Envisioning the Future of FHSS - Writing a new chapter of open and flexible online Humanities and Social Sciences Learning - Athabasca University
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2015-2019
Envisioning
the Future
of FHSS Writing a new chapter
of open and flexible online
Humanities and Social
Sciences Learning
1 | Envisioning the Future of FHSS, 2015-2019
Envisioning
the Future of FHSS
2015-2019
Contents 3 Appreciating the best of what 18 Appendices
was and is in the FHSS 18 Appendix A: The Appreciative
3 Introduction Inquiry process
3 FHSS overview 20 Appendix B: Questions from the FHSS
4 - Course and program offerings day of Appreciative Inquiry. “Envisioning
7 - Our students and staff the Future of FHSS” (February 13, 2014)
8 Vision 20 Appendix C: Questions from the FHSS
8 - Vision statement face-to-face and online input sessions
9 - Context (March 19 – April 24, 2014)
9 Strategic goals 21 Appendix D: Envisioning the future
10 goal 1. Standing tall: To lead open and of FHSS process highlights
online humanities and social sciences
education
10 - Strategic objectives
10 - Priority actions
12 goal 2. Speaking up: To share our story
with a new voice
12 - Strategic objectives
13 - Priority actions
14 goal 3. Seeking out: To do research that
informs and transforms
14 - Strategic objectives
14 - Priority actions
15 goal 4. Sharing in: To build community
in and through the FHSS
15 - Strategic objectives
15 - Priority actions
16 Implementation and evaluation
frameworks
16 Strategy implementation framework
17 Strategy evaluation framework
2 | Envisioning the Future of FHSS, 2015-2019
Appreciating the best
of what was and is in the FHSS
Introduction Starting in February 2014, Athabasca Over the course of a year, the Faculty
University (AU)’s Faculty of Humanities worked collaboratively to identify the
and Social Sciences (FHSS) engaged in strengths and accomplishments of
a strategic planning process guided by the FHSS, and to chart the course for
Appreciative Inquiry. An explanation a bold and transformative future. This
of Appreciative Inquiry (AI) and a full document presents the strategies,
delineation of the FHSS’ processes can goals and objectives we will undertake
be found in Appendices A through D. over the next five years to create the
foundation for a reenergized Faculty
that will establish excellence in online
Humanities and Social Sciences
education in Canada.
FHSS overview The FHSS was established in the fall of The FHSS is comprised of three
2009 along with four other faculties. academic centres: the Centre for
The FHSS is a diverse faculty, offering Humanities, the Centre for Social
a broad range of arts curriculum, Sciences, and the Centre for
including general studies, humanities, Interdisciplinary Studies. AU’s Write Site,
interdisciplinary studies, professional an online writing centre that develops
arts and social sciences courses and and supports student writing across the
programs. The Faculty’s purpose is University, is also housed in the Faculty.
informed by the university’s mandate The FHSS also hosts AU’s Writer-in-
and mission to reduce barriers and Residence program, a unique virtual
facilitate student success. The FHSS residency, during which the writer in
provides accessible and flexible learning residence mentors AU students and
opportunities through its commitment other members of the AU community, as
to its curriculum, research and service. well as the greater writing community
In the coming years, we are committed beyond AU.
to refining and strengthening the
Faculty’s student- and learning-centred
focus.
Group photo from the Appreciative Inquiry
conversation on February 13th, 2014
3 | Envisioning the Future of FHSS, 2015-2019
Course and program offerings The FHSS currently offers one graduate
and five undergraduate degree
programs. The FHSS curricula provide
both breadth and diversity in our course
and program offerings. Our Bachelor of
Arts degree contains thirteen majors. Bachelor of Arts Majors
Anthropology
A three-year Bachelor of Arts degree Canadian Studies
shares twelve of these as concen English
trations, and there is a comprehensive French
offering of minors in the BA. History
Humanities
In addition to our BA majors, the FHSS Information Systems
offers undergraduate courses in many Labour Studies
other disciplines, including: Art History, Political Economy
Classics, Cultural Studies, Economics, Political Science
Education Studies, Environmental Psychology
Studies, German, Geography, Global Sociology
Studies, International Relations, Legal Women’s and Gender Studies
Studies, Music, Philosophy, Political
Economy, Religious Studies and Spanish.
