Canada’s Leading Public Safety Educator

2009/2010
Institutional Accountability Plan and Report

June 2010

Table of Contents

INSTITUTIONAL OVERVIEW..................................................................................... 3
STRATEGIC DIRECTION ............................................................................................. 4
PLANNING AND OPERATIONAL CONTEXT .......................................................... 5
INSTITUTIONAL GOALS AND OBJECTIVES ....................................................... 13
INSTITUTIONAL ALIGNMENT WITH MINISTRY GOALS ............................... 15
PERFORMANCE MEASURES, TARGETS AND RESULTS .................................. 19
FINANCIAL INFORMATION ..................................................................................... 25
CONTACT HOUR ACTIVITY REPORT ................................................................... 26

INSTITUTIONAL OVERVIEW
There’s not a day in the life of residents or businesses of the province that isn’t impacted
by students educated at the Justice Institute of British Columbia. Our graduates make
society stronger; they touch lives everyday in seen and unseen ways. We are a proven,
innovative and exemplary leader in sustaining safe communities in B.C. and beyond.
The JIBC’s competency-based curriculum is based on theory yet focuses on experiential
learning that can be immediately applied to the workplace. Simulations are designed so
that students experience the complexity, chaos and challenge of real incidents and gain
the required knowledge and skills to make decisions in critical situations.
The JIBC was created to develop operational skills needed by police officers, firefighters,
correctional and probation officers, deputy sheriffs and paramedics. It also develops
programs to meet emerging education and training needs in related disciplines such as
conflict resolution, volunteer search and rescue, emergency management, victim services,
counselling and professional driver training. Increasingly employers require justice and
public safety professionals to be knowledge workers capable of critical decision-making
and interacting in a multidisciplinary environment. Each year, over 30,000 students are
involved in JIBC programs including 6,000 online enrollments.
When there is an accident, a natural disaster, violence, any threat to life or property there
is an expectation that professional help will respond. The JIBC educates and trains those
emergency first responders, counsellors, and other community safety professionals to
manage the complexity and stress of critical situations. Graduates are trained to work as a
team to respond effectively in emergencies from earthquakes to collapsed buildings,
terrorist attacks, domestic disputes, prison riots, chemical spills and other crises. The
JIBC offers programs that span the safety spectrum, with a focus ranging from prevention
to response and recovery.
In recent years, the public’s perceptions and expectations of the professions we serve
have changed as a result of technological advancement and people’s greater
understanding of how complex and dynamic the issues are around justice and public
safety. We have responded to those changes through a focus on professionalism wherein
our programming ensures an optimum base level of knowledge and a basic competency
that is shared by all service providers. In other words, learning at the JIBC allows the
student to acquire a measure of professionalism that goes beyond skills training for a
certain discipline and is associated with a post-secondary academic education. In
addition, the operational effectiveness of emergency services in the 21st century will
depend increasingly on interdependence and interoperability. The career-focused

JIBC 2009/10 Institutional Accountability Plan & Report –3

diplomas and degrees will facilitate a common understanding amongst the individual
services that will enhance their ability to work more collaboratively.
Preparing this comprehensive Institutional Accountability Plan and Report provides the
focus to guide us through the challenges and to seize the opportunities that await us.

STRATEGIC DIRECTION
Our Mission:
Innovative education and training for those who make communities safe

Our Vision:
A world leader in justice and public safety education

We value:
Learning
that is …
- Experiential and applied
- Informed by research
- Student-centred

Service
that is …
- High quality
- Respectful
- Responsive

Integrity
in our …
- Educational programs
- Business practices
- Relationships

The JIBC is Canada’s leading public safety educator - a dynamic post-secondary
institution recognized nationally and internationally for innovative education in the areas
of justice and public safety. The JIBC offers a range of applied and academic programs
(certificates, diplomas, and degrees) that span the spectrum of safety – from prevention to
response and recovery.
JIBC programs are delivered within a framework of three schools:
School of
Community & Social Justice
- Aboriginal programs
- Conflict resolution
- Counselling and community
safety
- Leadership

School of
School of
Public Safety & Security Health Sciences
- Corrections and
- Paramedics
community justice
- Professional health
- Driver and traffic
education
education
- Emergency management
- Fire
- Police
- Sheriffs

JIBC 2009/10 Institutional Accountability Plan & Report –4

PLANNING AND OPERATIONAL CONTEXT
In 1978 the Justice Institute of British Columbia was created as a special purpose
Provincial Institute under the College and Institute Act. At that time, the JIBC was on the
leading edge globally as a public post secondary institution, which brought together
multiple disciplines dedicated to the education and training of professionals in the fields
of justice and public safety. Today, the relevance of the JIBC is even more pronounced as
the world adapts to the reality of increased concern over individual and societal safety
and security. More than the sum of individual police, fire, paramedic, corrections, courts
and emergency preparedness / management professionals, the JIBC prepares counsellors
to assist victims, facilitate restorative justice practices and resolve conflicts for
organizations and individual professionals in both the public and private sectors.
Increasingly, employees and leaders at all levels of the public and private sector seek
justice and public safety knowledge to ensure their organizations can fulfill the
operational roles during and after crises.
The existing Strategic Plan (dated 2007-2010) has served the institution well, positioning
it for important professional and academic evolution to maintain its leadership position.
During fiscal year 2009-2010, a strategic plan renewal process was begun, starting with a
Board Retreat in September 2009. During that session, Board members identified key
drivers of change for the institution:
▪ Competition within post secondary education
▪ Provincial, national and global economic cycles
▪ How people work, i.e., their needs, expectations and values and how those
fluctuate based on generational differences
▪ Demographic change, particularly with regard to the aging population and to
patterns of immigration
▪ Labour market needs
▪ International/global responses to safety and security threats
▪ Impact of information and communication technology, in general, and on-line
learning, in particular
▪ Focus on work-life balance
Juxtaposing these with the JIBC’s current strengths and capabilities led the Board to offer
the following advice for the renewal of the strategic plan:
▪ Create a “brand” that balances the strong existing reputation of the JIBC’s
core programming with the exciting new reputation for educational creativity
and innovation
▪ Leverage key attributes – interdisciplinary education, regional delivery
network – as crucial differentiators of the institution
▪ Conceive and execute breakthrough solutions for enhanced justice, safety and
security within BC’s communities and the province at large
▪ Set ambitious goals that expand the leadership role in core disciplines
▪ Develop and pursue a sustainable business model

