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UBC Reports Jun 23, 1988

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 ^K      UBC Archives Serial
UBC
v       O
*0i
Volume 34 Number 12, June 23,1988
Gene deficiency
cause of disease,
study shows
by Debora Sweeney
Genetic makeup is often more imioortant in
determining what diseases will strike an
individual than the environment.
A major study by UBC's head of medical
genetics has found that eight per cent of the
world's population will show signs of genetic
disorders by age 25.
Genetics clinic
moving to
Shaughnessy
by Debora Sweeney
The UBC/Grace Hospital medical genetics
clinic is moving to University Hospital, Shaughnessy site, from Grace Hospital.
The move, which is scheduled for year end,
will give the clinic much-needed space for its
expanding service to B.C. families.
The details were worked out by the
hospitals, the university and the Ministry of
Health and will benefit everybody," said Dr.
Patricia Baird, head of medical genetics at UBC.
"We have been existing in conditions which are
sub-optimal. Our filing cabinets are in hallways
in the clinic, secretarial work stations have taken
over the waiting room and doctors are sharing
offices."
When the clinic moves into University
Hospital it will occupy 8,000 square feet, which is
twice the size of its present setting.
Last year, the clinic was contacted by more
than 6,000 B.C. families. Its services include
diagnosing children with physical and mental
abnormalities, advising people who have
accidentally come in contact with toxic chemicals, providing prenatal testing for couples
concerned about having abnormal babies and
managing adults who have had early heart
attacks. The clinic also provides referrals for
tests which are unique in North America, such as
tests which can predict the presence of
Huntington's Disease before its symptoms
appear.
The clinic provides a unique service to
British Columbians because doctors combine
leading-edge university research with clinical
experience to give patients the most up-to-date
treatment available," said Baird.
"We believe that the relocation of this world-
recognized function to University Hospital will
allow it to continue to provide the service our
patients have come to expect," commented
Major Gerald Mclnness, Executive Director of
Grace Hospital. "Space has become a major
constraint at our hospital and we are fortunate
that through the cooperation of University
Hospital, the service will continue to be available
at the Oak St. site."
Both Major Mclnness and Wayne Keddy,
President of University Hospital, remarked on the
success of the program under the direction of Dr.
Baird and are confident that the move will enable
the genetics program to continue its leading role
of meeting the needs of British Columbians.
Dr. Patricia Baird analyzed the records of
more than one million young people born in B.C.
to find out how many of them were treated for
health problems caused by genetic disorders.
Based on those statistics, Baird has
concluded that "who gets what diseases and
when is not a matter of the outside environment,
it's a matter of what they are born with."
"It will be those who are genetically predisposed who would come down with illness after
exposure to our western high-fat diet, smoking
and environmental pollutants," Baird added.
"This is the largest study to date and the best
data available on this question at this time," she
said. "This really has shown that genetic
disorders, rather than being rare birds, in fact are
a very important determinant of the health of the
population."
Genes give the directions on how proteins
should form in an embryo, which molds the body
and determines its function. Flawed genes give
the wrong instructions and the result is a body
that is not formed or does not function properly.
Data from the B.C. Health Surveillance
Registry provided Baird with extensive information on the province's
population born between
1952 and 1980, including
those who received
medical treatment from
more than 60 different
health agencies.
In her study, Baird
found that 5.3 per cent of
the population will
develop a disease with a.
clear genetic component
by age 25. If birth
defects, which are
Baird believed to be genetic
are also included, then eight per cent of the
population will be affected.
A single gene disease for which one in 10
people are carriers is hemochromatosis. Its
victims store too much iron, which can cause
serious damage to the heart, liver and pancreas.
"A simple way of preventing it, if you know
somebody has that genetic constitution, is to
have the person give blood at regular intervals. It
gives normal blood to other people and means
the person loses some iron and can have a
perfectly normal life," said Baird.
An example of a partly genetic disorder is
spina bifida, a congenital defect that leaves the
spine incompletely developed, and may result in
paralysis of the lower body. It is believed that
folic acid deficiency in some genetically
predisposed women may result in their children
getting the disease.
"You need to know the magnitude of genetic
diseases existing in our population before you
can plan rational health care strategies. If you
have identified those who are at risk, you may be
able to prevent the consequences of the
disease."
Baird plans to extend her study to the adult
population when data becomes available.
"Nobody in the world has looked at the adult
group, but most common genetic disorders have
an adult onset," she said. "This study is to age
25, but you can at least double the number of
genetic disorders, maybe even triple it, when the
adult population is followed through to old age."
"The bottom line is that far from being a rare
cause of disease, genetics is a very important
determinant of health or illness."
Mission statement published in insert
A draft of UBC's mission statement, outlining
the university's goals and objectives for the
upcoming decade, is published as an insert in
this issue of UBC Reports. UBC President David
Strangway said he welcomes feedback from
faculty, staff and students.
Dr. Strangway:
This draft of UBC's mission statement has
resulted from a wide consultative process over
the past two years. It is, however, still a draft
and is being published in this form so that all
members of the university community can have
an opportunity to make comments or suggestions. We welcome comments from faculty, staff
and students, and would appreciate these before
the early fall. A deadline of Sept. 15 will permit
us to revise this draft into final form. When that is
complete we will prepare a one to two-page
See COMMENT-Page 2
Photo by Warren Schmidt
Student actors Allison Sanders, Neil Gallagher and Michael Cavers rehearse for the upcoming Stage
Campus production of Lulu Street, a play about the Winnipeg General Strike as seen through the eyes
of residents of a boarding house. Directed by Catherine Caines, Lulu Street opens at the Frederic Wood
Theatre June 29 and runs until July 9. For reservations and information phone 228-2678.
Hiring coup nets
2 computer experts
by Debora Sweeney
The appointment of two world-renowned
computer scientists to UBC's faculty has been
called Canada's biggest hiring coup in the
field in 10 years.
Maria Klawe becomes Head of Computer
Science Sept. 1. Her husband, Nicholas
Pippenger, joins the university as a professor
of computer science and will work with the
Centre for Integrated Computer Systems
Research (CICSR).
The couple is recognized internationally
for research in theoretical computer science,
especially algorithms and computational
complexity.
These hirings really have put us on the
map internationally — everyone knows about
the coup," said Jim Varah, Director of CICSR.
"At least half a dozen other first-rate institutions were vying for the two, including the
University of Texas, Stanford and the
University of California, San Diego."
Varah announced the hirings at a recent
meeting of heads of computer science departments from across the country. "It was the
biggest news of the meeting," he said.
The team comes to UBC from the IBM
Almaden Research Centre in San Jose, Ca.
Klawe, who was born in Toronto, is currently a
discipline specialist, responsible for
assessing research and teaching cooperation between universities and IBM. Pippenger is a research staff member and an
IBM Fellow.
Contacted at a computer science
conference in San Francisco, Klawe said
she and her husband are excited about the
move.
"We're happy UBC is so supportive of
the computer science department and is
interested in making it as good as it can
be," she said. "I intend to build a world-
class department which would compare
with major departments in the United
States. It takes a whole department to do
that and I think we have a good chance of
succeeding."
"UBC is very fortunate that they have
chosen to come," said Robert Miller, Dean
of Science. They will have a wide
influence on many areas of research
here."
Klawe earned her PhD in mathematics
at the University of Alberta. She did her
graduate studies in computer science at
the University of Toronto, where she
became assistant professor after just one
year.. Pippenger, a native of the U.S.,
earned his PhD at the Massachussets
Institute of Technology.
Advanced credit approved
for some science courses
UBC's Senate has voted to grant top high
school students in enriched academic programs
advanced credit for selected UBC science
courses.
Senate passed a motion on May 18 to grant
advanced credit for some first-year courses in
physics, chemistry, mathematics, biology and
computer science, and to allow advanced
standing for selected second-year courses.
Until now, UBC has reviewed requests for
advanced standing on an individual basis but has
not granted advanced credit.
Senate also approved a policy to allow Grade
11 and 12 students in B.C. to enrol in up to six
units of concurrent study at UBC.
Prof. David Williams, who chaired a
presidential task force subcommittee on
advanced standing and credit last year, said only
the top students graduating from Advanced
Placement and International Baccalaureate
programs will be considered for these options.
"Typically, the top 30 per cent of students in
these enriched programs will be eligible for either
credit or placement, depending on the judgment
of the discipline involved," said Williams. "Our
standards are now in line with those of such
See NO-Page 2 ■^x
Pace of
asbestos
cleanup
quickens
by Gavin Wilson
Wayne Green, a tradesman in plant
operations, looks like he's ready for a walk in
outer space with his white protective suit,
goggles, mask, boots and gloves.
He's not. In fact, removing asbestos takes
him no farther than the Scarfe Building, but his
outfit is needed to guard against microscopic
airborne fibres that are potentially life-threatening.
Green's elaborate gear is just one of many
precautions being taken as UBC steps up its
program to remove or safely contain asbestos
insulation in campus buildings.
Asbestos was sprayed onto walls and
wrapped around pipes as insulation in many of
UBC's 500 buildings because of its ability to
withstand high temperatures.
Its use as a sprayed-on insulation was
discontinued on construction sites in 1971 when
it was linked to lung cancer and respiratory
illnesses. Since then, its use in other building
construction products has declined.
Since 1983, the university has spent about
$1-million to minimize the asbestos hazard in
campus buildings. Another $1-million was
committed recently as the pace of work
accelerated.
The latest concern, with increasing pressure
coming from the Workers Compensation Board,
is. for the safety of trades people who frequently
work in areas containing asbestos insulation.
"A large proportion of relatively routine
renovation jobs invariably have asbestos control
as a component," said David Bell, UBC's
Occupational Hygiene Officer. "It generally
requires anything from a cleanup to allow trades
people to work safely in the area to a full blown
removal job."
"All the high-risk work is contracted out, we
don't want our trades people involved," he said.
Photo by Warren Schmidt
Wayne Green safely removes asbestos.
Whenever asbestos is being removed or
contained on campus, elaborate precautions are
taken to insure there is no risk to either the
workers or building occupants.
Bell explained that all work is done in airtight
enclosures sealed off with plastic sheets.
Workers, equipment and materials leaving the
work area are cleaned before leaving. Air
samples are continuously monitored.
Because asbestos is dangerous only if its
airborne fibres are inhaled, the insulation is
thoroughly soaked before work takes place.
Asbestos which is removed is, where possible,
cut off right into the bag in which it will be
discarded.
For more information on the asbestos
program, call the Health and Safety Office at
228-2643.
No advanced credit
in Faculty of Arts
Continued From Page 1
institutions as Yale, Harvard, Stanford and
Princeton."
He said the new policy offers a tangible
demonstration of UBC's interest in well-prepared,
motivated students.
"I believe our policy will encourage such
students to continue their education in the
province."
Williams noted that first-year students
granted advanced standing in physics and
mathematics this year had scored close to the
top of their classes in their second-year courses.
Arts Dean Robert Will said his faculty decided
against offering advanced credit because
material offered in Advanced Placement and
International Baccalaureate programs wasn't
equivalent to the first-year arts curriculum.
"In science there's more of a black and white
nature to the material and students tend to either
know the information or not," said Will. "In the
humanities and social sciences it's much more
subjective and interpretive. What students learn
and experience in arts depends largely on their
interaction with professors and fellow students in
the context of the classroom."
Will said the faculty will accept students for
advanced standing in appropriate courses.
Will said he doesn't believe his faculty's stand
will scare off potential students.
The decision about where to go to university
Comments sought
Continued From Page 1
mission statement which we will take to Senate
and the Board for approval.
"I look forward to your comments. The
current draft has been submitted to the government as UBC's input to the provincial planning
process now under way. The revised and final
version will be submitted in September."
2   UBC REPORTS June 23,1988
isn't determined by any one or any number of
specifically identifiable factors or circumstances,"
said Will. "Sometimes the decision is predetermined by economic or geographical
considerations. In other cases the family and
student may have opted at an early date for an
away-from-home experience, often outside the
province.
"I doubt if anyone is going to be influenced
significantly by the fact that if they come to UBC
they will not receive three, or six, units of
advanced credit that would allow them to
graduate with one, or two, fewer courses taken at
university.
"We are told that experience shows that most
students getting advanced credit end up taking
the same number of courses at university
anyway," said Will.
"By granting advanced standing, the faculty is
recognizing the importance of these enriched
programs, not at the expense or in the place of
what might otherwise be taken at university, but
as something that enables the very able student
to enter directly into more advanced courses,
and therefore get more out of his or her university
experience as well."
Senate admissions committee chairperson
Jean Elder, who brought the motions before
Senate, said the committee will monitor the
performance of students entering UBC from
enriched programs.
"Advanced Placement and International
Baccalaureate students will have special
notations on their transcripts," said Elder. "I think
we'll have to review the situation over three or
four years before we can really say anything
meaningful about how well these students are
doing at the university level."
UBC Vice-President Academic and Provost
Daniel Birch said he's pleased with the decisions
by both the Faculties of Arts and Science.
"Overall I think it's a very positive move. It's
important that we show we value high achievement," said Birch. "We will get information about
the new policy out to schools as soon as
possible."
Ottawa grants Goelman
$1.2 million for
national daycare study
by Lorie Chortyk
Education professor Hillel Goelman and three
other Canadian researchers have been awarded
$1.2-million to conduct Canada's first comprehensive survey on daycare.
The study, funded by Health and Welfare
Canada, will provide a complete picture of how
Canadians arrange care for their children, what
they seek In child care, how much they pay for
different types of care, and how satisfied they are
with the care available. The project is one of the
first two initiatives funded through the federal
government's Child Care Initiatives Fund.
Goelman and colleagues Donna Lero of the
University of Guelph, Alan Pence of the
University of Victoria (project directors) and Lois
Brockman of the University of Manitoba will each
study a different aspect of the child care situation
in Canada.
"I plan to focus on two areas — child care for
single-parents families and informal child care
settings such as family daycares," said Goelman.
The team will also be looking at rural daycare,
parental preferences, the effect of day care
policies in different regions of the country, and
the implications of day care policies for the tax
system and unemployment benefits.
The study encompasses care for preschool
and school-age children, including infants,
toddlers, three- to five-year-olds, and the so-
called latch-key children aged six to 12."
Information will be gathered through
telephone and personal interviews with more
than 30,000 parents identified by Statistics
Canada.
"Our core study examines the national
picture, but some provinces are opting to
participate in additional studies of their region,"
said Goelman.
He said planning for the three-year study
began in 1983, when university experts from
across Canada met at UBC to identify priorities
for research on child care.
There's an urgent need for information on
daycare in Canada. There's still a lot we don't
know," said Goelman.
Results of the survey will be made available
to government and to the academic community,
Goelman said.
UBC sponsors farewell
for Nathan Nemetz
by Gavin Wilson
Retiring B.C. Chief Justice Nathan Nemetz
receives a fond farewell tonight from more than
1,000 friends and colleagues at a tribute dinner
sponsored by UBC chancellor Leslie Peterson
and president David Strangway.
Nemetz, whose association with UBC spans
nearly 60 years, retires from the bench this
September at age 75.
Proceeds from the $250-a-plate dinner at the
Vancouver Trade and Convention Centre at
Canada Place go toward a $1-million fund being
raised to establish a Chair in Legal History and a
Centre for Alternate Forms of Dispute Resolution
in UBC's Law Faculty, both of which will be in the
Chief Justice's name.
Nemetz, BA (UBC '34), graduated from
Vancouver Law School and was called to the bar
in 1937. He has been Chancellor of the university
(1972-75), Chairman of the Board of Governors
(1965-68) and a member of Senate (1957-66.)
He received an Honorary LLD from UBC in
1975, and university students presented him with
their Great Trekker Award in 1969.
Nemetz was appointed B.C. Supreme Court
Judge in 1963 and was made a Chief Justice of
the Supreme Court of B.C. in 1973. In 1979, he
became the Chief Justice of the B.C. Court of
Appeal, the highest position in.the province's
judiciary.
Known for his commitment to continuing
education, Nemetz is in demand as a speaker at
universities throughout North America. Through
Nemetz receives an honorary LLD at UBC's
Spring Congregation in 1975.
his work with the Canadian Institute of Advanced
Legal Studies, he has been responsible for
lectures and seminars given to members of the
legal profession and the judiciary at Cambridge,
Stanford and Canberra universities.
$250,000 awarded
to perfect pesticide
by Gavin Wilson
A UBC entomologist and a Victoria
company have received a $250,000 grant to
perfect a natural, biodegradable pesticide that
would protect crops without harming the
environment.
Murray Isman and UBC doctoral student
Don Champagne are members of a research
team that is developing an insecticide from the
extract of the seed of the neem tree, which
grows readily throughout the tropics.
They will be working in cooperation with
Safer Ltd., a Victoria, B.C., company which
manufactures natural pesticides. Funding was
made available through a Cooperative
Research and Development grant from the
Natural Science and Engineering Research
Council's University-Industry Program.
Most pesticides in use today are neurotoxins, explained Isman. They kill insects, but
they are also toxic to humans, fish, birds and
animals because their central nervous
systems share the same biochemical basis.
The active chemical in the neem seed
extract, azadirachtjn, is not a neuro-toxin, but it
acts against insects in three other ways.
Neem extract is a potent anti-feedant, so
repugnant to insects that they stop eating any
plant treated with the spray. As well, it
interferes with the hormones which control
moulting, the process by which young insects
shed their outer shells as they grow. In adults,
disrupting these hormones causes sterility.
"What this means is that this chemical is
very, very potent against insects but has
essentially zero toxicity to animals. It's less
toxic than ethyl alcohol," said Isman.
The only drawback with the neem
pesticide, one common to other natural
products, is that it degrades too quickly to be
effective for more than a few hours.
Isman and Champagne will be helped in
their research by scientists from Safer Ltd. and
the University of Ottawa. THE UNIVERSITY OF BRITISH COLUMBIA
MISSION STATEMENT
Fifth Draft - June 1988
LETTER OF TRANSMITTAL
31 May 1988
The Honourable Mr. Stanley B. Hagen
Minister of Advanced Education
and Job Training
Legislative Buildings
Victoria, B.C.   V8V 1X4
Dear Mr. Minister:
This letter accompanies a preliminary
version of the University's mission and strategic
planning statement. This document has been in the
development stage for some time and has been
presented for comment to Senate (April 20) and to
the Board of Governors (May 5). It is nevertheless
a draft document and is still being revised as a result
of campus-wide consultation. We will publish a
revised version of this document in June so that
every faculty member, staff member and student, as
well as alumni and community members, will have
an opportunity to comment. It is our intention to
seek the approval of Senate for the recommendations on academic issues that arise from the document, and of the Board of Governors for the overall
document. A final document will be submitted to
you in September.
The University of British Columbia is the
first university in this province and has a distinguished record of service to the people of the
province. The attached Table 1 illustrates that our
graduates can be found throughout the province. As
demand for places in postsecondary education has
increased, UBC has shown leadership in advising on
the creation of additional places for the people of
British Columbia.
The other provincial universities and
colleges were created following the recommendations of a former UBC president. Today, the province is at a new turning point. The demand for
postsecondary places continues to rise. It is our
expectation that in the increasingly complex, competitive and interconnected world, the trend will
accelerate. However, the British Columbia university system is now saturated and cannot respond to
the increasing demand.
We believe that, as the senior member of
the postsecondary system, our role should not be
one of responding to the ever increasing demand for
more places, but to maintain current total enrolments and to continue the commitment to be a
university of international stature. It is thus our view
that as the demand for places continues to rise, the
province, within five years, ought to consider the
question of whether there should be one or more
liberal arts and science, four-year degree granting
college(s) in the interior. Meanwhile, we are actively engaged in planning with Okanagan, Cariboo
and New Caledonia colleges for the delivery of
degree completion programs in the three regions.
In fully developed systems of postsecondary education there are several levels of institution.
Only if there is a fully developed system of two-year
colleges, four-year colleges, and universities of
different kinds, can the province aspire to have a
system that serves the multiple needs of our society.
The Carnegie Foundation of the United
States classifies universities and colleges into several kinds. One of these is referred to as Research I.
These are universities that receive more than $33.5
million (U.S.) in federal research support and graduate more than 50 doctoral students a year (as recorded in 1985-86). In the United States, there are
over 60 such universities; in Canada, there are only
three (Table 2). These universities, although called
research universities, are indeed first-rate centres of
both teaching and research. This is UBC's tradition,
which we will continue.
It is our belief that with sufficient funding
and an appropriately established system, it will be
possible for this province to aspire to have the best
postsecondary education and research system in
Canada. We believe that this is a necessary objective if British Columbia is to compete in the changing world.  We believe that the province must be
committed to a fully differentiated system and reinforce the role of UBC as a university of international
calibre.
It is a tribute to the faculty, staff and
students of this university that over the past 25 years
or more they have achieved a high quality of performance in the face of serious obstacles.
Many of the university buildings were
built many years ago as temporary buildings. Our
library collection continues to grow, space is a
serious limiting factor for research, and an increasing number of our buildings have been condemned
for occupational health and safety reasons. It is our
estimate that in the next ten years we will require
$300 million in new or replacement buildings if we
are to continue to serve the province effectively
(Table 3). Present buildings require $ 135 million to
bring them to acceptable standards. There will be
operating budget needs associated with utilizing
new space.
In the modern technological world,
equipment for teaching and research is increasing
rapidly in sophistication and in cost. If we are to
produce graduates who are ready to take their place
in this new world, and if we are to sustain the
research that leads to so much activity, then we must
have recognition of the costs of research in our
future budgets.
The operating grant level in the province
on aper-student basis is lower than in most jurisdictions in Canada, and far lower than in those jurisdictions in the United States with whom we compete for
first rate faculty. This competition will increase dramatically in the coming years as more and more jurisdictions are coming to understand that universities are crucial to future social and economic well
being.
Our plans for the coming decade do not
involve a growing university. But this does not
mean a static institution — quite the contrary. We
are embarking on a remarkable period of change, an
absolute necessity in these changing times.
1. We will continue to serve British Columbians from all parts of the province and from all
walks of life and to ensure that, in spite of high and
increased admission standards, other barriers to
admissions are minimized.
2. We will admit only those students who
have ahigh probability of succeeding. On this basis,
while the number admitted may decrease, we do not
expect the number graduating to decrease in number. This is possible only in the presence of a
comprehensive first rate system with many opportunities for access. We now recognize and give credit
to those students who have taken additional challenging programs in high school such as advanced
placement and international baccalaureate. We
believe this reinforces those schools that challenge
their students to do well.
3. We intend to increase our graduate enrolments. At present we carry out the major part of
British Columbia's research and we provide much
of the highly qualified manpower. As these needs
increase in society and in the private sector, we
intend to continue to provide scientifically and
technologically qualified people as well as qualified
people in the social sciences and humanities. This
has been a major role for UBC and, given an adequate funding level, it will continue to be a commitment. We are now introducing a widely acclaimed
joint master's degree in business, science and technology, for example.
4. We intend to increase our numbers of
out-of-province and international students (at present about one per cent of our undergraduates comes
from outside Canada). We see this both as a source
of expanding international horizons for our students, and as a source of future international cooperation. We expect to have 4 to 6% of the undergraduate body from outside Canada. These students
would come from both developed and developing
countries. Scholarships to attract outstanding stu
dents are a pressing need.
5. We intend to review the undergraduate
curriculum to ensure that there is enough breadth so
that our graduates will be able to adapt in a rapidly
changing world. This is the time to reinforce the
commitment to a first rate liberal arts and science
program at the undergraduate level as there is increasing emphasis on the master's degree as the
career entry degree.
6. We will continue to have ongoing external reviews of each academic unit every five years,
to provide a recurring audit of the quality of each
program and to ensure that each unit is achieving its
potential.
