CAPILANO
UNIVERSITY COLLEGE
and
REGIONAL UNIVERSITY
RECOGNIZING A REALITY

1

INTRODUCTION
The release of the Campus 2020 report that proposed the creation of regional
universities has raised an important issue regarding a historical anomaly at
Capilano. In the report existing university colleges were identified as the only
institutions for which regional university designation was proposed. Capilano,
however, has for many years been a university college in all but name, and
should be considered to be an equal of the university colleges. Capilano’s
strategic direction, its history and its program offerings are directly comparable to
those of the current university colleges.
Capilano has along history of offering degree programs, in partnership with the
Open University and under its own authority. It has been doing so longer than
some of the existing university colleges.
Since 1991, Capilano College has had as a major strategic direction:
“Capilano College will continue to expand employment oriented or
applied degrees in appropriate areas, initially in cooperation with other
institutions, but with the goal of eventually offering those degrees itself.
The degree granting status we will seek is that of a four-year college
whose values remain those of an institution where teaching is paramount
and with the clear understanding that the granting of such degrees is but
one of the missions of the institution. The maintenance of quality and high
standards for students and faculty will be a priority in the development of
these programs. It will not seek to compete with the established
universities in offering traditional discipline based degrees in Arts and
Science although it may well choose to offer alternative degree programs
in liberal studies or with an integrated curriculum. This is a long term
goal that will require legislative change and will be developed as the postsecondary system evolves.”
The changing of the legislation to allow colleges to grant degrees seemed to
satisfy this initiative, and there appeared to be no particular need to seek
designation as a university college. Such designation was somewhat unclear
(which is why Campus 2020 in recommending a change) and appeared to offer
no special advantage to Capilano. Therefore, the matter was not pursued, though
Capilano was not different in any significant way from those institutions which
were officially designated as university colleges.

2

The recommendations of the Campus 2020 report came in part from the
recognition that “university college” was unclear, and was not a widely
recognized designation. This had proven to be disadvantage in areas such as the
recruitment of international students. The report recognized that “university”
status was needed, and recommended that the term regional university be used
instead of university college. In doing this the report also clarified the role of
such institutions and reinforced the emphasis on teaching and research for the
purposes of supporting teaching.
We support this new terminology and clarified role and mandate. The suggested
changes are completely harmonious with our own direction and with the mandate
that we had taken on as a degree-granting college. We support the use of the term
regional university, for reasons that have been put forward by many institutions
in recent years: advantages to students, to their regions, and to the institution’s
development – including international revenues, faculty recruitment and donor
participation.
Our only concern is that the report singles out university colleges as the sole
institutions that might become regional universities. If it truly means only those
institutions which by historical circumstance were so designated, then that would
unfairly and improperly exclude us. If, on the other hand, it means those
institutions that, in effect, were university colleges, then we are confident that
Capilano would be included with those officially designated as such and, if the
recommendations of Campus 2020 are implemented, Capilano would also
become a regional university.
Whereas university college designation offered no particular advantages, regional
university designation, with its clarified mandate, would be of the utmost
importance to the students and citizens of Capilano’s region, for reasons we
outline in this preliminary report. However, as it now appears that university
college designation as the route to becoming a regional university has indeed
become important, we ask that Capilano be designated a university college so as
not to be overlooked in any subsequent discussions about the implementation of
regional universities.
This would simply be recognizing the current reality.

3

NORTH OF BURRARD INLET AND SOUTH OF
SKOOKUMCHUCK NARROWS- A NATURAL HOME FOR A
REGIONAL UNIVERSITY
Capilano University is an idea whose time has come. For more than 20 years
Capilano has demonstrated innovative teaching practices and leading edge
programming. [They] have my support in their efforts for what it is – a Regional
University.
Katherine Whittred, MLA, North Vancouver-Lonsdale
Through the quality of its degree programs, the commitment of its students, and
the sophistication of its faculty, Capilano College has earned the right to be
designated Capilano University.
Ralph Sultan, MLA, West Vancouver-Capilano
Capilano College has always taken a leadership role when responding to the
growing needs of the North Shore, the Sea to Sky and Sunshine Coast Corridor,
and the Lower Mainland. Expanding their degree status would be a positive
benefit, and would augment their already exceptional programs and services.
Daniel M. Jarvis, MLA, North Vancouver-Seymour

A distinct, unique, and thriving region of the province, the North
Shore/Garibaldi/Sunshine Coast region is the natural home for a regional
university. It is a separate geographically defined area, with restricted access to
Vancouver, and with its own thriving distinct economy, featuring tourism,
manufacturing, transportation and logistics, knowledge-based manufacturing and
services, film and multimedia, construction and retail and personal services.
Capilano College serves the people in the North Shore/Garibaldi/Sunshine Coast
region in many and diverse ways, with unique programs linked to their many and
varied needs throughout the region. Strong relationships have been developed
with the many First Nations bands in the region, and with many other groups and
organizations. Capilano is seen as an economic driver for the region, and is the
third largest employer on the North Shore.

4

MEETING THE MANDATE OF A REGIONAL UNIVERSITY
The region is not only a natural setting for a regional university, it already has
one, just as surely as do any of the other regions under consideration to become
regional universities. Capilano exemplifies the four mandates specified for
regional universities in Campus 2020:
MANDATE #1:
The purposes of a regional university are
(a) to offer baccalaureate and masters degree programs and
(b) to offer post-secondary and adult basic education and training.