JIBC 2009/10 Institutional Accountability Plan & Report –5

Using this advice as a guide, Dr. Michel Tarko (the newly appointed Vice President,
Education) and the JIBC Management Committee worked diligently through a renewal
process. After some initial environmental scanning was completed in the fall, the
Management Committee participated in two planning sessions before year-end. JIBC
leaders agreed the existing strategic plan contained key elements that continued to serve
the institution and its students well. Thus, the renewal process focused on accelerating
many aspects of the current plan to achieve more of its goals more quickly as the
educational offerings expand to graduate level education. The following values guided
the review and renewal process:
▪ The strategic plan will move the institution towards more evidence based
educational offerings and research.
▪ The strategic planning process will be inclusive through consultation with
stakeholders and constituency groups.
▪ The strategic plan is being developed from the perspective of appreciative
inquiry (building on strengths).
Town halls and on-line surveys provided opportunities for input from the JIBC
employees during the final quarter of fiscal 2009-2010. In addition, the Education
Directors spent time conducting interviews with key external stakeholders (e.g., Fire
Chiefs Association, BC Corrections, BC Ambulance Service, Emergency Social Services
Association of BC, Ministry of Health, Worksafe BC). In the end, they spoke with 20
stakeholder leaders around the province, each of whom has a keen interest in the longterm success of the JIBC for his/her respective constituency/sector.
The dialogue was enlightening and beneficial for the JIBC as well as for the
representatives from the various organizations and agencies. The conversations were
constructive, and people welcomed the opportunity to have input to the institution’s
strategic plan renewal process.
While specific comments and advice varied depending on the perspective of the
stakeholder, some common themes were noted across all participants:
ƒ Both professional path and degree path programming is valued.
ƒ The ability to immediately apply the learning outcomes from a JIBC education is a
significant differentiator for this institution and extremely important to the adult
learners served.
ƒ The importance of “credentials” is gaining momentum as a result of an emphasis
from professional regulatory and accrediting bodies on documenting learning that has
taken place.
ƒ The use of technology-enabled teaching and learning methods is expected.
ƒ Enhancing accessibility to learning is key to the long-term success of both the JIBC
and those it serves, and “accessibility” is defined broadly, e.g., geographical reach,
web access, and recognition of prior learning and credentials, among other things.
ƒ Varied opportunities exist for the JIBC to provide consulting services that are tied to
education.

JIBC 2009/10 Institutional Accountability Plan & Report –6

ƒ

Varied opportunities exist for the JIBC to engage in applied research that contributes
to partners’ priorities and to the learners’ education and professional development.

As the consultation phase of the renewal process drew to a close and writing/editing
began, the following cross-institutional initiatives were identified to serve as the drivers
of planning and priority-setting throughout the organization:
ƒ Degree program expansion to include science based programs, post-baccalaureate
certificates and masters level education
ƒ Applied research capacity in all Schools
ƒ Regional delivery of education programs using a distributed learning model (ELearning Strategy currently underway which includes use of simulation, online
delivery and ExPod)
ƒ Learning support services that address students’ needs
ƒ International education (recruitment and retention of international students to British
Columbia)
These five topics will serve as the outline for framing the context of this Institutional
Accountability Plan and Report.

ƒ Degree Program Expansion
The JIBC has changed from a specialized training institution to a comprehensive
educational institution that focuses on justice and public safety. With this change has
come an evolution from non-credit, undeclared programs, to an integrated and
coordinated range of credit programs leading to certificates, diplomas and degrees in the
JIBC’s areas of specialization.
The demand for higher levels of education has led the JIBC to review the possibility of
post-baccalaureate certificate programs in the justice and public safety disciplines, such
as advanced law enforcement, specialized counselling, applied research, and child
protection services.
The Bachelor of Fire and Safety Studies degree program continues to be successful; the
program’s life cycle is such that review and revision have already begun in order to
ensure content excellence and value. Student recruitment for the Bachelor of Emergency
and Security Management Studies degree program has started, with the first intake
planned for September 2010. In addition, program proposal work was completed for a
post-baccalaureate certificate in Counseling & Community Safety and a Physician
Assistant degree program.
Other baccalaureate programs will be developed by the JIBC to meet identified student
and industry needs. The JIBC continues to develop an interdisciplinary master’s program,
for justice and public safety leaders.

JIBC 2009/10 Institutional Accountability Plan & Report –7

Complementing this focus on the development of credentials is the commitment to
support faculty and staff through the institution’s evolution. To that end, the JIBC
ƒ Allocated $30,000 through Program Council in support of six new innovative
programs and services, and monitored implementation of an additional eight
innovative program and service project awards valued at $42,000 from previous fiscal
years.
ƒ Worked with task groups of Program Council to develop consistent standards and
processes for managing program enrolments, liberal studies and shared courses.
ƒ Provided leadership to the CQI Committee in analyzing and monitoring customer
feedback to support the JIBC Service Excellence policy.
ƒ Delivered a faculty development session to 42 faculty in the Donald B. Rix
Simulation Building on the subject of simulations, bringing enrollment in the faculty
development Innovation in Education, Teaching & Learning series to more than 400
in the past 18 months.
ƒ Produced a comprehensive Academic Handbook to guide senior faculty and staff in
the provision of consistent approaches to educational issues across all divisions.
ƒ Updated and distributed in paper format and online the 2009 Teaching Faculty
Handbook.
ƒ Produced a report Analysis of JIBC Degree Path, Professional Path and Transitional
Programming, 2001-2008 confirming JIBC growth in strategic directions, including
growth in both professional path and degree path program enrollments and reduction
in the number of undeclared program enrollments.