7. Increasingly, we will develop new activities that build on a range of disciplines across faculty
and department boundaries. This will permit us to
continue to be the major western university for
teaching and research in such disciplines as biotechnology, robotics and artificial intelligence, space
science, cosmology, advanced materials, aquaculture, environmental studies, ocean sciences, mining, forest sciences, computers and the law, journalism, ethics, and many others. We must retain the
flexibility to rise to new opportunities as they appear.
8. Major changes have recently been implemented in the Faculty of Education. It has moved to
a post-baccalaureate program for secondary teachers, and the program for elementary teachers requires a minimum of three years in an arts or science
faculty. From this base we will increasingly focus
on research on teaching. We will coordinate our
teaching programs with those ofthe other universities.
9. Continuing education will continue to be
important and central to our mission. Increasingly,
it will be focussed on those topics that are unique to
UBC. It will move to a full cost recovery basis in
which the user pays the cost.
10. We will continue to be a major partner in
the health care system ofthe province, teaching and
training a broad range of health care professionals in
many unique programs, and conducting research
leading to solutions to the problems of disease and
disability. We will put increasing emphasis on
programs of instruction and investigation dealing
with prevention of illness, health promotion, and the
provision of cost-effective health care services. The
range and depth of our health-related programs,
combined with the service capabilities of our six
affiliated teaching hospitals represents a unique
base in western Canada for further development of
an internationally renowned medical/health sciences centre.
11. We have Canada's most active program
in Asia-Pacific studies and we will reinforce this.
12. We intend to continue to increase our
national and international competitive research in a
wide range of fields to ensure that British Columbia
is able to attract the best and brightest from the
province, from Canada, and from around the world.
Given new competitive funding opportunities in
provincial and federal governments, and provided
buildings, equipment and infrastructure costs are
covered, we can double our research grants within
10 years. At present, we bring in more than $75
million in research grants and contracts and more
than our share of federal funding.
13. For many years we have had a very successful industry liaison program. We can claim 60
spin-off companies that did over $250 million worth
of business in 1987. We plan to continue to
strengthen the industry liaison activity providing
education, research and advice to a wide range of
. companies. For example, we have more NSERC
Industrial Chairs than any other university in Canada. We are in the top five universities in terms of
direct industry grants and contracts.
14. It is difficult to recruit and retain faculty
members unless we can pay competitive salaries. As
the retirement rate increases, and as more and more
jurisdictions come to realize that universities are
essential to their future, we must be given the ability
to compete.
15. To be competitive and to ensure that
students have up-to-date training, it is essential that
the university have adequate state-of-the-art equipment. We will continue to press for an annual
allocation from the province for equipment replacement and renewal.
16. Computing and computing networks are
central to modern societies. We must be able to
develop a first rate computing capacity so that every
student has access to the new tools and so that
researchers have access to even greater computer
use. As we move to decentralize (machines and
dollars) our computing, we must ensure that we also
acquire supercomputing capacity. Further developments for administration can make services more
responsive and more cost effective in areas such as
library operations, student registration and many
others. Already, for example, we have introduced
telephone registration for students, and data network access to the library catalogue.
17. We have made considerable savings in
recent years by taking steps to reduce energy consumption, making our services more efficient by
tight management, purchasing a new, more efficient
telephone system, participating in a national university insurance scheme, and others. We will continue
to seek such opportunities in all aspects of our
operations.
18. We will examine in detail the question of
creating a specialized facility to attract full cost-
paying international students to UBC. In order to
finance this, we may request a capital grant from the
province.
19. We will continue to develop plans to seek
financial returns from our land. The creation of the
UBC Real Estate Corporation will enhance this. We
have plans to develop 27 acres for market housing,
and will consider a hotel in the future.
20. UBC is a major focal point for national
and international conferences and workshops. It is
also a centre that attracts large numbers of visitors
to lectures, to its museum, to its unique gardens, and
to many other activities. We will continue to be a
focal point for visitors from near and far.
21. We will strengthen ties with our alumni in
B.C., Canada, and internationally. In addition to
branches in the province, we will have active
branches in New York, Washington, D.C, Houston,
Denver, Seattle, San Diego, San Francisco, Los
Angeles, Tokyo, Hong Kong, Taipei, Singapore,
London and others.
22. We have launched a major capital fund
raising drive to take place over the next three years.
At the end of this, we expect that our ability to carry
out ongoing fund raising activity will be substantially increased.
The plan for UBC is one of no growth in
numbers of students. But the plan is for continuing
changes in our activities and in the continuing
evolution of UBC's unique role. We believe that as
the senior partner in a large system striving to be
Canada's best, we must be given every incentive to
fulfill the role of being one of Canada's premier
universities, fully competitive with the best internationally. British Columbia needs such a place. To
achieve this will require courage and commitment
on the part of government. We must be funded
adequately to achieve this goal.
We must continue to be accountable to
both our peers and our community.  This we will
UBC SPECIAL REPORT - June 23,1988 continue to do. Recently, a public opinion poll
showed that 5% of the people in the province
attended UBC's Open House. It also showed that
20% of the people of the province have at one time
taken a course from UBC. These figures provide
some measure of the university's service to the
province and of the province's support of it.
We urge the recognition of the formula
system based on appropriate weightings. We urge
the creation of new funds for research incentives
separate from enrolment increase incentives. In
addition to our lower per student allocation, we
receive $12 million less in connection with our
medicine related activities. Making up this differ
ence has further impoverished the rest ofthe university.
The province now has a chance to reaffirm a vision of the future. One impotant element of
this vision will be to share and support our plans for
the future ofthe University of British Columbia. We
believe this planning to be one ofthe cornerstones,
if this province is to move forward confidently into
the 21st century.
Yours sincerely,
David W. Strangway,
President
SECOND TO NONE
A statement ofthe mission ofthe University of British Columbia for the decade preceding
the 21st Century
"/ want to congratulate you upon having entered upon the actual duties for which you have
for some time been so assiduously preparing, and to congratulate the people of British
Columbia upon their at last possessing an institution that will some day rank with the great
universities of this continent."
The Honourable Sir Richard McBride
Premier, The Province of British Columbia
September 17, 1915
May 1988
SYNOPSIS
THE MISSION
When the University of British Columbia
was founded in 1915, it was expected that it would
serve virtually all of the postsecondary education
requirements ofthe province. Today, a comprehensive system of higher education has evolved. UBC
has become a full fledged multiversity of 30,000
students with a well developed graduate enrolment
of 4000 and continues to educate students from all
parts of the province.
At the same time, the university has built
a national and international reputation for excellence in research. With annual external research
funding of $75 million, UBC is consistently regarded as one ofthe top three universities in Canada,
and ranks with the best state-funded universities of
the United States.
The path for the future is clearly marked.
It is the hope and expectation ofthe university that
it will continue to be one of the best universities in
Canada, if not the best, and among the best in North
America; that its stature as a research intensive
university will grow; and that it will continue to
serve the province as a mainspring for economic,
social and cultural development.
To respond to the pressures for greater
enrolment and readier access for students from the
interior of the province, UBC is actively engaged in
planning with Okanagan, Cariboo, and New Caledonia colleges for the delivery of degree completion
programs.
THE PROGRAMS OF STUDY
The programs of study of the various
postsecondary education institutions in the province should be complementary. UBC will offer a
core of arts and basic science, the traditional core
professional areas, and specialized training in a
wide spectrum of academic disciplines and professions.
The programs of study will provide students with a broad cultural background, specific
expertise, an ability to think creatively and independently, and to communicate clearly and effectively. The undergraduate curriculum must thus
encourage breadth as a base for subsequent specialization.
The university will build upon its existing strength in graduate work and research. Organizational mechanisms for fostering multidiscipli-
nary research and graduate work, such as centres
and institutes, will be reviewed.
The quality of instruction is constantly
under review, but to help achieve a more uniform
excellence, more attention will be paid to the methodologies of teaching. More extensive use will be
made of modem technologies. The possibilities of
additional programs of cooperative education with
business and industry will be pursued. Distance
education techniques will be exploited where appropriate.
Instruction other than the regular winter
session may be loosely called "continuing education" and thus encompasses courses taken for credit
in the evening, and in spring and summer sessions,
as well as non-credit courses. The administrative
arrangements are complex, defy logical analysis,
and will be reviewed.
THE RESEARCH INTENSIVE UNIVERSITY
As the heart of the province's research
effort, UBC should continue to expand its research
activities, by the year 2000 doubling sponsored
research income, doubling the percentage of research income derived from the private sector, and
quadrupling royalty and dividend income. The
merits of establishing a university research corporation will be kept under review.
A special effort will be made to campaign
for federal and provincial government support for
research in the humanities and social sciences. The
transfer of technology to help build the British
Columbia economy will be encouraged. International research activities will be expanded. The
congruence of the research funding and educational
functions should be given attention as a continuing
factor in university development.
UNIVERSITY GOVERNANCE
The present system of university governance has served UBC well and should be maintained. The partly elected and partly appointed
Board of Governors is responsible for financial
matters. A Senate, also partly elected and partly
appointed, is responsible for the academic programs. The division ofthe university programs into
Faculties is sound. Using the principles enunciated
in this statement, each faculty and unit will be asked
to prepare five year plans. These plans will, in due
course, become incorporated in a part ofthe over all
mission and will be useful guides in the budgeting
process.
THE FACULTY
The policies and procedures for appointment, promotion and tenure of faculty, and the terms
and conditions of their employment, are crucial
elements in the successful implementation of the
mission of the university. They are the subject of
ongoing discussion and negotiation between the
university administration and the Faculty Association.
Looking to the future, it is perceived that,
in common with other North American institutions,
UBC has a large proportion of faculty members in
age groups that would retire in the mid 1990s, and
relatively few faculty members retiring now. To
help achieve a more uniform age distribution and to
take advantage of the present availability of bright
young prospective faculty, the university will continue to encourage early retirement, offer reduced
work load appointments to older faculty, and secure
bridging funding for positions for new appointees.
Equally, if not more important, is the
retention of good faculty members by ensuring
competitive salaries and excellent working conditions. In this respect, the university will give high
priority to restoring the position of UBC in comparison to other major Canadian universities.
The university is committed to the principle of employment equity and will systematically
analyze the present status of women, native peoples,
the disabled and identifiable minorities.
Consistent with its aspirations to be a
university of international stature, UBC grants tenure to faculty members only after five years, and
only after several thorough reviews of teaching and
research performance. The principle of tenure is
sound: faculty members should be free to speak out
on any issue without fear of losing their positions.
Page 2
THE STUDENT BODY
UBC's enrolment policy is shaped by the
availability of physical and financial resources, its
role in the educational system, and its goal of
becoming a research intensive university. Present
enrolments cannot be increased without greater
resources unless quality is sacrificed. The limited
number of places should be filled by the best students from all areas of the province. There should
be more opportunities for part time study, expanding the offerings in the evening and in spring and
summer sessions. Graduate enrolment should be
increased to 6,000, maintaining or raising present
standards of admission.
Admissions policy will be geared to selection of the best students and at the same time be
more flexible with respect to gifted students, and the
granting of credit for Advanced Placement and
International Baccalaureate courses. The numbers
of foreign students should be increased, especially
at the graduate level. The possibility of special
programs for international students will be explored. The principles underlying employment
equity will be applied to admissions to ensure equal
opportunity of access to programs. Student aid and
scholarship support are inadequate to meet present
need and should be enlarged.
STUDENT SERVICES
Student services at UBC are in general in
the process of review. The Office of the Registrar
will, in future, provide better service to students,
will make greater use of modem technology, and
will operate with greater efficiency. The functions
of the Office for Women Students will be reviewed.
SUPPORT SERVICES
The support services for the university
have recently been substantially restructured to
achieve cost savings and greater efficiency. There
remains room for further improvement in management to ensure responsiveness to the needs of the
university community. The Physical Plant group of
services will be reorganized; Plant Operations will
be fully automated and a campus maintenance program established. Purchasing will be automated and
procedures standardized for high volume, low cost
items. Information Systems Management will
complete the overhaul of administrative computer
systems.
The Community Relations Office has
been substantially enlarged in the past three years.
The university must better advertise what it offers to
the community as a cultural centre, as a provincial
resource, and as an attraction for tourists.
ANCILLARY SERVICES
Ancillary services such as the Bookstore,
Food Services, Student Housing and Parking will
operate on a full break even basis. UBC Press will
continue to receive a subsidy, but in time is expected
to pay its own way. Student housing should accommodate 25% of the student body. The Athletics
program will be operated independently of the
School of Physical Education and will continue to be
subsidized to a limited extent by the university.
LANDS AND BUILDINGS
The university will establish a UBC Real
Estate Corporation to manage the lands which it
owns that have potential for real estate development. The university will continue to support the
proposal that most of the University Endowment
Lands should have formal status as a park, but the
university will also advocate that some portion of
the lands be made available to meet the original
objectives of developing revenues to help fund the
university, and that an additional 40 hectares be
reserved for future research and development activities.
The UBC campus is known throughout
Canada as being "unfinished." Ofthe total building
space, 40% is over 30 years old, 26% over 40, and
9% over 50 years old. Much of this older space is
"temporary" in the form of World War II army huts.
A significant capital component will be built into the
forthcoming fund raising campaign to help finance
a five year program of construction: a University
Services Project, a Pacific Centre for Forest Sciences Research and Education, a Centre for Integrated Computer Systems Research, and Advanced
Materials and Process Development Laboratories.
A second 5 year plan is in preparation. The total cost
over the 10 year period will be $300 million.
THE LIBRARY
The UBC Library, a $315 million provincial resource, is central to the mission ofthe university. It faces three problems: It is running out of
space; the collections must be maintained in the face
of increasing costs; and techniques must be improved for handling collections. UBC has fallen
behind other universities in fostering the use of
computing equipment by library users. A review of
the library is in progress.
COMPUTING AND THE LIKE
Computer networking and telecommunications systems have become essential parts of the
university infrastructure, and there is much to be
done to further enhance UBC facilities. There will
be installed a new budgetary system which encourages users to make informed choices as to which
type of equipment or service is most effective,
desirable and affordable for their purposes.
SPECIALIZED EQUIPMENT
Aside from the need for library materials
and computing facilities, the university has a substantial continuing pressure for the acquisition and
operating costs of specialized equipment for teaching and research. A systematic plan for equipment
replacement is urgently needed and a proposal will
be made to the provincial government for an annual
provision for this purpose.
THE ALUMNI
The difference between an ordinary university and a great university is its alumni. There are
now more than 130,000 graduates of UBC, many of
whom make significant contributions to their university. That participation should be widened and
can be widened if better track is kept of graduates,
and if they are kept better informed of university
activities. The branch network of alumni will be
expanded and strengthened. The Alumni Association will also assist in encouraging academically
well qualified students to come to UBC.
The essential foundation for community
support of the university is an understanding by
potential donors of what the university is doing and
the nature of its current needs. UBC will launch a
major fundraising campaign in 1988, the first campus wide campaign in 20 years. This document was
prepared as part of the process of reviewing priorities prior to the campaign.
THE GOAL
The goal of the University of British
Columbia is clear: to become a university of international stature. In many areas of its activities it has
already achieved that goal; in others, it has made
significant progress.
To maintain its status as a first class
university, UBC reaffirms its dedication to excellence in teaching and research. It will encourage and
recognize the value of good teaching in the arts and
sciences, in its professional faculties, and in its
graduate programs. It will build and expand on a
research capability that is already of world stature.
The essential ingredients for the implementation of this mission are many: a first class
faculty; intelligent and well motivated students;
excellent libraries; excellent computer and communication systems; adequate space and equipment;
and a smooth functioning array of support services.
More broadly, it must have the support and confidence of the community it serves.
By fulfilling its mission, the university
will best serve the people ofthe province. It will play
an integral, yet unique, role in the postsecondary
education system, providing leadership in the cultural, social and economic life of the province.
In the world of tomorrow, every region
that aspires to civilized progress and economic
success will need a world class university. Withthe
support ofthe community. The University of British
Columbia will meet that need for British Columbia.
FOREWORD
This document is the product of two years
of discussion and consultation at the University of
British Columbia. It began as an internal review, as
an attempt to assess the directions in which the
university should be heading and what should be
done to make some progress toward achieving some
short term objectives along the way. What happened, of course, was that the exercise of thinking
about goals for the future prompted many immediate responses. Much of what is recommended is
already being implemented. Much of what might
have been recommended is already done. As is often
the case, the process is probably more valuable than
the product.
Nevertheless, the document warrants
completion and publication as a record of a comprehensive review of the mission, objectives, policies
and procedures of the university in which the university community as a whole participated. Vice
Presidents, Deans, Department Heads and Directors, both academic and non-academic, saw many
versions as the statement gradually took form. The
Board of Governors, the Senate, the Faculty Association, the Past Presidents Alumni Association, and
the Student Leaders Group joined in on the penultimate version. Many ofthe various suggestions and
comments were incorporated. Some comments
cancelled out with the comments of others. Several
comments reflected the opinions of small minorities
and were not included because the document is
meant to reflect an approach to the future rather than
a consensus or a representation of a comprehensive
spectrum of views. It was, in most respects, a
familiar process. The university thrives on continually examining new ideas and criticizing current
practices.
As a review, this mission statement
makes a few broad assumptions.   The history of
UBC SPECIAL REPORT - June 23,1988 British Columbia, the cultural context ofthe university, is taken as known. Much of what the university
has been, is and will be, is a reflection ofthe growing
maturity of the province. British Columbia is now
engaged in the transition from a largely resource-
based to a more diversified economy, doing so in a
world that is increasingly interconnected and rapidly changing. Very soon, if not already, British
Columbia will become a node in a global network of
sophisticated and knowledge rich communities that
have strong influence on world opinion and development. That state of incipient maturity is assumed
and will drive growth and change of the whole
educational system of the province.
It is also assumed that the reader is familiar with the invisible evolution that occurs continuously at a university. Professors are expected to be
aware ofthe literature in their field and to constantly
be changing their courses of instruction. Physics
100 of today is afar cry from Physics 100 of 50 years
ago, or even 10 years ago. The review thus doesn't
deal with the subject areas into which knowledge
may be pigeonholed, nor which of them will be
given particular emphasis in the next 10 years. It is
sufficient to say that a university should keep
abreast of the expanding frontiers of knowledge,
ensuring that the curriculum is always serving the
purposes of both education and training. All the rest
is detail.
This document makes one other assumption: that the university will continue to flourish
with the spirit of participation embodied in its motto,
Tuum Est. The student body was the moving force
behind the Great Trek that brought the university to
its present campus. Student donations built the
Student Union Building, the War Memorial Gymnasium, and a large part ofthe Aquatic Centre. Alumni
have made contributions in many ways to the activities of the university. Public spirited citizens have
donated generously to help build a university in
which the community can take pride. It is assumed
that it will continue to be so in the future. The
university will thrive in direct proportion to the
number of those who share the responsibility to
make it thrive.
INTRODUCTION
In discussing the future of our university,
it is necessary to talk of things that are of a mundane
nature—of facts, figures, and finances. These are
important and the university neglects them at its
peril. But there is a danger that the need to speak of
them will overshadow those things which are a
university's main concern. A university is a place
for the adventure of the mind and of the spirit, an
adventure that enriches the members ofthe university community and, in so doing, enriches the society of which they are a part.
This adventure begins in the home and
continues in school. It should come to full flower at
a university where students, in their chosen disciplines, communicate with the great minds ofthe past
and of the present. The range of what is available
defies adequate description. In the basic arts and
sciences, students may explore their own or other
cultures through the riches of literature; they can
read the philosophers whose ideas have shaped and
are continuing to shape our world; they can study the
works of scientists whose research has revealed and
continues to reveal the wonders ofthe earth we live
on and of the universe of which it is a part.
The university student confronts the
struggle to apply the basic wisdom and knowledge
of mankind to the issues of our time. In the health
sciences, one builds on basic science to attain understanding of the functioning of the human mind and
body, enabling the development of a myriad of ways
for keeping people healthy or of caring for them
when they are sick. In many faculties and departments related to resources, technology and commerce, the student is faced with the challenge of
applying basic knowledge in the development of
natural resources, in the construction and working
of cities, the development of industry and the functioning of society in all its various aspects.
In law, the lessons of history, of philosophy, of political science, are brought to bear on some
of the fundamental issues of society—how we
govern ourselves, the relationship between the individual and the state, and the fair and just resolution
of disputes that inevitably arise in a complex modern society. In education, the student must think
about how, in our schools, we can best impart
knowledge and wisdom to new generations.
Students are not simply passive recipients of information. As undergraduates they are
expected to challenge the received wisdom, to test
its truth and value against the issues of our times. At
the graduate level, they are faced with a greater and
more exciting challenge: Can they add something to
the store of knowledge? Can they take an old idea
and shed a new light on it, or apply it in a new way?
Can they develop a new idea of their own and
effectively probe its value? The graduate student's
adventure of the mind is the most exciting of all—
exploring where no one has explored before.
If universities do a proper job, students
will carry for the rest of their lives this sense of
adventure about things ofthe mind and ofthe spirit,
and their relevance to the world in which we live.
For those who become faculty members of universities, that sense of adventure should be the prime
motivation of their lives.
Faculty members, like students, must be
continually refreshing their knowledge of the past
and keeping abreast of the developments of the
present if they are to help shape the future. They
must be continually rethinking and reassessing the
disciplines in which they work. This is the essential
foundation for carrying out their twin functions of
teaching and research, and in so doing, to serve the
community at large.
The faculty member must be, in the
broadest sense of the term, knowledgeable about a
subject, excited by it, and think it important to
impart that knowledge and excitement to others. In
that way, student and professor both share in the
excitement of learning. But faculty members at a
university of national or international stature have
more than the obligation of teaching, they must
through research re,test the received wisdom of the
past and add to the existing store of knowledge. This
dual responsibility is indeed the main distinction
between a research university and colleges which
devote their energies solely to teaching.
The adventure of the mind and spirit that
is the essence of a university is crucial to the well
being of society as a whole. Scientific and technological developments offer unprecedented opportunities, opportunities that expand at such a rate that
today's cutting edge may quickly become
tomorrow's obsolescence. But opportunity carries
with it a challenge. Of all that we might do, what
should we do, and how is it best done?
We could no doubt expand our exploration of the universe at an accelerated pace; but
should we, and, if so, how? The great powers could
continue to develop weapons of mass destruction
and, by design or accident, use them: How is that to
be prevented? We seek to ensure that all nations and
peoples have sound and prosperous economies:
What are the best ways of defining and achieving
that end? If our own nation is to prosper, it must meet
the tests of international competition in business and
industry: How may that best be done? We must
remember that industrial and economic development can threaten the fragile environment of our
planet: How are development and conservation to
be balanced? We must remember, too, that universities have a special obligation to conserve the
culture and values of society: How may they best do
this in the context of so many demands being made
upon them? In the developed countries, improved
medical services bring health to many and longer
life expectancy to all: How are we to deal with the
accompanying issues of ethics and values? And, in
the developing world, how are the ravages of hunger
and illness to be countered?
Society needs to give thoughtful and
informed consideration to these and many other
issues. They raise not simply issues of technique,
which a good technological training may equip
students to deal with, they raise fundamental issues
of ethics, and values, and vision. The university is
one ofthe institutions which can provide leadership
in the debate on these questions, for the adventure of
the mind and the spirit prepares the student and the
faculty member for the task of coping creatively
with change, and for creatively bringing change
about.
Universities must ensure that their faculty, their students and their communities are
equipped to lead the debate. Modem university
education requires more than a training in how
things are done today. It must provide more than a
training which will enable its graduates to adapt to
how things are to be done in the future. It must
ensure that its students and faculty ask why and
whether things should be done; that they can give
thoughtful responses on which one of a range of
options should be selected; that they can analyze
how the option selected may in all its aspects best be
carried out.
Students who have been trained to think
in these terms will be better members of society.
Faculty members who think in such terms will be
better teachers of the next generation, better researchers capable of providing sound intellectual
leadership in a changing society, and better able to
contribute to their community. In a sense they will
be critics of society, for the issues of which we speak
have the potential for controversy. The debate may
often be vigorous, but it is the obligation of those
who are at or who have attended university to
contribute to the debate.
