET youth and tertiary level
graduates while providing an opportunity for process improvements at the Open Campus.
Programme/course development and delivery operations and student support systems are particular areas
that are targeted to benefit from the implementation of CMAS.

Delivery of the CMAS curriculum will be in blended mode: Instruction will be delivered face-to-face while
courses will be managed online using the Canvas Learning Management System (CLMS). The programme
is scheduled for start-up in June 2020. The first cohort is expected to graduate at the end of November 2020;
a showcase event is scheduled for December 2020.

The costing model indicates that CMAS is financially viable and can be self-sustaining in the long-term.
The pilot offering in 2020 will test these hypotheses. The implementation process involves:

• Installation of the CLMS to enable a faster and less expensive course development process;
• Training of project staff in the implementation and administration of CLMS will result in a new

skill set for the Open Campus;
• Adoption of Corsizio, a new and inexpensive student enrolment portal coupled to CLMS will result

in a faster, 3-step course enrolment process, which integrates well with the Banner Student
Information System;
• The availability of CLMS will add a comprehensive student support system using the main software
components of Corsizio, Banner, CLMS (Canvas) and the Open Campus Helpdesk;
• The design of a Marketing information project for Open Campus stakeholders to secure their
engagement to gain widespread support for the project for rollout across the campus for similar
courses.

If the pilot is successful, best practices will be rolled out across the Open Campus to add to its repertoire of
support for CPE development. Additionally, the intention is to sustain the project over the long-term by
establishing a Centre of Digital Innovation and Entrepreneurship mentioned earlier. The goal is to improve
youth employability in the formal sector whether for employment in the regular labour force, self-
employment and or entrepreneurship and to mainstream entrepreneurship education in the Caribbean
education system.

Implementing the Banner ERP System: Successes

Under the direction of the CATS Unit, the specially convened Banner ERP Implementation Team, the SME
ERP-Implementation Director, and later, a small team – ERP Escalation Team38 succeeded in implementing
the ERP system in one year. This feat set a record among other educational institutions and speaks to the
enduring dedication and commitment of the Open Campus’ staff to improving the quality of service
(OCSSR 2018: 315/372).

38 As explained earlier the ERP Escalation Team was established to improve communication between the Banner
Implementation Team and the OCLT especially in relation to tracking externalities that were impacting the sub-project.

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Before ERP: Prior to the implementation of the ERP System, the Open Campus had an information
management system that operated on open source software for managing online student support services.
While it was adequate for the start-up needs of the Campus in 2007, it was not optimal for managing the
needs of the growing number of students in the Campus’ dispersed environment and the 15000 learners
taking workshops, seminars and CPE programmes across the 50 Open Campus operations in 17 countries.
Additionally, the system could not accommodate the legacy records for some Units such as the former
School of Continuing Studies, which were amalgamated to form the Open Campus. It also had limitations
in providing interfaces for interdepartmental functions.

The implementation of the new ERP system was therefore, aimed at streamlining business processes and
information flow across all Open Campus Sites to enable a seamless automated process. This process would
eliminate the inefficiencies of the time-consuming manual operations that pre-dated ERP implementation.
The ERP needs of the Open Campus, as explained earlier, were identified by environmental scans and
detailed analyses of individual Site needs for Telecom/ICT requirements. In addition, in 2013, Collegiate
Project Services was hired to analyse the fitness for purpose of the Ellucian Banner ERP system, which was
already in use at the other three UWI Campuses, to determine its fitness for the purposes of the dispersed
environment of the Open Campus. The contractor recommended its implementation.

To give concentrated focus to the implementation process, the Open Campus hired a SME as
Implementation Director to lead the process. Additionally, the Campus assembled a team of key divisional
experts to articulate and respond to the specific needs of their departments/units/sections. Where required,
expertise, such as IT developers, unavailable in the Open Campus, were hired. These external hires were
made in close collaboration with the HRD. Other UWI sister campuses also provided additional SMEs, as
required.

The Open Campus gave top priority to the completion of the ERP student portal module. It now has the
functionality to allow students to monitor their individual information. They can register for online, face-
to-face, and CPE courses and view related incomes; the Banner student system and the finance system are
fully integrated. This integrated system facilitates more timely and accurate access to information and
reporting for decision-making. Work is being completed on facilitating payment uploads from financial
institutions, which will enable a more robust availability of accounts receivables.