The FHSS also offers four majors within
the Bachelor of Professional Arts. Bachelor of Professional Arts Majors
Criminal Justice
In addition, the FHSS delivers a Bachelor Communication Studies
of Health Administration (BHADM) Governance, Law and Management
and a Bachelor of Human Resources Human Services
and Labour Relations (BHRLR). The
BHADM is based on an understanding
of health as a complex social construct
and enables prospective health
care administrators to develop the
values, knowledge and skills that
are essential for managing health
care and public health services. The
BHRLR is a multidisciplinary program
that addresses all aspects of human
resource management, labour relations
and human resource development,
examining employment relations within
their social, legal, political and economic
contexts.
4 | Envisioning the Future of FHSS, 2015-2019Bachelor of Health Administration
Bachelor of Human Resources and Labour Relations
Master of Arts—Integrated Studies
5 | Envisioning the Future of FHSS, 2015-2019Furthermore, our Bachelor of General The Faculty also offers a number of
Studies (BGS) combines transfer credit undergraduate university certificates
and coursework in applied studies, and diplomas (nine certificates and two
arts, business, and sciences, leading to diplomas) across our curriculum.
degree completion. The Faculty makes
extensive use of block credit transfer Current graduate offerings include a
of other credentials and individual Master’s and two professional post-
course transfers to expedite degree baccalaureate programs. Our Master
completion, along with alternative of Arts–Integrated Studies (MA-IS)
assessment methods such as challenge degree is an interdisciplinary degree
for credit evaluations and Prior Learning that spans the arts, humanities, and
Assessment and Recognition (PLAR). social sciences, exposing students to a
PLAR provides opportunities to assess range of disciplines and interdisciplinary
previously unrecognized learning methods that prepares them to envisage
to obtain academic credit based on and pursue innovative solutions to
learning outcomes for specific courses a variety of problems. Students can
and programs. pursue various focus areas. Master of Arts – Integrated Studies focus areas
Adult education
The Faculty’s professional post- Canada, the North and the Globe
baccalaureate diplomas are in Community studies
Legislative Drafting (PBD-LD) and in Cultural studies
Heritage Resources Management Educational studies
(PBD-HRM). Graduates of the PBD- Equity studies
HRM program are assured of a solid Literary studies
foundation in both general theory Global change
and established practice associated Heritage and social history
with the heritage field, and a flexible Writing and new media
graduate credential that creates many Work, organization and leadership
opportunities for further professional or
academic pursuits. The PBD-LD program
provides an in-depth analysis of the
principles underlying legislative drafting
in common law jurisdictions and a
thorough introduction to sound drafting
practice.
6 | Envisioning the Future of FHSS, 2015-2019Our students and staff Annual undergraduate registrations in Excellence in providing student-focused
courses offered by the Faculty exceed online and open education is a major
30,000 individual enrolments, and goal of the FHSS, but our faculty, and
annual graduate course registrations some of our tutors and term instructors,
exceed 1,100 individual enrolments. The also produce and disseminate new
FHSS delivers courses and programs to knowledge through their disciplinary
a combination of visiting, non-program and interdisciplinary research. FHSS
30,000 annually and program students, and the FHSS has members also champion AU’s social
individual approximately as many visiting students mission to equip students with critical
undergraduate from other universities as it has in its skills for community engagement and
enrolments own programs. Each year, the FHSS involved citizenship.
1,100 has over 3,000 active undergraduate
individual program students and almost 700 active The Faculty of Humanities and Social
graduate
enrolments graduate program students. The FHSS Sciences is committed to providing
averages 460 graduates per year, and outstanding learning experiences,
since its inception has awarded 2292 to advancing our dynamic research
degrees and over 230 certificates and contributions, and to integrating
diplomas. teaching and research across our
curriculum. In addition to its focus
The teaching and learning activities on student service, the Faculty has
of the FHSS are delivered by academic identified the following core values:
staff, comprised of 60 permanent AUFA accountability, collegiality, equity
3,000 faculty members, almost 200 CUPE and fairness, good governance, and
program tutors, and approximately 25 part-time transparency. What follows in this
students and term instructors who hold other document outlines how the FHSS will
700 kinds of appointments. Academic staff embody these values and build on its
graduate work with students individually and in current strengths and opportunities into
students 460 groups using an instructional model the future.
that is both highly prized and amenable
annual to continual improvement, including
graduates increased social presence between
academic staff and students, and among
students when and as possible and
desired. The FHSS’ non-academic staff
60
faculty
includes 13 administrative staff and
14 members of the course production 25 200
term
team, including 6 multimedia web instructors tutors
specialists, 6 course materials editors, FHSS
2,292 and 2 visual communication designers.
degrees To meet the FHSS’ commitment to 14 13
awarded 230+ being student-and learning-focused,
certificates production admin.
academic staff, course production team staff staff
& diplomas
members, and administrative staff work
since together to empower one another in
inception the collaborative co-creation of a high-
quality education experience.
