I
Organization and Program Information
1.1 Submission Title Page
Full Legal Name of Organization:
Conestoga College Institute of Technology and Advanced Learning
Operating Name of Organization:
Conestoga College Institute of Technology and Advanced Learning
Common Acronym of Organization: Conestoga College ITAL
URL for College Homepage: www.conestogac.on.ca
Proposed Degree Nomenclature: Bachelor of Applied Business – International
Business Management
Date of Submission: September 2004
Location Where Program to be Delivered: Doon Campus
Person Responsible for this Submission
Name/Title: Frank Mensink, Dean, School of Business
Full Mailing Address: 299 Doon Valley Drive
Kitchener, ON
N2G 4M4
Telephone: (519) 748-5220, ext. 3245
Fax: (519) 748-3546
E-mail: [email protected]
Site Visit Coordinator
Name/Title: Jal C. Wadia, Director, Strategic Projects
Full Mailing Address: 299 Doon Valley Drive
Kitchener, ON
N2G 4M4
Telephone: (519) 748-5220, ext. 2240
Fax: (519) 748-5971
E-mail: [email protected]
Chair, Board of Governors
Name: William Dahms
Full Mailing Address: 299 Doon Valley Drive
Kitchener, ON
N2G 4M4
Telephone: (519) 748-5220, ext. 3248
Section of Submission Binder Tab Sub Section Page No
1. Title Page 1
Appendix 1.1 Submission Title Page 1.1 1-1
Appendix 1.2 Table of Contents 1.2 1-2
2. Executive Summary 2
Appendix 2.1 Executive Summary 2.1 2-1
3. Program Abstract 3
Appendix 3.1 Program Abstract 3.1 3-1
4. Program Degree-Level Standard 4
Appendix 4.1.1 Degree-Level Summary 4.1.1 4-1
5. Admissions, Promotion, Graduation
Standard 5
Appendix 5.1.1 Table and Policy: Program
Admissions Requirements 5.1.1 5-1
Appendix 5.1.2 Admissions Policies and
Procedures for Mature Students 5.1.2 5-6
Appendix 5.1.3 Credit Transfer/Recognition
Policies 5.1.3 5-6
Appendix 5.1.4 Advanced Placement
Policies 5.1.4 5-7
Appendix 5.2 Table: Promotion and
Graduation Requirements 5.2 5-7
6. Program Content Standard 6
Appendix 6.2.1 Professional/Accreditation
or Other Requirements 6.2.1 6-13
Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements
6.2.2 6-13
Appendix 6.3 Table: Program Level
Learning Outcomes 6.3 6-14
Appendix 6.4.1 Questions and Table: Program Hour/Credit Conversion Justification
6.4.1 6-16
Appendix 6.4.2.A Table: Academic Course
Schedule –Full-Time Studies 6.4.2.A 6-17
Appendix 6.4.2.B Table: Academic Course
Schedule –Part-Time Studies 6.4.2.B 6-19
Appendix 6.5.1 Table: Course Descriptions
and Learning Outcomes 6.5.1 6-20
Appendix 6.6.1 Program Structure
Requirements 6.6.1 6-191
Appendix 6.6.2 Table: Work Experience
Appendix 7.2.1 Policy on Student Feedback 7.2.1 7-9
Appendix 7.2.2 Student Feedback: Criteria
and Instruments 7.2.2 7-10
Appendix 7.3 On-Line Learning 7.3 7-14
8. Capacity to Deliver Standard 8
Appendix 8.1 College Key Performance
Data 8.1 8-1
Appendix 8.2 Related KPI Data 8.2 8-2
Appendix 8.3 Program Strengths and
Program Appropriateness 8.3 8-2
Appendix 8.5 Policies on Faculty 8.5 8-59
Appendix 8.6 Table: Enrolment Projections
and Staffing Implications 8.6 8-59
Appendix 8.7.1 Table: Library Resources 8.7.1 8-60
Appendix 8.7.2 Table: Computer Access 8.7.2 8-66
Appendix 8.7.3 Table: Classroom Space 8.7.3 8-66
Appendix 8.7.4 Table: Laboratories/
Equipment 8.7.4 8-67
Appendix 8.7.5 Resource Renewal and
Upgrading Plans 8.7.5 8-67