Capilano offers a variety of degree programs and a wide range of other postsecondary programs, including a strong commitment to adult basic education and
training.
The energy put into all program types has not diminished with the advent of
degree programs, and this will not change as Capilano offers more degrees. Our
institutional culture is now firmly oriented toward offering a comprehensive
range of programs to meet the needs of all adult learners.
To give just a brief glimpse of our approach to students of our region we will
mention a few highlights:
o Adult Literacy, Adult Special Education, Adult Basic Education, Career
and College Preparation, English as a Second Language, and other
related programs are a vital and central part of Capilano’s offerings.
o A wide variety of related programs are designed to meet the complex
and varied problems of some of the most disadvantaged people of our
region – an obligation we take most seriously. Though some of the
individual programs are relatively small, the impact of these programs
on the lives of people involved is profound. For example, in the far
reaches of the Capilano region there are three extremely isolated First
Nations communities (Samahquam, Skatin, and Douglas) which are
served by an ABE program offered through the Ts’Zil ABE Learning
Centre in Mt. Currie. Many other learning centres are provided in the
region, and Capilano plays a lead role in coordinating literacy and ABE

5

services throughout the region, including one-to-one literacy tutoring
and family support programs.
o Workforce preparation programs are a very strong focus of
programming at Capilano. These include certificate, diploma and
degree programs. These three levels of programming are increasingly
integrated and laddered so that students may easily proceed to the level
appropriate to their skills and interests, a feature that is made possible
by the comprehensive nature of a regional university. Degrees
developed by Capilano have built upon strong bases in career-oriented
diploma programs. To date Capilano has awarded more than 1000
degrees.
o University transfer programming has long been a strong feature of
Capilano. Many graduates have gone on to complete degrees at other
universities. Studies of success rates at Simon Fraser University, where
many Capilano transfer students go, show that our transfer students do
at least as well on transferring as comparable students who enter SFU
directly. This strong component of academic programming also
provides a base for the enrichment of workforce-oriented programs.

MANDATE #2:
A regional university must promote teaching excellence.

Throughout its history Capilano has been noted for its teaching excellence, a
tradition that has become a central part of institutional culture. Faculty members
are hired according to demonstrated ability to teach, and there is detailed ongoing
evaluation program to monitor the quality of their work.
Capilano has been a leader in innovative approaches to a variety of programs.

MANDATE #3:
A regional university may undertake and maintain research and scholarly
activities for the purposes of supporting teaching.

6

Capilano fully supports the Plant recommendation that research at a regional
university should be different from research carried out at research-intensive
universities. Regional universities should be primarily teaching and learning
institutions, and scholarly activities should be directed at supporting those
activities. In its 15 years of granting degrees, Capilano has never supported
research of the kind or at the level conducted in research universities. That is not
part of our culture and offering degrees has not made it so - and will not make it
so.
MANDATE #4:
In carrying out its purposes, a regional university must serve the educational and
training needs in the region specified by the Lieutenant Governor in Council.

Capilano has a distinct region, the large area north of Burrard Inlet, up the Sea-toSky corridor and including the lower half of the Sunshine Coast. It has been
serving the needs of theses communities for almost 40 years.
The College has always sought to provide the appropriate educational services to
it region, never hesitating to bring in partner institutions to provide expertise and
experience in areas in which it lacks internal capability. Capilano College has
consistently put the needs of its students above any need for ownership.

7

NORTH SHORE/GARIBALDI/SUNSHINE COAST
COMMUNITY SHOULD HAVE A REGIONAL UNIVERSITY
How could it be that a college that represents one of the fastest growing regions
of the Province, has been the dedicated post-secondary provider in its service
area, and has constituents that in many cases do not have easy access to other
post-secondary options, be denied completion of its ongoing natural development
to a Regional University?
Brent Leigh, Managing Director, Squamish Sustainability Corp.
The North Vancouver Chamber of Commerce absolutely supports Capilano’s
pursuit of becoming a Regional University. Our community benefits from an
educational institution that serves the North Shore, Howe Sound and the
Sunshine Coast, and which attracts students from around the world because of its
innovative programs and well-respected faculty.
Naomi Yamamoto, President, North Vancouver Chamber of Commerce
The North Shore/Garibaldi/Sunshine Coast region has developed a distinct and
unique economic strategy, a strategy which emphasizes developments in the
same sectors in which Capilano has long-standing expertise, and in which it has
developed and is continuing to develop new degree programs.
Capilano degree programs have been a major part of its symbiotic relationship
with local industrial clusters. These programs are a Bachelor of Business
Administration degree, a Bachelor of Music in Jazz Studies, a Bachelor of Music
Therapy degree, and a Bachelor of Tourism Management degree.
A recent report by J. A. Holbrook, from the Centre for Policy Research on
Science and Technology at Simon Fraser University, “an Analysis of the
Economic Competitiveness of the District of North Vancouver”, talks about the
importance of regional industrial “clusters”, groups of interrelated and mutuallysupportive activities in the current and future economy. Educational institutions
play a key role in sustaining these clusters.
In the District of North Vancouver most of its industrial clusters, such as
knowledge-based manufacturing and services, film and multimedia, recreation
and tourism, retail and personal services, transportation and logistics, have a
connection with programming at Capilano.

8

In many different ways Capilano provides direct or indirect support to business
and industry in the region, all of which would be enhanced by the recognition of
Capilano as a regional university. Having a regional university enhances the selfidentity of the region. A thriving institution in a thriving region increases the
attractiveness and thereby the economic development of the community.
The report by J.A. Holbrook also notes a less well-identified cluster, the “arts
cluster,” which is strong in the area and which derives particular support from
Capilano:
“ . . . the presence of Capilano College, and its many highly rated arts
programs . . . is a major factor in stimulating arts activities outside the
academic world.”