It may be said, therefore, that the mission
of any university is to provide an environment for an
adventure of the mind and spirit. The adventure
cannot be divorced from the pragmatic things of
which at times it will be necessary to speak. Nor
should it be forgotten that, like all great adventures,
it involves much hard work. Neither students nor
faculty can afford to think in terms of working a
fixed number of hours per week. Rather, they must
put in whatever time is needed to do the job. As is
true of many fields, hard work is an essential foundation of success. A university must bring together
faculty and students, and must provide them with an
environment in which they can best work to respond
to all of the challenges of the times.
These pages, then, will deal with facts,
figures, finances, and other such practical things.
They assume the hard work that underlies all that a
great university does. They do not reiterate on every
page the sense of adventure which permeates the
whole enterprise but, in a great university, that sense
of adventure will inevitably be there, to the benefit
of its faculty and students and to the benefit of the
community it serves, no matter how large or geographically distant. Some people face the future
with doubt and fear, and it would be blind not to
recognize that mankind faces increasing challenges. Universities offer the individual and the
community the opportunity of facing those challenges with vision and with confidence.
PART I: THE MISSION
OF THE UNIVERSITY
THE  PATH  FOR   THE  FUTURE
The first students to attend the University
of British Columbia enrolled for classes in 1915.
The university will celebrate its 75th anniversary in
1990, and its 85th at the turn ofthe century. Significant anniversaries and milestones inevitably elicit
reflections about the past and visions of the future,
but there are more substantive reasons than the
passage of time for rethinking the mission of the
university.
The world is now, in contrast with 1915,
a global community. Values are being questioned as
people become more aware of what others believe.
Competition for trade is increasingly intense.
Canada, like other countries, and British Columbia,
like other provinces, must plan thoughtfully for a
future in which the system of higher education must
play an increasingly vital role.
When the University of British Columbia
was founded, it was expected that it would serve
virtually all the postsecondary education requirements of the province. At that time, the only other
postsecondary institution was UBC's affiliated
Victoria College which, until well after World War
II, provided Vancouver Island students with the first
two years of university training. As a result of the
report of the President of UBC, John B. Macdonald,
in 1962, the province embarked on an expansion
aimed at making postsecondary education more
readily available to a wide cross section of the
growing population. In 1963, Victoria College was
transformed into the University of Victoria, and
Simon Fraser University was bom. A network of
community and regional colleges was established to
offer vocational programs and also academic programs which could lead to transfer of credits to one
of the three universities for degree completion.
Now, after 25 years of development, a
comprehensive system of higher education has
evolved. Simon Fraser and Victoria are substantial
universities, each with enrolments of approximately
10,000 students. Both offer a diversity of graduate
programs. The community and regional college
network is heavily used, serving its twofold purpose
across the whole of the province. UBC has become
a full fledged multiversity of 30,000, with a core of
arts and sciences, a constellation of professional
faculties and schools, and a well developed graduate
enrolment exceeding 4,000 students. UBC continues to educate students from the whole of the
province. One in five students resident in the
province has at one time or another taken a course at
UBC.
At the same time, the University has built
a national and international reputation for excellence in research. With an annual external research
funding of $75 million, UBC is consistently regarded as one ofthe top three universities in Canada,
and ranks with the best state-funded universities of
the United States. It is comparable to those in the
first of the 10 categories by which the Carnegie
Foundation for the Advancement of Teaching classified 3,400 colleges and universities in the United
States.
The path for the future is clearly marked.
It is the hope and expectation of the University of
British Columbia that it will continue to be one ofthe
best universities in Canada, if not the best, and
among the best in North America; that its stature as
a research intensive university will be enhanced;
and that it will continue to serve the province as a
mainspring for economic, social and cultural development.
Being the mainspring does not mean that
the University must strive to excel in every subject
of academic interest and provincial relevance.
Some subjects, of course, cannot be ignored: university graduates should be both literate and numerate, capable of expressing themselves in English
verbally and in writing, and handling the logic of
mathematics and computer science with facility. A
scientist must have a strong base in physics, chemistry and biology. An economist should have a grasp
of history and philosophy.  These are but two of
Page 3
many building blocks that are integral parts of
training in a discipline or training in a profession.
The faculties of arts and science are the core ofthe
university.
As the primary provincial university,
UBC has also undertaken responsibility for what
might be called the traditional core professional
areas: medicine, law, dentistry, pharmaceutical
sciences, agricultural sciences, engineering, education, commerce and business administration and, in
British Columbia naturally, forestry.
Beyond these core essentials there are
many subject areas and professional fields that a
university may or may not choose to develop.
Obvious factors influencing the choice are the relevance ofthe geographic setting ofthe province and
the major contributors to the economy. In British
Columbia, this means such things as oceanography,
fisheries, mining and Pacific Rim related studies of
language, literature, history and economics.
Also to be considered is the great variety
of other professional specialties that are in demand
in contemporary society. For example, UBC offerings include: nursing, rehabilitation medicine,
architecture, social work, community and regional
planning, landscape architecture, family and-nutri-
tional sciences, physical education, audiology and
speech sciences, and library science,, archival and
information studies. In total, UBC offers 140 different graduate programs leading to various professional and disciplinary specialties.
A large modem university would not be
complete without strong emphasis on the fine arts
and the performing arts. At UBC this development
came late and expansion of the activities in music,
art, and theatre, is an obvious option for the future,
if the university is to keep pace with the cultural
tempo of the times.
Faced with these and many other demands, the university must make difficult choices
about what to pursue. Many, if not most, initiatives
are generated by faculty members who are well
placed to see emerging new trends in the growth of
knowledge. Virtually every fiscal opportunity for
new development is met by a large number of new
proposals. Which proposals are supported follows
a great deal of evaluation at various levels of university administration, with the final decision resting
with Senate. Management of the university enterprise thus involves a judicious mixture of centralized leadership, individual enterprise, and collegia!
discussion.
The choice is made more difficult because the other provincial universities may choose
to do the same things. In some cases, duplication
may be sensible, but in others it may be evident that
it is prudent to do them well at only one institution.
This problem has faced every province that has more
than one university, and has been addressed with
limited success by mechanisms such as the recently
disbanded Universities Council of British Columbia. It is a problem that will perforce be dealt with
on a continuing basis by the three university presidents, either through the mechanism of their recently formed Tri-University President's Council,
and through other mechanisms of consultation.
During the next decade it will be important to accelerate the evolution that has taken place
in the provincial system of postsecondary education. The University of British Columbia should aim
to consolidate its role as a fully fledged, research
intensive university of international stature. It
should offer a full range of high grade academic and
professional programs, and contribute in a major
way to the economic, social and cultural development ofthe province. The other universities, including new ones that may be established, will have more
circumscribed roles as generalists, with their fields
of concentration covering a narrower spectrum with
less focus on unique professional programs and
graduate research activities.
The complementarities of university offerings extend well beyond provincial boundaries.
•Within western Canada, the various universities
offer much the same core of courses and programs,
but each has specializations that serve the whole of
UBC SPECIAL REPORT - June 23,1988 the region. The University of Saskatchewan, for
example, has the only veterinary school, and UBC
the only school of audiology and speech science.
The same is true at national and international levels.
There is, of course, no grand strategic scheme for
rationalizing the programs of all ofthe universities
ofthe world, or of North America, or of Canada. But
by a continuing process of competition and consultation, there is a steady evolution of networks of
cooperation.
The trend in many parts of North America
and Europe is to greater differentiation of universities that collectively comprise postsecondary education systems. Some universities become research
intensive and, having become so, become more
research intensive. Others remain as undergraduate
institutions, eschewing graduate work and research
so as to focus on a broad liberal arts education. Some
specialize in a limited number of subject areas for
graduate work and research while others offer a
wide spectrum of advanced professional and specialized training. The same process of differentiation will take place in British Columbia.
Meanwhile, there are continuing pressures for greater enrolment at all of the postsecondary institutions and for opportunities for students
to take a full degree program while living at home.
In recognition of this growing need, UBC has entered into discussions with Okanagan, Cariboo and
New Caledonia colleges for the delivery of degree
completion programs in the three regions.
Seventy-five years ago, UBC was a small
provincial institution serving the needs of a pioneering population. It is now a large, many dimensioned
university of national and international stature. The
next step is for UBC to become a great university—
second to none.
THE   PROGRAMS
OF   STUDY
1.      TEACHING AND LEARNING
The university perspective on teaching
and learning may be approached by asking ourselves what our graduates might be expected to have
gained from a university education. They could
look for three things:
—a broad cultural background;
—specific expertise in a particular field of
knowledge;
—an ability to think creatively and independently, to solve problems, to exercise judgment, and
to communicate clearly and effectively.
A BROAD CULTURAL BACKGROUND:
THE INITIAL YEARS
In recent years there has been considerable criticism of the university curriculum in North
America. It has been suggested, for example, that it
has become too narrow and too sharply focussed.
Each discipline and subdiscipline feels that its students need to know more and more about its ever
expanding knowledge base. Each quite rightly
seeks to preserve the knowledge of the best of the
past, so that knowledge may be used to assess the
present, and to ensure that future generations will
have that base on which to build. But today, more
than ever before, it is obvious that it is impossible to
teach all there is to know about the past or the
present, or to anticipate in detail the future; in a
rapidly changing world, there is a danger of spending too much time on what will turn out to be the
minutiae of the moment. An equally grave danger
is that the student will know little or nothing about
die greater world of knowledge of which a discipline
is but a part; will not be able to see the interrelationship between one discipline and another; will not be
able'to judge, by any criteria external to the discipline, its value and true worth.
If a university allows its curriculum to
become too narrowly focussed, it is cheating its
students, depriving them of an adventure ofthe mind
and the spirit; and depriving the community of the
benefit of people with the breadth of vision that a
well rounded education should develop.
The university must thus consider how it
can keep an adequate breadth in its curriculum. Do
students begin the process of specialization too
".arly in their university careers? It may well be, for
example, that universities should structure the first
two years of the curriculum so that all students are
exposed to the accumulated wisdom and ways of
thinking on a broader range of subjects, and so come
to respect the background of disciplines other than
their own. There may now be a need to re-establish
the links between the humanities and the sciences
nd as well, perhaps, to build bridges within the
humanities and within the sciences.
If there is to be restructuring of the university curriculum, it must be done with care and
flair. The curriculum cannot be so general that
students receive such a superficial exposure to other
disciplines that they feel it is an irrelevant hurdle to
be surmounted before getting on with what is really
significant. For any curriculum to be successful, it
must indeed challenge students, provide them with
what they truly see as a once in a lifetime adventure
of the mind and spirit.
SPECIALIZATION
A university must also provide more
specialist education, one that builds on a broad
based introduction to learning. Intellectually curious students must be encouraged to probe more
deeply into particular subjects and ideas, for in a
multitude of activities, the community needs people
with specialized skills.
The timing ofthe move toward specialization usually begins after the first or second year of
an undergraduate degree in the humanities or the
sciences. But the philosophy underlying a broad
liberal education could, in many cases, form the
basis for a full undergraduate degree program. Such
a broadly based first degree would be valuable in
itself and would also provide a base for work in
various disciplines, particularly the professions.
The increasing emphasis on a master's degree for
specialization creates new opportunities to rethink
the role of the undergraduate degree.
Universities obviously should provide
opportunities for professional and graduate education. The University of British Columbia is already
a major centre in the province and should therefore
build upon this existing strength as part of its
mission to become a major research university.
Students who choose to specialize must
be highly motivated and inspired to push more
deeply into a chosen field. They need first class
faculty who are capable and who show an interest in
assisting them. The link between teaching and
research is of prime importance. If students are to
work at the forefront of their chosen disciplines,
faculty must be leaders in their own disciplines and
must be fully committed and engaged in active
research. Specialization can be successfully undertaken in a research institution only if it offers the
opportunity to work at the frontier of expanding
knowledge. Finally, specialized work needs first
class equipment and facilities. It requires excellent
libraries, computer systems, and laboratory equipment if students and faculty are to work at the level
that provides the greatest return.
In providing professional and graduate
programs, the university should not forget the value
of a broad based liberal education. The value and
wisdom gathered there cannot be discarded later.
There is the risk that the excitement of specialization
may push breadth into the background. One way in
which that may be avoided is by providing the
opportunity for more work that builds on several
traditional disciplines, especially at the graduate
level. Students with an initial broad educational
experience can best work with specialists from other
fields, for they have some familiarity with the methods and processes of other disciplines. There are
already many examples of this type of multidiscipli-
nary work at the university. The possibility of its
expansion should be explored.
In common with other universities, UBC
has spawned various institutes, centres and research
groups to facilitate, particularly at the graduate
level, training and research in subject areas that
involve collaboration among several disciplines.
Typically, the focus is on a subject of particular
national or regional relevance, such as microelectronics, fisheries, Asia-related studies, water resource management, integrated computer systems,
and so on. Also typically, there is a substantial
contribution of external funds to support the
"centre" for its first five years. Like faculties and
departments, the centres are periodically reviewed.
Some may persist for several years and eventually
become departments, but more commonly it is perceived that they should be phased out and replaced
by new initiatives that are responsive to current
needs as perceived by faculty members and prospective students.
Policies for the establishment and administrative responsibilities for institutes and centres
have not been reviewed recently. The increasing
availability of funds for support of these kinds of
enterprises which reintegrate disciplines, suggests
that a review would be timely.
CREATIVE AND INDEPENDENT THINKING
In carrying out their duties of teaching
and research, universities such as UBC seek to
preserve, expand and disseminate knowledge.
Knowledge encompasses more than an understanding ofthe substantive content ofthe various disciplines. It encompasses a quality of mind characterized by an ability to work with concepts, a capacity
for criticism, judgment and discernment. It includes
an ability to analyze and synthesize, an ability to
identify problems and to develop solutions. This
concept of knowledge defines what should be dealt
with at a university. If an area of activity is not based
on a conceptual framework and may be carried on
with a minimum of thought, it has no place at a
university. A university is a place not for rote
learning, but for creative and independent thinking.
This view of a university has a profound
impact on what a university should expect of its
students, and indeed, on what students should expect of a university. Students should not only
"know" their disciplines, they should be able to
work creatively and independently. They must have
sufficient depth of understanding that they can be
self reliant and can adapt to the changes that will
inevitably take place when they leave the university.
Those who have worked at the graduate level should
have the capacity to not only adapt to change, but to
lead change. The university will have failed its
students if they simply acquire information. They
must be encouraged to think, to re-think, to speculate, and to explore. That is the essence of the
adventure of the mind and spirit that the university
must offer.
METHODOLOGY OF TEACHING
Universities have traditionally paid little
attention to the methodology of teaching. It has
been assumed often that if a person knows a subject,
has an interest in teaching it, and is reasonably
articulate, he or she will, in the early years of being
an instructor, develop an effective teaching technique. Over the years, that system has worked by
and large, with more senior and experienced faculty
offering advice and example, and with the university wide routines of teaching evaluation.
If, however, the university is to attain a
uniformity of excellence in its teaching, it should
pay more attention to methodology than it has done
in the past. Conventional teaching techniques can
be improved, whether for a large class or small
seminar group, especially with the range of supplementary teaching materials now available, such as
audiovisual equipment and computers. The possibilities for computer-assisted and self-paced learning need thoughtful evaluaion. A more systematic
approach to the development and use of teaching
methods would benefit both faculty members and
students.
The development of cooperative programs with industry and professional associations
has also been a feature of university offerings in
recent years in many Canadian universities. Students get invaluable experience from instruction at
a prospective work site, both in helping them to
appreciate the ways in which their knowledge may
be applied, and in enabling them to better choose a
career path. The further development of cooperative programs should be considered.
DISTANCE EDUCATION
Distance education is a teaching method.
In general terms, it is understood as the provision of
education at a distance from the campus. Courses
may be taught in the conventional manner at off-
campus location, or taken by correspondence, and
increasingly with the aid of television, video cassette, or similar kinds of equipment.
Distance education is often associated
with non-credit continuing education and is often
used in that context, but it can be and is used to
provide courses for credit.
In light of the new methodologies, the
university should keep abreast of and use distance
education techniques where appropriate. The whole
field is ripe for systematic research of its possibilities and limitations.
Response to the opportunities for distance education should take place within the context
of its perceived role in the postsecondary education
system in the province. The university should
therefore restrict its distance education to those
areas where it has some special expertise, providing
primarily advanced and professional upgrading
courses. It does not make sense, for example, to
duplicate the wide range of courses that may be
available at a local level in the community colleges.
THE NEED FOR CONSTANT REVIEW
There are no final answers to the questions of what should be taught and how it should be
taught. The important thing is that the university
should not be complacent about what it is currently
doing. Departments and faculties should continually review their programs and courses. A regular
process of departmental reviews ensures that the
teaching commitment is maintained and course
content reflects the current level of world knowledge.
The university must continually remind
itself of and recommit itself to its teaching mission.
Faculty and students should be aware of the
university' s emphasis on teaching. Excellent teaching should be rewarded. Poor teaching should be
improved. If the ethos of the institution engenders
an enthusiasm for teaching, there will be a solid
foundation for dealing with questions of what and
how to teach.
OBJECTIVE AND ACTIONS
OBJECTIVE
To provide students with an education which
preserves the bestof the past and opens up the
disciplines of the future; which preserves a proper
balance between generalism and specialization;
Page 4
which inculcates the joy of learning and enhances
ability to adapt to and help shape a changing world.
ACTIONS
—A presidential task force will explore more
fully and make recommendations on principles
which should underlie curriculum planning and
development.
—All academic units will review their substantive curriculum and mode of teaching to ensure that
teaching objectives are being met.
—Senate should review rigorously curriculum
proposals to ensure that they are compatible with the
orderly development of individual disciplines and
the overall objectives of the university.
—The university should continue to review
academic units to obtain independent assessments
of teaching and curriculum. These reviews
should be done on a regular basis, and in any event
during the period immediately preceding the termination of a dean or head's term of office.
2.      THE RESEARCH INTENSIVE
UNIVERSITY
The word, research, captures the spirit of
the 21st century, which is scarcely a decade ahead.
Each discovery of something that until then was not
known, or each new insight into human affairs,
marks a step in human progress. Today, as the
products of research and scholarship influence
every facet of our existence, it is blindingly obvious
that the capacities for doing research and for applying the stored knowledge of mankind are synonymous with being in the vanguard of social, economic
and cultural development. If British Columbia
aspires to be among the most advanced provinces of
the nation, to be a significant achiever in the world,
it must have its own strong research community for
the next century.
The heart of the province's research effort is The University of British Columbia. With an
annual inflow of $75 million in grants and contracts,
as the site of the library which is a major provincial
resource for scholarship, and as host to a constellation of government and industry laboratories as well
as to the joint venture national facility, TRIUMF, the
UBC campus generates more than 60% of the total
research activity (public and private) in the province. Research must be encouraged at each of the
provincially-funded universities and must be developed in the private sector of the province, but the
dynamo ofthe provincial research thrust will be for
many years The University of British Columbia.
The dimensions of the research enterprise are manifold. They range from the search for
new cures for cancer to the techniques of teaching
deaf children; from the analysis of the diaries of
Captain George Vancouver to the invention of narrower saw blades; from semiotics to Canadian
studies; from the use of computers by lawyers and
judges to the development of improved strains of
forest trees; from Korean archeology to European
history; from the Canadian economy to international trade. The examples are endless. At any one
time, there are more than 2000 faculty research
projects under way at UBC, and twice that many
student projects.
Students are at one and the same time the
dominant work force and the major product of the
university's research activity. They leam how to do
research by doing research. Their inventiveness and
originality can best be cultivated in a research
environment that is rich in world class scholars and
provisioned with comprehensive library facilities,
state-of-the-art equipment, and adequate buildings.
Students also have the opportunity to
address various kinds of research questions. Some
questions are of a fundamental nature and, if answered, can have far reaching implications.
Einstein's theory of relativity is the most frequently
cited example, but there are examples to be drawn
from every field of knowledge. Other research
questions may be more immediately related to problems facing society, or to perceived opportunities
for industrial or societal development. Typically,
the answers to these kinds of questions require
contributions from several fields of knowledge. For
example, to answer such a question as, "How should
Canada's water resources be managed?" will require contributions from hydrologists, economists,
biologists and political scientists.
At current rates, world knowledge is
doubling every fifteen years. Canada does less than
5% of the world's research, and British Columbia
does less than one-half of 1%. But in the world of
today and tomorrow, participation in research
across a comprehensive range of subjects is the only
way to ensure a share in the rewards of human
achievement and understanding. As the pipeline
that brings the knowledge of the workl. to our
doorstep, a strong research and scholarly community is essential to the maintenance of our economic
prosperity and cultural enrichment.
It is in this context that the university has
set as its prime objective attainment of stature as a
world class research intensive institution. In recent
UBC SPECIAL REPORT - June 23,1988 years, UBC has consistently been one of the top
three universities in Canada in external grant and
contract funding, most of which is obtained in
national and international competition. Increasingly, as the university has recruited for research
and scholarly potential, faculty members have received wide recognition for their achievements.
Many participate extensively in national and international panels that adjudicate research proposals.
Many are involved in the editing of scholarly journals. Virtually all are engaged, and are encouraged
to be engaged, in the collegial networks of researchers that ensure speedy communication of new discoveries. Each year UBC hosts about 100 scholarly
conferences that bring thousands of researchers
from all parts of the world to report their findings to
their peers. The university is well "plugged in" on
a world wide basis, to the latest information on an
enormous range of subjects. There is an awareness
of what is happening as it is happening.
UBC's research activities extend far
beyond the geographic limits of the campus. Researchers collaborate with colleagues in a wide
variety of institutions. Six teaching hospitals are the
site of a full-spectrum of clinical research. There are
close associations with the Cancer Control Agency
of British Columbia. The three provincial universities and the Universities of Alberta and Calgary
jointly operate the Bamfield Marine Biological
Station on the west coast of Vancouver Island. UBC
also operates a number of facilities that are essential
for a variety of research activities. For example,
there is a farm at Oyster River on Vancouver Island,
two research forests (one at Maple Ridge and another at Williams Lake), a tree nursery, a botanical
garden, an anthropological museum with a superb
collection of North West native artifacts, a university press for publishing scholarly works, and fine
arts collections.
The University of British Columbia library is the second largest in Canada, serving an
invaluable role as a provincial resource for research
and as the library of reference for western Canada.
For research in the humanities and social sciences,
the library is the essential tool for excellence. The
UBC collections of Pacific Rim materials concerned
with the language and literature of Asian Countries
are especially comprehensive, and that's a major
factor in the eminence of UBC in Pacific Rim related
subjects. The library system is also fully equipped
for computer searches of international data bases of
literature and patents.
It is crucial to the university enterprise
that the accumulated knowledge and awareness of
new knowledge should be made available not only
to the students and faculty, but also to the larger
community that the university serves. Much of this
role is captured in the day-to-day contacts of professors with their professional colleagues in business,
industry and government, and through the many
associations and community and university-sponsored activities.
Beyond this broad bustle of informal
exchanges, UBC has for many years, and especially
recently, undertaken collaborative research projects and exchanges with governments and industry.
The Pulp and Paper Institute of Canada, Agriculture
Canada, Forintek Canada Corp., the Biomedical
Research Centre and the International North Pacific
Fisheries Commission, all have laboratories on the
campus. On the adjacent Discovery Park, the British
Columbia Research Council and the Pulp and Paper
Institute of Canada conduct applied research of
particular relevance to provincial industries.
Contract research for government and
industry, both national and international, has played
an increasing role in the research activities of the
university. It brings a sense of urgency and immediate purpose to research and is especially useful in
giving students experience that is valuable for their
subsequent careers, frequently careers in government and industry. At present, industry supported
research accounts for 5% of total research funding.
This is about the North American average and could
be increased to advantage.