ƒ Applied Research Activity
The JIBC is the first Canadian institution to support transdisciplinary applied research in
public safety and security. Its research addresses public safety through a lens of risk
management and security science practice and technology. This work brings researchers
and practitioners together by partnering with community-based public and
nongovernmental organizations to solve problems and circulate evidence-based results to
policy audiences at all levels. This relationship-based approach ensures that problem
oriented collaborations will be highly relevant to communities, as well as cost-effective
and practically designed and delivered.
The JIBC applied research strategy continues to be a key strategic initiative of the JIBC
Strategic Plan. The priorities within this work are:
ƒ Building research literacy and capacity, including knowledge acquisition and skill
building, by developing a culture of applied research within the JIBC as well as
‘research literacy’ across the JIBC. This is accomplished by identifying and
clarifying institutional resources, research definitions, objectives, research themes,
research models (clusters and centres), policies and procedures; and by identifying
and assisting with professional development, including the identification of training
and education opportunities for faculty, staff and students in the area of research
methodologies and skills e.g. grant writing, project management, evaluation.

JIBC 2009/10 Institutional Accountability Plan & Report –8

ƒ

ƒ

ƒ

Fostering applied research leadership capacity, including enhancement of human
capital of the JIBC, through a coordinated and consolidated applied research program
which engages Divisions in key externally funded projects and research centres.
These initiatives engage all levels of the institution: management, faculty, staff and
students and focus on the identification of strengths, weaknesses, opportunities and
threats (SWOT) including the formulation of cross-divisional or pan-institute joint
ventures.
Designing and implementing an operational human resource plan to identify, recruit,
recognize and reward internal and external researchers. The strategy is predicated
upon the assumption that sufficient resources are allocated to support a JIBC cadre of
internal and external faculty.
Establishing knowledge engagement and translation (KET) functions to ensure that
research is ‘translated’ into policy and other interventions through action (sometimes
called praxis). KET practitioners and decision makers in the field use research in
their day-to-day work to make better and more informed decisions, i.e. decisions that
are based upon evidence and research data/findings. JIBC practitioners, faculty and
students are engaged and encouraged to adopt KET into the design of all JIBC
research project proposals and research dissemination activities to ensure ‘down
stream’ outcomes such as amelioration of curricula, interventions, technology, and
policy uptake activities.

ƒ Regional Delivery of Programs
As a provincial institute, the JIBC has a mandate to serve the province – a key distinction
from colleges, whose function is to serve a geographic region within the province. This
mandate is challenging, given the geographic size of BC and the large numbers of
potential students located in different regions. For example, the JIBC’s Fire & Safety
Division is mandated to provide programming for approximately 350 departments who
collectively employ about 4,000 career firefighters and 10,000 volunteer firefighters.
More than half are located in and managed by municipalities and regional districts while
the rest operate in small, unincorporated communities under the direction of improvement
districts or societies. These volunteer departments have limited financial resources to
travel out of their communities for programs. Similarly, the JIBC’s Emergency
Management Division provides programming for search and rescue volunteers,
emergency social service volunteers and other emergency management personnel who
are located in both large and small communities throughout the province.
The institute has developed a range of key strategies to provide students with access to its
programming, including the establishment of regional campuses, work with regional and
local partners to make effective use of regional educational facilities and resources, “in
house” delivery models and e-learning options.
Currently, in addition to its New Westminster campus, the JIBC has campuses in
Victoria, Vancouver, Kelowna, Chilliwack and Maple Ridge, and the Institute’s School
of Health Sciences has a presence in Parksville. In 2009, a total of 4,322 students were
enrolled at JIBC campuses other than the main campus in New Westminster.

JIBC 2009/10 Institutional Accountability Plan & Report –9

The JIBC works with other educational institutions to deliver programs in regions where
no JIBC campus exists. For example, in 2009 the School of Community and Social
Justice provided community-based delivery of its Aboriginal Leadership Certificate in
Prince Rupert in collaboration with the First Nations Training and Development Centre,
and signed a Memorandum of Understanding for delivery of the same program in
Dawson Creek with Northern Lights College. The School of Health Sciences offered its
Primary Care Paramedic Program in Prince George through a partnership with the
College of New Caledonia.
The Institute also works with industry partners and other organizations to offer programs
in different regions of the province. In 2009, because demand for access to training
outside Metro Vancouver remained high, the JIBC’s Fire and Safety Division created a
new team to coordinate all regional training initiatives. Six regional fire training
workshops were held during the year in various regions of the province, and individual
courses were offered in 75 different communities throughout the year. Overall, during
2009 the JIBC offered programs in 166 different communities throughout BC.
As another strategy to increase accessibility, the JIBC’s Fire & Safety Division created an
“in-house” delivery option for the Fire Officer I program during 2009, and entered into a
pilot with the City of Abbotsford Fire Rescue Service. This model enables the fire
department to educate its own officers to the current standard using their own team of
instructors to deliver the majority of the Fire Officer I program “in house” in partnership
with the JIBC. The Abbotsford Fire Chief described this as a “cost-effective and efficient
solution”. The division is working with other communities to develop similar models of
delivery to meet their individual needs.
Regional delivery is enhanced by the JIBC’s commitment to a comprehensive e-learning
strategy. The institution’s e-learning strategy flows from the overall strategic plan,
connects with the academic plans, and has a definition, purpose, and measureable vision
of what success looks like for e-learning endeavours. It is built upon four key pillars:
ƒ Faculty development;
ƒ Institutional support;
ƒ Research; and
ƒ Innovation.
The e-learning strategy under development will create policy, process, frameworks,
guidelines, templates, and resources established within an explicit organizational
structure that has been conceived to facilitate access across the institution to e-learning
expertise. In addition, the organization will take advantage of networks (e.g., Metro Ed;
CNIE, OERs) and will be comprehensive in its approach to establishing an e-learning
focus at the JIBC through clear and explicit stages of:
ƒ Planning,
ƒ Design and development,
ƒ Delivery, and
ƒ Evaluation.