In addition, of course, many Capilano certificate and diploma programs have a
similar relationship to local business and industry. These relationships will grow
as new degrees in the regional university, developed from existing programs, are
added. Examples in progress are in Film Production, Early Childhood Care and
Education, Performing Arts, and Legal Studies.
The economic linkages noted above, between business and industry in the
District of North Vancouver and Capilano, are similar throughout the region.
The most obvious example is the Howe Sound Corridor where tourism and
recreation has become the major economic driver, and where the province saw fit
to create the BC Centre for Tourism Leadership and Innovation at Capilano
College in Squamish. The relevance of the Tourism degree to this economic
development initiative is very evident.
One particular event of note is the upcoming 2010 Olympic Winter Games, with
significant implications in tourism and the arts, particularly in the Garibaldi
region. The role that Capilano has in working with its communities in these and
other areas will be greatly enhanced in the time leading up to the Games.
As the only public post-secondary institution in the region, Capilano will have a
high international profile during the Olympics, with great opportunities to
develop new links with other countries to enhance its already strong International
Student contingent. This is the marketing opportunity of a lifetime. Increasingly,
though, with intense competition from many other institutions in many countries,

9

success in marketing will depend upon the name of the product. Capilano
Regional University will sell effectively.
With up to $20,000,000 in spin-off benefits from international education already
coming into the Capilano region, and much more possible with the international
exposure resulting from the Olympics, it is crucial that Capilano’s marketing
potential be maximized.
The North Shore/Garibaldi/Sunshine Coast region needs its regional university,
and it needs it soon.

10

CAPILANO SHOULD BE DESIGNATED AS A REGIONAL
UNIVERSITY
I would have to say that the program at Capilano was one of the most enriching,
meaningful programs I have ever taken. The training there is world-class and I
base this in the access I now have to European music therapists and training in
that field.
Alpha Woodward, BA, MA Music Therapy
Field Director, Pavarotti Music centre, Mostar, Bosnia
2007 Capilano Distinguished Alumni Award
Institutional Vitality
In the process of becoming a regional university, in all but official designation,
Capilano has become energized in a remarkable manner. The addition of degree
opportunities has released an enormous amount of creative energy in the
institution.
Capilano is a Regional University, according to the description of such
institutions in Campus 2020. In this regard it is like the province’s three
remaining University Colleges. To move back from this at Capilano, while the
others are moving forward, would have a demoralizing impact on both the
institution and its community. In no other instance of the institutions still
officially designated as colleges is the case for regional university designation so
strong. Nowhere else have expectations been so high nor has success in offering
degrees been so extensive. Nowhere else would deflation and demoralization be
so complete if such recognition were denied.
The momentum Capilano has developed in recent years must not be quashed.
Capilano has been a university college in all but name, and now it is a regional
university in all but name.
System Differentiation
Campus 2020 has taken a very important step forward in defining separate roles
for the Province’s post-secondary institutions. Arguably the most significant
recommendation in the document is the delineation between two kinds of
universities, one placing a heavy emphasis on basic research and the other not
doing so. This distinction was blurred before, with all new degree-granting
11

institutions unsure of the extent to which they ought to become involved in basic
research. Now, the mandate of the new regional universities is clearly an
educational one.
Capilano strongly supports this direction and this new clarity. It supports the idea
of Regional Universities that carry out the traditional functions of community
colleges with the added responsibility of degree programming. Capilano has been
doing exactly that, and doing so in a way that preserves its integrity as a
comprehensive institution. It carries on with undiminished commitment to all of
its students - from those gaining basic literacy skills to those completing degree
programs.
One of the great ideas of democracy is that all people are of equal value. At
Capilano we believe that all students are of equal value.
As the system is restructured, however, it is important that the process of
designating which institutions become Regional Universities also be rationalized,
and that this decision not be based upon somewhat arbitrary decisions of the past.
The initial decision to designate two community colleges – Cariboo and
Okanagan - as university colleges came in 1988. Shortly after that first
announcement was made, Malaspina College made a case to be similarly
recognized, and this was agreed to by then-Minister Stan Hagen. But there was
no general call for proposals from other colleges, and no real analysis of which
other sites might also be considered.
Subsequently two other colleges, Fraser Valley in 1991 and Kwantlen in 1995,
became university colleges, partly due to enrolment pressures and partly due to
lobbying efforts.
We do not question the legitimacy of any of these institutions as a university
college, or as a regional university. We do, however, question having such
decisions of the past as the sole determinants of regional university designation.
If the system is to be differentiated according to the types of institutions we have
in the province, then it should also be rationalized according to which institutions
fall into which category.
We think that the number of research-intensive institutions in the province is
probably suitable as is, though this is not for us to say. The real issue to be dealt
12

with is to determine, fairly and reasonably, which of the other institutions remain
as community colleges, and which become regional universities.
Criteria for determination of a Regional University
We suggest the following criteria, or similar ones, be used in the determination of
which institutions ought to become regional universities. This is only a
suggested list, but we respectfully suggest that some such set of criteria be used
by the Ministry in deciding which institutions be regional universities.
ACCESS and POPULATION BASE:
A regional university should play a major role in providing, as Campus 2020 put
it, “learning where we live.” While it is not practical to provide degree programs
everywhere, it is cost efficient to provide such programs in areas with a sufficient
population. Regional universities, then, should play a significant role in
increasing access to degrees.
Capilano is the only public post-secondary institution in the large area of
the North Shore, Sunshine Coast and Howe Sound and Whistler. The
population of this region in the 2006 census was 249,211, more than the
regions for Thompson Rivers (179,471), and about the same as University
College of the Fraser Valley (268,537), and Malaspina University College
(246,208). The more distant parts of the Capilano region are among the
fastest growing areas of the province. The Howe Sound Corridor, with its
much improved road and with the attention it is getting because of the
2010 Olympics, is projected to grow at a faster rate than any other area in
BC. Moreover, the percentage of people in the Capilano area interested in
degree programs has traditionally been very high, higher than all other
regions in the province. Clearly, then, there are a lot of people to be served
by a university in the region.
Some of these people, particularly in the fastest growing areas of the
region, have no reasonable access to other universities. Others who may be
closer to traditional universities would have to travel a significant distance
to find alternative employment-related degree programs such as those
given at Capilano, if such programs could be found at all.