Appendix 8.8 Table: Support Services 8.8 8-68
9. Credential Recognition Standard 9
Appendix 9.1 Program Design and
Credential Recognition 9.1 9-1
Appendix 9.2 Consultation 9.2 9-39
10. Regulation and Accreditation
Standard 10
Appendix 10.1.1 Current Regulatory or
Licensing Requirements 10.1.1 10-1
Appendix 10.1.2 Letters of Support From
Regulatory/Licensing Bodies 10.1.2 10-2
11. Program Evaluation Standard 11
Appendix 11.1 Periodic Review Policy and
Schedule 11.1 11-1
12. Academic Freedom and Integrity
Standard 12
Appendix 12.1.1 Policy on Academic
Freedom 12.1.1 12-1
Appendix 12.1.2 Policy on Academic
Honesty 12.1.2 12-1
Appendix 12.1.3 Information and
Practices
13. Student Protection Standard 13
Appendix 13.1 Academic Calendar
Information 13.1 13-1
Appendix 13.2 Student Protection Policies 13.2 13-2
Appendix 13.3 Student Protection
Information 13.3 13-2
14. Economic Need 14
Appendix 14.1 Evidence of Economic Need 14.1 14-1
Appendix 14.2 Employer Support 14.2 14-11
Appendix 14.3 Student Interest
14.3 14-21
15. Non-Duplication of Programs 15
Appendix 15.1 Similar/Related College
Programs 15.1 15-1
Appendix 15.2 Similar/Related University
Programs 15.2 15-15
16. Optional Material 16
Appendix 16.1 Bibliography 16.1 16-1
Appendix 16.2 Conestoga College Strategic
Plan 2000-2005 16.2 16-6
Appendix 16.3 Degree Level Outcome
Analysis 16.3 16-30
Appendix 16.4 Conestoga College Quality
Manual 16.4 16-32
Appendix 16.5 Applied Business Degree
Current Postings 16.5 16-54
Appendix 16.6 Comparison – Bachelor of Applied Business – International Business Management and CCHRA/HRPAO
Required Competency Areas
Executive Summary
2.1 Executive Summary
Proposed Credential Nomenclature
Bachelor of Applied Business – International Business Management
Anticipated Program Start Date
September 2005
Program Description
The proposed applied baccalaureate degree in International Business Management is designed to prepare students to handle managerial issues in Human Resources and Operations Control requiring contextual knowledge of international business practices. The goal is to provide graduates with the ability to bring people, process and technology together to achieve improved performance in business, whether that business operates in the domestic or international arena. This program is Conestoga’s sixth application to offer an applied baccalaureate degree program. The College submitted a proposal in December 2003 to deliver the Bachelor of Applied Health Sciences - Health Informatics Managementprogram starting in September 2005. Conestoga has four approved applied degree programs:
• Bachelor of Applied Technology - Architecture - Project and Facility Management, September 2003 start.
• Bachelor of Applied Technology - Integrated Advanced Manufacturing Technologies, September 2003 start.
Composite Products, September 2005 projected start date.
Graduates of this four-year co-op program will possess a blend of applied business skills that will enable them to function as flexible and versatile business generalists in an international context. The program will meet the needs of typical entry level positions and allow the graduate to eventually move into supervisory or managerial roles within either domestic or international business environments.
