Sitting in the Thompson Rivers University Senate meeting last week, listening to the sobering budget presentation about IRCC changes and the loss of 2,000 international students representing $40 million in revenue, I felt both the weight of our challenges and the spark of opportunity. The uncertainty in the room was palpable—faculty and staff wondering which programs might close, who might face layoffs, and how we could possibly maintain the quality education our students deserve.
When President Airini opened the floor for discussion and actively encouraged innovative thinking, I knew this was a moment that could define TRU’s future. Her willingness to listen and embrace new ideas gives me hope that we can transform these challenges into opportunities for meaningful change.
Drawing from Two Decades in the Trenches
Over my 20+ years of teaching across multiple Canadian universities, I’ve witnessed the evolution of higher education from the ground up. I’ve seen what works, what doesn’t, and most importantly, what students truly need to succeed. The current crisis isn’t just about numbers on a budget sheet—it’s about reimagining how we deliver education that serves every student, regardless of their circumstances.
This reflection has led me to develop several practical innovations that I’ve tested in my own teaching practice, and I believe they could transform how universities across Canada operate.
Innovation Born from Real Teaching Experience
1. The Hybrid Revolution: Meeting Students Where They Are
In my courses, I’ve always offered both on-campus and online options—not because it was trendy, but because I recognized that education should be accessible to everyone. The single mother working two jobs, the Indigenous student living hours from campus, the international student managing work-study balance—they all deserve the same quality education as those who can attend every class in person.
My hybrid approach has consistently resulted in higher enrollment and better retention rates. When I design a course that can accommodate both in-person and remote learners simultaneously, I’m not diluting the experience—I’m enriching it. Students learn from diverse perspectives, and the university maximizes both accessibility and revenue.
2. High-Enrollment Innovation: The 300-Student Success Story
At the University of Manitoba, I developed what became one of my proudest achievements: high-enrollment courses that regularly attracted 250-300 students per term. These weren’t impersonal lecture halls where students felt lost—they were carefully designed learning experiences that brought together students from science, arts, and professional programs.
The mathematics are compelling: a 300-student course generates approximately $150,000 in tuition revenue while requiring minimal additional instructional costs compared to smaller sections. But the real magic happens in the learning outcomes. When a future engineer sits next to a social work student and a business major, they all gain perspectives that transform their understanding of complex issues.
These courses funded the smaller, intensive seminars that students also need. It’s not an either-or proposition—it’s a strategic balance that serves both financial sustainability and educational excellence.
3. Streamlining Administration: Learning from Faculty Frustration
Throughout my career, I’ve watched talented colleagues spend countless hours navigating bureaucratic layers that often seem designed to slow rather than facilitate progress. I’ve served on committees where the same issue bounced between chairs, associate deans, and deans for months while students waited for simple program changes.
My experience suggests that most universities could operate more effectively with larger, consolidated faculties—perhaps just three main divisions: Arts, Sciences, and Professional Studies. This isn’t about eliminating people; it’s about redirecting administrative talent toward teaching and student support where they can make the greatest impact.
I’ve seen program coordinators who could implement meaningful changes quickly if they had the authority and course release time currently absorbed by multiple layers of administration. When we trust educators to educate and administrators to facilitate rather than gatekeep, remarkable things happen.
Microcredentials: Responding to Real-World Needs
In my social work teaching, I’ve developed specialized mini-programs addressing specific professional development needs. I’ve seen the hunger for practical, focused learning that doesn’t require a full degree commitment. Restaurant management, home care specializations, digital literacy for seniors—these represent untapped revenue streams that also serve genuine community needs.
The key insight from my experience is that these programs must be developed in partnership with employers and community organizations. They can’t be academic exercises; they must solve real problems and create real employment opportunities.
Strategic International Student Integration: Beyond Numbers
The current international student crisis requires more than just reducing numbers—it demands thoughtful integration with Canadian labor market needs. Through my teaching, I’ve worked with hundreds of international students who came to Canada with hope but often left without clear pathways to employment.
I propose that universities work directly with IRCC to develop sector-specific programs that guarantee pathways to employment in areas where Canada faces skills shortages. This approach maintains our reputation as a premier education destination while addressing legitimate concerns about post-graduation outcomes.
A Personal Commitment to Change
President Airini’s leadership style gives me confidence that TRU can model innovation for universities across Canada. Her willingness to listen to faculty insights and encourage bold thinking creates space for the kind of transformation our sector desperately needs.
I’m personally committed to developing and piloting these innovations. My students have consistently told me that the most valuable courses are those that challenge traditional boundaries—between disciplines, between theory and practice, between campus and community. They want education that prepares them to serve their communities effectively, and they’re willing to work hard when they see that connection.
The Path Forward: From Senate Floor to Real Change
The conversation that began in that Senate meeting must continue in classrooms, faculty lounges, and administrative offices across Canada. We need universities willing to embrace change, measure success by student outcomes rather than traditional metrics, and prioritize long-term sustainability over short-term comfort.
I’m ready to work with any institution committed to this transformation. My students know they need to become the best possible professionals to serve their communities effectively. Our universities need to embody that same commitment to excellence and service.
The budget challenges we face today will either force us to retreat into outdated models or propel us toward innovative solutions that better serve students, faculty, and communities. Under President Airini’s leadership, I believe TRU can choose innovation, and I’m honored to contribute to that vision.
The time for incremental change has passed. The future belongs to universities that have the courage to innovate, the wisdom to listen to their faculty and students, and the commitment to put educational excellence above institutional inertia.
This transformation begins with each of us willing to share our expertise and experiences in service of something larger than ourselves—the future of Canadian higher education.
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