13

COMMUNITY SUPPORT
Does an institution have the support of its community or communities for a
regional university?
Capilano has the full support and endorsement of Mayors, MLAs, MPs,
Chambers of Commerce, First Nations and business leaders form North
Vancouver to Howe Sound to the Sunshine Coast. The list of supporters
and some sample letters is appended.
COMMITMENT TO FULL SERVICE PROGRAMMING
Is the institution committed to providing the full range of educational
programming that is envisaged by the concept of a regional university?
A quote, unchanged since 1991, from the Capilano Mission and Values
and Strategic Directions:
“The degree granting status we will seek is that of a four-year
college whose values remain those of an institution where teaching
is paramount and with the clear understanding that the granting of
such degrees is but one of the missions of the institution.”
Capilano has remained true to this direction. It is one of the few
institutions that maintained free ABE, and in fact reduced tuition for part
time Early Childhood Education. We are a leader in the province in adult
literacy, and have taken literacy programs to quite remote areas of our
region. Our laddered curriculum provides many entry points for students
into their educational path. We are committed to enabling students from
whatever level they begin to whatever level they wish to attain. We are an
institution that provides support, not filtering.
RESOURCES:
Does an institution in question have the physical and human resources to support
university designation?
As an active degree-granting institution, Capilano has acquired the
expertise, the facilities and the personnel to make it a suitable venue for a
regional university. Faculty and administrators have been involved in
developing degree programs for the last 15 years. The Library works
effectively for current operations with space available for expanding to
more than double its current size.

14

TRACK RECORD:
All colleges in B.C. have been able to grant degrees in recent years. One
important way to gauge community and institutional interest in such
programming is to examine what has been done already.
Capilano began offering degrees 15 years ago in conjunction with the
Open University. Since 2003 it has been offering degrees on its own. In all
cases, though, including in the first 11 years, work in developing and
offering the programs was essentially done at Capilano. Over this period
Capilano has awarded degrees to more than 1000 students. In part because
of the student-centered approach to degrees Capilano has developed over
the years, graduates have indicated a very high level of satisfaction with
their degree programs. In the most recent survey available our degree
students have recorded a 100% rate of program satisfaction (good/very
good) with our degree programs (B.C. Baccalaureate Survey of 2004
Graduates).
IDENTITY:
Has an institution in question established itself in its community as offering
services and programs like a university, or is it still mainly perceived as a
college?
Because of its long history of offering degrees, and because of its overall
record of high quality programming, Capilano degree programs are
regarded throughout its community as different from but equivalent to
university programs.
INNOVATION:
Has an institution demonstrated an ability to develop unique offerings that
expand the range of choices available in the Province?
While showing imaginative program development in many areas, Capilano
has been a leader in developing a different approach to degree
programming, with its emphasis on employment-related degrees. In fact
Capilano pioneered this concept in the early ’90s, and had developed in
detail the template for such degrees. However, because of pressure to
create a university college in the South Fraser region, the ministry took the
Capilano concept and applied it to the new Kwantlen University College.
Capilano has continued to use the concept it developed in offering its four

15

current degrees, with eight more in the pipeline. Capilano is also interested
in innovative approaches to arts and science degrees, as described below.
INTERNATIONAL STUDENTS:
One of the major arguments for changing some colleges to universities is the
matter of international status, and how the institution is perceived from abroad.
This is only significant if an institution has a major commitment to programming
for international students.
International activity began at Capilano more than 20 ago with
programming for international students both overseas and at our campuses
in B.C. International students attending the local Capilano programs live in
our region and contribute close to $20,000,000 into our regional economy.
In the current highly competitive market our name is confusing to many
off-shore clients as internationally, the term “college” usually refers to
high school or vocational programming. With the advent of many
unscrupulous players in the field, foreign governments are looking for
provincially-sanctioned institutions named “universities” as a guarantee of
quality for their students funded to study abroad or when signing
partnership agreements for the delivery of degree programs. The
“university” designation is increasingly required in order to attract students
and to affirm the quality of the degrees.

16

DEGREE PROGRAMS OFFERED AND UNDER
DEVELOPMENT AT CAPILANO
The creativity that developed these innovative ways of increasing access has
evolved from the colleges’ philosophical roots, not from that of traditional
universities. What is needed in looking to the future is more creativity, not less.
The opportunity to offer degrees has generated much creative energy in colleges,
energy of just the sort that Plant writes about extensively in his report, energy to
provide excellence in teaching and learner-centered programming.
Greg Lee, President, Capilano College, Vancouver Sun, May, 2007
Capilano sent us two students in their fourth year of the BBA degree for the
international mobility project. They took a full load of courses and topped their
class in every instance.
Ernesto Reza, Professor, School of Management, California State University San
Bernardino

Degree offerings at Capilano have evolved in response to student and employer
demand. In several of Capilano’s degrees the students begin with a very focused
program that is skills-based and allows them to finish a basic credential in a short
period of time. This credential ladders immediately into the next level of study
but allows those who cannot afford long periods without employment to take
their new expertise directly to the workplace and continue with their education as
time and money permit. Other programs provide specialized career preparation
for students who have completed two or three years of general arts and sciences
and are now ready to make a career choice. Both approaches produce graduates
with the analytical ability appropriate for their discipline as well as the critical
thinking, social interaction, leadership and breadth of perspective expected in
graduates at the bachelor level.
Streaming educational programs from the diploma to the degree increases the
access to higher education for groups in our society who might otherwise be
disenfranchised, through issues of timing, resources, and confidence. Success at
one level in what is essentially service sector trades training encourages students
to continue their studies. The evidence that they are doing university level work
is clear from the academic performance of our Canadian exchange students who
go to universities abroad and consistently outperform international university
students in the same program. In provincial competitions, Capilano students