This feature is important for efficient and effective financial management in a competitive and challenging
economic climate. The Open Campus also uses the Banner ERP system modules for requisition,
procurement, purchasing, accounts payable and fixed assets management. The module for research /grant
accounting assists with managing projects and streamlining reports to donors. Management of the human
resource functionalities is shifting toward a centrally managed system, which, as explained earlier, uses the
software PeopleSoft HR Management System, already in use at three of the other UWI Campuses. It is
considered highly efficient.

Challenges as learning opportunities: Throughout the ERP sub-project, the Implementation Team
responded to challenges as learning opportunities and the process surfaced creative and innovative team
responses. The outcome is a transformed and improved student-related administrative process that supports
the teaching and administrative functions of the Campus. The new processes have improved support
services for both students and staff and students benefit enormously from the intuitive self-service
capabilities of the system (The UWI Open Campus Annual Report 2016/2017: 31). The technical
knowledge, the problem-solving expertise and the creative and innovative responses by staff during the
Banner ERP implementation process left the Open Campus with invaluable human capital that will serve it
well in the future.

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Some Successes of the ERP System are:

• Increased efficiencies and effectiveness due to faster processors that facilitate simultaneous

multitasking New equipment with more

“Conceivably, the most significant change which sustained connectivity and improvements to
the Open Campus has implemented since its peripherals such as audio (headphones) and
accreditation in 2013 is the Enterprise Resource video (webcams);
Planning (ERP) Project, under the leadership of a • Increased reliability with new computer
Campus ERP Team” (OCSSR 2018: 127/184) . labs and increased security of power
supplies which enhanced data storage and

increased work productivity;

• Enhanced computer coverage, video-

conferencing facilities and expansion of Wi-Fi coverage at all Open Campus Sites;

• Upgrades to the network and telecommunications infrastructure across 16 countries with all

locations outfitted with voice over internet protocol (VoIP) telephony, which resulted in improved

communications at reduced costs;

• Functionality and throughput – Smart Boards with larger screens and faster processors enabled

simultaneous engagement in multiple tasks in reduced time;

Figure 14: Technology Support Services Improving Students’ Performance

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• Portability – new laptops enabled staff to work remotely at flexible times in multiple locations;
• Reliability of Communication – new networking equipment (Routers, Switches and Access Points)

significantly reduced the number of interruptions during work sessions via both wired and/or
wireless internet connections;
• Improvements to the technical support and oversight provided to assist staff and students in their
day-to-day needs;
• A more robust student portal supporting the availability of personal records;
• Easier access to documents, which enhanced the management of the work of various Campus
committees;
• Several manual systems were automated, a notable achievement was the launch of ‘Tawk to Chat’
featuring a free, live chat service which allows real time engagement with the Registry and
programming staff at registration so that students can get immediate advice on course selection and
more readily resolve technical issues experienced (OCSSR 2018: 233/290).

ERP System Transition Planning Team/OCCS ERP Unit

Implementation of the Banner ERP system, because of its comprehensiveness and relatively high cost,
probably has the most meaningful lessons for future project implementation in the Open Campus.
Anticipating the challenges, the OCCS established an ERP Transition Planning Team, in October 2016.
The Team reviewed business process documents; allocated tasks/roles based on the review, identified
associated human resource needs and matched those resources to allocated tasks. Additionally, the Team
identified human and technological resource gaps, the implications and the additional resources needed to
fill the gaps. Members also identified and documented the skills training needs and recommended ways of
solving the challenges. One of its recommendations was the establishment of an OCCS ERP Unit assigned
to the Director’s Office. The Unit comprises two SMEs and one Enterprise Application Analyst.

These staff are assigned to different Sites and move between Sites as their expertise is required. They also
coordinate with the central Open Campus ERP Unit to meet required needs and resolve system’s issues.
Among their routine assignments are the training of staff, conducting live demonstrations as required,
developing training materials, reviewing data for quality assurance and policy compliance, troubleshooting
issues and making recommendations for improvements. The team remains post-project to give oversight to
the evolving business process needs of the CPE Centre and the Centre for Innovation and Entrepreneurship.