Linkages with researchers in sectors
other than the university have led to an enhanced
interest in the patenting and licensing ofthe inventions that arise from university research. Following
the lead of institutions in the United States and the
United Kingdom, the university has substantially
expanded these sorts of activities that are so critical
to commercial use of discoveries.
Each year, 30 to 40 patents are filed and
subsequently followed up with licensing agreements. An income of over half a million dollars a
year from royalties, shared equally between the
university and the inventors, and the acquisition of
equity worth several million dollars, is testimony to
an increasing attention to the commercialization
process.
Even more significant is the impact of
these activities in fostering the attitudes that prompt
students, and sometimes professors, to themselves
embark on the commercial application of their discoveries and accumulated knowledge. Overthe past
15 years, the university has "spun off more than 70
companies in British Columbia that currently gener
ate more than $256 million per year in sales and
employ over 2300 people.
To facilitate these industry-related research activities and the "spin off of new "start up"
companies, UBC five years ago established a University-Industry Liaison Office. Subsequently,
given supporting funds from the provincial and
federal governments through the science and technology funds of the Economic Development Regional Agreement (ERDA), the office has greatly
expanded the scope and intensity of industry-related research.
Under the Societies Act, UBC has recently established UBC Research Enterprises to
assist in the development of prototypes and to
facilitate the incubation of promising inventions,
bringing them to the stage where they are attractive
to venture capital. It is anticipated that as this
organization develops, it may subsume many ofthe
more commercially-oriented activities, perhaps to
the point of taking over patenting, licensing and
contract research. As it develops, there will be a
careful evaluation ofthe new society, with particular emphasis on the taxation and liability implications for the university of this type of operation.,
The involvement of students and professors in commercially-oriented activities is highly
beneficial for society, but it can pose some challenges to traditional university principles of openness of information. For this reason, the university
insists that all research results must be iruthe public
domain and that they will only be held confidential
for a period of time sufficient to secure proprietary
rights. UBC will not engage in "secret" or "classified" research for which the findings are not to be
published.
It is also important that the university
keep in mind that its central mission is education.
Research activities should involve students. The
university should not strive to become a contractual
research organization, competing with and replacing private sector research enterprise. The focus
must be on involvement with others for the enhancement of education; the benefits to students and to
society will follow automatically.
Fifty years ago, the faculty members of
the university largely concerned themselves with
the local business and government community,
proud of their contributions to the growth of the
province through education and extension activities. Today, they may also deal with sophisticated
teams of investigators from large multinational
corporations, which in a year may spend more on
research and development than is spent in all of
Canada.
At the same time, professors and their
students may be engaged in research in the most
poorly developed countries in the world, under the
aegis of the International Development Research
Centre, the Canadian International Development
Agency, the World Bank, and other such organizations. Caught up in the rapidly changing times, the
university is challenged to serve many more masters
and in so doing to bring the world's new knowledge
and experience to British Columbia's future citizens.
Entrained in the mission of research in-
tensiveness there is a wide range of costs which are
not covered by grants for research. These so-called
indirect costs of research which include the provision of space and facilities, library and computer
resources, and administrative services—the infrastructure that is necessary for research — and are at
least equal to half the research funding. Thus, every
million dollars of research grants received by the
university costs its operating budget at least half a
million dollars (CAUBO, Report ofthe Study ofthe
Costs of University Research, 1982).
It is still not clear that this cost is included
in the Established Programs Financing (EPF) formula for federal support of higher education; and if
it is, it is even less clear that the distribution of EPF
funds by the provincial government reflects the
level of research activity at the various postsecondary institutions. Despite perennial discussion and
a multitude of reports, these questions remain unresolved. Meanwhile, the research intensive universities have reached the point where their capacity to
do more research is constrained by the lack of funds
to cover the indirect costs of research.
The increasing size and complexity ofthe
research mission entrains a concomitant demand for
more comprehensive and knowledgeable administration of research. In the 1960s, when UBC began
to emerge as a significant research enterprise, the
administration of research involved the disseminating of information of sources of research funding,
the orderly submission of proposals and management of funds, and the monitoring of research to
ensure the highest standards of ethical conduct in
research involving human subjects and research
involving the use of animals. For these purposes,
there was established a Research Administration
Office within the President's Office. Today,
through the newly constituted Office of Research
Services and Industry Liaison, these responsibilities
continue to be discharged for a much greater number
and variety of research projects.
Recognizing the growing necessity for
broad supervision of research activities, the university in 1981 established a position for an Associate
Vice President Research, which was changed in
1985 to the position of Vice President Research.
This recognition not only symbolized the increased
and increasingly important role of research, but also
signalled one of the major thrusts for the future.
Provided with the advice of an Executive
Committee on Research, the Vice President Research is expected to play an important role in
helping to shape the character of UBC's research
enterprise. The executive committee is representative of all ofthe Faculties in major subject areas of
the university. It considers matters of policy and
develops university responses to major federal and
provincial government initiatives.
It is abundantly evident that in the past
decade the university has rapidly assumed the characteristics of a maturing world class, research intensive university. This trend will be fostered with the
expectation that, by the turn ofthe century, UBC will
fulfil its promise of being not only the premier
institution of postsecondary education in the province, but also of being a leading Canadian and
internationally-recognized centre for advanced
study and research.
the foregoing might suggest that there is
little that need be done except to set targets for the
future and to continue to pursue opportunities for
expansion of research funding and the transfer of
knowledge.
Reasonable annual targets by the year
2000 might be: doubling the sponsored research
income from the present level of $75 million to $ 150
million; doubling the percentage of private sector
research funding from 5% to 10%; and quadrupling
the royalty and dividend income from $600,000 to
$2.5 million. It might also be stressed that the
university should continue to campaign for greater
funding for the national granting councils and
greater funding for research from the provincial
government.
It is noteworthy that the humanities and
social sciences have not had substantial new opportunities for research funding in the past decade.
With their attention focussed on science and technology, governments have not increased the funding for the humanities and social sciences in a
commensurate manner. This is surprising, if only
because science and technology have had and will
have major impacts on society, posing ethical, legal,
economic, political and social questions that can be
addressed with experience and vigor by scholars in
the humanities and social sciences. A campaign to
increase funding at both federal and provincial
levels should be undertaken.
There has been much talk in the past few
years ofthe importance of universities to provincial
and national development, and there have been
many favourable omens for greater funding for
research and scholarship for graduate students. The
greatest needs now seem to be for adequate modem
buildings to house the researchers and state ofthe art
equipment with which to keep up with contemporary methodologies. Given this wherewithal, it
should not be difficult to substantially increase the
research funding and research productivity.
But perhaps the time is coming to more
formally consider how the research enterprise and
the educational function are best coordinated.
Should the availability of research income dictate
the priorities of hiring new faculty? Should the
university accept research funding if the department
head or dean of faculty says "no" on the grounds that
the infrastructure costs will be too great a burden?
To what extent should research grant funds be used
to support the core educational activities of the
university?
It is only by asking th6se kinds of questions that the university can develop a coherent
point of view with which to influence national and
provincial policies. At present there is no single
forum that is entirely appropriate for addressing
these kinds of questions.
OBJECTIVES AND ACTIONS
OBJECTIVES
—To continue to enhance the research capabilities ofthe university by facilitating and encouraging
faculty members to obtain external research grants
and contracts.
—To continue to encourage the transfer of technology from the university to the benefit of the
provincial and national economies.
—To ensure that the research thrusts of the
university are congruent with its educational mission.
ACTIONS
—The university should strive to become increasingly more research intensive, doubling sponsored research income by the year 2000. Private
sector contractual research should increase from the
present level of 5% to a level of 10%. Annual royalty
amj dividend income should increase to $2.5 million.
—The provincialgovernment should be pressed
Page 5
to conclude EPF discussions with the federal government to resolve the question of responsibility for
indirect costs of research.
—A presidential task force should consider
what steps might be taken to develop university
policies that deal with the interrelationship between
research funding and educational programs.
3.      CONTINUING EDUCATION
LIFE-LONG LEARNING
Of necessity, educationis and always has
been a life-long experience. The rapidly changing
nature of our world makes it more imperative than
ever that people constantly update their educational
experience, either to upgrade our knowledge and
skills for work, or to pursue new areas of interest.
The university sees both these forms of
education as important outreach activities. Much of
the teaching and research at universities have a
significant impact on what people are doing in their
jobs and professions. It should be available to those
who wish to keep up to date. But the university has
a more general obligation to contribute to the general cultural, social and political advancement and
awareness of the community, and offers courses in
such areas as current affairs, domestic and international economic development, the sciences, the
health sciences, the arts.
Continuing education is a two-way
street. It benefits both participants and faculty
members, particularly in the professional fields.
Students in continuing education courses often
bring experience in the workplace, or just plain
experience which enriches the course for both student and teacher.
THE NATURE AND ORGANIZATION OF
CONTINUING EDUCATION
Instruction carried out other than in the
regular winter session may be loosely but mislead-
ingly called "continuing education." It encompasses education for non-credit purposes that does
not result in the award of a degree or diploma. Some
include such credit education as is not full time; i.e.,
evening courses and spring and summer session
courses. (Ofthe students taking evening, spring and
summer session courses, half are full time and half
are part time.)
Non-credit continuing education in the
arts, humanities and the sciences is the responsibility of the Centre for Continuing Education. Continuing education in the professional faculties is, in
general, provided by the faculties themselves, or
with strong faculty involvement.
Courses for credit in the spring and
summer sessions, and in the evening in the winter
session, are administered through the Office of
Extra-Sessional Studies and not through the faculties whose courses the students may be taking.
Correspondence courses are administered by the
Office of Guided Independent Study.
This is acomplex administrative arrangement and may be necessarily so. However, there has
not been a thorough review of the non-credit and
credit continuing education activities since 1970.
Since then, there have been significant changes in
views about continuing education and in distance
education techniques.
NON-CREDIT CONTINUING EDUCATION
Many institutions in the province offer
continuing education opportunities. The
university's contributions should be seen in that
context, building on the strengths in arts and sciences, in the professional faculties, and in research,
finding their-base in the teaching and research in
which the university is engaged.
The university should be mindful of its
obligations to communities outside the Lower
Mainland, and should explore ways of bringing its
special expertise to communities outside the greater
Vancouver area. In some cases, this may be cost
effective only if courses are delivered by distance
education techniques and intense short-courses, on-
site, may be most effective.
Non-credit continuing education is a
field in which demand and opportunity can change
rapidly. Therefore, the university should not establish a large permanent infrastructure, and financing
should be on a fully self-supporting basis. It is
reasonable to expect those who are upgrading their
work skills, or their employers, to pay at least the
operating costs of continuing education. It is
equally reasonable to expect costs to be paid by
those who wish to explore areas of personal interest.
Important though it may be, continuing education
should not represent a charge against the general
operating funds of the university.
OBJECTIVE AND ACTIONS
OBJECTIVE
Ensure that continuing education, however,
defined, reflects the academic programs of the university and serves the public in a way that brings
credit to its unique role.   Non-credit continuing
UBC SPECIAL REPORT - June 23,1988 education should be a financially self supporting
endeavour.
ACTION
—A task force will be established to review what
the university is and should be doing in the field of
continuing education, both credit and non-credit,
with the mandate of considering, among other
things, the administrative and financial basis of the
activity.
PART II: THE PEOPLE
UNIVERSITY  GOVERNANCE
In many respects the university is akin to
a large, many faceted, highly democratic corporation. A Board of Governors, partly appointed and
partly elected, is ultimately responsible for financial
affairs. A Senate, also partly appointed and partly
elected, is ultimately responsible for the academic
programs that are offered by the university. The
Universities Act gives the university autonomy, an
arrangement that has served UBC and the province
well, ensuring public accountability as well as academic freedom.
The executive head of the university is
the president. A primary function ofthe President's
Office is to guide the linkage of budgeting with
planning in each of the administrative units of the
university.
For administrative purposes, the academic work of the university is divided into faculties, each of which is the responsibility of a dean,
who reports to the vice president academic. Depending on the size of the faculty, a dean may
delegate responsibility to heads of departments, or
to directors of schools. On the non-academic side,
several vice presidents delegate various responsibilities to directors of service units. Throughout the
whole structure, appointments to administrative
positions and to Senate and the Board of Governors,
are for limited terms.
The division ofthe university into faculties has proven to be sound. The principles enunciated in this document and the policies and procedures which flow from it will be used as a basis for
five year plans for each faculty. The plans will be
used to help guide the budgeting process.
On virtually all matters of university
policy, there is discussion at the department, faculty
and executive levels, and by Senate or the Board of
Governors; or, in some matters, by both Senate and
the Board of Governors. Students and faculty are
represented at all levels; staff are represented on the
Board of Governors.
A faculty association represents faculty
members in negotiation with the university administration on terms and conditions of appointment.
Several unions and associations represent the various staff groups.
From time to time, there has been debate
about the system of university governance. With
minor variations, it is typical of Canadian universities and there have been no compelling reasons for
a major change in the way the university is organized. The present system works with continuing and
healthy tensions between its components, particularly with respect to their various roles.
THE   FACULTY
INTRODUCTION
The fulfilment of the university's teaching and research mission is related directly to the
quality of its faculty. The policies and procedures
for appointment, promotion and tenure, and the
terms and conditions of employment, are crucial
elements in the successful implementation of the
mission. There are potential problems in making
new appointments. The appointment process must
respond in a positive way to the requirements of
"employment equity." To preserve academic freedom, the system of tenure must be retained. The
conditions and terms of appointment need constant
review, not only with respect to salaries and other
economic benefits, but in regard to a host of other
factors—quality of libraries, quality of laboratories,
adequate supplies and equipment. In recent years,
the university has ceased to be as competitive in
these areas as it once was and ought to be. Unless it
can regain that competitive edge, its ability to carry
out its teaching and research mission will be increasingly compromised.
These and many other issues related to
the terms and conditions of employment of the
faculty members are under constant review, and
redefinition in agreements between the Faculty
Association and the university. The agreements
have been developed over a period of more than 20
years and are concerned with aspects of faculty
employment. Lively and productive discussions
between the Association and the university administration ensure continuing attention to the importance of maintaining an attractive environment for
faculty members.
RECRUITMENT
The ideal complement of faculty strikes a
balance between stability and change. There should
not be sudden and major reductions if good teaching
and research programs are to be maintained. But it
is equally desirable that there be turnover to provide
freshness and new ideas. Some turnover will occur
inevitably through resignation and retirement. With
a more or less uniform age distribution, there would
be a smooth flow of faculty replacement amounting
typically to about 6% per year on a continuing basis.
This is an objective to be achieved in an essentially
no-growth environment.
In consequence ofthe rapid expansion in
faculty numbers in the 1960s, UBC, like other
Canadian universities, is faced with a distorted age
distribution. In 1985/86, faculty members aged 40-
54 were 57% ofthe total. Only 19% were under 40
and 24% were over 55. This age distribution poses
a short term problem and a long term opportunity.
The immediate problem for UBC is how
to make an adequate number of hew appointments,
not just in developing areas, but also in established
disciplines. The university should not miss the
opportunity to make appointments from among the
pool of bright young people who are currently
looking for academic employment.
There are significant financial obstacles
to making the number of new appointments that
might be regarded as desirable. It is unrealistic to
assume that all the monies that are needed will come
from additional provincial government funding.
The university went through a period of severe
financial restraint in the 1980s reducing its faculty
complement by over 100. By 1986-87, there were
welcome signs of an improving financial position.
New appointments can, in theory, be
funded from monies released by resignations and
retirements. However, during the years of financial
restraint, long term reductions in the budget were
based in large part on monies that were, or were
expected to be, released by resignations or retirements. It will not be until the mid 1990s, when
faculty begin to retire in substantial numbers, that
retirements will release significant funds for new
appointments. Until the mid 1990s, then, an ageing
professoriate will add to rather than decrease the
total university salary bill.
There are a number of things the university should be, and indeed is, doing. Reduced
workload appointments are being offered to older
faculty. Early retirement is available on attractive
terms to those who are interested. "Bridge" funding
has been secured to pay salaries of new appointees
for a few years before a vacant position comes free
from a retirement. These and similar options assume
continuance of the current policy of mandatory
retirement at age 65, but they are sound in principle
regardless of whether or not retirement is mandatory.
A second problem of some immediacy is
how to be competitive for new appointees in such
areas as business administration, or in rapidly developing areas such as biotechnology, computer engineering and computer science. Once the flow of
retirements begins in the 1990s, this problem will
become university wide. Given UBC's goal to
become a university of international stature, it will
be competing for faculty in all disciplines, not only
in Canada, but in a world market, which will include
not only other universities but government, business, industry and the professions.
The university needs to make appointments now before the competition of the international market place becomes overwhelming. The
long term objective will continue to be to recruit and
retain only the best faculty, and then to ensure that
salaries and working conditions are the best that can
be offered.
EMPLOYMENT EQUITY
There is a growing demand for attention
to the issue of employment equity. Some groups in
the community are under represented in the work
force. Employment practices have had the effect of
denying such groups the opportunity to compete
fairly for positions that are available. This is not
only unfair to those denied opportunity, but limits
opportunity for employers to select from the largest
possible pool of qualified applicants.
The make up of the pool Of potential
appointees is related to the make up of previous
cohorts of graduates. With some exceptions (for
example, engineering, nursing, and elementary
education), there now appear to be reasonable
numbers of both male and female students in all
undergraduate programs. Some graduate programs
still have a disproportionate preponderance of men.
A crucial first step in appointing women is thus the
attraction into graduate programs of an increasing
number of women students. That should be one of
the priorities in recruitment into graduate programs.
But the problem is not one that can be resolved by a
single institution—it needs to be addressed on a
national basis.
There must also be a willingness to recruit women faculty. There is no evidence that
departments discriminate against women in making
appointments, and there have been a number of
recent appointments of women. The university
should, however, restate its appointment procedures to ensure that this is indeed the case; should,
if need be, make suggestions to ensure that women
are actively encouraged to apply for academic and
administrative positions; and, finally, should ensure
that once appointed, women are fairly treated with
respect to salary and advancement.
The university has already started such a
review not only with respect to women, but with
respect to native peoples, the disabled, and identifiable minorities. It has signed a Certificate of
Commitment under the federal government's Contractors' Program, and has thereby committed itself
to a systematic analysis of the present employment
of those in the four groups, and to developing goals
for ensuring that they are more fairly represented in
its workforce.
APPOINTMENT, PROMOTION AND TENURE
In keeping with its aspirations to be a
university of international stature, UBC applies the
highest standards in making decisions on appointment, promotion and the award of tenure. Nonetheless, it may be appropriate to state more fully the
position on tenure, an aspect of university appointment policy which is often misunderstood.
The typical initial university appointment is at the rank of Assistant Professor. The
appointee is not eligible for consideration for the
award of tenure until the fifth year of appointment.
If tenure is granted, it becomes effective at the
beginning ofthe sixth yearof service. If tenure is not
granted, then the appointment is terminated with the
sixth year of service being the terminal year.
A person appointed as assistant professor
will normally have completed a bachelor's, a
master's, and a doctoral degree, and in some disciplines may also have some postdoctoral experience.
To be granted tenure an assistant professor's record
is formally assessed on at least four occasions. The
first is at the time of initial appointment for two
years. Reappointment for a second two years comes
after a careful re vie w of teaching and research; after
the fourth year of service, reappointment must again
be considered, and again the teaching and research
record is given careful scrutiny.
The decision on tenure is taken only after
a rigorous selection procedure, perhaps the toughest
in society. There is an assessment of teaching by
formal evaluation, and assessment of research by at
least three referees from other universities in Canada and abroad. In the typical case, a recommendation to award tenure is first made in the department.
It is then considered by the dean ofthe faculty who,
after consultation with a faculty advisory committee, sends a recommendation to the Senior Appointments Committee. This committee comprises all the
deans and twelve tenured full professors drawn from
the university at large. The committee makes a
recommendation to the president, who has the final
responsibility for making a recommendation to the
Board of Governors. In recent years, more than 10%
of those considered have been denied tenure. Others
have already dropped out along the way.
The protection afforded by the award of
tenure is considerable, but it is not absolute. A
faculty member may be dismissed for cause. That
seldom occurs, because the vast majority of faculty
do their work conscientiously and well. A faculty
member may be dismissed if programs in which the
faculty member is teaching are discontinued, or if
there is a financial exigency. Dismissal, redundancy and discontinuation for reasons of financial
exigency are serious matters and are dealt with in the
agreement with the Faculty Association.
Those who are awarded tenure may subsequently be promoted to associate or full professor
rank. Salary increases, based on progress through
the ranks, go only to those who are promoted in
accordance with normal expectations, and merit
increases go only to those whose work is outstanding. As a result, as between those with tenure, there
can be considerable differences in salary, reflecting
judgments that have been made about the quality of
their work.
Tenure, therefore, is not awarded automatically, does not render faculty members immune
from dismissal, and does not prevent differential
treatment with respect to promotion and salary. It is,
however, an essential element of the university.
Faculty are expected to give leadership in debates on
matters of controversy that increasingly face society. Faculty should be free to express their views in
teaching, in public statements, and in writings.
There are, regrettably, instances in Canada where
universities have come under pressure to dismiss
faculty whose views, for one reason or another, were
unpopular. It may be true that only some faculty will
contribute to the public debate on controversial
issues, but if society is to deal effectively with the
Page 6
challenges it faces as it moves toward the 21st
century, it is essential that those who ought to speak
out should be free to do so.
SALARIES
The university competes in a North
American and, in some cases, in a world market for
faculty. The competition exists not only in making
appointments, but also in retaining existing faculty.
Many factors influence a decision to come to or to
stay at a particular institution—location, quality of
students, quality of colleagues, teaching conditions,
quality of such support facilities as libraries and
laboratories, research funding and opportunities.
But however significant these and other factors may
be, it is imperative that salary levels be competitive
with those at other excellent universities.
In recent years, UBC salary levels have
fallen below that standard. In 1980/81, the average
professorial salary at UBC was at the highest in
Canada; by 1986/87, it had dropped to 16 of a group
of 20 universities.
If the university is to maintain its reputation for excellence, a competitive salary structure
must be regained; the Board of Governors has
passed a resolution stating this to be a goal. There
is a pressing need for a rethinking of the level of
government support and the operating grant for
1987/88 was a welcome sign of that rethinking, for
it enabled an increase in salaries of 4.98%, as well
as providing for career progress, merit, and inequity
and anomaly payments.
Salary policy must reflect the goal of the
university—excellence in teaching and research.
Salary increases should therefore be a reward for
excellence. They must be merit driven. Across-the-
board increases should be kept to a minimum.
The implementation of such a policy
requires that there be well understood criteria for
judging excellence in teaching and research, and
equally well understood procedures for applying
those criteria such as are detailed in the Agreement
on Conditions of Appointment for Faculty. It is
relatively easy to make judgments about quality of
research. It may be more difficult to make judgments about the quality of teaching. Teaching
techniques vary considerably. What is effective in
one discipline or course may not be effective in
another; the effort that goes into good teaching may
not be as fully appreciated as the effort that goes into
good research. The university needs to ensure that
faculty are aware of what is expected of them in the
Agreement and that there are in place, and functioning, well publicized procedures for regular assessment of performance in both teaching and research.
OBJECTIVES AND ACTIONS
OBJECTIVES
—Continue to make appropriate new appointments now to provide faculty renewal and to prepare
for the anticipated shortage of faculty in the next
decade.
—Ensure that there are no impediments to the
appointment, career advancement, promotion or
proper remuneration of women, native peoples, the
disabled or visible minorities.
—Establish and maintain a salary structure that
is competitive with peer universities.
—Establish a salary policy and fair procedures
to implement it, which will reward excellence in
teaching and research.
ACTION
—A task force on employment equity has been
established. It will make recommendations on the
employment of women, as well as native peoples,
the disabled and visible minorities.
—An Employment Equity Officer will be appointed.