17

monopolize the winners circle against students from all of the provincial
institutions. The recognition of Capilano as a regional university validates the
studies of these students, often those who do not have the luxury of attending
school full-time, sacrifice a great deal to complete their education and come from
families where a degree-level education is a new occurrence.
EXISTING PROGRAMS
Bachelor of Business Administration – The well-established diploma offerings
at Capilano have grown into a BBA in response to student and employer demand.
Employers encouraged their new employees to continue their studies to the
degree level, but their previous learning was rarely granted full transfer credit at
the local universities. Capilano, working with the Open University, developed a
bachelor’s program that built on their specific business knowledge and
background. Students moved from the specific to the general and began to
understand the context and society in which they worked. They were required to
develop breadth by studying outside of their field and they worked with members
of faculty who are required to have experience in the subject matter they are
teaching. With the repatriation of the degree program, Capilano, working with its
business advisory group, has embraced a full outcomes-based curriculum that
graduates students with academic/analytic facility, as well as the skills required
for success in today’s marketplace: effective communications, teamwork,
problem solving and a global perspective.
Bachelor of Music Therapy – In 1991 Capilano began offering a collaborative
degree in Music Therapy with the Open University. This degree program was
designed so that students could enter third year from a variety of backgrounds.
The program blends academic and experiential course work, providing students
with the opportunity to gain knowledge and develop competencies leading
towards accreditation with the Canadian Association of Music Therapy. Students
have field work in a several types of settings, and they are given increasing
responsibility to design, implement and evaluate their own treatment programs,
under clinical supervision. Graduates of the program have gone on to work with
all age groups, with a wide range of physiological, cognitive and emotional
disorders, in a variety of clinical settings or in private practice.
Bachelor of Tourism Management
The Tourism programs at Capilano and throughout the province not only
responded to the need for a trained workforce in this field, but have become a
18

frequent re-entry point for young people who may have been discouraged by their
secondary school experience. Students are attracted to programs like Outdoor
Recreation and Wilderness Leadership and when they are successful, gain the
confidence to continue to a diploma and then a degree in Tourism Management.
At Capilano we receive students from around the province who have completed
diplomas in tourism management, hospitality administration, outdoor recreation,
and related programs. All previous academic work is recognized and the students
continue in the degree program and work fulltime if they wish. Again, the
curriculum builds on specific background knowledge and broadens the student’s
perspective both personally and professionally. The degree forms an integral part
of the British Columbia Tourism Learning System and is a key provider of
advanced professional training for administrators and entrepreneurs in the
tourism industry.
Bachelor of Music in Jazz Studies – The Bachelor of Music in Jazz Studies was
the second degree introduced at Capilano offered, as with Music Therapy, in
collaboration with the Open University until Capilano degrees were repatriated in
2003. The desire for extensive education in the field of jazz continues to grow
and the Capilano program is widely recognized as Canada’s best. The Bachelor
of Music (Jazz Studies) provides a broad-based academic background, while
developing comprehensive abilities in music, with jazz as the main focus. The
achievement of specific high standards in vocal and/or instrumental performance,
improvisation, composition, and arranging are fundamental goals of the program
curriculum, and demonstration of ability in these areas is required of all
graduates. Graduates have gone on to successful careers in performance and
teaching, and acceptance to the program continues to be highly competitive.
PROGRAMS UNDER DEVELOPMENT
Capilano has several new degree programs under development, each one a unique
degree aimed at specific employment opportunities. Many of these degrees
continue the Capilano tradition of offering diploma graduates opportunities for
further academic work that will move them into leadership positions in their
fields; others are direct-entry programs aimed at specific industry needs and
social issues.
The proposed bachelor’s degree in Early Childhood Leadership builds on our
successful diploma program, which is well known for preparing entry-level and
advanced practice early childhood educators. The additional two years of study
19

will add the depth and breadth of education that will help graduates build
leadership qualities, with particular skills in program development, staff
leadership, sustainability and advocacy for young children and their families.
In response to industry need, we are reworking our three-year diploma in Motion
Picture Production into a four-year degree program. In this case, rather than add
one more year to the existing program, the curriculum is being rebuilt to weave a
broad exposure to liberal arts throughout the skills-based curriculum. The aim is
to provide students with technical skills in a rich cultural context that will allow
creativity to flourish.
Our proposed Bachelor of Applied Legal Studies is another example of a
redesigned curriculum, this one designed to reintegrate the formerly separate
general education and applied skills components of our Paralegal diploma into a
program that both presents more employment-related options to students and
better recognizes the depth and breadth of their learning. The new program will
interweave the general education courses previously required for admission to the
program with the legal courses to create a cohesive a four-year program. This
format will accommodate earlier exposure to the legal courses as well as the
inclusion of upper-level breadth courses. The degree is not available from any
post-secondary institution in B.C., and will offer an intense, diverse and
academically challenging pre-law package attractive to students interested in
pursuing careers in insurance, criminal justice, government, or as a professional
paralegal advisor for business and industry..
The Psychology department at Capilano is trying to help address the needs of
families who have children diagnosed with autism spectrum disorders by
designing a baccalaureate program that combines a basic undergraduate
education in psychology with the development of skills in Applied Behavior
Analysis. The department is working closely with the Behavior Analyst
Certification Board to ensure that graduates of the program will have the
knowledge and skills to become Board Certified Associate Behavior Analysts.
Such certification will allow graduates to work as part of the clinical team with
clients who have a variety of conditions including autism, eating disorders, brain
injuries or diminished mental capacity.
Capilano is working with three other Lower Mainland colleges to offer a
collaborative degree in performing arts. This program is designed to take
graduates of any of the performing arts disciplines at any of the partner
institutions and provide them with advanced coursework that will culminate in a
20

student-created and student-produced interdisciplinary performance piece.
Graduates will have developed competency in the conceptual, analytical,
problem-solving and team-building skills required to work in the performing arts
industry.
Capilano is also expanding the successful Global Stewardship program into a
baccalaureate degree. The Global Stewardship program was originally created
for students wishing to explore a career working for international NGOs, such as
Amnesty International, or domestic voluntary sector organizations, such as the
United Way, while completing their first two years of university. Through a
unique curriculum combining classroom study and volunteer work either
overseas or in Canada, students have gained the skills, knowledge, and attitudes
necessary to make the organizations they volunteer for more effective. The
graduates have a very high rate of employment and both they and their employers
have asked us to continue this unique offering to the degree level as the need for
leaders in this field continues to grow.
Other possibilities are less well developed, but all share the characteristics of
building on the strengths of our existing programs and serving the needs of the
region. One future direction will be responding to the regional Iranian
community through developing programming focusing on Iran and Persian
studies through the contemporary Iranian-Canadian experience.