7 | Envisioning the Future of FHSS, 2015-2019Vision
Vision statement
As a champion of Athabasca University’s
social mission, the Faculty of Humanities and
Social Sciences equips students with critical
skills for community engagement and involved
citizenship. The Faculty of Humanities and
Social Sciences excels in student focused open
and online learning and disciplinary and
interdisciplinary research.
8 | Envisioning the Future of FHSS, 2015-2019Strategic goals
Context Much has happened since the June time for the FHSS to act strategically,
2013 FHSS Innovates discussion and to address challenges and pursue
the beginning of the Envisioning the opportunities, cognisant of (but not
Future of FHSS Appreciative Inquiry paralyzed by) these and other important
conversation in February of 2014. There contextual factors. The FHSS will
have been continued changes within continue to be an active participant
and outside of Athabasca University, in responsive, forward-looking ways
including changes in the delivery model of creating outstanding learning
used by various AU faculties and in opportunities for our students and
Alberta’s economic outlook. This plan contributing to the internal and external
reflects the conviction that this is a communities of which it is a part.
Strategic goals 2015–2019
Standing tall
To lead open and online humanities and social
sciences education
Speaking up
To share our story with a compelling new voice
Seeking out
To do research that informs and transforms
Sharing in
To build community in and through the FHSS
9 | Envisioning the Future of FHSS, 2015-2019goal 1. Standing tall Our students and mutual learning are a central focus of the FHSS. With the global
To Lead Open and Online Humanities proliferation of online learning, the Faculty strives to be a voice for and an example
and Social Sciences Education of excellence in student and learning-focused online pedagogy. We seek to assume
this pedagogical leadership role in ways that are responsive to the needs of our
students and the communities we serve. A critical first step in this direction is
to revisit and strengthen the current FHSS instructional model for the benefit of
students and instructors.
Strategic objectives
St short term • Move the FHSS to the forefront of online learning in Humanities and Social
Sciences in Alberta, Canada and beyond through continued exceptional and
Mt medium term
innovative course design and delivery
Lt long term • Develop, implement and clearly communicate an FHSS-appropriate and
learning-centred instructional model
• Lead and facilitate discussion and practice by developing Faculty-sponsored
workshops on student-centredness and FHSS student service
• Support collaborative learning and research that includes students, faculty,
tutors and term instructors
• Develop strategies and processes to build relationships and create
opportunities for connection in an online distributed environment
• Focus on student success by building relationships and engaging with students
and fostering their confidence as learners
• Ensure meaningful and purposeful interactions between students and
instructors that help foster greater academic success
• Support the personalization of learning, including through the offering of project
and capstone courses, the enhancement of advising services to undergraduate
and graduate FHSS students, and other appropriate services
• Champion the importance of the Humanities and Social Sciences to society,
highlighting the value of the outcomes and skills gained from a liberal and
professional arts education to workplaces and the community
Priority actions
STUDENT ENGAGEMENT
St 1.1 Finalize the structure of an FHSS-appropriate instructional model
emphasizing increased presence for students and instructors as
appropriate
St 1.2 Implement an FHSS appropriate instructional model
Mt 1.3 Explore strategies to engage with FHSS students who demonstrate
varying levels of engagement
Mt 1.4 Increase collaborations with Advising to support the ability of the
FHSS to implement and adjust efforts to enhance student engagement
and to remove barriers to engagement
10 | Envisioning the Future of FHSS, 2015-2019LEARNING MANAGEMENT SYSTEM
St 1.5 Address current/immediately feasible improvements, e.g.