Graduates of this program will develop competencies in designing, implementing and monitoring sound business practices in order to improve organizations at tactical, operational, or strategic levels. Specific emphasis will be placed on equipping students with the competencies required to move, after appropriate experience, into roles as front line supervisors in a wide variety of sectors. During their course of study, students will acquire knowledge and skills enabling them to effectively handle the specific challenges and opportunities presented by globalization including: effectively managing a multicultural workforce, managing risk, dealing with international suppliers and clients, establishing and managing international facilities, and gaining entry into an international marketplace. Specific focus will be given to issues requiring cross functional integration of activities.
required context of international practices. This international context is delivered through a mix of stand-alone courses and standard business courses in which international business practices are infused into the curriculum. Essential employability skills focus on Critical Thinking, Ethical Reasoning, Personal and Self-Awareness, Interpersonal and Group Dynamics, and Interpersonal Conflict Management. Some of these are introduced in a Foundation Module of four weeks that all degree students take when they start the program. The Foundation Module introduces students to the program and lays the groundwork for the learning of teamwork and other generic skills.
The second two years of the program offer specialization in both Operations Control and Human Resources. These two themes are evident in stand-alone and cross-functional integration courses. The co-op work term(s) and the consulting/integration project courses in the final three semesters of the program allow for real life application of the theories learned. The free electives in liberal studies provide necessary breadth to the program.
There is a strong need for a program that equips students with the supervisory and managerial competencies needed within an increasingly international and multicultural economy. This requires a unique graduate, trained and educated in a hybrid program environment which provides both hands-on exposure to the global and multicultural issues facing business as well as solid grounding in the hands-on practices of effective business management and employee supervision.
International
Business
Marketing
Supervision
Business
Law
Quantitative
Analysis
Finance and
Accounting
International
Trade
Organizational
Behaviour
Economics
Information
Technology
Essential Employability Skills
Human
Resources
Co-op / Consulting Integration Projects
Operations
Control
Cross Functional Integration Courses
Personal and Self Awareness Skills Science Technology and Society
Critical and Creative Thinking Skills Introduction to Micro Economics Introduction To Business With International Applications Science Technology and Society
International Communications Business Math Macro Economics
2
YEAR 1 SEMESTER 2
(15 Weeks)
Interpersonal Conflict Management Applied Statistics and Research Methods International Economics and Trade Organizational Behaviour Information Management Language Elective
3
Ethical Reasoning Skills Accounting for Managers International Marketing Manufacturing Concepts Humanities and Social Science Supervisory Practices In An
International Environment Applied Communications Business Law In The Domestic And
International Contexts Human Resources Management Operations Management Humanities and Social Science
Applied Information Technology
6
Career Development - Co-op
Preparation Finance for Managers
International Labour
Economics/Markets Training and Development Project Management Humanities and Social Science
Staffing-Recruitment and Selection Managing Business Performance
(Multinationals) Labour and Employee Relations
Human Resources Information
Systems Humanities and Social Science Consulting/Integration Project I Logistics and Supply Chain
Management
9 10
International Business Planning and
Strategy Learning Organizations Humanities and Social Science
Consulting/Integration project II Organizational Effectiveness I - OD Quality Management
Consulting/Integration project III Strategic Compensation Management Business Process Reengineering Humanities and Social Science YEAR 4 YEAR 3 SEMESTER 1 (15 Weeks) YEAR 3 SEMESTER 2 (15 Weeks) YEAR 4 SEMESTER 1 (15 Weeks) CO OP OPPORTUNITY 4 MONTHS CO OP OPPORTUNITY 4 MONTHS 11 1 SUMMER BREAK SUMMER BREAK FOUNDATIONS (4 Weeks) YEAR 2 SEMESTER 1 (15 Weeks) YEAR 2 SEMESTER 2 (15 Weeks) 4 5 8 7 YEAR 1 SEMESTER 1 (13 Weeks)
program are as follows:
• The course content and learning opportunities are designed to provide breadth across all management functions. It provides a unique marriage of two specialization areas: operations control and human resources. The depth in each area meets or exceeds that covered in other degrees in each specialization.
• The program is built on the philosophy that hands-on practice is essential for students to successfully complete the program outcomes and function effectively as graduates in supervisory positions. The program design requires students to complete three Integration/Consulting projects, one in each of the last three semesters. In these projects the student will consolidate the theory and skills learned. Each project will focus on the application of theory and skills in different business settings.