Arts and Science degrees
I don’t think we are doing a good job in general education. Faced with the wellknown cafeteria of courses, and obliged to fill very few requirements, a student is
more likely to be well educated as the result of chance, or of his or her
determination, than as a consequence of planning by the university authorities.
Why do we lack the confidence to require that each undergraduate acquire the
rudiments of a good general education?
John Searle, New York Review of Books, Dec. 1990
Capilano has the resources to offer traditional arts degrees, and is prepared to do
so, if there is demand for them in our region, and if the Ministry feels we should
meet that demand. Our faculty members are well-qualified for the task, and we
could take this on with relative ease. However, we adopted the following position

21

in 1991 when we published our Missions and Values and Strategic Directions
statement:
[Capilano] will not seek to compete with the established universities in
offering traditional discipline-based degrees in arts and science, although
it may choose to offer alternative degree programs in liberal studies or
with an integrated curriculum.
Capilano’s strategic choice is to focus on employment-related degrees. There are
several reasons for this:
- Traditional arts and science degrees are widely available elsewhere, and
focusing on employment-related degrees would bring a new range of degree
programs to the system.
- Students in the two-year diploma programs have wanted and needed programs
in which they can complete degrees. Arts and science students, after
completing two years at Capilano then have many options for degree
completion. Diploma students often have no other option for further
education.
- With a strong transfer program, in which local students can take the first two
years of academic programs and be at no disadvantage upon then transferring
to Simon Fraser or some other university, we are already making a major
contribution to serving the academic needs of students “closer to home.”
Should the demand for general degrees arise, we would prefer to focus on an
approach to arts and humanities programs that conform to our desire to offer
employment-related degrees. As graduates will likely change jobs many times in
his or her lifetime, the key requirement for employability in the future is a set of
skills that allow for flexibility and adaptability. The Capilano approach to more
general arts degrees would provide an education that leads to development of the
general skills and knowledge that will be increasingly important in work, and in
life, in an increasingly complex world. Generally this could be expressed as
meeting the goals of the Conference Board of Canada and developing critical
thinking and communication skills, gaining some knowledge of the history of
ideas and of what is taking place in contemporary society, and developing ethical,
global and aesthetic awareness. In this way Capilano would not just copy
programs from elsewhere but add a distinctive Capilano touch.

22

SERVING THE REGION’S FIRST NATIONS
[We express] support for Capilano to attain Regional University status. . . it is
essential for the long term educational needs of our population that we be able to
access certificates, diplomas and full university degree programs. It is
considered imperative that our students have the opportunity to complete an
undergraduate degree at Capilano, due to its proximity and the school’s
willingness to collaborate on programming that meets the needs of our students
and community in general.
Letter from the Squamish Nation
The Mount Currie Band Chief and Council supports Capilano College in its
campaign to be recognized as a regional university so that it can continue to
serve its students and develop new degree programs.
Letter from the Lil'wat Nation
Capilano currently serves over 300 self-identified First Nations students a year
and has many non-status, Metis and other students who do not self identify.
Capilano has been very active and innovative in providing new programs to our
First Nations communities. As the above letters indicate, it is essential that
programs, including degree programs, be offered close to home. Indeed, we have
found that First Nations students succeed best in an educational setting
surrounded by their community. The First Nations groups in our region are
simply not comfortable sending their young people away to live in residence in a
distant center. Capilano has ongoing programming on the Mt. Currie lands for
Lil’wat and these courses are offered in cooperation with the Tsz'il Learning
Centre. Recently, we also completed an Early Childhood Care program for the
Sechelt Nation which was partially offered using Band facilities.
We also believe that it is extremely important that we continue to develop new
educational opportunities for First Nations students, and in particular new degree
programs designed to fulfill their needs. It will be wonderful when some of the
Sechelt students from Early Childhood Care certificate and diploma programs
have the opportunity to continue into our proposed new Early Childhood Degree
program.

23

Capilano has a long-standing commitment to literacy and Adult Basic Education
programming for First Nations students. The College and Career Preparation
program at the North Vancouver campus is an introductory ABE program
especially designed for ABE students. It is a holistic educational experience,
offering study and life skills and Adult Basic Education courses in English,
Mathematics, and Computers. Such ABE programming is also offered in
Squamish, Sechelt, Mt. Currie and at many other sites. These programs,
designed to improve the participation and success rate of students wishing to
make the transition to post-secondary studies, have been established for even the
residents of small bands in the most remote areas of our region.
We also offer basic literacy programming for First Nations students at a number
of off-campus sites such as Kiwassa Neighbourhood House, at the Carnegie
Institute, and at the Wish Drop-in Centre.
The College has also developed programming for First Nations students in all of
its major areas of study such as tourism, film, business and university transfer.
In 2004, Capilano launched a Tourism Management Cooperative Diploma
program. The program was developed in partnership with the Squamish, Lil’wat
and Musqueam First Nations, and the Ministry of Advanced Education. Its
objective was to provide a First Nations focus for the delivery of training and
education programs across all tourism sectors at the supervisory, managerial and
entrepreneurial levels. Upon completion, all students emerged with solid skills
and an education that is transferable to Capilano College’s Bachelor of Tourism
Management program. Several students from the diploma group are currently
working towards their bachelor's degree.
The Indigenous Independent Digital Filmmaking program offers a diploma in
film production for First Nations Students and is taught entirely by First Nations
faculty. It draws students from across Canada and has had many successful
graduates who are now working in the industry.
IIDF uses leading edge digital technology to train indigenous students in all
phases of media production, including sound, camera, lighting, editing, writing,
directing and producing. Graduates are prepared to excel in a career within the
broadcast and independent media industry, and to develop community-based
production companies. They are trained to deliver educational and governance
related media, documentary and current affairs production for general and