—The university has signed the Certificate of
Compliance under the federal Contractors' Program.
—Give high priority to ensuring UBC regains
salary competitiveness with other institutions.
THE   STUDENT   BODY
THE WINTER SESSION
In the 1986/87 winter session the full
time, first degree enrolment at UBC was 21,700; the
full time graduate enrolment was 4,000; and the part
time enrolment was 6,000. (A full time, first degree
student is a student who is enrolled in 12 or more
units. A student taking a full load of courses would
take 15 or more units of course work. A full time
graduate student devotes at least three-quarters of
his or her time to university work.)
The university' s enrolment policy at both
the undergraduate and graduate level is shaped by
three principal factors: first, its physical and financial resources; second, its role in the post-secondary
educational system in the province; third—an essential component of the second—its goal of becoming a major research university. These factors
and the interplay between them are the prime determinants of the university's undergraduate and
graduate enrolments.
Major constraints on UBC's enrolment
are its physical and financial resources. The univer-
UBC SPECIAL REPORT - June 23,1988 sity has space problems even with its current enrolment. It is in urgent need of funding to upgrade
existing space and to add new space to accommodate present teaching and research programs.
There is an equal difficulty in accommodating the present number of students on present
operating budgets. In the academic year 1986/87,
on a per student basis, the British Columbia university system was more poorly supported than any
other province in Canada, except Nova Scotia, and
was funded at only 40% of the level of funding of
universities in the University of California system.
Despite these restraints, UBC reduced enrolment
only slightly. The financial position has improved
in the last two years. Nonetheless, UBC is still far
from being able to make available the supplies and
equipment necessary to its operations. On its present operating budget, it had no capacity for increasing enrolment; rather, it is still faced with the question of whether it can properly accommodate the
number of students it enrols.
There is an urgent need to reconsider the
numbers in postsecondary education in the province
as a whole. At the undergraduate level the participation rate in British Columbia of those aged between 18-24 is 17.23%, the third lowest in Canada.
More places need to be made available if the increased demand for participation is to be met. That
increase should be absorbed by the system as a
whole, and there should be no increase in undergraduate enrolment at UBC.
More "academic stream" places may
need to be created at the colleges, absorbing many
students whose high school performance does not
qualifythem for direct entry to university, or who
may wish to begin their postsecondary education in
their own community.
The role of UBC in undergraduate education should be that appropriate to a major research
university. It should seek to enrol those students
who have the ability to benefit from and contribute
to the educational environment of such a university,
and whose standard of achievement on admission
suggests a high degree of probability that they will
complete the program in which they enrol. The
university should therefore admit only the best
students to its undergraduate programs and, in
keeping with its provincial role, enrol the best
students from all areas of the province.
There is reason to doubt that UBC is
achieving its goal of enroling only those students
who have a high probability of success. Some
indications suggest that too high a proportion of
students now entering undergraduate programs fail
to complete their first year. They withdraw, fail the
year, or complete only a partial program.
If this is a recurrent problem, then there is
an inefficient use of resources and of a student's
time and money. The university needs, therefore, to
determine the extent of the problem. Are some
' students not properly prepared to work at the level
that UBC should expect? The university will
conduct a thorough study of admission to and performance in the first year of university. The expected consequence of the review is a significant
reduction in the number of undergraduate students
enrolled but no reduction in the number of those
> reaching graduation. For the immediate future,
admission will be assured to those who have a high
school grade point average of 3.00 or better.
Participation in graduate programs is
also lower in British Columbia than in most other
jurisdictions.
A flourishing graduate program emphasizing research is an essential element of a major
research university. A strong graduate program is
also a vital element in the university's provincial
role. In the future, more students will find it necessary to undertake graduate work to complete minimum qualifications for the careers they wish to
pursue; and more people, having completed first
degrees and gone out into the work force, will find
it necessary to return for graduate study.
The present number of graduate students
is less than is needed if the university is to fulfill its
provincial responsibilities and to become a major
research institution. That was indeed recognized
almost 20 years ago, for in 1970 the university
decided that, as a matter of general policy, it should
increase its graduate enrolment to 5,500. Nine years
later, "The Mission of the University of British
Columbia" (p.28) stated that the university should
plan for a graduate enrolment of at least 6,000
students, using the then or higher criteria for admission and performance. At aminimum, the university
should be aiming at this latter figure. An enrolment
of 6,000 graduate students at UBC would mean that
graduate enrolment would be given the same emphasis as in comparable universities in North
America.
There are two essential preconditions to
an increase in graduate student numbers. First, the
criteria for admission and completion should be as
high, or higher, than they are at present. Second, the
university will need more space, more equipment
and more operating funds. In particular, there will
be an increased need for adequate graduate fellowships and other forms of direct student support.
These needs must be targeted in the solicitation of
government and of private funding. Graduate education is expensive.
If additional funds do not become available to increase graduate enrolment, there will have
to be an even larger corresponding reduction in
undergraduate numbers.
This change in emphasis must be seen in
light of three general considerations. First, the
university has an obligation to expand its research,
and therefore its graduate potential. Second, the
university should admit only those who have a high
probability of succeeding. Third, UBC is now part
of a provincial system of postsecondary education;
thus students have a range of educational opportunities available to them. If the system as a whole is
properly supported, the young people of the province will not be deprived of educational opportunities, and at the same time UBC can more effectively
serve its students and the province.
SPRING AND SUMMER SESSIONS
In 1986, UBC had a total "head count"
enrolment in its Spring (May-June) and Summer
(July-August) Sessions of 11,000 students. The
Spring and Summer Sessions are useful for undergraduate students, providing them the opportunity
for taking extra courses, completing programs faster
than would be possible by taking Winter Session
courses only, or retaking a course that was not
completed in the Winter Session. They also afford
an extra opportunity for part time study.
At the graduate level, in the majority of
cases, it is inevitable that programs operate on a year
round basis. Graduate students working on a full
time basis on research projects are paid in the
summer from a variety of sources—research grants,
government programs, university monies. In the
interests of both its graduate and undergraduate
students, the university is committed to flourishing
programs year round.
PART TIME STUDENTS
Part time students may be divided into
two groups. First, are young students completing a
first degree who may not be able to attend university
on a full time basis. Increasingly, students in the 18-
24 age range find they cannot afford to attend
university full time, so they work and enrol on a part
time basis. These are often excellent students who
are prepared to make considerable sacrifices to
obtain a university education. The second group of
part time students are older, may or may not have
prior university experience, and may undertake part
time study for a variety of reasons—because they
need the training in light of changes that are taking
place in their workplace, because they are contemplating a change in careers, or simply because they
wish to sample what a university has to offer.
For both groups, the university must
ensure that regulations governing admission and the
completion of programs do not contain unnecessary
obstacles to part time study, and should offer more
late afternoon, evening, spring and summer session
courses as. part of the standard teaching mission.
There are limitations on the extent to
which the university should or can offer the opportunity for part time study. It may not be appropriate
in some disciplines. There are financial limitations
on what the university can do. It may therefore be
necessary to make some fine judgments on the
balance between full time and part time enrolments.
Finally, and most important, the university must
ensure that the educational opportunity offered to
part time students is the equal of that offered full
time students. It would not be in the interests of part
time students or of the university to devalue the
quality of their education.
SELECTION OF STUDENTS
The prime objective of the university
should be to admit only those who are best qualified
to benefit from and contribute to the programs in
which they are enrolled, and whose records suggest
that there is a high probability of their completing
those programs.
To achieve this objective the university
must show more flexibility in its approach to admissions at the undergraduate level. Three recent
initiatives provide examples of a willingness to take
that approach.
On the recommendation of the
President's Task Force on Liaison, Recruiting and
Admissions, Senate has now approved a proposal
that gifted high school students with superior records enrolled in grades 11 or 12 can take a course or
courses at the university and receive appropriate
credit if subsequently enrolled at UBC. This scheme
will serve as an indication ofthe university's desire
to recruit the best students and to take a more flexible
approach in accommodating them.
Another recommendation from the task
force has been approved by Senate so that appropriate credit will be given for Advanced Placement and
International Baccalaureate courses taken before
high school graduation.
The Advanced Placement program has
been operating in the United States for over 50 years.
It is governed by the participating universities,
including many of the prestigious private and state
institutions. Course contents are determined, examinations set and graded by or under the control of
the universities. Each institution itself determines
the courses and level of achievement for which it
will grant credit.
The International Baccalaureate program has been operating for 20 years. It is administered from Geneva and involves a rigorous course
of study and a set of examinations intended to
challenge the gifted student. As with Advanced
Placement, individual universities determine the
courses and level of achievement for which credit
will be granted.
The great majority of undergraduates at
UBC come from the Lower Mainland of British
Columbia, and come directly from high school. But
the university must be responsive to others who
should be afforded the opportunity of attending,
particularly students from high schools in areas
other than the Lower Mainland. The university must
therefore maintain and strengthen its ties with all of
the secondary school districts in the province. It is
also important to provide forthe transfer of students
from the community colleges, an obligation inherent in the structure of the post- education system.
The student body should not be drawn
solely from British Columbia. There should be
students, both graduate and undergraduate, from the
rest of Canada, just as many students from British
Columbia go to universities in other provinces for
some part of their university education. Students
from other provinces benefit from a change of
educational environment and they make a significant contribution to the teaching and learning process of the institutions they attend.
Similar considerations apply in the case
of foreign students. At the moment only 1.3% ofthe
undergraduate students are from outside Canada.
This is a low percentage even for an institution that
didn't aspire to international stature. As in the case
of students from other provinces, foreign students
not only benefit from what the university has to
offer, but make a major contribution to the educational enterprise from their varied backgrounds and
different perspectives. On their return to their home
countries they become ambassadors for Canada, for
British Columbia, and UBC, and are valuable links
in the networks of education, research, commerce
and government.
In its final report the 1987 Task Force on
Liaison, Recruiting and Admissions recommended
that the university seek to increase its enrolment of
foreign students to between 4 and 6 per cent of
undergraduate enrolments. Standards for admission will be high, and Senate has approved a minimum grade point average of 3.5 and a score of at
least 570 on the Test of English as a Foreign Language. The report recognizes that the university
will also need to improve its services in housing and
counselling as well as financial aid.
A second president's task force has suggested that special programs could be created for
international students on campus. They would be of
high quality but possibly distinct from existing
programs and designed to suit the requirements of
the students. Students in these special international
programs would not be eligible for transfer into
regular university programs or courses. The admission standards would be uniformly high and all
applicants would have to demonstrate a sound
command of English.
Two factors affecting the viability of any
such undertaking are operating budget and space.
To be self-sustaining financially, tuition fees would
need to be in the region of $ 15,000 per annum. The
university has not at present adequate space to carry
on its regular programming. Any new program
directed at international students would require
significant initial capital expenditures.
There are major obstacles to be overcome
and some difficult policy decisions to be made
before any special program for international students is launched. In due course, the task force will
also consider the possibility of providing special
programs abroad for international students.
If it is highly desirable that there be some
representation of students from other provinces and
from outside Canada in the undergraduate student
body, it is essential that they be strongly represented
at the graduate level. Graduate work and research
are closely linked, and research is a national and an
international enterprise. Students who seek to do
graduate work look for the best in their fields, and a
university with flourishing graduate programs
draws on the best graduates it can obtain. As
graduate enrolment increases a large proportion of
its students will come, as they come now, from
countries other than Canada.
There is virtually equal representation of
male and female students in the total undergraduate
programs of the university, but in some Faculties
there is quite unequal representation. For example,
in 1986/87 only 11% of the undergraduate students
in engineering were women. Only 4% of nursing
and 12% of elementary education undergraduates
were males. Where there are such imbalances the
university should make it known that there are no
institutional barriers to the enrolment of men or
Page 7
women, and should make sure that the environment
in the faculty or department concerned is equally
welcoming of men and women.
At the graduate level, 48% of all master's
degree candidates were women in 1986/87. In the
Master of Arts program 66% were women, in the
Master of Science 41% and in other master's programs 44%. Of those enrolled in doctoral programs
30% were women, and there was a considerable
variation between disciplines, (e.g. 3% of those in
engineering, 46% of those in arts). If women are to
be equitably represented in those areas where graduate experience is a prerequisite to employment, the
first step is to increase the level of graduate enrolment. That can be fostered by graduate fellowship
programs restricted to women, or to minority
groups.
If the native peoples of Canada are to take
the place they seek for themselves in Canadian
society, they must be assured of access to the
educational system at all levels. The university has
made considerable progress in enabling native
people to take advantage of a university education.
It needs to do more.
A significant step was taken by the establishment, with the aid ofthe Donner Foundation, of
the First Nations House of Learning, a focus for
teaching and research of relevance to native
peoples. This initiative will increase enrolment of
native students in all faculties through active recruiting, provide support services for native students through consultation with native peoples to
determine what programs might be developed at the
university, and identify and promote areas of research of particular significance for native peoples,
such as the legal status of land claims, self government, management of food fisheries, enforcement
ofthe economic base and delivery of social services.
Native peoples need greater opportunity
for advanced education and UBC will provide them.
Students who have taken part in French
immersion programs are now beginning to reach the
universities, and some may wish to continue some
part of their education in French. It is impractical for
a variety of reasons for an English speaking institution to offer parallel courses in the French language.
Much better is that students attend a French speaking institution. UBC is developing exchange programs that provide for a year abroad in various
European and Asian countries, and will seek the
cooperation of government and other institutions in
exploring a number of possibilities.
The university can at present admit only
a small percentage of aspiring first year students
who apply for admission. Additional pressures will
arise as people increasingly realize how vital it is to
have university training in a knowledge intensive
world. It will be necessary therefore to review
admission criteria and processes to ensure that they
are working as fairly and efficiently as possible.
From the standpoint of prospective students the admission process should provide information to help them decide if they wish to attend the
university. From the university's perspective the
process should attract the very best students. It is
thus important that prospective students be fully
aware of the advantages that will accrue from attending UBC.
Information should be presented well
and in a timely fashion. Regular and systematic
communication with schools and colleges is essential and to this end a School and College Liaison
Office has been established.
The mechanics of admission should be as
simple as possible. A new registration system, to be
fully in operation by the 1988/89 academic year,
will make admission a simpler and speedier process.
STUDENT AID
Undergraduate students
Financial support to students serves two
purposes: to help those in need, and to reward those
with superior academic performance.
Need-based financial assistance comes
mainly from government, both federal and provincial, either through grants or loans, or a combination
of the two. In recent years many students have
incurred unrealistically high debt loads. Students
who must pay room and board to attend the university, and students from other parts of the province,
are specially in need of support.
Needy students may also be supported
from private donations and institutional funds. The
university must continue to ensure that financial
assistance is appropriately targeted and should seek
to increase the funds available.
Scholarships and prizes help to attract,
retain and reward superior academic performance.
Students are strongly influenced in their choice of a
university by the availability of substantial scholarships. The establishment of the Major Entrance
Scholarship Program in 1985 gave UBC a high
scholarship profile in the province, but this position
should be consolidated and improved. To attract a
higher proportion of out-of-province and foreign
students, scholarships are needed for students from
other provinces and from abroad.
The present annual expenditure on schol-
UBC SPECIAL REPORT • June 23,1988 arships and prizes approximates $2 million. This is
an impressive figure, but not all deserving students
receive awards, and many awards are smaller than is
appropriate. Private support tends to be concentrated in the professional programs with relatively
little support in the humanities. More scholar ship
support is needed for part time students.
Graduate students
In the 1986/87 academic year the total
amount available for graduate fellowships was
about $2.8 million. Graduate students earned a
further $16.7 million from work related to their
courses of study. The amount available for fellowships is not yet sufficient to provide adequate financial assistance for even the present graduate student
enrolment. To attain the objective of a 6000 graduate enrolment, (here must be twice as many awards
available to graduate students.
In 1986/87, less than one-third of the
candidates nominated received fellowships, and
many of those who did not had first class records. In
addition, the value of fellowships has failed to keep
up with inflation and has not been adjusted to reflect
the significant recent increase in fees.
Some Canadian universities provide
additional grants to students who already hold other
major competitive awards. UBC has chosen not to
do this, as it could be done only by reducing the
number of awards, but it is clear that superior
graduate students are being lost to other universities.
An increase in support for graduate students, both in terms of present enrolment and anticipated increases in enrolment, is a high priority. The
development of the graduate program and the training of students to take their place in an ever changing
economy is totally dependent on strong financial
support.
OBJECTIVES AND ACTIONS
OBJECTIVES
—Increase the number of graduate students to a
total of 6,000 within five years, without compromising high admission standards.
—Admit as undergraduates only those applicants who are most likely to succeed in UBC's
rigorous academic setting.
—Ensure that good students from all parts of
British Columbia, from Canada and from outside
Canada who can be expected to do well at UBC are
given current and timely information about enrolment standards and procedures.
—Ensure that good students from the colleges
have a fair and equitable opportunity for transfer.
—Ensure that there is sufficient scholarship,
bursary and teaching assistantship funding available.
—Make UBC more accessible to part time students who meet academic standards.
—Provide advanced and professional credit
courses to those beyond the Lower Mainland who
cannot physically attend UBC.
ACTIONS
—A Task Force on Liaison, Recruiting and
Admission, under the chairmanship of the Vice
President Academic, has addressed a number ofthe
objectives raised in this section and appropriate
action has been taken.
—The new position, Vice President Student and
Academic Services, has been created and filled.
—A new automatic registration system has been
implemented.
—A review of counselling services and their
effectiveness is being undertaken.
—An Office of School and College Liaison has
been established and has begun implementting a
long term plan for development of a many faceted
liaison program with Canadian secondary schools
and colleges.
—A review will be made ofthe past performance
in their year of entry, of students entering university
frpm high schools, or transferring from colleges, to
determine how much UBC should raise its admission standards and consider additional criteria.
—A review will be made of the use of available
scholarship funds and the freedom to use these in
connection with support for good students from
around the province and across the country. This
will form the base for a component ofthe forthcoming matching fund raising drive.
—A task force will be established to examine
how to make part time studies for credit more
available in British Columbia.
STUDENT   SERVICES
Many non-academic services of the university are student oriented and are paid for from the
general operating budget; they contribute to both
the academic and personal needs of the students in
many ways, and can do much to create a supportive
atmosphere.
The Office of the Registrar maintains
student records; supplies information on admission,
curriculum and other academic matters to faculty,
students and the public; develops timetables and
makes room assignments for teaching and examinations; conducts elections for the Chancellor, the
Senate, each of the faculties and various university
bodies; and, through the Registrar, acts as secretary
to faculties and to Senate and its committees.
The Office of the Registrar has recently
been reviewed by a presidential task force, which
recommended the establishment of a standing advisory committee representing the various elements of
the university with which the office has close contact. The task force also recommended attention to
the level and quality of service provided to students;
the use of modem technology; and the need for
review of staffing levels and space requirements.
The Office of Awards and Financial Aid
administers two programs: one designed to recognize academic achievement through prizes and
scholarships, the other to help students in financial
need through a system of bursaries and loans.
The Student Counselling and Resources
Centre provides a wide range of personal, career,
educational and specialized counselling services.
In addition to individual counselling, workshops are
held on topics of educational, career, and social
concern. Personality, career, and aptitude tests, as
well as professional and academic entrance exams,
are administered by the centre. Specialized counselling and educational services for disabled, mature, international, and women students are offered.
The centre also maintains a comprehensive career
and self-help resource library.
International students are given a place to
meet and to receive advice and assistance at International House. Built almost 30 years ago with the
assistance of Rotary International, the facilities
have been a gathering place and a focal point for
assistance for students from all parts of the world.
The Student Health Service is available
to all students registered for credit courses. It
provides many services, including care of illness or
injury, preventive medicine, counselling and antigen and immunization administration and, where
required, can arrange for hospitalization.
For prospective and currently enrolled
women students, the Office for Women Students
offers counselling on personal, educational, financial, social and career concerns. The changing role
of women in contemporary society has added new
dimensions to the functions of the office. The provision of adequate day care facilities is a case in
point, to which the university is currently responding. For example, it would be useful if the office
were to have a role in encouraging women to enter
non-traditional areas of graduate study, and in promoting reseach related to women students. A review
of the functions of the office will be done.
The President's Permanent Advisory
Committee on the Disabled has recently been reactivated. The committee will offer advice on a wide
range of concerns of the disabled, including an
existing program to ensure easier access to the
campus facilities.
These several student services are important to the mission ofthe university and it is imperative that they function at the optimum level.
OBJECTIVE AND ACTIONS
OBJECTIVE
—To provide services for students and, in the
case of the Office of the Registrar, for the faculties,
that are fully supportive of the university's academic goals, and that are supportive ofthe personal
needs of students.
ACTIONS
—Implement as speedily as possible the recommendations of the President's Task Force on the
Office of the Registrar.
—Ensure that the university can provide effective scholarship, bursary and teaching assistant
funding at both graduate and undergraduate levels.
—Ensure that counselling and resource, health
and other like services are in a position to provide
adequate support to all students who require it. A
review of the Office for Women Students will be
undertaken.
SUPPORT  SERVICES
INTRODUCTION
The university is a large community
which must be fed and housed. Each day during the
Winter Session, 30,000 people come to the campus;
for many of them, meals are provided by the Department of Food Services; over 4,000 students live in
residences, run by the Department of Student Housing. It takes little reflection to appreciate the time,
hard work, and planning that goes into the provision
of services, and of their importance to the university.
Buildings must be cleaned, heated, equipped, maintained in good repair. Thousands of financial
records must be maintained; supplies and equipment costing millions of dollars annually must be
ordered. Each day the university receives hundreds
of visitors and telephone calls, and each day issues
releases of news to the media. These and a wide
range of other services underpin the operations of
the university. They are essential to its well being;
without them, the academic mission of the university could not be achieved.
NON ACADEMIC SERVICES
A large university like UBC needs cen
trally operated support services. The five essential
services are: personnel, physical plant, financial
services, purchasing, and budget, planning and
systems management.
The Department of Personnel Services
has charge of personnel and labour relations of the
non-teaching staff, those in clerical, administrative
or technical positions, who provide support to the
academic departments. The goals of Personnel
Services are: to ensure that UBC is an outstanding
employer with fair employment practices and safe
working conditions; to have fully trained employees; and to have a good human resources information system.
The department currently provides a
wide range of functions and services:
—recruitment and selection of staff;
—contract negotiations for and administration
of five collective agreements;
—personnel policies and procedures for all nonunion staff;
—job evaluation and classification, and salary
administration programs for all staff;
—pension and benefits administration for faculty and staff;
—development and maintenance of employment records for faculty and staff;
—manpower planning, training, and development;
—occupational health and safety policies and
programs;
—management of parking and security operations.
The physical plant group has consisted of
the Department of Facilities Planning, the Department of Plant Design and Construction, and the
Department of Plant Operations. A planned organization change will integrate the first two of these
into one department, Physical Planning and Development, which will be responsible for the growth
and change of the physical environment of the
university.
Physical facility development activity on
campus involves between 300-400 projects per
year, varying in cost from a few thousand dollars to
major new facilities such as the $16 million Chemistry-Physics building. The new department will act
as liaison with the architect, manage the construction after the contract has been awarded, and bear
the responsibility for ensuring conformance to national and provincial codes and regulations.
The Department of Plant Operations,
through an ongoing program of inspection, cleaning, maintenance and repair^ protects the investment
in buildings and their component systems; utility
distribution systems; and the university grounds.
The total replacement value ofthe physical assets of
UBC has been estimated at $800 million. There are
450 buildings of vary ing quality located throughout
400 hectares of Campus, 80 kilometers of underground piping and electrical cables, 86 hectares of
landscaped areas, and 32 hectares of roads and
lanes.
Immediate goals of plant operations are
the development of a fully automated and totally
integrated maintenance system, completion of the
installation of a campus preventive maintenance
program, and the achievement of further savings in
energy costs.
