Academic Model

The work done on the Academic Model is central to accurately representing both the traditional and non-traditional ways of learning at UBC in the future system. As such, it is foundational to the data, logic, and process design required throughout SASI. This conceptual model represents all of the learning opportunities at UBC and their relationships to learners, faculty, staff organizational units and time. Aspirational in nature, it represents a more inclusive and flexible way of understanding the many ways in which people engage with learning throughout UBC.

Core objectives

  1. Build a conceptual map of UBC’s learning opportunities and the innovative programs, graduate programs, and professional and health-related programs that are not well-served by the current system
  2. Create a new common vocabulary and structure for curriculum and learning to categorize similar processes and entities

Summary of activities

  • The framework of the Academic Model was developed by a small group of academics, administrative staff and IT professionals who undertook the design of the Academic Model over the course of 2014-2015.
  • In 2015-2016, the framework of the Academic Model was shared for feedback with over 40 academic and administrative units across both UBC campuses.
  • A framework document outlining the Academic Model has been finalized, and now forms a key reference for development and implementation of the SASI program.

Going forward, the Model will provide the lens through which SASI team members will be consulting the University community to gather the requirements for the design of the new system.

Principles of the Academic Model

  1. Includes all educational opportunities, activities and events offered by UBC
  2. Includes a variety of delivery methods
  3. Supports any kind of time period
  4. Supports a variety of recognition and assessment frameworks
  5. Supports complex relationships between organizations and Learning Opportunities
  6. Includes all academic requirements and facilitates the achievement of learners’ educational goals
  7. Is managed by business processes that ensure transparency and consistency
  8. Forms the conceptual basis guiding one primary source of the curriculum and learner data