24

specifically channel broadcast and independently driven dramatic film
production.
Capilano Business Administration faculty was active working with the
Aboriginal Financial Officers Association of B.C. to develop the Aboriginal
Financial Management Certificate Program. Capilano was instrumental in
developing the Chinook Business program, a program to assist First Nations
across B.C. to develop the business skills that they need. Using the same
"laddering" principles utilized in our other programs, students can continue into
business degree studies at Capilano or UBC with the same background
completed. The majority of participants choose to stay at Capilano to complete
their degree studies – because we are closer to home. These students also need
the validation that comes from completing degree studies in a "university"
setting.
In the University Transfer area of the College, First Nations Studies is now a
separate department within the faculty of Social Sciences. Courses in First
Nations Studies fall into three categories. First are those courses developed in
other departments where there is a significant First Nations portion, e.g., History,
Political Studies and Anthropology. Then there are disciplines where a particular
section of a course is devoted to a First Nations theme. Examples are a section of
Linguistics that focuses on the Squamish language, and sections of a second
semester English Literature course devoted to First Nations fiction, drama and
poetry. The third category of courses is where the course has been developed
solely for the First Nations department such as the Art History course on West
Coast Art that covers all aspects of art from paintings to masks and baskets to
clothing. Other First Nations courses are currently under development
(Ethnobotany and/or Ethnobiology, Languages, and a multi-disciplinary First
Nations survey course.) All courses have transfer credit to B.C.'s universities.
Many of these courses are also part of our new Associate of Arts degree with a
concentration in British Columbia Studies.
As Capilano College has become increasingly involved in First Nations
education, funding from special projects has been allocated to the Capilano
College Library to develop a First Nations Library Collection. The prime focus
has been to acquire books and videos by First Nations and about First Nations.
Subject areas emphasized are Aboriginal histories, cultures and legends, positive
native role models, and First Nations legal, life skill community, and health
issues. Videos have been selected whenever possible to supplement reading
materials.
25

The entire First Nations collection has been designated as a "circulating
collection." This allows various programs, such as the ABE courses presently
being taught at Mount Currie, to move a number of books and videos to that
teaching site for the entire term. Students can then borrow items from this local
collection.
As a result of this emphasis on developing a library collection, in conjunction
with the First Nations Education program, Capilano College Library now houses
one of the more substantial First Nations collections in B.C.

26

RESEARCH AT CAPILANO
The decision was made about 100 years ago to enshrine disciplinary research as
the heart of the [university] enterprise, so that we might emulate the spectacular
successes of the German universities in the nineteenth century. What mattered
now, above all other considerations, was advancing the causes of truth and of
profitable new discoveries by hiring well-trained research specialists, giving
them lots of time and resources to pursue independent research projects, and
letting them take care of the education of undergraduates, particularly with an
eye to the production of future researchers . . . Of course universities have
always paid lip service to their responsibilities for having good teachers, but in
practice that alleged priority has almost always been more a rhetorical flourish
than anything else. What matters is the research qualification and the research
output.
Ian Johnston, Humanist Perspectives, Winter 2006/07

“To measure productive scholarship entirely in terms of publication is to ignore
the fact that good teaching is itself productive scholarship of a high order. It is
an art and it requires a talent akin to the artist’s ability to perceive, and through
his work to make others perceive the enchantment of the scene he surveys. Its
medium is scholarship in the sense not merely of a sound and thorough
exploration of a special field, but of adventuring in the whole realm of human
knowledge. Its memorials may not be books. They are human lives, passing and
brief to be sure, but made, while they last in some measure participant in the
spectacle of all time and existence and opened to the subtlety and the splendor of
the world.”—
B.A.G. Fuller, Presidential Address to the American Philosophical
Association, Pacific Division.
Delivered 27 December 1940, Stanford University.
Though it recognizes the importance of a strong provincial commitment to
academic research, Capilano feels that this need is best served by having a few
well-supported centres of research, rather than widely decentralized ones.
Provincial success in academic research will depend not only on concentration of
researchers but on the focusing of resources for the purpose. Therefore, Capilano
strongly supports the recommendation in Campus 2020 that we have a limited
number of research-intensive universities, carrying out broadly-based programs
of basic academic research, and that regional universities focus on their primary
mandate of excellence in programming and teaching, and in serving the diverse
27

needs of students in its region. We agree that regional universities should (with a
few possible exceptions) become involved in research and scholarly activity only
insofar as those activities support the goals of pedagogical excellence.
The focus of scholarly activity at Capilano is on finding ways to better serve local
individual, local community and local industry needs. Though at times scholarly
work at Capilano may be of interest to the worldwide community of scholarship,
our primary focus is not on entering into and participating in that world, but on
educating the students of the North Shore/Garibaldi/Sunshine Coast region. This
is not a lesser academic commitment, but an equal one. Capilano is unapologetic
and proud to serve this important and challenging role of regional universities, of
providing the best possible education to its students, and is clear and determined
in seeking to maintain this distinct focus, different from that of research
universities.

28

SUMMARY
Capilano should become a Regional University for the following reasons:
1.

The North Shore/Garibaldi/Sunshine Coast region is a distinct region of
the province without any other public post-secondary institution. This
region will greatly benefit from having a regional university.

2.

Capilano has enormous support from the people of its region, including
regional, provincial and national politicians, First Nations representatives,
business representatives and many others, for becoming a regional
university.

3.

The economy of the region is closely intertwined with programs and many
activities at Capilano, and this relationship will be enhanced by program
possibilities and the prestige that is associated with being a university.

4.

The population of the region justifies a regional university; many people
would benefit from access to such an institution.

5.

The four mandates specified for regional universities in Campus 2020 are
fully in accord with Capilano’s record of performance and with its
institutional culture.

6.

Capilano has been offering degree programs for 15 years, initially through
the Open University and in recent years independently. It has awarded
degrees to more than 1000 students.

7.

Capilano differs in no significant way from those institutions that are
called university colleges, except that in offering degrees it has chosen to
develop new employment-oriented degrees rather than replicating standard
arts and science degrees. That Capilano has not in the past been designated
as a university college is a historical anomaly.