Enabling Technologies: Updates and Upgrades

The Open Campus provides different levels of technology and equipment to facilitate the teaching/learning
processes at different Sites depending on their geographic environment and differences in their access to
resources. The Campus describes the technology support into two categories: “enabling” and
“learning/teaching” technologies. Enabling technologies play a direct role in the administration,
management, and the provision of support services for teaching /learning and research. These include core
infrastructure and software such as the student information system. The teaching/ learning /research
technologies include software for creating content, delivering courses and engaging students, such as the
Learning Management System (LMS).

• Network infrastructure upgrades across the OCCS included upgrades to the local-area network
(LAN), wide-area network (WAN), voice/video capabilities and quality of wireless components
that facilitated increased access to programmes and courses, improved student support services and
technology based administrative capacities.

• The range of equipment acquired under the SDEC project included:
o 260 ‘Student All-in-One Desktops’;
o 159 UPS and 78 Student Laptops;

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o ISP connectivity, network router, switches and wireless IMPROVED
APs, which facilitated the distribution of Internet QUALITY AND
connectivity and connectivity to The UWI Open
Campus-wide area network; SERVICES

o Computer Labs were installed – stations were equipped “The upgrades and
with personal computers, requisite browsers, updates to the network
productivity suite (Microsoft Office) and Internet access; infrastructure,
computer labs and
o Classrooms were equipped with audio/video classrooms have
conferencing facilities and data projection equipment to significantly improved
facilitate the face-to-face delivery of instruction; the quality of delivery
at Open Campus Sites
o Evaluation and integration of a single Web Conferencing and ;aid the
solution; foundation for meeting
future upgrades”
o Integration from Blackboard Collaborate Classic to (OCSSR 2018:
Blackboard Collaborate Ultra and upgrade of the LMS 282/339).
from version 2.X to 3.X. The latter upgrade provided a
number of updated and new features including an
upgrade to the Moodle LMS.

CAPTER 4: LESSONS LEARNED AND BEST PRACTICES

Consensus Decision-making: The high achievement on the SDEC project outputs – nearly 90 percent –
was not accidental. It took detailed planning, persistent execution, timely review, revision, and continually
keeping the individual and collective eye on the prize - to succeed. Completing the project successfully
meant building institutional capacity for the Open Campus to develop relevant programmes that would
increase access to post-secondary education and implementing the ICT driven business processes and
change leadership management skills to sustain increased enrolment. This chapter highlights the outputs
that had the most transferable lessons and best practices for sustaining the successes achieved. They fall
into two main categories, which correspond to the two intermediate SDEC Project outcomes: Increasing

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access and building institutional capacity. Before detailing the salient lessons, the foundation principle,
which is responsible for the success of the project is reiterated.

The principle is, the consultative decision-making process that relied on critical reflection on action –
reflexively, distilling the insights and using them to inform future action. Leadership modelled this
behaviour, which beneficiaries emulated. Individually and collectively, the Open Campus staff took
responsibility for the successful outcome of the project. The steps involved in the decision making process
appear in Figure 15.

Critical Action
Reflection/ Re-action

Review Reflexivity
Asessment
Dedicated
Implementation Evaluation

Resource
Mobilisation

Figure 15: Decision Making Process – The Foundation for Success

The authors are unapologetic about repeating, ad nauseum the effectiveness of the consultative decision-
making process practised during the implementation of the SDEC Project because of the critical role that it
played in getting stakeholder buy-in without which the project could not have succeeded. Staffers were
convinced, through discussion and an effective internal marketing programme, that the successful
implementation of the SDEC project would redound to their personal, organisational, regional, and
international benefit. Therefore, although the project consumed their energies, requiring them to stretch
themselves, some to the point of near burn-out, they stuck with it to the end. The methodology for
consulatation is highly recommended for the implementation of future projects.

Aligning the project to the organisations’ goals and The UWI’s Strategic Objectives: The
seamlessness between the SDEC Project and the Open Campus/The UWI Strategic Goals facilitated a
smooth implementation. The distinction between staff’s routine work and the project’s activities, in many
instances, were one and the same, although more intense. Saff were also clear about the convergence of
self-actualisation with the SDEC project’s goals and the strategic goals of the Open Campus and The
UWI’s. The project’s success advanced the mandate of the Open Campus to increase access and the goal
of The UWI to make the regional insitution “A University for All” dedicated to building human capital for
“revitalising Caribbean development”. In the process, staff received training, gained leadership
opportunities and improved their work processes, procedures, efficiencies and effectiveness. Some
departments were restructured to accommodate the implementation process and valuable lessons were
learned. Overtime, these gains are being reflected in the Open Campus’ bottomline.