JIBC 2009/10 Institutional Accountability Plan & Report –10

ƒ Learning Support Services
As part of the JIBC’s accelerated evolution to credentials and a more diversified student
population, the institution has made a commitment to expand student services in response
to student needs. While the student services division has developed its plans and capacity
with this focus, it has done so in collaboration with divisional partners. Some key areas of
attention in the past year included:
ƒ An emphasis on bursaries, included administering existing contracts (e.g., grant from
the Emergency and Health Services Commission) as well as expanding other bursary
allocations while devising and implementing a new marketing strategy to promote all
bursary programs
ƒ A review of convocation, making changes to improve the experience for students and
other stakeholders
ƒ A feasibility study that considers offering a suite of counseling services (personal,
academic, career, disability) for students in need
ƒ The development of a communications and recruitment strategy to broaden the appeal
of JIBC programs to a more demographically diverse student population
ƒ Considering the feasibility of implementing a student identity card for full-time
degree path and diploma students
ƒ Developing and seeking approval for revised or additional policies to cover the
following areas: admission standards; program completion requirements; restrictions
on re-enrolment; grading practices
ƒ Production of materials and information for faculty members to increase competence
in dealing with students in difficulty
ƒ Initiating improvements to departmental web pages, including information on housing
and financial aid
The JIBC’s academic and professional information assets (including photos, applied
research documents, learning objects, etc.) are substantial. Appropriate organization and
accessibility of those assets are critical for the success of students and clients alike,
especially with the current emphasis on credentialed programming. So the JIBC library
instituted a special project, the purpose of which was to conduct a needs assessment for a
Digital Asset Management system for use by all JIBC Academies/Departments/Divisions.
The outcomes of that assessment will allow the appropriate choice of software based
upon institutional needs, for which funding can be secured and an implementation plan
developed and executed.
In addition, the JIBC is committed to provide improved library support for degree-path
students, for learners at the main campus and for distance learners (online learners, and
learners at other JIBC campuses and class delivery locations). The skills of professional
librarians and library technical staff are continuously updated through conferences and
workshops, and they ‘translate’ their learning by collaborating with other JIBC divisions
to develop research literacy in degree-path students.

JIBC 2009/10 Institutional Accountability Plan & Report –11

ƒ International Education
The Ministry of Advanced Education and Labour Market Development confirms its
support for internationalization and states that: International education enhances
educational, cultural and economic links with the global community with a goal to
developing an integrated and collaborative post secondary education system in which an
international perspective is infused into all BC institutions.
The Justice Institute has been involved in international education for a number of years,
historically delivering programs to international clients on a contract basis. The institute’s
intent is to broaden its international initiatives and focus more efforts on
internationalization . The term “internationalization” refers to the “process of integrating
an international/intercultural perspective into the teaching/learning, research and service
function of the institution” (Knight, J. 1994, Elements and Checkpoints. Ottawa. Canada:
Canadian Bureau of International Education).
At the JIBC, international programs and services include:
ƒ Courses or programs delivered to international students, regardless of delivery mode
ƒ Educational services such as needs analysis, curriculum development, and evaluation
delivered to international clients
ƒ Faculty exchanges, partnership or cooperation agreements with foreign institutions
ƒ Arrangements for the delivery, sale or licensing outside Canada of JIBC materials
ƒ International development project
ƒ Any project that uses the institute’s resources or trades on its name and reputation
In a given year, international activities have historically represented approximately 5% of
JIBC revenues. Two examples of international activities in 2009/10 follow.
In partnership with Fire Fighters Without Borders, the JIBC awarded the One World
Scholarship funded by the Ike Barber Society to four graduates of the Career Firefighter
Pre-Employment Certificate Program. As part of the scholarship, students enrolled in the
Fire Protection in the Global Community course; completed online course work, traveled
to Central or South America, trained with local fire service personnel in Central America
and completed post-deployment course work.
The JIBC’s first degree, the Bachelor’s Degree in Fire & Safety Studies, awarded degrees
to its first graduates in 2009. The first 4 graduates included a firefighter from the United
Arab Emirates who spent one year studying at the JIBC’s New Westminster campus after
first completing many of his courses online. By the end of 2009/10, the JIBC had
international students from Saudi Arabia, the United Arab Emirates and Namibia enrolled
in the degree program.

JIBC 2009/10 Institutional Accountability Plan & Report –12

INSTITUTIONAL GOALS AND OBJECTIVES

To fulfill our Mission and Vision, we achieve results in four
key areas:
We …
ƒ Deliver high quality professional training programs
that focus on success for our students and clients;
ƒ Develop, gain recognition for and deliver degree
path programs for justice and public safety
professionals that support their career needs;
ƒ Demonstrate leadership through innovation ; and
ƒ Ensure organizational effectiveness.
Activity in all divisions is guided by results-oriented objectives
within the four strategic priorities, as outlined on the following
pages.