8.

Reasonable criteria for becoming a regional university should be drawn up
and used to determine which institutions be so designated. Such a process
would be much fairer and more sensible than simply relying upon arbitrary
decisions of the past. Capilano is confident that any such process would
lead to its inclusion as a regional university.

29

9.

Capilano is unique in the province in already having extensive
involvement in offering degrees, but not being designated as a university
college. Capilano’s case for regional university status is equivalent to that
of the university colleges, an argument that cannot be made for other
colleges in the province.

10.

Capilano is fully capable of offering a full range of degree programs, and
can do so if student demand is there, and if Provincial priorities lead us
there. However, Capilano is inclined to the point of view that Provincial
needs are best served by continued development of degree programs,
including arts and science programs, with closer ties to employment.

11.

The introduction of degree programming at Capilano has energized the
entire institution and given it a new vitality. It is crucial to the spirit of the
institution that this momentum be supported.

12.

The quality of the degree programs offered at Capilano has been
extraordinarily high, with an independent survey showing a 100% level of
satisfaction from students.

13.

Capilano has been a provincial leader in developing innovative, studentcentered degree programs.

14.

Capilano needs the ability to develop new laddered degree programs for
First Nations students, and the graduates of such programs need the status
of having graduated from a university.

15.

The international student program at Capilano brings in about $20,000,000
to the local economy. Due to intense competition it is now evident that
continued success requires that Capilano be designated as a university.

16.

International programming, including a degree program offered in China,
results in up to $4,000,000 annually in spin-off benefits to Capilano.

17.

The Olympics in 2010 offer an unprecedented marketing opportunity for
Capilano’s international programs; this will be seriously undercut if
Capilano cannot promote itself as a university.

30

18.

Capilano’s institutional culture is such that its commitment to all levels of
programming has remained and will remain undiminished.

19.

Capilano strongly supports the idea that regional universities should be
focused on students, not academic research, and that scholarly activity
should be directed toward better teaching and learning. As a regional
university Capilano will be a leader in developing the new approach to
university education advocated in Campus 2020.

In short, Capilano exemplifies the approach to post-secondary education that is
suggested for regional universities in Campus 2020.

31

List of supporters
People
Aderita Guerreiro

Vice President, Development & Marketing, Heart and Stroke Foundation BC & Yukon

Akber Kassam

Owner

Holiday Inn Suites

Amin Karim

President

Lonsdale Quay Hotel

Antonio Arreaga

Honourary Consul General for Costa Rica

Arthur Evrensel

Lawyer

Bill Millerd

Artistic Director

Arts Club Theatre Company

Bob Lenarduzzi

President

Vancouver Whitecaps

Bob Morris

President

Westwave Broadcasting

Brenda Leadley

Managing Director

Presentation House Theatre

Brent Leigh

Managing Director

Squamish Sustainability Corporation

Chief Bill Williams

Squamish Nation

Chief Leonard Andrew

Mount Currie Band

Chief Stan Dixon

Sechelt Indian Government District

Colin Bennett

CEO

Certified Management Accountants of BC

Daniel M. Jarvis

MLA

North Vancouver-Seymour

Dave Thomson

Business Lead

Squamish Sustainability Corporation

Don Bell

MP

North Vancouver

Dr. David T. Fung

Chairman and CEO of the ACDEG Group

President of the Canadian Society for Chemical Engineering

Dr. Julie Smith

Executive Director

Coastal Jazz and Blues Society & International Jazz Festival

Ed Steeves

Chair

Sunshine Coast Regional District

Geoff Jopson

Superintendent of Schools

West Vancouver

Herbert Cruz

Capilano BBA Candidate

Jeri Krogseth

President

Capilano Foundation

Joan Acosta

Adult Literacy

Order of British Columbia

Joan McIntyre

MLA

West Vancouver-Garibaldi

John Lewis

Superintendent of Schools and CEO

North Vancouver School District 44

John Pass

2006 Governor General’s Literary Award winner

John Powles

Chair

Japan Marketing Group – Asia Pacific Trade Council

Katherine Whittred

MLA

North Vancouver-Lonsdale

Kirstin Clausen

Executive Director

BC Museum of Mining

Li Boesen

Executive Director

North Shore Community Resources

Linda Feil

Executive Director,

North Vancouver Community Arts Council

Lucinda Phillips

Ts’zil Learning Centre

Mount Currie Band

Mayor Barry Janyk

Town of Gibsons

Mayor Cameron Reid

District of Sechelt

Mayor Jordan Sturdy

Pemberton

Mayor Ken Melamed

Whistler

32

Mayor Pam GoldsmithJones

District of West Vancouver

Mike Watson

Chair

North Vancouver Chamber of Commerce

Nancy Stibbard

CEO

Capilano Suspension Bridge

Naomi Yamamoto

Chair

North Shore Credit Union

Nicholas Simons

MLA

Powell River-Sunshine Coast

Peter Leitch

Chair

Motion Picture Production Industry Association of BC

Ralph Sultan

MLA

West Vancouver-Capilano

Rick Amantea

VP

Park Royal Shopping Centre

Ron Trepanier

Executive Director

Leadership and Management Development Council of BC

Sherry Elchuk

Manager

West Coast Railway Heritage Park

Sonja Lebans

Chair of the Squamish Public Library and Chair of the Social Planning Council

Stephen M. Darling

Regional Vice President

Ted Ohashi

Financial Planner

Violet Jesson

Shangri-La Hotels & Resorts

Early Childhood Educators of BC

Organizations
Canadian Association for Music Therapy
City of North Vancouver
District of North
Vancouver
District of Sechelt
District of Sechelt
District of Squamish
District of West Vancouver
District of West Vancouver
Early Childhood Educators of BC
North Vancouver Chamber of Commerce
Pemberton
Sechelt Indian Government District
Squamish Chamber of Commerce
Squamish Nation
Town of Gibsons
West Vancouver Chamber of Commerce
Whistler

33