• Two four-month co-op work term opportunities will provide students with additional experiences to apply and synthesize the knowledge and skills learned in the program in a variety of business settings.
• Courses that stress fundamental business knowledge in the first two years of the program include international components.
• Unique courses such as Stakeholder Management, Learning Organizations, Business Performance Management and Business Process Re-engineering are included in the program.
Program Outcomes
The following program outcomes state the knowledge, and skill competencies acquired by the graduate of the program. There is a direct relationship between the program outcomes, courses,
courses.
The Curriculum Sequence (page 2-5) also identifies two four-month work term opportunities and three consulting/integration projects for students to integrate and apply the knowledge and skills learned.
The successful completion of this program will enable the graduate to:
1. Develop operating programs, policies and practices which are aligned with overall organizational goals and objectives in both domestic and international settings.
2. Critically assess a business situation to identify both domestic and international opportunities and constraints.
3. Demonstrate an understanding of the knowledge and skills involved with managing global business functions by applying the skills and knowledge within a variety of management disciplines.
4. Design, implement and monitor initiatives geared towards improving the quality, effectiveness and efficiency of employees, processes, functions or businesses.
5. Develop cross functional business processes which address stakeholder needs and which utilize financial, human and capital resources to improve productivity, innovation, quality and customer satisfaction in a socially and ethically responsible manner
6. Foster a positive employee relations climate through the situationally appropriate and effective design and implementation of human resource programs and policies that recognize and value a diverse workforce.
7. Identify opportunities for risk avoidance programs and apply risk management techniques to specific business situations.
effective use of information technology which is culturally, legally and ethically appropriate. 10. Develop operating policies and procedures which are legally compliant and ethically and
culturally appropriate.
11. Communicate effectively in either domestic or international settings.
12. Apply the concepts of human relations, organizational behaviour and leadership to the development and enhancement of multidisciplinary teams in culturally appropriate ways. 13. Apply the principles and skills of business management and leadership in either domestic
or international situations.
14. Adhere to professional codes and standards.
15. Develop plans for lifelong learning and professional development.
16. Apply the knowledge, skills, attitudes and behaviours gained through the program in both coop work terms and the integrated project work.
17. Demonstrate an understanding of essential employability skills including: group dynamics, critical and creative thinking skills, communication and ethical reasoning skills, and an ability to apply these skills in a variety of contexts.
graduates who have a blend of hard and soft skills. Additional research into managerial skill gaps confirmed this need for a blend of skills to improve career mobility and flexibility.
This program, through its emphasis on human resources as one of its primary themes, will fulfill the academic requirements and prepare students to write qualifying exams for the Certified Human Resources Professional (CHRP) designation.
Starting in 2011, students wishing to enter the human resource field and to attain the CHRP designation in Ontario will be required to have a degree. The Human Resources Professionals Association of Ontario (HRPAO) has agreed that an applied degree from Ontario Colleges would satisfy this requirement.
Emphasis on the second theme of the program, “Operations Control”, is the result of the strong manufacturing base in the area. Many of the skills learned in the program (process mapping, quality control, project management) are transferable to non-manufacturing settings as well. A large number of local firms are global players. Over 55% of regional GDP is oriented to international trade and 31% of local firms are foreign owned. The region is home to a very culturally diverse workforce. The local region has a particular need for graduates to be aware of international business methods and processes.
Our letters of support clearly indicate the need. The following comments are drawn from the employer letters in Appendix 6.6.4 and letters from community organizations in Appendix 14.4.
“…we think there is a strong economic need for this proposed program.” Michael Thibodeau, Human Resources Manager – Lear Canada
“Out of the 1022 business listed in our current business and industrial directory, 36% are exporting industries and this number continues to grow. Companies depend and value well trained graduates, especially those equipped with supervisory and managerial competencies. This asset is certainly needed in our increasingly international environment.”