Strategic Priorities and Objectives for 2007 – 2010
1.0 Deliver high quality professional training programs that focus on success for our
students and clients
1.1 Work with the provincial government to fulfill its justice and public safety mandate

with professional path programs that meet its various training needs
1.2 Provide leadership in our professions by creating learning opportunities that are

cross-functional and that reflect the way organizations and agencies work together
1.3 Build and enhance relationships with organizations and agencies to ensure JIBC

programs effectively prepare students for their careers

JIBC 2009/10 Institutional Accountability Plan & Report –13

2.0 Develop, gain recognition for and deliver degree path programs for justice and
public safety professionals that support their career needs
2.1 Implement degree path programs in our areas of expertise that ensure depth, breadth

and credit transfer within the post secondary system
2.2 Develop and deliver specialized post baccalaureate certificates and degrees that

respond to and advance the professions we serve
2.3 Strengthen and integrate support across the JIBC to serve as a foundation for program

development and delivery
3.0 Demonstrate leadership through innovation
3.1 Increase learning opportunities through new approaches for experiential learning

along with online and other technology-facilitated processes
3.2 Expand our reach through new products, new services and new markets
3.3 Create interdisciplinary programming that anticipates learners’ needs and capitalizes

on the breadth and depth of knowledge in the institute
3.4 Use partnerships to create new learning opportunities for clients and students
3.5 Create a centre for applied research and special projects with faculty and researchers

from a variety of disciplines
3.6 Recognize the unique identity and educational needs of Aboriginal Learners, and

enhance equitable and collaborative partnerships with Aboriginal Peoples to provide
culturally appropriate education and training
3.7 Initiate processes that respond to and link with diverse communities
3.8 Expand student services in response to student needs

4.0 Ensure organizational effectiveness
4.1 Develop institutional structures and processes to facilitate collaboration and the

effective use of institutional resources
4.2 Enhance and support effective internal communication within the organization
4.3 Facilitate achievement of the strategic priorities and objectives through

comprehensive human resources planning, including recruitment, retention and
employee development activities
4.4 Increase the integration of technology to enhance services
4.5 Expand our capacity to inform institutional decision making with reliable data and

cross-institutional analyses
4.6 Achieve a balance in funding sources that ensures financial sustainability
4.7 Improve the success of JIBC fundraising

JIBC 2009/10 Institutional Accountability Plan & Report –14

4.8 Design and resource the space, equipment and support systems necessary for a

quality working and learning environment
4.9 Position the institute as a leader in innovative education and training through a

comprehensive marketing and external communications campaign

INSTITUTIONAL ALIGNMENT WITH MINISTRY GOALS
The strategic priorities and objectives from the JIBC Strategic Plan guide the
development of strategic action plans at the local level.
These “Local Operational Plans” (LOPs) are developed by each work unit within the
institution and thus constitute the specific activities undertaken to deliver results from the
JIBC’s strategic priorities (i.e., goals) and objectives. The LOPs are approved by the
President and subsequently published on a password-protected intranet site available to
all employees. They are tracked and reported on, at minimum, semi-annually by each
director.
As will be seen in the accompanying charts, the JIBC Strategic Plan and its
implementation through the LOPs described above, align well with the Ministry of
Advanced Education and Labour Market Development’s objectives and measures.

JIBC 2009/10 Institutional Accountability Plan & Report –15

JIBC Strategic Priority
1.0

Ministry
Strategic
Objective

Performance Measures

Quality

ƒ

Student satisfaction with education

ƒ

Student outcomes – unemployment
rate

Efficiency

ƒ

Total student spaces

Capacity

ƒ

Total student spaces

ƒ

Student outcomes – skill
development

ƒ

Total credentials awarded

ƒ

Student outcomes – skill
development

Efficiency

ƒ

Total student spaces

JIBC Objective

Ministry
Strategic
Objective

Performance Measures

2.1 Implement degree path programs in our areas
of expertise that ensure depth, breadth and credit
transfer within the post secondary system

Capacity

ƒ

Total credentials awarded

2.2 Develop and deliver specialized post
baccalaureate certificates and degrees that respond
to and advance the professions we serve

Capacity

ƒ

Total credentials awarded

2.3 Strengthen and integrate support across the
JIBC to serve as a foundation for program
development and delivery

ƒ
Relevance

Student assessment of usefulness of
knowledge and skills in performing
job

JIBC Objective

1.1 Work with the provincial government to fulfill
its justice and public safety mandate with
professional path programs that meet its various
training needs
Deliver high quality
professional training
programs that focus on
success for our students
and clients

1.2 Provide leadership in our professions by
creating learning opportunities that are crossfunctional and that reflect the way organizations
and agencies work together

Relevance

Quality
Capacity

1.3 Build and enhance relationships with
organizations and agencies to ensure JIBC
programs effectively prepare students for their
careers

JIBC Strategic Priority
2.0
Develop, gain
recognition for and
deliver degree path
programs for justice and
public safety
professionals that
support their career
needs

JIBC 2009/10 Institutional Accountability Plan & Report - 16

Quality

JIBC Strategic Priority
3.0

JIBC Objective

Ministry
Strategic
Objective

Performance Measures

3.1 Increase learning opportunities through new
approaches for experiential learning along with
online and other technology-facilitated processes

Capacity

ƒ

Total student spaces

Capacity

ƒ

Total student spaces

ƒ

Number and percent of public postsecondary students that are
Aboriginal

ƒ

Student assessment of quality of
education – Skill development
Student assessment of quality of
instruction
Total credentials awarded
Total student spaces
Student assessment of usefulness of
knowledge and skills in performing
job
Number and percent of public postsecondary students that are
Aboriginal

3.2 Expand our reach through new products, new
services and new markets

3.3 Create interdisciplinary programming that
anticipates learners’ needs and capitalizes on the
breadth and depth of knowledge in the institute
Demonstrate leadership
through innovation

Access
Quality
Quality

ƒ

3.4 Use partnerships to create new learning
Efficiency
opportunities for clients and students
3.5 Create a centre for applied research and special
projects with faculty and researchers from a
Relevance
variety of disciplines

ƒ
ƒ
ƒ

3.6 Recognize the unique identity and educational
needs of Aboriginal Learners, and enhance
equitable and collaborative partnerships with
Aboriginal Peoples to provide culturally
appropriate education and training

ƒ

3.7 Initiate processes that respond to and link with
diverse communities
3.8 Expand student services in response to student
needs