Curriculum Development - Determining Labour Market Needs

The Open Campus recognised since its start-up in 2008 that it needed to rely less on government
subventions to fund its operations and more on tuition fees and other revenue sources. Increasing the
earnings from tuition meant tapping more into the needs of the labour market and developing more
partnerships and linkages with employers. The Campus therefore decided to test the pulse of the labour
market and took several measures to do so. Some of those measures are outlined below:

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• The UWI Open Campus Needs Assessment Report, (2011)39 which surveyed private and public
sector employers and employees, students at the secondary and tertiary levels and administrators
of tertiary level institutions, offered valuable insights that served the Campus well. Conducted by
a team from PAIR, the surveys sought to determine preferred areas for future training and preferred
qualifications over the next five years; barriers to entering the Open Campus, barriers to higher
education, preferred mode of delivery; factors preventing government’s funding of employees’
education and types and percentage of tertiary level education institutions. The 10 most popular
programmes offered by tertiary level institutions, tertiary level administrators’ perception of
country’s education and training needs; employees and students’ reasons for not pursuing tertiary
level education; and students plans for financing their tertiary level education were also assessed.
Additionally, the surveys asked questions about students’ reasons for choosing tertiary level
institutions, employers’ incentives for tertiary level students, the means by which tertiary level
students funded their education, future funding means and tertiary level students preferred level of
qualifications, their perception of job availability after graduation and their interest in pursuing
education at the UWI Campus.

• Conversations with Regional Heads of Governments and Ministries of Education, Finance,
Security and Social Services. Apart from ongoing consultations through formal channels such as
the annual Campus and University-wide Council meetings, members of the OCLT routinely meet
with senior government and other sector representatives during their regular and special visits to
different country Sites. Heads of Sites also meet routinely with private and public sector personnel
who influence funding for educational and training opportunities.

• Reviews and analysis of research/studies/reports conducted by The UWI as well as the Open
Campus. These included studies by the National Technical and Vocational Training Institutes,
CARICOM Secretariat Labour Needs Assessments, Employer Satisfaction Surveys conducted by
The UWI/Open Campus, Tracer Studies of Graduates, Mid- and End-of Course Evaluations and
scholarly research on labour force data collected by national statistical bureaux. These studies
included, the 2013 UWI Graduate Tracer Survey, the Employers Satisfaction Survey (2015/2016),
the Needs Assessment Survey, (2013) and Findings from the Open Campus 2012 self-study report
(SAR) for Institutional Accreditation, which was achieved in 2013.

• Ngoni, Chipere. 2015. Developing Online Doctoral Programmes. International Jl. on E-Learning
(2015) 14(2) 121-161. This article reflected concerns that the Open Campus addressed as it moved
to offer its doctoral programmes online for the first time in 2015. The SDEC project funds were
used to develop those doctoral programmes. The article outlined the development Framework for
programmes based on best practices related to type of doctorate – the structure of the study
environment, supervision requirements, enrolment numbers, attrition/ completion rates and costs
related to the use of a LMS. The author discussed measures to achieve economies of scale while
simultaneously reducing attrition and increasing completion rates. These recommendations
strongly influenced the Open Campus’ approach to the development and implementation of its
professional online doctoral programmes.

• Ngoni, Chipiere. 2018. “Summary of the Common Core Approach to Programme Development”
[at The UWI Open Campus] Office of PAIR, UWI Open Campus (internal circulation). Facilitated
a review and analysis of the methodology used to fast-track the development of
programmes/courses within the constraints of time and budget of the SDEC project. This

39 UWI Open Campus Needs Assessment Report. 2011, December. Office of the Pro-Vice Chancellor and Principal, Institutional
Research and Development Unit. Contributors: Glenford Howe, Benita Thompson, Michael Thomas, Janice Jules and Julie Miller
(Student Intern). The findings of this study have since informed the development of several academic and CPE programmes at
the Open Campus.