Bozena Densmore, Director, Economic Development – City of Cambridge
“...your degree in international business is something that will fill a need and be a valuable addition in today’s competitive business market. In fact, it may be a program that our existing team members may want to access.”
Ray Tanguay, President – Toyota Motor Manufacturing Canada Inc.
“I believe the proposed program, as outlined, will fill a niche in the current local educational landscape.”
Paul Eichinger, Director, Economic Development and Marketing – City of Waterloo.
Ron Simmons, President – CompX, Waterloo
Conestoga College ITAL
The Mission for the Conestoga College ITAL is to champion innovation and excellence in the development and delivery of education and training; to serve responsibly the diverse and ever-changing needs of the community; and to inspire students and employers to strive toward their highest potential. The College’s Strategic Planning document states that the College will maintain a high level of academic excellence by using information technology, partnerships and applied degree programs to develop programs to meet the needs of employers for well-educated, technically-competent and highly-skilled graduates.
In total, approximately 6,000 full-time and 32,000 part-time students attend Conestoga College ITAL.
The School of Business has approximately 1900 full-time and 150 part-time students. The majority of the students are enrolled in 3-year Business Administration programs. Programs are also offered in Hospitality, Office Administration, and General Business programs. The School offers post-diploma, post-degree programs in Human Resources Management and Accounting and Information Technology. Through cooperation agreements with the University of Windsor (UW) and Southern Alberta Institute of Technology (SAIT), students graduating from the Business Administration Accounting diploma program can complete the course requirements for the Bachelor of Business Studies (UW) and Bachelor of Applied Business Administration (SAIT) at the Doon campus.
provincial collaborations and one of the most positive partnerships with over 350 students. The School offers 20 post-diploma, health and community certificate programs through continuing education on a part-time basis.
The School of Liberal and Media Studies delivers all post-secondary liberal studies elective courses and most of the communications and essential employability skills courses. The School also delivers English as a Second Language programs to international students registered in mathematics programs at the University of Waterloo and to students registered at the College. Student enrolment in preparatory and media programs total 650 students.
The School of Engineering and Information Technology offers over 20 full-time programs to approximately 1700 students. The School, in collaboration with the Schools of Business, and Liberal and Media Studies, offers applied degree programs to approximately 110 students since September 2003.
The development of the Bachelor of Applied Business - International Business Management program is a co-operative initiative involving the schools of Business, Engineering and Information Technology, and Liberal and Media Studies.
Conestoga has a history of fiscal responsibility. Over the past 5 years, the private sector has donated in excess of $ 6.9 million cash and $ 7.5 million of equipment. The College will continue on this path of entrepreneurship and seek support from various industrial partners for program start-up and on-going professional development costs.
The College has clearly demonstrated enthusiastic commitment to leading edge initiatives consistent with its mission and strategic directions (Strategic Plan 2000-2005). The program is
level tuition fees, and continued industry support we can deliver this program successfully. It is fundamentally important to the College and future graduates of this program that the credential be recognized both as a foundation for further study at the post-graduate level and as a point of entrance requirement for professional bodies. Letters of support from program directors from the University of Western Sydney and York University indicate that graduates from this program are likely to be eligible for entry into Masters programs. (See letters of support in Appendix 9.1).
Projected Enrolment
The College intends to admit 40 students per academic year until its first class graduates, after which it may add an additional section of 40 students in year three of the program to accommodate those graduates of three-year business diploma programs wishing to bridge into the degree program. The students’ higher academic standing, the foundation module, orientation and the College’s counseling support should ensure a low attrition rate.
It is also the intention to encourage international students to enroll in the program. It is expected that the involvement of these students would heighten the international context component of the program. Initial survey results from our international agents indicate that there would be significant interest in the international community. Letters from some of these agents are included in Appendix 9.