The Department of Financial Services
performs basic accounting functions and aims to
provide timely, reliable financial information for
decision making and policy formulation, and good
service to the campus and external communities.
Each month the department completes 16,700 payroll items, 16,000 vendor payments, and 10,000
cash receipts.
Financial advice is given on capital financing, investment, lease and contract administration. Expenditures from operating, research grant,
endowment and trust accounts are monitored to
ensure compliance with granting agency guidelines,
legal trustee requirements and university policies.
The department implements internal financial controls to ensure that financial resources are properly
and efficiently managed and that cash resources
achieve maximum rates of return.
The Purchasing Department is responsible for acquisition of materials, equipment and
services for all parts of the university, each year
processing 41,000 requisitions for an expenditure of
$55 million, and ensuring that purchasing activities
are conducted with integrity, in compliance with the
law and relevant policies of the university. The
department' s goals for the future centre on automating procedures to establish a paperless purchasing
process, and developing procedures to standardize
purchase of high volume-low cost items.
The Office of Budget, Planning and Systems Management assists in formulation, maintenance, and monitoring of the General Purpose
Operating Fund Budget and the University Development Fund, and provides information, reports and
analyses for the management of the university.
These functions are reflected in their activities, such
as the annual preparation and publication of the
operating budget, other annual reports (e.g., the
University Fact Book, and Profiles of Academic and
Page 8
Administrative Departments), and intra- and inter-
university analyses and responses to ad hoc requests
relating to statistical aspects ofthe university operation.
Information Systems Management supports management planning and decision making,
and the efficient performance of administrative
functions, through application of current information technology to the development and maintenance of quality, integrated, cost-effective administrative systems. Together with other service departments, the division is undertaking phased redevelopment, over five to seven years, of core administrative systems (financial, student, alumni-development, human resources, and physical facilities), and
a number of smaller stand alone systems associated
with ancillary operations. The division has four
personnel groups: development, production systems support, technical support, and information
centre.
The objective of each of the five foregoing departments is to provide the needed services
efficiently and economically. The administrative
departments were recently included in a review by
outside consultants whose recommendations, when
fully implemented by 1988/89, will result in annual
savings of $1 million. Energy savings are also in
excess of $1.2 million per year.
On occasion, it is necessary to make
initial extra expenditure to save money in the long
term. For example, a new telephone system at a cost
of $4.8 million will provide an up-to-date service
and will pay for itself in 10 years or less, and then
make significant ongoing annual savings.
In 1985/86, insurance premiums rose
from $390,000 to $ 1.1 million per year, an increase
accompanied by reduced coverage and increased
deductibles. Effective January 1,1988, UBC joined
with over 40 other Canadian universities in a mutual
insurance scheme, the Canadian Universities Reciprocal Insurance Exchange (CURIE), enabling
$250,000 savings in premiums, and increased risk
. coverage, including earthquake coverage not previously obtainable at reasonable rates.
The Community Relations office provides a comprehensive program directed toward the
campus community, the general public, government, business and industry, and the media. The
primary goals are to increase public understanding
and support of the university, and to keep the
campus community informed about issues and policies.
The office provides news media with
information about research activities and other
matters of public interest, conducts a community
liaison program that includes a Speakers' Bureau
and campus tours, coordinates special events such
as Open House, and provides public and media
relations counselling to UBC academic and administrative units. Publications include the President's
Report, the tabloid newspaper UBC Reports, a
Faculty Experts Resource Guide, and various brochures and pamphlets.
There are many opportunities for specific
community relations initiatives. For example, the
university's Open House in March, 1987, was an
overwhelming success, with an estimated 150,000
people attending. MLA days are an excellent means
of letting elected Members of the Legislature know
what is happening at the university. The Speakers'
Bureau program, now a branch of the Community
Relations office, was responsible for 200 lectures in
1986, but there is a much greater demand from
throughout the province.
There are also new opportunities. For
example, a series of three minute radio programs
highlighting some of UBC's research accomplishments has been very well received by 240 radio
stations throughout Canada on the Broadcast News
Network. Similar series will continue to stimulate
interest in the ever changing research mosaic
The university should also better advertise the number of visitors it attracts to the province;
what it offers to the community by way of cultural
and recreational activities; and, that it is a major
centre of tourism for the province, attracting conferences and workshops organized by provincial, national and international organizations, drawing
participants from all across Canada and throughout
the world.
In 1986 UBC hosted over 300 conferences, and in so doing, ran the largest hotel facilities
in the province, renting 200,000 bed nights in student residences when they were not needed for
students. Conferences are an essential element in
enabling those who teach and learn at UBC to keep
abreast of the most recent developments in their
disciplines. They have the important side effect of
bringing thousands of tourists to the province,
contributing substantially to an important provincial industry.
The university contribution to the cultural and athletic life of the community is also
substantial. Concerts and theatre productions are
open to the public almost every week, and faculty
and students perform in Vancouver and elsewhere in
the province and in Canada. Athletic events attract
many people from the Lower Mainland and bring in
UBC SPECIAL REPORT - June 23,1988 teams from across western Canada and Pacific Rim
countries. The university's gardens, research forests, and museums are in themselves major attractions. These several dimensions of the university
may go unnoticed, but are important components of
British Columbia society.
The service departments will do their
- jobs properly if those who work in them have the
best possible working conditions and appropriate
rewards and appointments. As part of its general
response to the federal initiative on employment
equity, adequate opportunities must be available for
women, visible minorities, native peoples, and the
handicapped. Equally, the university should recog-
* nize and reward performance by use of a fair and
equitable system of evaluation and compensation.
OBJECTIVES AND ACTION
OBJECTIVES
—The objective of each department is to provide
s    to the university community the best possible serv-
"* ice in an economical and efficient manner.
i —The university should provide working con
ditions that would be provided by a model employer.
ACTIONS
—The Vice President Finance and Administra-
.* tion will continue to review all areas of activity for
•<  possible cost savings.
—Procedures will be developed for ensuring
that departments are responsive, within the area of
their respective responsibilities, to teaching, research, administrative, and planning needs of the
university.
9 —Employment practices will be kept under
•*,  review to assure access to employment of all quali-
* fied members of the community and to provide the
best possible working conditions to those employed
at the university.
ANCILLARY  SERVICES
A number of units at the university are
designated ancillary services, and are intended to
operate on a break-even basis, except where a
subsidy from the university operating budget is
provided for a specific purpose.
Units that provide service to the university as a whole include the Bookstore, UBC Press,
Food Services, Student Housing, and Parking. All,
except UBC Press, operate on a full break-even
basis; the Bookstore, Housing and Parking also meet
the costs of construction and maintenance of their
buildings. Housing has developed $38 million of
new construction over the past five years. The
Bookstore moved into a new $6 million building in
1983. A new $6 million parkade is currently under
construction.
UBC Press has a distinguished record of
publication of books written by UBC faculty members. Many publications have been highly effective
in conveying the work of the university to the
broader community. But, like all university presses,
UBC Press publishes many books that would not be
successful commercially because of their highly
specialized nature, which are nevertheless valuable
contributions to scholarship. The university provides UBC Press with an operating 'subsidy of
$200,000 per year, and services space. Consistent
with maintaining the standards of the Press, the
subsidy will be reduced and, as in the use of other
ancillary services, the operation will be reviewed
from time to time.
Two ancillary services, Housing and
Athletics, relate specifically to students.
The university can provide on-campus
accommodation for almost 20% of its students, but
more is needed. For students from other parts ofthe
province, on-campus accommodation is highly
desirable. Even for students who live in the Lower
Mainland, a daily journey to and from the university
is time consuming and expensive. Graduate students from elsewhere in Canada or abroad are best
housed on campus. The target is to provide housing
for about 25 % of the student body by the turn of the
century, and at the same time to replace the army
huts that were brought to the campus shortly after
World War II. In the last ten years approximately
1200 new student accommodation units have been
built.
Financing student housing is on a full
cost-recovery basis and for any new accommodation includes capital costs.
A vigorous athletic program is an important aspect of any university community. It provides
needed recreational opportunities for students, and
fosters university spirit and community interest. A
flourishing intramural and recreational sports program must be encouraged. This has always been a
feature of university life and is of added significance
in a society that places increasing emphasis on good
health and fitness.
It has been decided that UBC also should
remain committed to competition at the national
level, in women's and men's sports. But there is a
limit, in large measure financial, on the range of
sports in which the university can effectively compete. The athletics program will be operated inde-
I
pendently ofthe academic programs ofthe School of
Physical Education. There will continue to be
contacts in a variety of ways between the academic
enterprise and competitive and recreational athletics.
The bulk of the income to support athletic activities will continue to come from dedicated
student fees and university operating funds, but
opportunities for revenues through community
involvement should be more fully explored. A
coordinated management strategy for all athletic
and recreational facilities is being developed.
OBJECTIVES AND ACTIONS
OBJECTIVES
—To continue to operate all ancillary services so
that they provide first rate service to those who use
them.
—To operate all ancillary services on a full
break even recovery basis.
—Specifically, (a) to provide, as financial circumstances permit, on-campus housing for 25% of
the student body by the turn of the century; (b) to
maintain a rigorous intramural and competitive
athletics program.
ACTION
—The appropriate vice president will prepare a
five year plan for each of the ancillary services to
ensure that they can efficiently continue to meet
their basic objectives.
LANDS, BUILDINGS, LIBRARIES,
COMPUTING  AND EQUIPMENT
The UBC campus is essentially a small
city which must be effectively managed if the university is to become a world class institution.
Campus development must be carefully planned.
The university's various activities must be adequately housed. There must be first class libraries,
first class computer systems, and state-of-the-art
equipment.
THE UBC CAMPUS AND THE UNIVERSITY ENDOWMENT LANDS
A master plan was developed between
1979 and 1982, which laid out development rules
and recommendations for the campus, indicating
that the existing academic core can be developed
more densely. An 11 hectare parcel of land on the
comer of Wesbrook and 16th Avenue is planned for
development as market housing without endangering foreseeable future needs for academic purposes.
To this end, the university has formed a subsidiary
company to develop the land, providing over 600
living units on long term leaseholds, providing an
annual return in excess of $4 million. The subsidiary
company will be looking at other campus lands for
potential development in the interest of the university community. For example, a feasibility study for
a campus hotel to serve the many campus and
hospital visitors will be undertaken.
A government resolution on the future of
the University Endowment Lands, a Crown land
area of about 700 hectares adjacent to the campus,
may be forthcoming. The university has maintained
throughout past discussions that most of the area
should have formal status as a park, of benefit not
only to the community as a whole, but to the university for teaching and research purposes. But, some
portion should be made available to meet the original objectives of developing revenues to help fund
the university. For example, many decades hence,
115 hectares for market housing could yield in
excess of $50 million annually. The university has
also advocated reserving 40 hectares of land adjacent to UBC Discovery Park for future research and
development activities.
BUILDINGS
The UBC campus is known throughout
Canada as being "unfinished." There is still a great
deal of temporary space that has been temporary for
far too many years; there are chronic needs for space
for long standing activities, and space is needed for
new areas of development as the mission of the
university changes. At present there is a total of 5.5
million gross square feet of space on campus, and
approximately 600,000 gross square feet of space in
the six teaching hospitals.
A significant portion of the existing
campus space is grossly inadequate. Forty per cent
of the total square footage is 30 years old, 26% is
over 40 years old, and 9% is over 50 years old. Many
buildings can no longer be used effectively or
safely, and need replacement or total renovation to
meet acceptable standards. Many activities still take
place in the old World War II army huts. Over
500,000 square feet of space is in "temporary"
buildings, much of it built in the 1920s, with an
intended lifespan of 25 years.
The changing mission of the university
has also created a demand for a new and different
style of space. The increasing emphasis on graduate
work and research has created a need for new
accommodation in the sciences, in those profes
sional faculties that build on a basic training in the
sciences, as well as in other disciplines.
In the late 1970s, the Senate Academic
Building Needs Committee developed a five year
building plan. The plan could not be implemented
because of lack of funds, particularly during the
government financial restraint years of the early
1980s.
The reality that government funds alone
will not be enough to provide the needed facilities
has led to the inclusion of a significant capital
component in the forthcoming fund raising campaign. It is expected that the monies raised, coupled
with government matching funds, will help to finance construction for the following five year plan
high priority projects: University Services Project,
$16.5 million; Pacific Centre for Forest Sciences
Research and Education, $40 million; Centre for
Integrated Computer Systems Research, $13.8 million; UBC Library and David Lam Management
Research Library, $30.9 million; Performing Arts
Centre, $28.4 million; Advanced Materials and
Process Development Laboratories, $17.1 million;
for a total of $146.7 million.
The total cost of buildings over the full
ten year period of the two plans is $300 million.
The government has indicated a willingness to encourage the replacement of costly inefficient hut or trailer spaces by alterations to existing
permanent buildings or the building of new space.
Several projects are in the planning stage, including:
relocation ofthe traffic and security offices, the key
centre, and telephone communications; reorganization of Faculty of Education space, now in 18
locations, including over 30,000 square feet of
WWII army hut space; and a small building project
to house the Child Study Centre of the Faculty of
Education.
A new building for Chemistry and Physics, funded by a grant of $16.4 million from the
provincial government, is now under construction.
Projects at the planning stage, but which have
been funded, include: an expansion to the Museum
of Anthropology to house the Koerner ceramic
collection; development of the David Lam Asian
Garden Centre in the Botanical Garden (no net
operating cost); establishment of a Medical Alumni
and Student Centre at the Vancouver General Hospital, to be funded through a special appeal and
student donations, and to be at no net operating cost
to the university.
Either with respect to its existing space or
additional space, there are other ongoing issues.
Space must be effectively used. All space is a
university resource and should be assigned to the
highest priority use. New buildings should be built
in as flexible a manner as possible so that they can
be adapted to meet changing university need. There
must be regular monitoring of the use of existing
space to ensure efficient and appropriate use. A
study of medical space and related hospital space is
now underway.
It is imperative that the university's
buildings and grounds be properly serviced and
maintained. This is not only a necessity for efficient
functioning, but in the long run makes sound economic sense. In times of budget restraint, servicing,
maintenance and renovations have not been done as
regularly or as quickly as desirable. The estimated
replacement value of the university's buildings is
$800 million. It will require $136 million to bring
them up to modem standards; a further $18 million
is needed for grounds and utilities renewal. On an
ongoing basis, there is need for between 1.5% and
2% ofthe replacement value of buildings each year;
i.e., between $12 million and $16 million.
The provincial government has been
regularly pressed for a realistic allocation for these
purposes, and public works and renovations funding has increased significantly over the last three
years.
OBJECTIVES AND ACTIONS
OBJECTIVES
—To provide the university with adequate space
for its existing needs, and to ensure new space is
made available in a timely fashion for new and
changing initiatives.
—To establish a regular pattern of current maintenance and repair of existing buildings, as well as
making up the backlog of deferred maintenance and
repair.
—To keep space allocations under review to
ensure that space is being used effectively and in
accordance with the university's priorities.
ACTIONS
—To implement the five year building plan.
—To review and determine priorities for the
construction of new space on the campus.
—To continue to refine the existing procedures
for determining priorities with respect to alterations.
—To prepare the second five year building plan
in detail.
—To develop policies for space allocation and
reallocation which reflect changes in teaching, research and other activities.
Page 9
LIBRARIES
In his first annual report as President, Dr.
Strangway focussed on the library. The decision to
speak only of the library was an indication of its
central position in the university.
The UBC library is a large and complex
system, consisting ofthe main library and 15 branch
libraries, three of which are located in teaching
hospitals affiliated with the university. The system
contains over 2.7 million books, 4.7 million units of
microfilms, films, records and other pieces of materials. The total collection is valued at $315 million;
effectively, it is beyond price.
The library is a fundamental resource for
teaching and research. In addition to its use by UBC
faculty and students, it is used extensively by faculty, teachers and students from other universities,
the colleges, and the schools; by business people,
professional people and by government; and by
private citizens. It is very much a provincial resource, and is the primary research library in British
Columbia, indeed in western Canada.
There are significant national and international dimensions to the library. It is the second
largest research library in Canada, and is one ofthe
main links in a national library system which, particularly in the social sciences and humanities, is
found almost exclusively in Canada's universities.
The library is part of a network of North
American libraries from which it benefits and to
which it contributes. UBC collections are accessible
to libraries across North America; in return, UBC
draws from the holdings of other libraries. Some
exchanges go beyond the continent. For example,
the Crane Library sends copies of its "talking
books" for the blind and visually disabled to libraries and individuals around the world.
It is the professional staff, the librarians,
who make the resources ofthe library available to its
users and who are endlessly engaged in teaching
new users how best to take advantage of what the
library has to offer. Their dedicated service has been
a major factor in the continued contribution of the
library to the educational mission ofthe university.
Three problems face the library: the
availability and quality of space, the maintenance of
collections, and the need to continue to develop and
improve techniques for handling increasingly large
collections of conventional and unconventional
materials.
Over the years, the library has not expanded at a rate sufficient to keep up with normal
growth. In two or three years the system, with the
exception of the law library, will have reached full
working capacity.
Much ofthe existing space is well below
adequate standards. The main library had fallen
short of building code requirements. The defects
were cured, in part, by the installation of a new fire
alarm and sprinkler system at a cost of $1 million,
but the building remains in urgent need of extensive
renovation and restoration.
To deal with pressure on space, the library has given a high priority to the purchase of
microfilms. It has now the largest microfilm collection in Canada, and the twelfth largest among the
106 libraries ofthe Association of Research Libraries in North America. Parts of the collection have
been moved into storage making it difficult to
retrieve.
In recent years, the library has not been
able to maintain its collections. Purchasing power
has been adversely affected by financial restraint,
inflation, and the drop in the value of the Canadian
dollar in relation to other world currencies. The
level of purchases has been maintained, but there
has been a world wide increase in rates of publication.
In an effort to protect purchasing power,
library staff has been reduced by 50 positions since
1980. Computers handle the circulation of materials
at half the cost that would otherwise be necessary.
External services are cost-recovered. There is,
however, a limit to the extent to which efficiencies,
automation, and cost-recoveries can result in savings.
As the library moves into the electronic
age, it will need more computing equipment and
more highly trained personnel to assist users in
working in an electronic environment. In this regard, UBC has fallen behind other Canadian universities. There are too few terminals and insufficient
computing capacity. The library catalogue prior to
1978 is still not in machine readable format.
OBJECTIVES AND ACTIONS
OBJECTIVES
—To develop the library in a way that is appropriate to a world class university.
ACTIONS
—To renovate existing space and to build new
space that is adequate for the existing and medium
term needs of the library.
—To continue to protect and to increase funds
for library acquisitions.
UBC SPECIAL REPORT - June 23,1988 —To explore ways of providing a high standard
of service at a reasonable cost, particularly through
automation.
COMPUTING, NETWORKING AND TELECOMMUNICATIONS SERVICES
Computing and data networking services
have become essential parts of the university's
infrastructure, and are extensively utilized for
teaching, research, and administration. Growth in
the use of new technology has not been uniform
throughout the various academic and administrative
departments. There is much to do to enhance the
computing and networking environment.
A large proportion ofthe research at UBC
would not be possible without state-of-the-art distributed and central computer facilities. The computer is increasingly a recognized teaching tool. As
more and more incoming students are computer
literate, it is imperative that teaching techniques
match the skills of students. The administrative
structure ofthe university is increasingly dependent
on computer facilities. As in any large organization
where there is a need for information storage and
retrieval, a good integrated computer system comprising both distributed and central facilities is a
necessity.
A major change in the university computing environment is in progress throughout the
blending of distributed personal workstations,
minicomputers and mainframe computer systems,
and a comprehensive data network, supported by a
variety of local and remote servers. The new telephone system and the associated cable plant will
play a significant role in the development of a
comprehensive data communication network on
campus.
The university has made significant
additions to its computer capabilities in recent years
and will continue to do so. The Computing Centre
has taken a leadership role in developing a data
network (BCNet) linking the three provincial uni
versities, TRIUMF, and the Advanced Systems
Institute, with provisions for providing access to
other research organizations in the province, and
interlinking with the National Science Foundation
in the United States.
There are, in relation to the provision of
computer services, a large number of decisions to be
addressed in the future. Experience in other jurisdictions indicates the success of budgetary systems
which encourage users to make informed choices as
to which type of equipment or service is most
effective, desirable and affordable for their particular needs. A system of this kind is being put in place.
A broadly representative advisory group
(Campus Advisory Board on Computing) has been
established for regular consultation with the campus
community on all matters affecting computing at
UBC.
OBJECTIVES AND ACTIONS
OBJECTIVES
—To develop computing, networking and telecommunications policies, facilities and support
infrastructure appropriate to a world class research
intensive university.
ACTIONS
—Develop a comprehensive five year plan for
computing, networking and telecommunication
services, and develop related policies and protocols.
—Implement a system of decentralized budgeting for computing, networking and telecommunication services.
SPECIALIZED EQUIPMENT
Aside from the need for library materials
and computing facilities, and from the requirements
for all the usual paraphernalia associated with teaching, the university has a substantial continuing
pressure for the acquisition and operating costs of
specialized equipment. New technologies open the
door to new discoveries and are essential for economic competitiveness. To properly address its
mission, the university must have specialized equipment that is of the latest and most advanced design.
Students expect (and should expect) to get hands-on
experience with state-of-the-art equipment if they
are to be properly equipped for their careers when
they graduate. Local industry looks to the university
to provide access to such equipment, for that is the
efficient way of meeting their occasional or part
time needs.
Some typical examples from the science
sector are: electron microscopes, centrifuges, gas
chromatographs, mass spectrometers, nuclear magnetic resonance spectrometers, amino acid analyzers, protein sequencers, imaging devices of various
kinds, controlled environment chambers and micro-
probes. The list is long, reflecting the sophisticated
methodologies of the full range of contemporary
basic and applied science.
The working life of most of this equipment is about 5 to 10 years, by which time it is either
worn out or obsolete and no longer adequate for
either research or teaching purposes. Consequently,
there is a strong and consistent demand for equipment. The demand is heightened in some fields of
study, particularly newer and highly competitive
fields such as biotechnology and advanced materials science, because it is difficult to recruit young
faculty members or to retain strong researchers
without guaranteeing the availability of first class
equipment and the funds for its operation.
The need for specialized equipment is by
no means confined to teaching and research in
science. While it is true that scholars in the humanities and social sciences depend primarily upon the
library as their laboratory, and books as their
"equipment," there are also requirements for highly
specialized library materials and highly specialized
equipment. For example, many researchers require
access to the census data of Statistics Canada. Art
history requires extensive collections of photographic equipment; music must have a large collec
tion of recordings, as well as musical instruments.
Anthropology is helpless without museum collections of artifacts. Theatre requires costumes and
sets; film studies needs cameras and editing equipment. These and many more examples illustrate the
pressing requirement for equipment in all parts of
the university enterprise.
Funds for the purchase of equipment
have most commonly come from two sources: allocations from the provincial government, either in
the operating budget or as debenture funding; and
from the various research granting agencies, principally the national granting councils. In recent years,
funds from both sources have been shrinking, particularly those from the province. Increasingly, the (
university is relying on the national granting councils for both major and minor items of equipment
which are used for both research and teaching. The
competition with other universities is intense, and
although UBC has done well in the competitions,
relatively speaking, the total number of awards falls
far short of meeting the demand.
It is clearly necessary that there be devel-'
oped a systematic plan for equipment replacement.
The commonly accepted time period for a cycle of
full replacement is eight years. The present value of
equipment at the university approximates $200
million. The equipment replacement and renewal
expenditure should thus approximate $25 million
per year. In present circumstances, it is unrealistic "
to expect more than $5 to $ 10 million per year from
grant sources. A provincially funded provision of
$15 million per year should be given high priority.
OBJECTIVES AND ACTIONS
OBJECTIVES
—To obtain continuing funding of $15 million
per year for equipment replacement and renewal.
ACTIONS
—Requests for funding to the provincial government will be renewed and reinforced.