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methodology, described earlier in Chapter 3: “Common Core of Courses,” merits consideration by
the other Campuses.
• Establishment of PACs: Partnerships and Linkages with industry: As discussed in Chapter 3,
Section: “Programme Advisory Committees – Structure and Function;” these Committees were
established to increase the Open Campus’ assessments of labour market needs by tapping into the
expertise of persons familiar with labour market demand and the education and training needs of
industry. Members reviewed and recommended changes to programme content, structure and
format. Figure 11 details the establishment of the consultative process that the Open Campus used
to integrate the views of PAC members into the programme/course development process.
• Analyses of CARICOM sponsored studies: “Vision and Roadmap for a CARICOM Single ICT
Space”; “CARICOM Human Resource Development 2030 Strategy: Unlocking Caribbean Human
Potential”; “The CARICOM Youth Development Action Plan (CYDAP) 2012–2017. Draft”;
“Youth are the Future: The Imperative of Youth Employment for Sustainable Development in the
Caribbean” 2015; “Eye on the Future: Investing in Youth NOW for Tomorrow’s Community”
2010; (see Appendix 2 for a more detailed listing).

• Consultations: Project proposal development process: The Open Campus held consultations
with 235 regional stakeholders to explore access to and challenges confronting post-secondary
tertiary level education. Consultees included all of the teacher training colleges, most
polytechnics/technical colleges and the three older UWI campuses. The regional organisations

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consulted were, the Caribbean Examination Council (CXC)40, the Association of Caribbean
Tertiary Institutions (ACTI), Association of Universities and Research Institutions of the Caribbean
(UNICA), Association of Caribbean Higher Education Administrators (ACHEA), Caribbean
Tertiary Level Personnel Association (CTPLA), and The Caribbean Area Network for Quality
Assurance in Tertiary Education (CANQUATE). The Caribbean Chamber of Commerce and the
Caribbean Tourism Organisation were the employers contacted. The Campus also consulted the
Ministries of Education, Labour, Youth and Community Development in 16 regional countries.
Donors contacted were USAID, CDB, World Bank, European Union and DFID, the OECS and the
CARICOM Secretariat (Project Approval Document (PAD) Version 8.0 of: 12 SEPT + 12 OCT
2012: 8-9).
• Organisational Assessment: As a part of the evolution of the project development process, in
2010, CIDA commissioned an organisational assessment of the Open Campus in which it examined
the Campus’ capacity to plan, manage and implement its anticipated expansion. Universalia
Management Group, a Canadian consultancy firm, conducted the study in which they consulted
198 stakeholders. In its concluding remarks, the Company commended the Open Campus on its
programme development capacity, multi-site distance education delivery, the management of its
finances, projects and students records, and leadership, as well as partnership and linkages. The
study however, recommended improvements to the Open Campus’ infrastructure management and
ICT development. Research participants also commented on the challenges faced by women, youth
and other disadvantaged groups in the education sector (ibid.).
• Outreach to private sector companies with regional and international reach. As stated earlier
in Chapter 3 regarding linkages and partnerships: These were pursued mainly by the CSDR, the
PLA Unit and the BDU through APAD and the CPE Unit/Centre, Heads of Sites and Senior
Administrators, local Chambers of Commerce, Women and Gender Bureaux and other advocacy
groups and agencies.
• Sensitisation of Open Campus Staff: Heads of Sites, Senior Administrators, Programme
Managers and Officers, and other interested Open Campus staff were sensitised in training sessions
about their roles as front-line recruiters of potential PLA students.

40 The CXC administers the terminal examination for secondary schools, which is titled, Caribbean Secondary
Education Certificate (CSEC).

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• Routine Promotion: Open Campus’ staff promoted programme and course offers at Employment
Fairs, Trade Shows, Conferences, Seminars and Workshops, sponsored outdoor broadcasts,
facilitated Open Days at the Open Campus, conducted school and community visits and sponsored
afterschool and continuing education programmes. Some departments also have links with wellness
and charitable organisations through which they sponsor, for example, the purchase of ‘back-to-
school’ materials.

Aligning the Curriculum to Strategic Labour Market Needs: Once these analyses of labour
market demand were concluded, the programme development departments - APAD, OCCS, CSDR and
OCAS developed programme/course proposals, which go through the quality assurance development
routine before they are delivered. All quality assurance protocols must be observed prior to the development
and delivery of programmes and courses.