establishing Moodle presence for remaining FHSS print courses and
establish opportunities to share course materials across the Faculty
and provide faculty access to all FHSS Moodle courses
St 1.6 Establish workshops to showcase best practices in Moodle module
usage
St 1.7 Build and distribute Moodle templates based on the best current
templates
Mt 1.8 Secure and develop ICT resources, professional development and
sharing opportunities to support experimentation and innovation in
course/program development
Mt 1.9 Develop and implement resources and processes for ongoing course
updates and/or reading courses
INNOVATIONS IN OPEN ONLINE LEARNING
St 1.10 Refine the FHSS course/program design process to support
continuous improvement and innovation in online course design
St 1.11 Seek out, identify and pursue internal, provincial and federal funding
opportunities that support innovations in online learning
St 1.12 Explore strategic development of joint course provision with other
AU faculties to streamline offerings and reduce duplication, and with
other post-secondary institutions, starting in Alberta, to provide
collaborative offerings that maximize course and program availability,
e.g., asynchronous offerings of widely available foundational and/or
specialized course and program content
St 1.13 Provide undergraduate group study online course delivery when and
as appropriate
St 1.14 Provide open course content, e.g., Open Educational Resources
(OERs) and OpenCourseWare as appropriate
NEW TARGET AUDIENCES
St 1.15 Explore the provision of non-credit courses/programs as an additional
revenue stream
Mt 1.16 Develop and provide professional development courses to designated
target audiences
11 | Envisioning the Future of FHSS, 2015-2019MtLt 1.17 Develop new undergraduate and graduate credit programs in areas
where there is demonstrable demand, potential funding opportunities
and that build on current program strengths
COURSE AND PROGRAM DELIVERY
St 1.18 Establish an FHSS Curriculum Committee(s) to align undergraduate
and graduate course and program planning and to maintain currency
and relevance in FHSS course and program offerings
ADMINISTRATIVE IMPROVEMENTS
Mt 1.19 Explore and develop a tailored FHSS student course feedback/
evaluation system or mechanism to support continuous improvement
Mt 1.20 Align course and program learning outcomes with the Alberta
Credentials Framework to demonstrate self-administered quality
assurance
Mt 1.21 Develop a faculty-wide communication strategy to contact students
who have been newly admitted to FHSS programs to support them in
identifying the best fit for them among the Faculty’s many programs
Lt 1.22 Establish internal advising capacity within the Faculty for FHSS
students to increase graduate and undergraduate students access to
appropriate and timely advising services
goal 2. Speaking Up The Athabasca University Faculty of Humanities and Social Sciences is proud to
To Share our Story with a New Voice support AU’s mandate and mission. The FHSS will be a strong voice for openness,
excellence, academic freedom and collegiality within AU and the broader Albertan
and Canadian post-secondary landscape. As we strengthen our identity and voice
as a Faculty, we fulfill our role as leaders in open Humanities and Social Sciences
education.
Strategic objectives
• Embrace, celebrate and focus on what makes the FHSS unique, especially:
• Reaching and serving program, non-program and visiting students
• Maintaining a broad, engaging, and relevant curriculum
• Establishing the FHSS as the first choice for students seeking exceptional
open and online credential completion opportunities, and
• Strengthen the FHSS’ culture of collegiality and democratic decision making
practices to enable deft and responsive decisions
• Focus effort on the development of the channels, spaces, processes, skills, and
ultimately also the culture, of fruitful and respectful communication with each
other, with FHSS students and with the University
• Further streamline internal decision-making and approval procedures
• Actively communicate the strengths, uniqueness and value of the FHSS to
internal and external audiences
12 | Envisioning the Future of FHSS, 2015-2019Priority actions
ADMINISTRATIVE IMPROVEMENTS AND COMMUNICATION
St 2.1 Prepare and plan for the implementation of AU’s goal to move budget
control to the Faculty level
St 2.2 Establish a regular (annual) face-to-face FHSS meeting to discuss
innovation, strategy, operations and research, and to build and
maintain strong intra-faculty relationships
StMt 2.3 Implement a transparent process for inter- and intra-disciplinary
and -program communication, to maintain and further foster
a collaborative, innovative culture within the FHSS, including
approaches like the keeping and open sharing of meeting notes and
decisions on the FHSS intranet/Moodle
MARKETING AND ADVOCACY
St 2.4 Task the Dean’s Advisory Group with coordinating and advancing
the FHSS marketing activities in coordination with the Advancement
Office, including the design of a more engaging FHSS website
St 2.5 Support and encourage the FHSS staff and students in ongoing,
concerted and positive external communication that amplifies the
identity and activities of the FHSS
Mt 2.6 Seek out, identify and pursue strategic engagement and collaboration
opportunities with the FHSS and other faculties and post-secondary
institutions
Mt 2.7 Advocate for administrative improvements for enhanced flexibility
for FHSS students, including but not limited to enhanced continuous
enrolment, early access to Moodle, more easily attainable course
extensions, and online withdrawals and extensions for graduate
students
Mt 2.8 Continue to support and advocate for the proposed course
renumbering project and for an exemplary transfer credit system
within AU as significant institutional and Faculty sustainability drivers
13 | Envisioning the Future of FHSS, 2015-2019goal 3. Seeking Out The FHSS values research as a core activity and vital component of learning and
To Do Research that Informs pedagogy. As Athabasca University’s largest faculty, the FHSS sees the continued
and Transforms focus on, and expansion and integration of research as a vital component of its
vision to become a recognized centre of excellence. Collaborative, community
focused, disciplinary, and multidisciplinary research that involves students and
academic staff and informs teaching and learning is at the core of this strategic
direction.