The College employs highly educated and experienced teachers. Many of these teachers hold professional designations, master’s and/or doctorate degrees. The College will capitalize on this dedicated faculty, and add a complement of new faculty in congruence with the program needs
Program Abstract
3.1 Program Abstract
Graduates of this program will develop competencies in designing, implementing and monitoring sound business practices in order to improve organizations at either tactical or strategic levels. Specific emphasis will be placed on equipping students with the competencies required to move, after appropriate experience, into roles as front line supervisors, whether as a project manager, operations manager, human resources manager, production supervisor or department supervisor, in a wide variety of sectors.
During their course of study, students will acquire knowledge and skills enabling them to effectively handle the specific challenges and opportunities presented by globalization including: effectively managing a multicultural workforce, managing risk, dealing with international suppliers and clients, establishing and managing international facilities, and gaining entry into an international marketplace. Specific focus will be given to issues requiring cross functional integration of activities. Particular emphasis will be placed on integrating the fields of human resources, operations control and international studies. Graduates are expected to be eligible to pursue further studies in Masters programs and/or attain various professional designations.
Program Degree-Level Standard
4.1.1 DEGREE-LEVEL SUMMARY
The College developed this degree program and its overview of curriculum in the following distinct phases.
Firstly, the industry identified jobs or sets of functions for the program’s graduates. This
identification process led to the major focus on business management as applied to the
international aspects, and human resources and operations control. The program to achieve this focus includes, but is not limited to, information technology, business and project management, operations control, humanities and social sciences,
Secondly, the body of information, the skills, the program learning outcomes, and expectations
were then grouped to develop a focus of international business management. The themes of study are: quantitative analysis and numeracy, international context, management and supervision, IT and operations, generic skills; and other complementary studies including liberal arts.
Thirdly, these broad themes of study were translated into unit learning outcomes over eight
semesters. Many academic goals cut across all themes of study and will therefore be reinforced throughout the curriculum. These include emphasis on communications skills – oral and written, ethics, teamwork, leadership studies, critical thinking, problem solving, applied theory in labs, and extensive work-term experiences in the industry.
There will be a heavy emphasis on real-world projects throughout the curriculum. Students will work individually and in teams on integration/consulting projects of increasing complexity chosen to require them to apply their theoretical training in a practical context. The projects will be designed, managed and evaluated jointly by teams of faculty members and industry representatives. These projects will be woven throughout the last three semesters of the program so that students can be “at school” with faculty and industry both in the classroom and in the workplace.
Fourthly, the College identified the level of academic preparation applicants will require to cope
with the demands of the program. In essence, applicants will need to have an academic preparation comparable to that of students entering university programs in architecture, science, engineering and business. Applicants must have completed six University level courses or Ontario Academic Credit (OAC) courses or the equivalent, including English and Mathematics. The College has also developed a Foundation Module to minimize the variation amongst the entering student body.
During the curriculum design development, the College consulted with a Degree Program Development Advisory Committee for review and validation of both the breadth and depth of the domain learning outcomes and the corresponding course segments to ensure the objectives for
appropriate programs as our benchmarks as we proceed with this degree program.
Learning Outcomes at Degree-Level
To determine if the Benchmark for Assessing Degree Level has been achieved, one has to compare the generically stated learning outcomes in the Handbook for CAAT Applied Degrees with specific learning outcomes articulated for each of the domains of the Program. The College developed and used an empirical analysis tool that includes a detailed synthesis of each outcome for each and every program unit using Bloom’s Taxonomy. (www.coun.uvic.ca/learn/program/hndouts/bloom.html), see pages 4-3 and 4-4.
The taxonomy provides a useful structure in which to categorize outcome objectives and establish depth and breadth levels. An applied degree level program will traditionally reside in the upper four categories of the taxonomy namely Application, Analysis, Synthesis and Evaluation. There should be good progression in the depth and breadth of the program and the knowledge and skills must clearly be applied to the projects and work term experiences.