Strategic Marketing: Building Internal and External Partnerships

During the life of the SDEC project, the Marketing and Communication Department/Site Offices were
asked to accomplish a remarkable feat: Promote the benefits of dramatic changes in business processes
(implementation of the ERP system), gender sensitive promotion of a suite of rapidly produced new
programmes and courses and promote the strategic planning process. They accomplished these activities
on top of meeting their own targets under the project, which were implementing a gender sensitive, strategic
regional marketing plan, increasing the number, quality, contributors and circulation of e-newsletters and
social-media activity and redesigning the Open Campus’ Website. They also restructured the Department,
hired and trained new staff and engaged in gender equality training and other staff development activities.

They accomplished those tasks by applying the tried and tested principles used by other project beneficiaries
- planning, prioritising, consultative decision-making, flexible budgeting (including reassignment of
resources), and detailed execution. The restructuring of the Department included becoming a direct report
to the Principal’s Office, which facilitated increased communication with the OCLT and therefore more
responsiveness to leadership’s priorities and directives. The PMU also supported the M&C Department
with increased budget allocations and direct and frequent consultations on strategies for meeting targets.
As the project evolved, the M&C activities improved and were more aligned to budget, available human
resource and the traditional promotion cycle41 for programmes and courses, as well as shifting leadership
priorities.

Re-Design of the Open Campus Website: The Open Campus employed external experts such as Web
Designers, Content Editors and Social Media experts on fixed contracts to supplement the work of staff.
The high demand placed on the M&C staff resulted in increased communication and support for
departments such as the Campus Registrar’s Office, APAD, OCCS, CSDR and the Library. Collaboration
with CATS, which provided technology support services, resulted in a dramatic increase in the use of data
analytics to map client interface with the Campus. This information assisted with decision-making
regarding the selection of communication and promotional media, budgeting and outsourcing versus in-
house productions. This Increased communication among the M&C and departments also resulted in
improvements in the timing between programme development and promotion.

Strategic gender-sensitive target marketing was monitored at the intermediate and immediate levels of
outcomes of the SDEC project because it was considered the flipside of increasing programme and course
offers. The Department therefore, produced two three-year regional strategic plans during the project’s

41 Based on the start and end dates of semesters, programme promotion is best achieved on a seasonal cycle which is influenced
by the lead-time required between the start of programme promotion and the start of the semester, due dates of examination
results, holidays, type of media, target audience, discipline etc. Synchronizing the availability of funds with this cycle may be
challenging because funds may not be accessible at the time that they are most needed.

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lifecycle and was very agile and flexible in its response to changing demands of both internal and external
clients. The Department was tasked with increasing student enrolment, diversity in the student population,
and improving gender balance to increase access and revenue. The marketing plan was annualised and
reviewed in departmental meetings, the frequency of which was determined by the demands of the various
departments and project priorities. At project start-up, the PMU met weekly with the Department, meetings
progressed to bi-weekly and then to monthly as the M&C project activities became more routinized.
These marketing strategies acknowledged the Open Campus’ recognition that competition for staff and
students nationally, regionally and internationally is increasing and needed critical, creative and timely
responses. These responses needed to meet students’ individual needs and the increasing use of technology
to meet those needs. Regarding the latter, the Department transformed the Open Campus’ Website to be
aligned with the “One UWI Academy” brand, as well as to be more professional, technologically adaptive
and user friendly. The upgrade of the Website improved both student and staff services - hits increased,
information was more target market specific, comprehensive, concise and consistent.

The Open Campus Website is the main source for information about programme and course offers.
Centralising the role of the Website acknowledged the part that technology is increasingly playing in
attracting students and providing clear, complete and timely information on the operations and services of
the Campus. As the project was ending, the Department was outfitted with high value publications software.
The acquisition of this software has enabled the M&C to deliver information on programme and course
offers that is more effective, attractive and combines the use of traditional and modern media.
In addition to the Website, the Open Campus uses multiple marketing and promotion strategies. As
explained earlier, these include improved social media presence, news releases on key Campus events and
activities, visits to trade shows, outdoor marketing, etc., to reach multiple audiences. The Student
Handbook also provides comprehensive and pertinent information, which is available in hard copy at Sites
and electronically on the Website. It is also accessible by e-mails and on Open Campus Facebook posts.
The redesigned Website features current promotions in the spotlight area on the landing page and all online
advertising is linked to the Website.
The Department also works closely with individual Sites to promote programme and course offers
regionally and locally. Marketing officers are at some Sites and are responsible for distributing published
materials. Distribution/publication may be done at Site, in national newspapers, on local radio stations,
television, at career fairs, business places, schools and colleges and other promotional events.

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