Strategic objectives
• Continue to promote and support research as an integral part of teaching and
learning
• Communicate, highlight and share the FHSS’ research internally
and externally
• Continue to support active researchers who publish and teach as a
foundational aspect of the FHSS’ mandate
• Promote collaborative learning and research between students, tutors, term
instructors, faculty, and communities
• Develop opportunities and processes to include the FHSS students, tutors
and term instructors as research partners
• Enhance the FHSS’ strong community ties and other resources to do
research that addresses community needs
• Support research as central to interaction and sharing within the Faculty
Priority actions
INCREASING THE FHSS’ RESEARCH PROFILE
St 3.1 Increase the FHSS research and publication profile internally
and externally
Mt 3.2 Increase the FHSS’ and AU’s presence as a research hub, and
champion Humanities and Social Sciences research, e.g., by
nominating honorary doctorate recipients and hosting mini-symposia
with them around Convocation
Lt 3.3 Pursue externally funded research chairs, in alignment with the
FHSS priorities
STUDENT RESEARCH
St 3.4 Establish student research groups and/or seminars for students who
want to be more active in research
Mt 3.5 Support and expand publishing opportunities for FHSS students, with
coaching support, at the graduate and undergraduate levels
Mt 3.6 Support opportunities for FHSS students to present their research
14 | Envisioning the Future of FHSS, 2015-2019goal 4. Sharing In The FHSS has a proud history of learning and research that is community focused.
To Build Community In and We will continue to find new ways of building community within the FHSS:
Through the FHSS between and among students, faculty, tutors, term instructors, professionals and
administrative staff; and beyond: between the FHSS and other AU faculties, other
faculties of Arts, Humanities and Social Sciences, the FHSS alumni, communities
where the FHSS does research and teaching, and where our students reside and
have an impact. The FHSS embraces and champions building and strengthening
community relationships through creating online and face-to-face opportunities.
Strategic objectives
• Create online and face-to-face opportunities for collaboration, sharing
information and building and strengthening relationships with students and
colleagues
• Create, promote and support virtual and face-to-face opportunities for
students to collaborate with one another and with the Faculty
• Develop opportunities to get together informally and without agenda
• Explore ways to enhance and create new opportunities for student-student
interaction and collaboration
• Strengthen and support collaboration between the FHSS’ students, faculty,
tutors, term instructors, professional and support staff
• Expand the provision of service learning courses to give students real world
experience and opportunities to apply learning in practical settings, and foster
stronger community relationships
Priority actions
BUILDING COMMUNITY
St 4.1 Establish an annual face-to-face FHSS event that incorporates a
Faculty Council meeting, opportunities for professional development
and sharing of research, and revisiting and realigning the strategic
plan if/as required
St 4.2 Develop and implement an FHSS newsletter and other communication
platforms, targeted to the Faculty and students to share information
and highlight Faculty activities in interesting and engaging ways
Mt 4.3 Explore and develop a ‘Social Sciences and Humanities Outreach’
program to connect and give a face to the FHSS in its local
communities, e.g., through community events, starting in Alberta
and then branching to the FHSS’ communities across Canada and
internationally
Mt 4.4 Support and expand the provision of Service Learning courses for
FHSS students
Mt 4.5 Enhance connections and strengthen community amongst the FHSS’
students and staff through more personal online interactions
15 | Envisioning the Future of FHSS, 2015-2019Implementation and evaluation frameworks
Strategy implementation framework The framework below represents the DAG will report regularly on the
decision-making and responsibility implementation milestones reached to
structures to help guide and support FHSS Faculty Council, and will report
implementation for the life of this plan, annually at a Faculty-wide face-to-face
2015-2019. meeting. This meeting will provide the
opportunity for the FHSS to reflect on
In order to minimize the proliferation of progress to date, to affirm and plan
committees while ensuring appropriate for strategic action collectively, and
responsibility and decision-making to continue the Appreciative Inquiry
structures to guide implementation, the conversation started in February 2014.