JIBC 2009/10 Institutional Accountability Plan & Report - 17

Access
ƒ

Student assessment of quality of
instruction

Capacity

ƒ

Total student spaces

Quality

ƒ

Student satisfaction with education

Quality

JIBC Strategic Priority
4.0

JIBC Objective
4.1 Develop institutional structures and processes
to facilitate collaboration and the effective use of
institutional resources
4.2 Enhance and support effective internal
communication within the organization
4.3 Facilitate achievement of the strategic
priorities and objectives through comprehensive
human resources planning, including recruitment,
retention and employee development activities
4.4 Increase the integration of technology to
enhance services

Ensure organizational
effectiveness

4.5 Expand our capacity to inform institutional
decision making with reliable data and crossinstitutional analyses
4.6 Achieve a balance in funding sources that
ensures financial sustainability
4.7 Improve the success of JIBC fundraising
4.8 Design and resource the space, equipment and
support systems necessary for a quality working
and learning environment
4.9 Position the institute as a leader in innovative
education and training through a comprehensive
marketing and external communications campaign

JIBC 2009/10 Institutional Accountability Plan & Report - 18

Ministry
Strategic
Objective

Performance Measures

Quality

ƒ

Student satisfaction with education

Efficiency

ƒ

Total student spaces

Quality

ƒ

Student satisfaction with education

Capacity

ƒ

Total credentials awarded

Capacity

ƒ

Total student spaces

ƒ

Efficiency

ƒ
ƒ

Student assessment of quality of
instruction
Total student spaces
Total credentials awarded

Quality

ƒ

Student satisfaction with education

ƒ

Student outcomes – unemployment
rate

Capacity

ƒ

Total student spaces

Capacity

ƒ

Total student spaces

Quality

ƒ

Student satisfaction with education

Capacity

ƒ

Total student spaces

ƒ

Student assessment of quality of
instruction

ƒ

Student assessment of usefulness of
knowledge and skills in performing
job

Quality

Relevance

Quality
Relevance

PERFORMANCE MEASURES, TARGETS AND RESULTS
2009/10 Results –ALMD
JIBC
Objectives

1.2, 3.1,
3.2, 3.7,
4.3, 4.6,
4.7
1.1, 1.3,
3.4, 4.1,
4.4

1.3, 2.1,
2.2, 4.3
1.1, 1.3,
3.4, 4.1,
4.4

3.2, 3.6

ALMD
Strategic
Objectives

Capacity

Efficiency

Actual

Target

Actual

Target
Assessment

2008/09

2009/10

2009/10

2009/10

Performance Measure

NOTES

Student spaces

i. Total Student Spaces

2,694

2,320

2,447

Achieved

This result is a demonstration of several
factors at work: 1) The continuing value and
appeal of JIBC programming, 2) the
organization’s commitment to sustainable
growth, and 3) the organization’s ability to
make excellent use of scarce resources in spite
of systematic funding shortfalls.

Not assessed

The JIBC has historically used a business
model favouring short certificate programs
responsive to labour market demand and
awarded several thousand short program
certificates in 2009. Although short programs
have been vital to the success of the JIBC in its
highly specialized market niche, it has not
been practical to monitor them as part of the
overall BC IAPR system.

Capacity

Total credentials awarded

Efficiency

Accessibility

Number and percent of
public post-secondary
students that are Aboriginal

461

under review

392

Data from
2007/08
Academic
Yr

Data from
2007/08
Academic
Yr

Data from
2008/09
Academic
Yr

Total number (#)

790

Percent (%)

2.5%

JIBC 2009/10 Institutional Accountability Plan & Report - 19

≥ previous
year

817

Achieved

2.7%

Achieved

In the 2006 census, 4.8% of BC’s population
was aboriginal. Analyzed by college region,
the ratio was 58% in the Northwest and about
2% in the Lower Mainland (i.e., the JIBC’s
main campus location). So the JIBC
performance is improved from last year as
well as being above the regional average.

JIBC
Objectives

1.1, 3.8,
4.1, 4.2,
4.7
1.2, 1.3,
3.3

ALMD
Strategic
Objectives

Quality

Quality

Performance Measure
Former Diploma, Certificate,
and Associate Degree student
assessment of ...

Actual

Target

Actual

Target
Assessment

2008/09

2009/10

2009/10

2009/10

i. Satisfaction with Education
(%)

76.6%
(+/- 3.2)

≥ 90%

79.0%
(+/- 3.5)

Substantially
achieved

ii. Skill Development (avg. %)

60.3%
(+/- 4.4)

64.0%
(+/- 4.6)

Not Achieved

43.5%
(+/- 6.3)
55.5%
(+/- 5.4)
70.6%
(+/- 3.6)
69.7%
(+/- 3.5)
64.8%
(+/- 3.7)
55.3%
(+/- 4.3)
62.5%
(+/- 4.0)

42.1%
(+/- 6.3)
57.8%
(+/- 6.3)
75.8%
(+/- 3.8)
74.7%
(+/- 3.8)
68.6%
(+/- 4.0)
62.9%
(+/- 4.5)
65.8%
(+/- 4.3)

n/a

Written Communication
Oral Communication
Group Collaboration
Critical Analysis
Problem Resolution
Reading and Comprehension
Learn on your own