PART III: THE
UNIVERSITY AND
THE COMMUNITY
ALUMNI,   THEIR   FAMILIES   AND
FRIENDS
It has been said that in addition to having
outstanding faculty and students, the difference
between an ordinary university and a great university is its alumni. There are now over 130,000
graduates of UBC; many make highly significant
contributions to their university. That participation
should be widened until all alumni are involved.
The first step is to know where the alumni
are, to keep track ofthe 130,000 graduates and 4,000
or more a year who are added. At present, the
address records of alumni are approximately 70%
correct. A recently installed automated system will
help attain an accuracy of 95% or better.
The next step is to keep alumni informed
about university activities and to help them keep in
touch with other alumni. The UBC Alumni Chronicle, published quarterly and distributed to all
alumni, should be enlarged so that alumni may know
more about the exciting things that are happening at
the university, about the issues that confront it and
how they are being addressed, and about the activities of the alumni themselves.
It is also important that alumni not only
read about the university, but that they also talk
about it and hear directly about what it is doing,
hence the importance of class reunions. The Alumni
Association provides groups with assistance in
organizing class reunions and special events. Class
reunions, of which there were 24 in 1986/87, are the
most common, best attended, and most successful
form of communication between alumni and the
university. They contribute substantially to sustained and enhanced alumni support, both financially and in terms of good will.
The branch activities of the Alumni Association are of increasing importance. Nearly half
of the alumni live outside the Lower Mainland of
British Columbia, and many live in other provinces
and other countries. Vigorous branch activity is a
necessity if these alumni are to be kept informed and
supportive. There is already a developing network
of branches in the province (e.g., Victoria,
Nanaimo, Prince George, Kamloops, Kelowna), in
other provinces (e.g., Ottawa, Toronto, Montreal,
Calgary, Edmonton), and outside Canada (e.g., New
York, Washington, Washington, Denver, Houston,
San Francisco, San Diego, Los Angeles, Seattle,
London, Taipei, Hong Kong, Tokyo, Singapore,
Kuala Lumpur). The branch network needs to be
expanded and strengthened.
Given the size of UBC, many alumni feel
a closer affiliation with a particular faculty, department or discipline than with the university as a
whole. That sense of affiliation needs to be fostered.
The Alumni Association encourages the establishment of divisions within the association, organized
by faculty, department or discipline. There are now
21 active divisions, each with an elected board, a
newsletter and/or at least one annual event. In 1986/
87, 21 division events were held.
It is also the aim ofthe Alumni Association, in association with the Alma Mater Society and
the Alumni Association's student affairs committees, to undertake recruitment initiatives to encourage academically well qualified students to come to
UBC. It is imperative that students and parents
receive sound information regarding UBC. What
better person than an alumnus, faculty member or
currently enrolled student to provide that information?
COMMUNITY  SUPPORT  FOR
THE   UNIVERSITY
The university receives support from the
community in two forms. First, many give generously of their time through service on the Board of
Governors, Senate, various boards and committees,
and alumni groups. In several faculties, members of
the community participate directly in teaching and
research activities. Influential citizens speak out on
behalf of and in support of UBC in political, business, cultural and other spheres. These contributions have helped build UBC and will have much to
do with its future success.
Second, the community provides financial support. The provincial operating grant will not
enable the university to develop as it could do at the
margin of excellence. That extra touch of distinction can only come from the whole hearted financial
support of those in the community with the foresight
to see the ultimate benefits.
Through its own efforts, the university
already does much and plans to do more to
strengthen its financial base. The faculty are vigorous in their pursuit of research grants and contracts;
they welcome competition as a spur to excellence.
Inventions that flow from research yield royalties
that in 1987/88 totalled $600,000. The university
has established a real estate corporation, the returns
from which will also serve to enhance the financial
base.
But the strong support of the private
sector will be the key to future success. In the past,
donors have made major contributions for the construction of buildings. They have supported teaching and research by donations for the purchase of
books and equipment, and for the endowment of
chairs and professorships. The list of available
scholarships, prizes and bursaries is testimony to the
generosity of the many organizations, individuals,
and families whose gifts have provided recognition
and financial help to outstanding and needy students.
The essential foundation for obtaining
financial support is an understanding, by potential
donors, of what the university is doing and the
nature of its current needs. Fund raising must be
systematic and coordinated. The university recently
established a Development Office, funded in part
from the base operating budget and in part from
income generated from fund raising. A presidential
advisory committee on development policy has
been established to review fund raising policies and
to coordinate fund raising activities across campus.
The immediate objective is to double
both the number of donors and the number of
donated dollars within a two year period. The
Alumni Fund, in collaboration with the Wesbrook
Society, has increased alumni participation in the
last two years from 7% to 10%, and the total amount
raised from $700,000 to $1.5 million. The number
of donors to the university has grown to over 12,000
individuals, corporations, foundations and other
organizations. But more will have to happen.
The university now recognizes donors by
offering, among other things, membership in "giving societies." Membership in the Wesbrook Society is open to those who donate $1,000 or more on
an annual basis; the Chancellor's Circle is available
to those who have donated in total $25,000 or more.
New giving categories are now being established,
including the President's Circle (cumulative donations of $1 million).
These societies do more than recognize
donors. Through them, the university can maintain
contact with donors, keeping them informed of
current teaching and research developments so that,
as ambassadors for the university, they may bring
further community support.
UBC will launch a major capital fund
raising campaign in 1988, the first campus wide
campaign in 20 years. In preparation, the university
has been reviewing its priorities and developing
proposals with respect to support for teaching, student and research activities and funding for buildings and major equipment. The success of the
campaign will depend on a clear articulation to the
community of the needs of UBC; sound planning
and organization, which is the responsibility of the
Development Office; and the support ofthe friends
of UBC in the community. The campaign will be a
major factor in enabling the university to develop
the capacities it needs to be the type of institution
that its students and the province deserve. It will be
the responsibility of the Development Office,
Community Relations, and the Alumni, to ensure
that the momentum gained from the campaign is
maintained.
The recent announcement by the Premier
of British Columbia of matching funding of $100
million has given the campaign even greater promise and has clearly indicated that the government, in»
the Premier's words, "is committed to working'
together with the universities, the colleges, and the
private sector, to create a postsecondary educational
system, second to none in Canada."
OBJECTIVE AND ACTIONS
OBJECTIVES
—To keep alumni, theirfamilies and friends, the
community at large, and selected groups within it,
informed about all aspects of the university.
—To enlist the aid of alumni through service and
donations in advancing the interests of the university.
ACTIONS
—Develop and continually update the list of
alumni and friends of the university.
—Continue to inform alumni and the community about the university through regular and special
publications, through special events, and through
publicity in all media.
—Undertake a major fund raising campaign,
beginning in 1988.
—Strengthen the university's regular fund raising activities.
CONCLUSION
The goal of the University of British
Columbia is clear: to become a university of international stature. In many areas of its activities it has
already achieved that goal; in others, it has made
significant progress.
To attain and maintain its status as a first
class university, UBC reaffirms its dedication to
excellence in teaching and research. It will encourage and recognize the value of good teaching in the
arts and sciences, in its professional faculties, and in
its graduate programs. It will build and expand on
a research capability that is already of world stature.
The essential ingredients for the implementation of this mission are many: a first class
faculty; intelligent and well motivated students;
excellent libraries; excellent computer and communication systems; adequate space and equipment;
and a smooth functioning array of support services.
More broadly, it must have the support and confidence of the community it serves.
By fulfilling its mission, the university
will best serve the people ofthe province. It will play
an integral, yet unique, role in the postsecondary
education system, providing leadership in the cultural, social and economic life of the province.
In the world of tomorrow, every region
that aspires to civilized progress and economic
success will need a world class university. With the
support of its community, The University of British
Columbia will meet that need for British Columbia.
Page 10
UBC SPECIAL REPORT - June 23,1988 TABLES
MISSION STATEMENT AND STRATEGIC PLAN
CONSULTATIONS
1.      CONSULTATIONS TO DATE
1986
JANUARY
A draft planning paper, Toward a Mission Statement for the University of British Columbia, 1986-2000,
was circulated to a number of groups on campus. The paper raised a wide range of questions which needed
to be considered in preparing a Mission Statement. Comments were requested on the draft.
MARCH-JUNE
Revised version ofthe draft circulated and comments requested from a number of groups and individuals,
including the Board of Governors, Senate, Deans, Heads and Directors, Heads and Directors of Administrative
Units, Faculty Association, student groups.
MARCH-APRIL
Meetings to discuss the revised draft were held with the following:
March 12 A.M.S. representatives
March 26 Faculty Association executive
March 27 Deans and Heads, Faculties of Agricultural Sciences and Forestry
March 28 Heads and Directors of administrative units
April 01 Deans and Heads, Faculties of Medicine and Dentistry
April 08 Deans, Heads, Directors, Faculties of Applied Science and Science
Deans, Heads, Directors, Faculties of Education and Graduate Studies
Deans, Heads, Directors, Faculty of Arts
Faculty Women's Association
April 09
April 23
JUNE
Revised draft sent to approximately 270 professors emeriti and emerita with a request for comments. A
large number of responses were received over the following months.
DECEMBER
Proposed Mission Statement discussed at a meeting with college principals.
1987
FEBRUARY-JUNE
A draft Mission Statement prepared.
AUGUST
Draft and a revised set of questions circulated to Deans.
AUGUST-SEPTEMBER
Meetings with Deans individually to discuss the draft, and written comments from Deans.
SEPTEMBER-NOVEMBER
A second draft of the Mission Statement prepared.
DECEMBER
The second draft circulated to Deans for comment.
1988
JANUARY
A third draft of the Mission Statement prepared.
FEBRUARY
Third draft circulated to various groups asking for comments.
The following meetings were held to discuss the third draft.
Feb. 17
Feb. 29
MARCH
March 01
March 02
March 15
Deans, Heads, Directors, Faculty of Arts
Deans and Heads, Faculties of Dentistry and Medicine
Deans and Heads, Faculties of Agricultural Sciences and Forestry
Deans and Heads, Faculties of Applied Science and Science
Deans and Division Heads, Faculty of Commerce & Business Administration
Deans and Heads, Faculties of Education and Graduate Studies
March 21 Heads and Directors, Administrative Units
March 25 President's Advisory Committee on Continuing Education and   others   involved
continuing education activities
March 29 Senate Budget Committee
MARCH-APRIL
A fourth draft of the Mission Statement prepared.
APRIL
The fourth draft was circulated and meetings to discuss it were held with the following groups:
4
>(
y
April 20
April
April
MAY
May 05
May 31
Faculty Association executive
Student representatives
Alumni Senators
Senate
Second meeting with Faculty Association
Circulated to Department Heads and to Heads and Directors of
Administrative Units
Meeting with Department Heads
Board of Governors
Circulated to Alumni Association executive and to Alumni Past
Presidents for comment.
Circulated to Professors Emeriti for comment
Fifth draft prepared and published for wide circulation to faculty,
staff and students requesting comments
2.  PROPOSED SCHEDULE FOR COMPLETION OF MISSION STATEMENT
JUNE
Meeting with Past Presidents of Alumni Association
Meeting with College Principals (planned)
JULY-AUGUST
Preparation of final version of the Mission Statement
SEPTEMBER-OCTOBER
To the Board of Governors and Senate in its final form
Page 11
TABLE 1
A        1986 UBC GRADUATES RESIDING
IN KAMLOOPS
Arts 258
Science    134
Agriculture 37
Forestry   61
Medicine 21
Dentistry 14
Rehabilitation Medicine        13
Education 293
Pharmaceutical Sciences       33
Engineering 73
Nursing    20
Architecture 6
Law 82
Commerce and B.A. 64
Total       1,109
B UBC GRADUATES FROM   RAN
DOMLY SELECTED BRITISH COLUMBIA
PLACES OF RESIDENCE (1987)
Alert Bay, Ashcroft, Boswell
Chase, Creston, Horsefly,
Lumby, Mill Bay, Ruskin, Youbou —
1 each
Squamish 10
Duncan    15
Vernon    25
Chilliwack 26
Prince George 38
Kamloops 65
Victoria   75
Surrey      101
Burnaby   195
Richmond233
North Vancouver 241
TABLE 2
CARNEGIE FOUNDATION CLASSIFICATIONS
RESEARCH I CATEGORY (USA)
(Alphabetically by State)
University of Arizona
California Institute of Technology
Stanford University
University of California, Berkeley
University of California, Davis
University of California, Irvine
University of California, Los Angeles
University of California, San Diego
University of California, San Francisco
University of Southern California
Colorado State University
University of Colorado, Boulder
University of Connecticut
Yale University
Howard University (D.C.)
University of Florida
University of Miami
Georgia Institute of Technology
University of Georgia
University of Hawaii, Manoa
Northwestern University
University of Chicago
University of Illinois, Chicago
University of Illinois, Urbana-Champaign
Indiana University, Bloomington
Purdue University, Main Campus
University of Iowa
University of Kentucky i
Johns Hopkins University
Louisiana State University and A&M C
University of Maryland, College Park
Boston University
Harvard University
Massachusetts Institute of Technology
Michigan State University
University of Michigan, Ann Arbor
University of Minnesota, Twin Cities
University of Missouri, Columbia
Washington University
Princeton University
Rutgers, State Univ. of New Jersey at New
Brunswick
New Mexico State University, Main Campus
University of New Mexico, Main Campus
Columbia University
Cornell University
New York University
Rockefeller University
State University of New York, Stony Brook
University of Rochester
Yeshiva University
Duke University
North Carolina State University
University of North Carolina, Chapel Hill
Case Western Reserve University
Ohio State University, Main Campus
University of Cincinnati, Main Campus
Oregon State University
Carnegie Mellon University
Pennsylvania State University, Main Campus
University of Pennsylvania
University of Pittsburgh, Main Campus
University of Tennessee, Knoxville
Vanderbilt University
Texas A&M University, Main Campus
University of Texas, Austin
University of Utah
University of Virginia, Main Campus
Virginia Polytechnic Inst, and State Univ.
University ofWashington, Seattle
University of Wisconsin, Madison
RESEARCH I CATEGORY (CANADA)
University of Toronto
University of British Columbia
McGill University
How they were determined:
Text of the Category Definitions
The 1987 Carnegie classification includes all
colleges and universities in the United States listed
in the 1985-86 Higher Education General Information Survey of Institutional Characteristics.
It groups institutions into categories on the basis
of the level of degree offered—ranging from pre-
baccalaureate to the doctorate—and the comprehensiveness of their missions.
The categories are as follows:
Research universities I: These institutions
offer a full range of baccalaureate programs, are
committed to graduate education through the doctorate degree and give high priority to research.
They receive annually at least $33.5 million in
federal support for research and development and
award at least 50 Ph.D. degrees each year.
Research Universities II: These institutions
offer a full range of baccalaureate programs, are
commited to graduate education through the doctorate degree, and give high priority to research. They
receive annually between $12.5 million and $33.5
million in federal support for research and development and award at least 50 Ph.D. degrees each year.
Doctoral-granting universities I: In addition
to offering a full range of baccalaureate programs,
the mission of these institutions includes a commitment to graduate education through the doctorate
degree. They award at least 40 Ph.D. degrees
annually in five or more academic disciplines.
Doctorate-granting universities II: In addition to offering a full range of baccalaureate programs, the mission of these institutions includes a
commitment to graduate education through the
doctorate degree. They award annually 20 or more
Ph.D. degrees in at least one discipline, or 10 or more
Ph.D. degrees in three or more disciplines.
Comprehensive universities and colleges I:
These institutions offer baccalaureate programs
and, with few exceptions, graduate education
through the master's degree. More than half of their
baccalaureate degrees are awarded in two or more
occupational or professional disciplines such as
engineering or business administration. All of the
institutions in this group enroll at least 2,500 full
time students.
Comprehensive universities and colleges II:
These institutions award more than half of their
baccalaureate degrees in two or more occupational
or professional disciplines, such as engineering or
business administration, and many also offer graduate education through the master's degree. All of Ike
colleges and universities in this group enroll
between 1,500 and 2,500 full time students.
Liberal arts colleges I: These highly selective
institutions are primarily undergraduate colleges
UBC SPECIAL REPORT - June 23,1988 that award more than half of their baccalaureate
degrees in arts and science fields.
Liberal arts colleges II: These institutions are
primarily undergraduate colleges that are less selective and award more than half their degrees in liberal
arts fields. This category also includes a group of
colleges identified with an asterisk) that award less
than half of their degrees in liberal arts fields but,
with fewer than 1,500 students, are too small to be
considered comprehensive.
Two-year colleges and institutes: These institutions offer certificate or degree programs through
the Associate of Arts level and, with few exceptions,
offer no baccalaureate degrees.
Professional schools and other specialized institutions: These institutions offer degrees ranging
from the bachelor's to the doctorate. At least 50%
ofthe degrees awarded by these institutions are in a
single specialized field.
Specialized institutions include:
Theological seminaries. Bible colleges, and
other institutions offering degrees in religion. This
category includes institutions where the primary
purpose of the institution is to offer religious instruction or train members of the clergy.
Medical schools and medical centres. These
institutions award most of their professional degrees in medicine. In some instances, their programs include other health professional schools,
such as dentistry, pharmacy or nursing.
Other separate health profession schools. Institutions in this category award most of their degrees
in such fields as chiropracty, pharmacy or podiatry.
Schools of law. The schools included in this
category award most of their degrees in law. The list
includes only institutions that are listed as separate
campuses in the Higher Education General Information Survey.
Schools of engineering and technology. The
institutions in this category award at least a
bachelor's degree in programs limited almost exclusively to technical fields of study.
Schools of business and management. The
schools in this category award most of their
bachelor's or graduate degrees in business or business-related programs.
Schools of art, music and design. Institutions in
this category award most of their bachelor's or
graduate degrees in art, music, design, architecture,
or some combination of such fields.
Teachers colleges. Institutions in this category
award most of their bachelor's or graduate degrees
in education or education-related fields.
Other specialized institutions. Institutions in
this category include graduate centres, maritime
academies, military institutes without liberal arts
programs, and institutions that do not fit any other
classification category.
Corporate colleges and universities. These institutions are accredited, degree-granting colleges
and universities established by profit-making corporations.
A . CAPITAL
STAGE
Building
1.
2.
3.
4.
5.
6.
TABLE 3**
UNDER CONSTRUCTION OR AT ADVANCED PLANNING
Physics/Chemistry
New Parkade
Student Family Housing
Museum Extension
David Lam Asian Garden Centre
Day Care Facility
Cost (Millions of $)
16.4
6.0*
7.0*
2.0*
1.8*
1.0*
* at no cost to government
B. CAPITAL NEEDS — THE UNFINISHED CAMPUS
I. REQUIRED IN THE NEXT 5 YEARS
Building Estimated Cost(Millions of $)
1.
2.
3.
5.
6.
University Service Projects 16.5
UBC Library and David Lam Research Library 30.9
Pacific Centre for Forest Sciences Research
and Education 40.0
Performing Arts Centre, including Concert/
Convocation Hall; Studio Resource Building;
Art Gallery 28.4
Advanced Materials and Process Development Facility  17.1
Centre for Integrated Computer Systems Research 13.8
II.
Sub-Total
REQUIRED IN THE NEXT 5 TO 10 YEARS
1.
2.
3.
4.
5.
6.
Sub-Total
Biotechnology Laboratory
Field House for Athletics
Chemical Engineering
Geophysics and Astronomy
Health Sciences
Additional space to accommodate increased research
IH. RENOVATIONS
$5 million per year for 10 years (replacement value
of present buildings is $800 million)
OVERALL TOTAL
**       Does not include replacement for original UBC "temporary" buildings
Annex, Geography, and Old Administration Building)
146.7
15.0
10.0
6.3
15.5
17.0
39.5
103.3
50.0
300.00
(Mathematics,    Math
Aids Policy passed by Board of Governors
The Board of Governor passed a policy on
Acquired Immune Deficiency Syndrome that aims
to protect the dignity of AIDS sufferers and the
health of staff and students.
The policy, adopted at the board's June
meeting, allows people with AIDS to continue to
work and study at UBC, as long as they pose no
danger to the health of others and are capable of
performing their duties or studies.The policy is:
"In accordance with general university policy,
any persons suffering from any disease may
continue working or studying at the university,
unless they become incapable of carrying out
their duties or studies, or unless their continuing
to be at the university endangers the health or
safety of others. It is the expectation of the
university that any persons who are suffering
from an illness will conduct themselves so as not
to endanger the health or safety of others.
The university will apply that general policy
with respect to staff, students and faculty who
may have contracted the Acquired Immune
Deficiency Syndrome (AIDS) virus.
Although much research on AIDS has already
been conducted, new developments in defining
risk may occur; the university will be guided by
the most up-to-date recommendations available.
It is expected that members of the university
working or studying in the same area as an
individual who contracted the AIDS virus will
behave in a sympathetic, responsible and caring
fashion."
Photo by Warren Schmidt
President David Strangway greeted some of B. C. 's top high school students at a luncheon at the Faculty
Club earlier this month. His guests were the 25 winners of this year's UBC Essay Competition and 25
winners of the Euclid (mathematics) Competition.
Math students in B.C.
are national leaders
by Gavin Wilson
B.C. high school students and schools
continue to rank far ahead of their counterparts
across the country in the annual Canadian
Mathematics Competition, said UBC mathematics
professor George Bluman.
A total of 2,082 students from 143 B.C. and
Yukon schools participated in the 1988 Euclid
Mathematics contest, part of the national
competition which is administered by the
University of Waterloo.
In all, about 11,000 students across Canada
took part, said Bluman, who is B.C. coordinator of
the Euclid contest.
Of the top 50 schools in Canada, 19 are from
B.C., all but two of them public schools. B.C. also
had 19 of the top 50 students in Canada,
including the second place finisher, David
McKinnon, of St. George's in Vancouver, who
scored 97 out of 100.
Perry Pow of David Thompson placed sixth
and Jason Herbert of Eric Hamber tenth
nationally. The highest ranking school in B.C. was
Sir Winston Churchill, which placed third overall in
Canada.
The top score in Canada was 98 out of 100
achieved by David Lee of Saskatoon. ,
Of the other top 50 schools, 21 are from
Ontario, five from Alberta, two from Nova Scotia
and one each from Saskatchewan, Manitoba and
Newfoundland.
The B.C. papers were marked at UBC by a
team of B.C. secondary school teachers and
faculty from UBC and UVic. The exam was
written on April 19. i
Based on curriculum at the Grade 12 level,
the Euclid contest is designed to challenge
university-bound students and to identify those
with outstanding talent, said Bluman.
For Chinese businessmen^
saving face is important
Wehrung
by Jo Moss
Saving face has a lot to do with how Chinese
business executives handle a failing product.
They are more likely to invest further in it than
Canadian executives because a good outcome is
more important to them, said Commerce
professor Donald Wehrung.
And if something goes wrong with a product,
Chinese executives are more likely to replace it
than their Canadian counterparts because
Chinese culture places greater emphasis on
protecting a person's reputation.
"Canadian executives
are not as likely to incur
the costs of replacement,"
Wehrung said.
Wehrung and UBC
colleagues David Tse and
Han Vertinsky have just
completed a pilot study of
how culture influences the
way in which Chinese,
Hong Kong and Canadian
executives make decisions. The fourth partner
in the study is Kam-hon
Lee, a professor at the
Chinese University of Hong Kong.
Wehrung, Tse, Vertinsky, and Lee presented
a group of scenarios to 150 business executives
in Hong Kong, China and Canada. Each
executive played the role of a manager in a large
multinational firm and was given four business
scenarios that required him to make an important
company decision.
"Each of the scenarios was ethnically
accurate so that the manager was operating
within a familiar cultural background," Wehrung
explained. "The situations were ones that
presented typical decisions to any marketing
executive."
For the researchers, that meant translating the
study into Chinese for the Chinese participants
and using appropriate oriental names for the
ficticious multinational company and its employees.