plan will remain the responsibility of the Participation at the Faculty-wide
Dean’s Advisory Group (DAG). The plan face-to-face meetings will reflect the
will be a standing item at all regular DAG membership of the FHSS Faculty Council.
meetings, and will also be the focus of
an annual DAG strategic planning review The implementation of prioritized
meeting. During this meeting, DAG will actions, including activities, projects and
also propose specific strategic plan processes, will mainly be administered
targets for the year. through both current and purposely
formed committees. New committees
will only be formed where current
Faculty structures cannot adequately
perform or guide implementation.
DAG annual
In addition to these more formal
strategic planning review
and yearly targets structures, DAG and other FHSS working
groups and committees responsible for
aspects of the plan will look to the FHSS
centres, program councils, and individual
staff members not only to actively
Individuals, centres, Faculty-wide advance the goals and objectives of the
committees align efforts face-to-face meeting: plan, but also to align their planning,
to strategic plan annual strategic plan
teaching, research, administration
components review and targets
and other day-to-day activities to the
plan. Success in implementation will
ultimately depend on collective action
by all members of the FHSS.
Current and
purposely formed
committees responsible DAG agenda
for implementation standing items
or coordination
of specific items
16 | Envisioning the Future of FHSS, 2015-2019Strategy evaluation framework Equally important to the continuous The model recognizes that merely
efforts to implement the strategic goals measuring all implemented activities
and objectives of this plan is a strategy and results to the planned strategic
evaluation framework. Ideally, such a activities, objectives and goals at or
framework will ensure regular evaluation near the end of the strategic plan’s
and the use of evaluation results to life risks excellent execution of flawed
inform ongoing decision-making. or irrelevant strategy. In line with the
The model below outlines leading Patton-Mintzberg model, the FHSS
evaluator Michael Patton’s application should review all significant actions
of Mintzberg’s model to strategy and decisions regularly and determine
evaluation.1 what aspects were deliberate, emergent
and realized strategy, as well as which
aspects of the intended strategy
(as outlined in this plan) were not
implemented.2
Unrealized
strategy By reviewing which components of the
plan were and were not realized, as
Intended
well as significant (strategic) actions
strategy
(planning)
taken and their results (emergent
strategy), the Faculty can decide which
combination of intended and emergent
Deliberate strategy to focus on for the year ahead.
strategy
Although the current plan should remain
the guiding force for the Faculty’s
Realized decisions in the coming years, it will not
strategy be implemented blindly or exclusively
as environmental factors change and as
new opportunities emerge.
Emergent
strategy
The proposed model provides
the opportunity to continue the
Appreciative Inquiry process annually
by asking “What worked well?” as
much as “What can be improved?” This
strategy evaluation will occur annually
during the DAG strategic planning
1
Patton, M. Q., Patrizi, P. A. (2010). “Strategy as the focus for evaluation.” In P. A. Patrizi review and target-setting meeting, as
& M. Q. Patton (Eds.), Evaluating strategy. New Directions for Evaluation, 128, 5-28. well as the planned Faculty-wide face-
to-face meeting. To support this work,
2
Intended strategy includes the planned actions, objectives, goals and their expected it is recommended that committees,
results. Unrealized strategy are those planned actions, objectives and goals that centres, program councils, working
are not implemented or reached either because no action was taken or actions did groups and others responsible for plan
not lead to the planned objectives or goals being met. Deliberate strategy includes implementation report to DAG annually
all actions and results that were planned, implemented and reached successfully. according to the above mentioned
Emergent strategy includes all unplanned actions or results that are significant to the categories.
Faculty. To evaluate realized strategy then, the Faculty should consider on an annual
basis what aspects of the planned strategy were successfully or unsuccessfully
implemented, and what strategic actions or results occurred that were not intended
or included in the original strategic plan.