≥ 85%

NOTES
Fewer than 1% of JIBC students (a sample of 252
students in 7 programs out of a total of 29,535 students in
several dozen programs) contributed to the figures
reported in the 2009 DACSO survey. Of these, 61% (154)
enrolled in the Primary Care Paramedic (PCP) program
contributed most to the overall ratings for the Institute.
Changes occurring in the administration of ambulance
services in British Columbia, culminating in a 7-month
job action at BC Ambulance Services in 2009, created an
unstable environment that the JIBC believes contributed
substantially to some of the negative perceptions of the
PCP program that the DACSO survey reveals.
Despite this somewhat negative field placement and
employment climate, slight improvements are observed
over the previous year in DACSO survey results for both
“satisfaction with education” and “skill development”
This can be read as a signal that the remedies the JIBC
had initiated were beginning to have a positive effect.
A positive trend in student outcomes in the PCP program
is also indicated by the JIBC’s own internal student
feedback system. This system reports a 2-year average
educational satisfaction rating of 77% by 294 PCP
students. Ratings of student “Satisfaction with Education”
for the other JIBC programs included in the DACSO
survey (including Fire Fighter, Conflict Resolution, Fire
Officer and Deputy Sheriff) ranged between 89% and
100%.
Low scores reported for “skill development” in the
DACSO surveys may be simply a reflection of the generic
nature of the skills named in the survey as perceived by
students in an applied learning context. See further notes
on this in the footnote below.1

1

Preliminary examination of the details behind these ratings reveals that many JIBC students marked these questions as “not applicable” with a result that only approximately 60% of JIBC respondents answered
the questions. Because the Institute focuses on highly specialized applied learning outcomes, it may be that students saw only those outcomes as important, and accorded less value to the generic competencies
named in the IARP performance model, competencies that might be more significant in traditional academic disciplines than in applied ones. Despite low ratings of JIBC programs for development of these general
skills, it is worth noting that all of the JIBC ratings increased over the previous year with the exception of “written communication”—a competence that may well not figure as a high priority for entry-level primary
care paramedics, fire fighters or deputy sheriffs. It is also interesting to note that other institutions with a high proportion of applied programs also scored in the lower quartile on this measure. Performance on these
measures may warrant further review by the JIBC as resources allow.

JIBC 2009/10 Institutional Accountability Plan & Report - 20

JIBC
Objectives

1.1, 4.5

ALMD
Strategic
Objectives

Actual

2.3, 3.5,
4.9

Actual

Performance Measure
2008/09

2009/10

2009/10

Target
Assessment

NOTES

2009/10

Relevance
1.4%
(+/- 0.9%)

≤ 13.4%

1.6%
(+/- 1.1%)

Exceeded

This result represents the significant applicationsorientation of JIBC programming, in that the learner is
well-equipped to work in his/her discipline upon
completion of the program. JIBC graduates are sought
after by provincial employers.

Former Diploma, Certificate, and
Associate Degree student
assessment of quality of
instruction

69.9%
(+/- 3.4)

≥ 90%

90.4%
(+/- 2.5)

Achieved

This result is similar to the JIBC’s internal student
feedback rating of 91% for quality of instruction within
the PCP program over the 2 year period 2008-2010.

Former Diploma, Certificate, and
Associate Degree student
assessment of usefulness of
knowledge and skills in
performing job

82.4%
(+/- 2.9%)

≥ 90%

83.1%
(+/- 3.3%)

Substantially
achieved

This outcome is a result of the relevance of the
programs offered at the JIBC, as noted in the comment
on unemployment rates (above).

Former Diploma, Certificate, and
Associate Degree student
outcomes – unemployment rate

3.3, 3.6,
4.4, 4.8

Target

Quality

Relevance

JIBC 2009/10 Institutional Accountability Plan & Report - 21

Multi-Year Results – JIBC-based KPIs
The JIBC Board of Governors regularly monitors specific performance measures they
have selected. While some are similar to those tracked by ALMD, some others are unique
to this institution. The table on the following page shows performance indicators for the
past three fiscal years on key measurables for the institution.
KPI results for 2009-2010 show activity levels lower than the previous two years. During
the last quarter of the fiscal, the Olympics had a large impact on programs during what is
typically the highest volume of activity during the year (i.e., February and March).
Looking at the FTE measures, it is interesting to note that tuition programs experienced a
15% increase in FTEs over the previous year, a good sign giving the difficult economic
times. This programming is similar to the trend experienced in typical colleges and
universities during economic downturns, when people choose to seek educational
credentials during a time when employment opportunities are limited.
The parts of the JIBC activity that were negatively affected this past year included core
client activity. As noted previously, the paramedic strike was a major factor this year as
well as reductions in police recruit classes prior to and during the Olympics. Contract
activity was also negatively impacted this year. Reductions were a result of cut-backs in
provincial government budgets as well as reduced funding for non-profit organizations,
two sectors that typically lead to the majority of the JIBC’s contract activity.
In spite of the difficulty maintaining prior levels of student contact hours, programs
continue to be delivered throughout the province, i.e., in 175 different communities
throughout BC over the year.
Graduates from credentialed programs declined in 2009-2010. More than 250 Primary
Care Paramedic students were unable to graduate because they could not complete their
practicum component during the BCAS strike. Many of these students are now working
on their practicum placements with the backlog of students expected to be cleared over
the summer months (i.e., after the close of this fiscal year).
The “cohort programs progress measure” exceeded last year’s completion rate of 81%, a
signal of the JIBC’s commitment to creating a supportive environment for learning and
student success.

JIBC 2009/10 Institutional Accountability Plan & Report - 22

Justice Institute of BC
Key Performance Indicators
F2007/08
YTD

F2008/09
YTD

F2009/10
YTD

New Students
Returning Students

16,288
15,739

16,997
15,676

15,155
14,380

Total Students

32,027

32,673

29,535

Student Contact Hours Credit Courses
Student Contact Hours - Non-Credit Courses

1,046,262
447,199

1,118,348
544,575

1,015,698
439,670

Total Student Contact Hours

1,493,461

1,662,923

1,455,368

819
984
1,073

1,054
1,095
770

1,214
613
607

173
9
2
184

168
9
1
178

166
9
0
175

Graduates - Credentialed Programs
Professional Certificate Programs
Certificate Programs
Diploma Programs
Degree Programs

2,068
503
14
-

3,125
552
19
3

2,035
392
10
8

Cohort Program Progress Measure
Completion rate

n/a

81%

85%

FTE – tuition programs
FTE – core client programs
FTE – contracts
BC Communities Served
Other Canadian Provinces/Territories
Other Countries
Delivery Location of Face to Face Classes

NB: Professional Certificate Programs serve the practical vocational needs of students and
their employers. Laddering to higher certificates is not a requirement.