The study results overturned some widely
held stereotypes of Chinese business strategy.
"Many people had assumed that in working
with Chinese businesses, decisions would be
delayed because Chinese managers are reluctant
to make a sharp decision," Wehrung said.
In fact, study results showed that Chinese
managers had less difficulty coming to a decision
than either the Hong Kong or Canadian executives.
Page 12
"The delay that Westerners encounter with
Chinese business decisions can be attributed to
the institutional structure rather than personal and
cultural characteristics," Wehrung explained.
Chinese culture tends to interpret the world as
black and white, good and bad, he said.
"The Chinese executive encounters fewer
ambiguities in defining his problem."
The most obvious difference between Chinese
and Canadian decision-making styles is that in
Chinese business, although the leader announces the decision, it's important that the
majority are happy with it so harmony is
maintained.
"In Canada, we tend to promote differences in
decision-making styles," Wehrung said.
Information of this kind is important in an
international business arena where understanding
an adversary's approach to business leads to
better business dealings.
"We've tried to provide insight into cultural
ideas and look at the influence we have on each
other internationally," Wehrung explained.
The study also indicated new products were
received more favorably by Chinese business
executives than by Canadian.
"Despite strong cultural traditions, Chinese
people have a reverence for something that is
new," Wehrung said.
The decision-making style of Hong Kong
executives was found to be a mixture of the
Chinese and Western business approaches.
"As expected, Hong Kong managers
incorporated many Western values into their
business decisions," Wehrung said. "But they
acted similarly to Chinese managers in situations
where personal pride was at stake. Saving face
is very important to them too."
The study also showed that whereas
competition in Canada is seen as survival of the
fittest, in oriental cultures it is seen more as
friendly rivalry. In a study scenario which called
for executives to go into a joint venture with a
competitor, "Executives in Chinese firms tended
to think this was a good idea, whereas Canadian
firms were more reluctant and tended to shy
away," Wehrung said.
Not only can business managers learn from
study results how their competitors operate, but
they can incorporate the best approaches from
each of the culturally different management styles
into their own firm's operations, he said.
Wehrung said the researchers plan to expand
the next phase of the study to include other
Pacific Rim countries such as Japan, Singapore,
Taiwan, Korea and Australia.
UBC SPECIAL REPORT - June 23,1988 2 field hockey players
chosen for Olympics
by Jo Moss
Two UBC field hockey players will get a
chance to test themselves against the world's
best at the Seoul Olympics.
Penny Cooper and Melanie Slade recently
received late-night telephone calls to inform them
of their selection to Canada's team.
Penny Cooper (left) and Melanie Slade
"It's kind of scary. I can't relate to it," said
Cooper a first-year Arts student.
"I'll believe it when I get there," Slade added.
'There's a lot of training and a lot of playing
between now and then."
A total of 16 players were named to the
squad that will play at the Summer Olympics in
September.
Cooper and Slade left in May for training in
Germany and test matches in England. On Aug.
14, they go to Australia for more training and
acclimatization.
They return to UBC at the end of.September
to resume their studies.
Both students are veterans of Canada's
Junior National Team. Slade, a fourth-year
Physical Education student, was UBC's I988
Athlete of the Year. A CIAU All-Star in I984 and
I987, she was also a Canada West All-Star in
I987, and for the last two years has been named
to the All-Canadian team.
Cooper was named a Canada West All-Star
in I987, her first year on UBC's field hockey
team. She was also named CIAU All-Star, and
selected for the second All-Canadian team.
Retired chemistry prof
seeking adoption by school
by Gavin Wilson
Does anyone want to adopt a retired
chemist? If so, just contact former UBC
chemistry professor Douglas Hayward who is on
a crusade to promote chemistry in elementary
schools.
"The objective is to show students, teachers
and parents that chemistry is safe, interesting
and fun," says Hayward of his Do-It-Yourself
Chemistry lecture-demonstration series.
Recognizing that he can't do the job by
himself, Hayward is encouraging schools to
"adopt" retired chemical professionals from the
community to aid teachers in the classroom.
So far, two B.C. schools have taken up the
proposal, and many others have expressed
interest. As well, Washington State Governor
Booth Gardner has endorsed the plan.
Backed by the Chemical Institute of Canada,
Hayward has taken his message to 43 schools,
275 classrooms and 7,000 youngsters in the
Vancouver area.
He also writes a bi-weekly column in the
Richmond Review called Home Chemistry that is
aimed at 11 -year-olds. It offers instruction on
simple experiments that can be done with
common household items and has attracted a
wide audience that includes many adults.
Hayward, who retired four years ago after 33
years in UBC's chemistry department, aims to
counter the "chemo-phobia" he says is growing in
our society. People fear the effects of chemicals
without understanding how they work. It's this
process he wants to demystify.
Hayward has also produced a book and
videotape of himself conducting experiments in
the classroom to aid teachers.
"The idea behind the book is to get other
professors and chemists to get into the act," he
said.
Real Estate Corp.
board approved
The Board of Governors has approved the
appointment of a six-member board of the UBC
Real Estate Corp.
The corporation was established as a
subsidiary company to administer a market
housing development on 27 acres of university
land.
The board members are: Robert Lee,
chairman of the finance and property committee
of the Board of Governors and president of
Prospero International Properties and Realty;
Kenneth Bagshaw, also a member of the Board
of Governors and senior partner at the law firm
Ladner Downs; David Strangway, president,
UBC; Bruce Gellatly, vice-president, administration and finance, UBC; Al Poettcker, president,
Barbican Properties, Inc.; and James Houston,
chairman, The Urban Projects Group.
The university is recruiting a Chief Executive
Officer for the corporation.
It will oversee development of the land on the
corner of 16th Avenue and Wesbrook Mall. The
property is owned by UBC and is not part of the
University Endowment Lands.
Development is expected to take two to five
years.
Students wait to talk to loved ones in China on UBC's powerful ham radio.
Students phone home
on UBC's ham radio
by Jo Moss
UBC's ham radio operators are helping
students from China keep in touch with family
and friends back home where phones are still
rare and overseas calls expensive.
"It's really exciting. There's nothing like
hearing a person's voice," said Yin Yanan, a PhD
student in Electrical Engineering who was one of
the first to use the service. "I was writing to my
wife once every two weeks, but the mail is so
slow in China. News was always a month late."
Every Saturday at 7 a.m. a group of students
gathers in UBC's amateur radio club room to
chat to family and friends in Beijing.
Despite the early hour on the weekend, the
linkup is so popular that calls must be limited to
five minutes each.
The contact is made at such an early hour
when conditions are ideal because of the weak
signal from Beijing, said David Michelson, UBC's
amateur radio club president.
Ham radio stations are new to China and
most of the 24 stations in operation use
equipment donated by amateur radio operators in
western countries.
Before the ham radio link was established,
some of the students hadn't spoken to family
members for two or three years.
Ham radio stations like BYIQH were banned
by the government of the new People's Republic
of China in the 1950s. It wasn't until 1982 that
amateur stations were allowed to broadcast
again.
According to Michelson, Vancouver
businessman Tom Wong played a major role in
re-establishing amateur radio in China.
Opening up radio contact to China is just a
small part of the club's community service
involvement.
Last year, UBC's amateur radio operators
logged more than 400 hours providing communication services to university and community
events such as the Arts '20 Relay, Storm the
Wall, and the Spanish Banks Downhill Derby.
A repeater station on the Walter Gage
residences enables event organizers to use
portable radios along the route.
The state-of-the-art high frequency antenna
mounted on a 100-foot tower at Brock Hall
annex, and an ideal location near the coast,
enables UBC operators to contact ham operators
worldwide.
"We're what's called a big gun station
because when we come on air, everyone can
hear us," Michelson explained. "When conditions
are good, we can talk to anyone, anywhere in the
world."
That capacity means that when natural
disasters occur, VE7UBC is one of the few links
between people in the disaster area and family
and friends in B.C. After the Edmonton tornado
last July, UBC operators worked around the
clock to reassure worried B.C. residents that
relatives were safe.
University to pay for
additional insurance
for some staff cars
UBC employees who need additional
insurance because they are required to use their
own vehicles on university business will be
reimbursed to a limit of $125.
As a result of changes to ICBC regulations,
faculty and staff who drive their own vehicles
more than 1,600 kilometres a year, or four days
each month, on university business must have
business coverage.
Business coverage is required even for
driving between university buildings on public
roads.
Failure to have the proper coverage will
invalidate your policy in the event of an accident
while on university business.
Employees should check with their supervisor, then arrange appropriate coverage.
People
Hansen fund contributes to UBC researchers
Rick Hansen's Man-ln-Motion legacy
fund has awarded three grants and a
fellowship to the following UBC researchers:
Dr. Michael Janusz and Dr. Eric Jamieson, assistant clinical professors of
surgery, $41,475. Their project is designed
to evaluate drug therapy in the prevention of
spinal cord injury which occurs in up to 25
per cent of patients during repair of extensive
aneurysms involving the aorta in the chest
and abdomen.
Dr. Hjalmar Johnson, Dr. John D.
Anderson, Dr. William Arnold and Dr.
Christine Loock, physicians at Children's
Hospital in the departments of pediatrics,
urology and pathology, $29,000. Their study
investigates whether children with spinal cord
injuries who are prone to urinary tract
infections should be given antibiotics.
Dr. Peter Wing, associate professor,
orthopedic surgery, $5,670. Dr. Wing is
establishing a spinal cord database for B.C.
which would provide consistent information on all
people who are treated for spinal cord injuries.
Deirdre Webster, currently completing a
PhD in zoology, has been awarded a $25,000
fellowship for her work with Dr. John Steeves,
which involves studying the brains and spinal
cords of birds. Before birth, embryonic birds and
mammals, including humans, have the ability to
regenerate nerves in the body. Steeves'
researchers are trying to understand what the
criteria are for regeneration.
UBC benefactor Walter Koerner received
the prestigious Masaryk Award at an annual
assembly of the Czechoslovak Association in
Canada recently. The award is given to individuals who have made a significant contribution to
the cause of free Czechoslovakia or who have
enriched the life of Czechs or Slovaks in
Canada. The award is named for
Czechoslovakia's first president Thomas
Garrigue Masaryk. Koerner is a former
chairman of the UBC Board of Governors and is
one of the university's greatest benefactors.
Prof. William
Powrie, head of the
Food Science Department, was recently
honored by the B.C.
Food Technologists.
The group selected
Powrie as the first
recipient of the Barry
Walsh Memorial Award
for outstanding service
and contributions to the
profession and industry.
Powrie
Yale music professor Arthur Weisberg
will be coming to UBC under the Canada
Council's Visiting Foreign Artist program in
March, 1989. Weisberg, a conductor,
composer and bassoonist, is the founder of
the world-renowned Contemporary
Chamber Ensemble and the Orchestra of
the Twentieth Century. At UBC, Weisberg
will conduct an ensemble, coach chamber
music and give seminars for composers
and conductors.
Angus Livingstone's position in the
Office of Research Sen/ices and Industry
Liaison has changed from Assistant
Director, Research Services to Assistant
Director, Industry Liaison.
Karen Roberts will take over the
position of Assistant Director, Research
Services.
3   UBC REPORTS June 23,1988 UBC Calendar
MONDAY, JUNE 27
Physiology Seminar
Central and Peripheral Release of Vasopressin and Oxytocin in
Response to Stressful Stimuli. R. Landgraf. Professor and
Head, Section of Biosciences, Dept. of Cell Biology and
Regulation, Karl Marx University. Leipzig. G.D.R. For
information call 228-3643 or 228-2726. Room 2606 D.H.
Copp. 4:30 p.m.
TUESDAY, JUNE 28
Research Centre Seminar
Genetics of Delta Toxin Production in Staphylococci
Associated with Necrotizing Enterocolitis. Dr. Aideen McKevitl,
Department of Paediatrics, Div. Infectious Diseases   Room
202, Research Centre, 950 W. 28th Avenue. 4:00 p.m.
Biotechnology Seminar
Incorporation of Phosophthiolate Nucleotides into DNA for
Mutagenesis and Sequencing. Dr. F. Eckstein, Mac Planck
Institute. ICR 3. 4:00 p.m.
TUESDAY, JULY 5
Summer Public Lecture Series
Vital Signs: When Theology Stirs the Church to Sing a New
Song. Dr. Tom Troeger, Colgate Rochester Divinity School.
Chapel of the Epiphany, Chancellor Building, Vancouver
School of Theology. 7:30 p.m.
Music for Summer Evenings
Free Concert. Linda Lee Thomas, piano, and Kathleen
Rudolph, flute. For further information call 228-3113. Recital
Hall, Music Building. 8:00 p.m.
THURSDAY, JULY 7
Summer Public Lecture Series
Why Read the Books of Chronicles? Dr. Donna Runnalls,
McGill University. Chapel of the Epiphany, Chancellor
Building, Vancouver School of Theology. 7:30 p.m.
Summer Public Lecture Series
The Law of the Nisga'a. Bert McKay, Hereditary Chief of the
Raven Tribe. Chapel of the Epiphany, Chancellor Building,
Vancouver School of Theology. 7:30 p.m.
FRIDAY, JULY 8
Paediatric Grand Rounds
Why Do Paediatricians and Child Psychiatrists Disappoint
Each Other? Or. P. Graham, Walker Professor of Child
Psychiatry, Hospital tor Sick Children, Great Ormond St.
London, U.K. For information call 875-2437 or 875-2451.
Auditorium, G.F. Strong. 9:00 -10:00 a.m.
Music for Summer Evenings
Jack Kessler Memorial Concert (former concert master, CBC
Chamber Orchestra. Lee Kum Sing, piano, John Loba, viola,
Gerald Stanick, viola and Paul Kiffner, cello. Free. For
information call 228-3113. Recial Hall, Music Building. 8:00
p.m.
THURSDAY, JULY 14
Summer Public Lecture Series
The Place of Canon in Biblical Studies Today. Dr. John Van
Seters. University of North Carolina. Chapel of the Epiphany,
Chancellor Building, Vancouver School of Theology. 7:30 p.m.
Centre for Continuing Education Lecture
Ayurveda, India's ancient traditional medical system   Robert E.
Svoboda, has a Bachelor of Ayurvedic Medicine and Surgery
from The University of Poona, India. $10, $5 students. For
information call 222-5238. IRC 4. 7:30 - 9:30 p.m.
FRIDAY, JULY 15
BBQ and Entertainment Evening
Sponsored by International House. Bring own meat, tofu, etc.
for BBQ, International House will provide buns, condiments,
salads, etc. For information call 228-5021. International
House. 4:30 - closing.
UBC Reports is published every second
Thursday by UBC Community Relations
6328 Memorial Road, Vancouver, B.C.
V6T 1W5, Telephone 228-3131
Editor-in-chief: Don Whiteley
Editor: Howard Fluxgold
Contributors: Lorie Chortyk, Jo Moss,
Debora Sweeney, Gavin Wilson.
Photo by Warren Schmidt
B. C. Lions hopefuls are put through their paces at UBC under the watchful eye of coach Ron Smelzer.
It is the first time in 14 years the Lions have trained on campus. The public is welcome to view the
twice-daily practices at 9:15 a.m. and4:15p.m. until June 24, with an additional morning practice June
25 and an afternoon scrimmage June 26. Practices are held on the soccer field behind the Allan McGavin Sports Medicine Clinic.
Calendar Deadlines
For events in the period July 17 to Aug. 6, notices must be submitted on proper Calendar forms no later than 4
p.m. on Wednesday, July 6 to the Community Relations Office, 6328 Memorial Road, Room 207, Old Administration Building. For more information, call 228-3131.
TUESDAY, JULY 19
Summer Public Lecture Series
Reconciliation—The Realism of Grace in a Divided Society.
Dr. James Torrance, University of Aberdeen. Chapel of the
Epiphany, Chancellor Building, Vancouver School of Theology.
7:30 p.m.
THURSDAY, JULY 21
Summer Public Lecture Series
Religious Attitudes: A Canadian Perspective. Dr. Reginald
Bibby, University of Lethbridge. Chapel of the Epiphany,
Chancellor Building, Vancouver School of Theology. 7:30 p.m.
TUESDAY, JULY 26
Summer Public Lecture Series
Formation and Transformation: Ways Persons Become
Christian. Dr. Doug Wingeier, Garrett-Evangelical Theological
Seminary. Chapel of the Epiphany, Chancellor Building,
Vancouver School of Theology. 7:30 p.m.
NOTICES
Free Guided Campus Tours
Bring your friends, visitors, community, school or civic group to
UBC for a walking tour of the campus. Drop-ins welcome every
Monday through Friday at 10 a.m. and 1 p.m.; 3 p.m. weekdays
and weekend times available by reservation only. Groups will
have the opportunity to see and team about everything from the
unique Sedgewick underground library to the Rose Garden and
more. Tours commence at SUB and last approximately 2 hours
in the morning and 1 1/2 hours in the afternoon. To book, call
the Community Relations Office at 228-3131.
Stage Campus '88
Sponsored by the Theatre Department. June 29 - July 9 at 8:00
p.m. Lulu Street by Ann Henry. Directed by Catherine Caines.
For reservations call 228-2678. $5. Frederic Wood Theatre.
Neville Scarfe Children's Garden
Be sure to visit the Neville Scarfe Children's Garden located
west of the Education Building. There is no charge to use the
garden and it is open all year long. Families interested in
planting, weeding and watering in the garden should contact
Jo-Anne Naslund at 434-1081 or 228-3767.
Asian Research Exhibition
June 18 - 26. Monday to Friday 10:00 a.m.-5:00 p.m.: Saturday
10:00 a.m.- 8:00 p.m.: Sunday 2:00- 5:00 p.m. Vanity and
Vexation of Spirit II. Anthony Luk. Exhibition of drawing,
collage, photography, mixed media. Free. For information call
228-2746. Auditorium, Asian Centre.
Botanical Gardens Special Tours
Tour the Garden with David Tarrant and Friends. June 26 and
July 31,10:30 a.m., 12:30 p.m., 2:30 p.m. For information call
228-4208. Botanical Gardens, 6250 Stadium Road.
Special Issue on Africa and the French
Caribbean
Contemporary French Civilization is pleased to announce the
preparation for 1989 of a major special issue exclusively
devoted to Francophone Africa (North Africa and Black Africa)
and the Caribbean. Articles in English or in French, 15-20
typed pages long, must be submitted by March 1st, 1989, on
any contemporary culture-civilization topic involving a country
or a region of Africa, Madagascar or the Caribbean (including
Haiti). For other Francophone countries, please check with the
guest-editor beforehand. Contributions should be of high
quality in socio-cultural, socio-political, artistic fields, etc.,
showing an original approach to some aspect of the cultural
complex of African, Malagasy or Caribbean society of the past
20-25 years. For information call Dr. Claude Bouygues, African
Literature, French Department at 228-2879.
Job Link
Sponsored by the AJma Mater Society. Student run service
linking UBC students with employers. We offer a prescreening
and referral service. Our goal is to match employers with
qualified students quickly and efficiently   Research positions
welcome. For information call 228-JOBS. Room 100B, SUB."
Golf Lessons
Get into the swing of things this spring with Golf Lessons.
Community Sport Services is once again offering Golf Lessons
at the basic or intermediate level. The first set of lessons begin
April 25th. Tuition waivers not acceptable. For information call
228-3688.
Copying in the Libraries?
Save time and money with a UBC Library copy card. $5 cards
sold in most libraries; $10, $20 or higher cards in Copy Service,
Main or Woodward. Cash/Cheque/Depanmental Requisition.
For information call 228-2854.
Fitness Appraisal
Physical Education & Recreation, through the John M.
Buchanan Fitness and Research Centre, is administering a
physical fitness assessment program to students, faculty , staff
and the general public. Approx. 1 hour. $25, students $20.
For information call 228-4356.
Statistical Consulting and Research Laboratory
SCARL is operated by the Department of Statistics to provide
statistical advice to faculty and graduate students working on
research problems. For information call 228-4037. Forms for
appointments available in Room 210, Ponderosa Annex C.
Language Exchange Program
Exchanging Languages on a One-to-One Basis. For
information call 228-5021. International House. Office Hours
9:30 a.m.-4:30 p.m.
Walter Gage Toastmasters
Public speaking and leadership meeting, Wednesdays, 7:30-
9:30 p.m. Guests are welcome to attend, ask questions, and
participate. For information call Geoff Lowe at 261 -7065.
Room 215, SUB.
M.Y. Williams Geological Museum
Open Monday - Friday, 8:30 a.m.-4:30 p.m.. The Collectors
Shop is open Wednesdays 1:30-4:30 p.m. or by appointment.
For information call 228-5586.
Nitobe Memorial Garden
Open Daily 10:00 a.m.-8:00 p.m. May - August. Admission $1.
Free on Wednesdays.
Botanical Garden
Open Daily 10:00 a.m.-8:00 p.m. May - August. Admission $2.
Free on Wednesdays.
Language Programs
Three-week, non-credit, morning programs in French begin July
11, and August 2. All-day immersion programs begin July 11
and August 2. Three-week, non-credit, morning programs in
Spanish, Japanese, Cantonese and Mandarin begin July 5 and
July 25. For information call 222-5227.
Entomology Display
In anticipation of the international Congress on Entomology to
be held on campus in July, a display of entomological books
and specimens has been mounted in the foyer of the
Woodward Library. For information call 228-4447.
Reading, Writing and Study Skills Centre
Increase your reading speed and comprehension, improve your
writing, develop better study skills, prepare for the English
Composition Test. The Centre offers 10 non-credit courses
commencing the week of July 4. including Writing Improvement, Reading for Speed and Comprehension, Study Skills and
English Composition Test workshops. During July, take
advantage of the Basic Skills program—a special opportunity to
master your writing, reading and study skills—Monday to
Thursday mornings, beginning July 4.' Learn techniques to help
you speak and read under pressure—a second section of
Thinking and Communicating on Your Feet is available the
August 5-6 weekend. For registration information call the
Reading, Writing and Study Skills Centre, Centre for Continuing
Education, 222-5284.
Library Tours
Tours of the Main Library daily July 4 - 8 at 10:30 a.m. and
12:45 p.m. Meet at the Main Library entrance. Tour lasts 45
minutes. For Information call 228-2076.
Selecting better trees focus of study
by Jo Moss
Tree breeder Judy Loo-Dinkins wants to find
a better way to identify genetically superior
trees—ones that grow bigger and faster.
The progeny of these select trees are used in
a breeding program aimed at improving B.C.'s
forests and producing higher quality wood for
export.
Loo-Dinkins is working with the B.C. Ministry
of Forests to develop a more accurate selection
method.
"A number of factors influence how a tree
grows," Loo-Dinkins explained. Differences in
soil depth, moisture, and gradient all can affect
the growth of similar trees on the same site.
4   UBC REPORTS June 23,1988
Trees will be separated into what Loo-Dinkins
calls 'neighborhoods' by these environmental
differences.
"If one patch of the hillside is shadier and
receives more moisture, those trees will be more
alike than trees in other patches," she explained.
Loo-Dinkins will be investigating the size and
shape of these patches to determine patterns of
variability. The results of her research will be
used to adjust measurements of trees and to
correct for environmental effects. Tree selection
will be more accurate because tree breeders will
be able to determine how environmental factors
have influenced tree growth.
"It's important to do a good job of separating
the environmental factors from the genetic
effects," Loo-Dinkins said. "Standard genetic
test designs don't take the neighborhood effect
into account."
Tree breeders are not only interested in trees
that produce more lumber, they also look at wood
density, the number of branches on the tree, and
branch size—features which affect the strength
of wood products.
To identify good quality trees in the wild, they
take shoots from the parent tree and graft or root
them to establish a seed orchard. It takes about
12 years to determine if the descendants are as
good as researchers expected them to be.
The project has recently been funded by the
B.C. Science Council and will initially run for one
year.
Loo-Dinkins

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