17 | Envisioning the Future of FHSS, 2015-2019Appendices
Appendix A: The Appreciative The Athabasca University Faculty of Using Jeanie Cockell and Joan
Inquiry process Humanities and Social Sciences (FHSS) McArthur-Blair’s (2012) Appreciative
has come together in an Appreciative Inquiry in Higher Education: A
Inquiry (AI) conversation to “Envision transformative approach as a starting
the Future of FHSS.” AI focuses on point, the DAG and SPSG structured the
what is working well (appreciative) by Faculty’s AI conversation using elements
engaging people in asking questions of the 4-D Cycle and 5-I SOAR approach.
and telling stories (inquiry), and was
chosen as the approach for this strategic During a full day of face-to-face AI
planning process because it aligns conversations facilitated by DAG and
well with the values and culture of the SPSG members, the FHSS faculty, and
Faculty and because it encourages an tutor, term, professional and support
inclusive, grounded way of looking staff, and student representatives
forward. discussed the following topics:
With the guidance and support of the 1. Discovery: “What gives life to
Dean’s Advisory Group (DAG) and the FHSS?” – Appreciating the best
purposely-formed Strategic Planning of what is
Steering Group (SPSG), the Faculty 2. Dream: “What might be?” –
participated in a full day of face-to-face Envisioning what the world is
AI conversation and five focused input calling for
sessions on emerging topics. Online 3. Design: “How can it be?” –
feedback and student focus groups Co-constructing the ideal
were also used to facilitate broad
participation. Feedback on drafts of the These conversations were continued
FHSS Strategic Plan 2015–2019, graduate in four subsequent face-to-face and
and undergraduate student input and online input sessions on the following
the recommendations of the working emerging topics:
groups on course design and course
delivery have also been incorporated 1. Culture and identity
into the plan. 2. Research
3. Pedagogy and program/course
The plan is based on input from an design and delivery
inclusive and collaborative process. It 4. Resources
encapsulates the Faculty’s strategic
directions, but is also intended as a In addition, two working groups were
living document, to be implemented, convened to discuss course/program
revisited and adjusted, as necessary, design and development, and course/
throughout its life cycle. The SPSG and program delivery respectively to
DAG are proud to put forth this artifact provide the SPSG and the Faculty with
of the FHSS collaborative thinking recommendations for strategic next
and look forward to continuing the steps in these two central areas. Their
Appreciative Inquiry conversations recommendations were shared with
that have generated and informed the Faculty in November 2014. The
this strategic document. Appreciative planning process then focused on the
Inquiry has not only been a valuable practical considerations of actions,
planning tool, but has also become the activities, projects and processes
vehicle for a new kind of dialogue within needed to implement and sustain
the Faculty. this vision for the future of the FHSS.
18 | Envisioning the Future of FHSS, 2015-2019Affirmative
topic
choices
Discovery
4-D Cycle A penultimate draft of the plan was
shared with the Faculty for a final round
“appreciate
of input before its adoption, which will
what is”
be celebrated at a Faculty-wide launch
event in Fall 2015. The plan has various
action items identified for immediate
implementation, and the SPSG and
DAG believe that the positive dialogue
and energy present in the planning
Destiny Dream process will be carried forward into the
Positive
”create what ”imagine what implementation of the strategy.
core
will be” might be”
The FHSS vision statement is derived
from the vision statements created
during the AI planning day in February
2014. It captures the spirit of the
forward-looking statements developed
Design in the AI conversation, and is informed
”determine by elements from all of the vision
what should
statements, drawings and other
be”
input received during the FHSS’ AI
conversation.
SOAR Framework Results
Strategic
initiatives /
strategy
Co-create
values, vision, inspire
Internal and mission to achieve
analysis results
strengths innovate
to meet R
aspirations
imagine
inquiry
the A
opportunities
into
strengths
O Implement
S Tactical
functional plans
continuous
improvement
and integrated
programs
Innovations
desired
External outcomes
analysis Strengths, Opportunities, Aspirations, Results
opportunities (Stavros, Cooperrider, Kelly 2005)
19 | Envisioning the Future of FHSS, 2015-2019Appendix B: Questions from the Appendix C: Questions from the FHSS
FHSS day of Appreciative Inquiry. face-to-face and online input sessions
“Envisioning the Future of FHSS” (March 19 – April 24, 2014)
(February 13, 2014)
1. What is the most rewarding 1. Culture and identity b. How could we strengthen our
experience you have had at AU, in a. What is the culture and identity pedagogy and program/course
general, and in FHSS, in particular? of FHSS at its best? design and delivery in FHSS?