JIBC 2009/10 Institutional Accountability Plan & Report - 23

2010/11 - 2012/13 Performance Targets
Performance
Measure

Performance Targets
2010/11

2011/12

2012/13

Student spaces in public
institutions
Total student spaces

TBD

Total credentials awarded

TBD

Number and percent of
public post-secondary
students population that are
Aboriginal
Number (#)

817

Percent (%)

2.7%

Greater than or equal to
previous year

Greater than or equal to
previous year

Former Diploma, Certificate,
and Associate Degree
student assessment of
quality of education
Satisfaction with Education
(%)

≥ 90%

Skill development (avg. %)

≥ 85%

Former Diploma, Certificate,
and Associate Degree
student outcomes –
unemployment rate

≤ unemployment rate for individuals with high school credentials or less

Former Diploma, Certificate,
and Associate Degree
student assessment of
quality of instruction

≥ 90%

Former Diploma, Certificate,
and Associate Degree
student assessment of
usefulness of knowledge and
skills in performing job

≥ 90%

Notes:
Targets marked as TBD (to be determined) are either not yet available (i.e. student spaces) or are under review.

JIBC 2009/10 Institutional Accountability Plan & Report - 24

FINANCIAL INFORMATION
Click on the link below to access a summary report of revenues, expenditures, net results and
assets.

http://www.aved.gov.bc.ca/gre/financial_statements/09/jibc.pdf

JIBC 2009/10 Institutional Accountability Plan & Report –
25

CONTACT HOUR ACTIVITY (as of June 15, 2010)
This report, requested by the Capital Unit of the Funding & Analysis Branch, and along with accurate and up-to-date Facilities Space Inventory data, forms the foundation of the review of
institutions’ requests to Government for facilities expansion. To meet the requirements of the Space Standards, data are to be separately reported by Campus and Space Type (Class/Lab or
Shop/Teaching Kitchen), and with activity delivered to international students separated from all other activity. Please complete your document and return it, along with your institution's
Accountability Plan and Report, to the Ministry of Advanced Education (Governance Branch) by July 15, 2010.

Table A: Contact Hour Activity for Fiscal Year 2009/10

Campus Name
New Westminster Campus
Maple Ridge Campus
Chilliwack Campus
Victoria Campus
Okanagan Campus
Vancouver Campus
OFF Site
TOTAL

Activity Delivered "Onsite" SCH/CHE 1
Domestic Students
International Students
Shop/Teachi
Shop/Teaching
ng
Kitchen
Kitchen
Class/Lab
Class/Lab
250,106.60
70.097.00
67,304.50
35,844.00
16,393.00
14,919.00
454,664.10

25,806.40

2,618.30
5,827
20.50
32

43.20

ALMD
ITA Foundation & HS
ITA – Apprenticeship
Other Activity

Domestic Students
Shop/Teaching
Kitchen
Class/Lab

International Students
Shop/Teaching
Kitchen
Class/Lab

6,966.00
294.00

38.50
25,806.40

8,536.30

43.20

Table B: Reconciliation for Fiscal Year 2009/10 3

Categorization of Activity

“Offsite” Activity SCH/CHE 2

Domestic Students
Conventional Activity
Non-Conventional
SCH 4
Activity CHE 5
883,175.10

504,641.20

TOTAL

TOTAL
1,387,816.30

1,387,816.30

Table B and C are for institutional totals (all locations). Do not report these tables by individual campus.
JIBC 2009/10 Institutional Accountability Plan & Report –
26

898,264.00
905,524.00

1,821.60
1,821.60

4,409.40
4,409.40

5.60
5.60

For Contact Purposes:
Marcela Hernandez

Completed by (Name):

604.528.5678

Telephone Number:

June 15,

Date:

Position Title:

Manager, Application Services

E-mail address:

mhernandez@jibc.ca

2010

DEFINITIONS FOR CONTACT HOUR ACTIVITY
1
SCH/CHE: The Student Contact Hour (SCH) is a traditional measure dependent on an instructor’s presence and a student’s physical location, a CHE is independent of delivery
mode and does not require an instructor to be physically in the same location as the student. For example, a business class that was normally taught in a conventional manner in a
classroom might involve 3 hours class time per week for 15 weeks over one semester for a total of 45 SCH per student. The same course taught non-conventionally would be
assigned 45 CHE. This is the standard average contact time that would be required had the course been delivered in a classroom. Neither the SCH nor CHE measure is intended
to capture time the student spends in a library or open lab completing assignments or studying.

A Course Hour Equivalent (CHE), also called Contact Hour Equivalent, is defined as equivalent to one hour of scheduled class time. A CHE is a means of recognizing an
amount of educational activity comparable to a conventional Student Contact Hour (SCH), but not specific to a mode of delivery.
2

Offsite activity should include instruction delivered offsite as well as training to employees at worksites and training at rented/donated locations. Also included should be
distance education, on-line, PLAR and other "non-conventional" activity.

3

Please ensure the Domestic Student Totals in Table B are equivalent to the totals represented by your Audited FTEs (or footnote difference).

4

Conventional Activity:
Activity that revolves around a structured classroom setting with an instructor presenting materials to students based on one or more of the following styles of presentation:
classroom contact; open laboratories/shops; clinical settings; practicum settings.

5

Non-Conventional Activity:
Activity that is not classroom dependent or individual students may proceed at their own pace. Non-conventional programs incorporate the following principal components:
distance education; individual instruction; self-paced learning; directed study; work experience; co-operative participation. This activity should be measured by CHE that is
based on the classroom instruction hours that would have been required if the activity were based on conventional delivery. This facilitates comparison to other similar
conventional courses.

JIBC 2009/10 Institutional Accountability Plan & Report –
27