Knowledge • Observation and recall of information
• Knowledge of dates, events, places • Knowledge of major ideas
• Mastery of subject matter Question cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension • Understanding information
• Grasp meaning
• Translate knowledge into new context • Interpret facts, compare, contrast • Order, group, infer causes • Predict consequences Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application • Use information
• Use methods, concepts, theories in new situations • Solve problems using required skills or knowledge Question Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis • Seeing patterns
• Organization of parts
• Recognition of hidden meanings • Identification of components Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis • Use old ideas to create new ones
• Generalize from given facts
• Relate knowledge from several areas • Predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if? Compose, formulate, prepare, generalize, rewrite
• Assess value of theories, presentations • Make choices based on reasoned argument • Verify value of evidence
• Recognize subjectivity Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
The following tables and figures give an effective demonstration of the coverage at an upper level of outcomes and the strong application orientation in the program. Similarly, the program includes an appropriate distribution of various assessment tools.
Appendix 16 provides background data for the analysis process.
THE FOLLOWING PROCESS AND THE THEME DESIGN, CLEARLY DEMONSTRATE A STRONG CONGRUENCE WITH THE BENCHMARKS AS DEFINED IN THE PEQAB HANDBOOK FOR ONTARIO COLLEGES.
USE OF DOCUMENT POINTING THE WAY ALSO HELPED IN THE DESIGN OF THE CURRICULA AND IT HELPED US ESTABLISH DEGREE LEVEL STANDARDS AS SHOWN IN APPENDIX 6.2.1.
Year Ev alua tion Syn thes is An a lys is A p p licatio n Co mp rehe nsio n K nowledg e To ta l Year Ev alua tion Syn thes is An a lys is A p p licatio n Co mp rehe nsio n K nowledg e To ta l 1 10 10 21 27 45 7 120 1 8% 8% 18% 23% 38% 6% 100% 2 17 15 26 44 41 3 146 2 12% 10% 18% 30% 28% 2% 100% 3 22 26 22 52 28 9 159 3 14% 16% 14% 33% 18% 6% 100% 4 24 33 35 33 18 4 147 4 16% 22% 24% 22% 12% 3% 100% TOTAL 73 84 104 156 132 23 572 TOTAL 13% 15% 18% 27% 23% 4% 100%
This competency analysis demonstrates percentile the levels in different years. Graphs clearly demonstrate the applied nature of the program, and breadth and depth at a degree level.
Outcome Analysis Percentage Outcome Analysis Raw Data
EVALUATION OUTCOME DISTRIBUTION
0% 20%
Evaluation 8% 12% 14% 16%
1 2 3 4
SYNTHESIS OUTCOME DISTRIBUTION
0% 10% 20% 30% Synthesis 8% 10% 16% 22% 1 2 3 4
KNOWLEDGE OUTCOME DISTRIBUTION
0% 5% 10%
Knowledge 6% 2% 6% 3%
1 2 3 4
ANALYSIS OUTCOME DISTRIBUTION
0% 20% 40%
Analysis 18% 18% 14% 24%
1 2 3 4
APPLICATION OUTCOME DISTRIBUTION
0% 20% 40%
Application 23% 30% 33% 22%
1 2 3 4
COMPREHENSION OUTCOME DISTRIBUTION
0% 10% 20% 30% 40% Comprehension 38% 28% 18% 12% 1 2 3 4
0% 5% 10% 15% 20% 25% 30% 35%
Evaluation Synthesis Analysis Application Comprehension Knowledge
1 2
3 4
OUTCOM E ANALYSIS DISTRIBUTION PROGRAM 8% 8% 18% 23% 38% 6% Evaluation Synthesis Analysis Application Comprehension Knowledge
OUTCOM E ANALYSIS DISTRIBUTION YEAR 0% 5% 10% 15% 20% 25% 30% 35% 40% 1 2 3 4 Evaluation Synthesis Analysis Application Comprehension Knowledge
Admissions, Promotion, Graduation Standard
5.1 Admission
Requirements
5.1.1 TABLE AND POLICY: PROGRAM ADMISSIONS REQUIREMENTS Program Admission Requirements*
Academic A minimum of 6 Grade 12 courses at a minimum 65% average, including 3 required university (U) level courses and 3 additional university/college (M) level courses.