• Describe it in detail. b. How could we further form and c. Being ‘student centred’ or
• What made it a great strengthen this desired culture ‘student focused’ has emerged
experience for you? and identity? as a strong theme within the
• Who else, if anyone, was c. Being ‘student focused’ or planning process thus far. How
involved? ‘student centred’ has emerged could FHSS promote student
2. What do you feel is the most as a strong theme within the success/student learning in
gratifying aspect of your planning process thus far. terms of its pedagogy and
contribution to FHSS? How can FHSS develop and program/course design and
3. What is it about AU in general, and strengthen a student focused delivery?
FHSS in particular that you value? or student centred culture and d. What are the strategic next
4. Which values, qualities, or activities identity? steps to building a culture and
give FHSS its unique character? d. What are the strategic next reputation of excellence in
5. Which values, qualities, or activities steps to building an FHSS pedagogy and program/course
enhance the vitality and resilience in culture and identity that all design and delivery for FHSS?
FHSS? stakeholders will want to be a 4. Resources
6. What has FHSS been doing well that part of? a. To build a strong and resilient
you most want to take forward? 2. Research FHSS, a variety of resources
7. Imagine the ideal FHSS, five to ten a. What are FHSS’ current are required. What are FHSS’
years from now: research strengths and current resource assets?
• What do you see? What does it opportunities? b. How could FHSS strengthen
look like? b. How could we strengthen its resiliency and move to
• What would we be doing in research efforts at FHSS? secure the resources it needs
your preferred future for FHSS? c. Being ‘student centred’ or to function optimally and to
8. Create a provocative proposition(s) ‘student focused’ has emerged pursue future initiatives?
—bold, affirmative statements as a strong theme within the c. Being ‘student focused’ or
grounded in what is—that provoke planning process thus far. How ‘student centred’ has emerged
action, and use the present tense, could FHSS be more student as a strong theme within the
for this desired image of your focused in terms of its research planning process thus far. How
preferred future that fosters “FHSS activities? could FHSS be more student
at its best.” d. What are the strategic next focused in terms of resource
9. Building on “the best of what is” in steps to building the research acquisition, development and
FHSS, and our interactions today, culture and reputation for allocation?
what preferred future for FHSS FHSS? d. What are the strategic next
would inspire your confidence? 3. Pedagogy and Program/Course steps to acquire, develop and
Design and Delivery in FHSS allocate the resources FHSS
a. What are the current key needs to excel?
strengths and opportunities in
pedagogy and program/course
design and delivery for FHSS?
20 | Envisioning the Future of FHSS, 2015-2019Appendix D: Envisioning the Future
of FHSS process highlights
1. November 21, 2013: First Strategic 14. February 4, 2015: Joint Dean’s
Planning Steering Group meeting Advisory Group and Strategic
2. February 13, 2014: Envisioning the Planning Steering Group meeting to
Future of FHSS: Day of face-to-face review and confirm the second draft
Appreciative Inquiry (Matrix Hotel, of Envisioning the Future of FHSS
Edmonton) strategic plan
3. February – March, 2014: Online 15. June 8, 2015: Input session on
input on Envisioning the Future of second draft of Envisioning the
FHSS AI questions through the FHSS Future of FHSS strategic plan
Strategic Planning Moodle site 16. September 22, 2015: Official launch
4. March 19, 2014: Input session on of “Envisioning the Future of FHSS”
The Culture and Identity of FHSS strategic plan
5. April 3, 2014: Input session on The
Future of Research at FHSS
6. April 11, 2014: Input session on
Pedagogy and Program/Course
Design and Delivery in FHSS
7. April 23, 2014: Input session on
Resourcing FHSS for the Future
8. May 16, 2014: Joint Dean’s Advisory
Group and Strategic Planning
Steering Group meeting to review
and confirm emerging strategic
directions and themes
9. June – July 2014: First draft of
Envisioning the Future of FHSS
strategic plan prepared
10. July 2014: Program/Course
Development and Program/Course
Delivery working groups struck
11. August 29, 2014: Strategic Planning
Steering Group meeting to review
and discuss the first draft of the
strategic plan
12. October 2014: Working Group
reports circulated for feedback and
incorporated into strategic plan
13. November 2014 – January 2015:
Second draft of Envisioning the
Future of FHSS strategic plan
prepared by Strategic Planning
Steering Group
21 | Envisioning the Future of FHSS, 2015-2019The word cloud below summarizes the most
frequently used words from the February
2014 Appreciative Inquiry conversation.
communication
fhss
student
research
athabasca
work opportunities
staff
feedback
interaction
needs
colleagues
rewarding
program value
courses
open
faculty
quality
tutor most
having
our
students
thorough
programs support
course learning
values
critical
best
model
academic
au university me
social
teaching
tutors
diversity
us
doing
education future
being
experience
new
where
positive
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