The following Grade 12 U courses are required: • Grade 12 English (ENG4U)
• Grade 12 Mathematics (Geometry and Discrete Mathematics (MGA4U) OR Advanced Functions and Introductory Calculus (MCB4U))
• At least one Grade 12 U or M course from ONE of the following disciplines: Canadian and World Studies, Classical Studies and International Languages, French as a Second Language, Social Sciences and Humanities, or Business Studies
The following courses are recommended but are not mandatory: • Introduction to International Business (BBB4M)
• Organizational Behaviour and Human Resources (BOH4M)
Applicants with previous post-secondary education will be assessed on an individual basis in accordance with College and PEQAB guidelines/policies for advanced standing. Related work / volunteer / travel experience
We consider other factors as well as grades. All qualified applicants will be sent an Applied Degree Admission Information Form that must be completed. Preference may be given to applicants who have had international experience through travel, work or residency. This form is also used for making appropriate fine tuning of the foundation module. Information collected through this form also assists the college in awarding entrance scholarships. Sample form appended.
Other (e.g., portfolio, specialized testing, interview, G.R.E., etc.) Language Requirements:
If your first language is not English and you have not studied in an
English-language school system for the most recent 3 years prior to studies at the College, you must provide one of the following minimum tests and scores or equivalent: 1. Test of English as a Foreign Language (TOEFL): 580 (paper based) or 237
(computer based), TWE: 4.5 and TSE: 50
2. The International English Language Testing System (IELTS): 6.5 with no band less than 6.0
We offer a language program for students whose English language skills are below the standard required for admission but all other admission criteria have been met. You will be eligible for admission to the degree program after completing the English Language Studies program. Your placement in that program is determined by scores on an in-house English language test or TOEFL or IELTS.
Although academic performance is important, we also want to know about your other achievements and interests in school and in the community (academic, cultural, drama, international experiences, hobbies, jobs, music, sports, student politics, volunteering, etc.). It is importantfor
admission and scholarship decisions.
Please download this form from
www.conestogac.on.ca/scholarship, print it and complete a working copy for yourself.
Return to the web page noted above to complete the form online. The form needs to be completed in one on-line session.
Note:
Please make certain that you complete step two in one sitting. You will have to start step two again if you do not have all the information required to complete the form on-line.
Last Name: First Name Middle Name
Address
City, Province, Country
Postal Code Phone
E-mail Address
Date of Birth
Program Choices
If we are unable to offer you a place in your first-choice program, we may be able to consider you for one of the alternate Degree programs that you list below. Be sure to list programs in order of your true, personal preferences, regardless of the level of competition for entry.
See our website
(www.conestogac.on.ca) for information about different programs. OCAS Application Number
First-choice program:
Note: If the first-choice program above is different from the program you specified in your OCAS form, you must amend the OCAS application. Second-choice Degree program:
Third-choice Degree program:
SUPPLEMENTAL INFORMATION FOR
ADMISSION, SCHOLARSHIPS AND
If you attended other secondary schools or post-secondary institutions, please indicate below.
Name of Institution City Province Dates Attended
Please provide a reason why any OAC/Ontario Grade 12 U (or equivalent) courses were repeated.
Address the following topics in order.
You are limited to a maximum of 5 lines per topic. Keep your statements brief and use bullet points. 1. Extracurricular Activities
Construct a table, similar to the example below, to describe the level and extent of your extracurricular activities, both in school and in the community, during the past few years. The table shown is intended only as a guide, modify table headings and format if the example shown is not suitable for your situation (e.g. if you are a mature applicant). Note that work and volunteer experiences should be described in section 2, not in this table. If required, additional information about a particular activity can be added below the table. If you are applying from Grade 12, you may also wish to add Grade 9 activities to the table.
Degree of Involvement
Activity Grade 10 Grade 11 Grade 12 Grade 13 Level Achieved/Other Notes
For example:
Basketball (High School Team)
16 wks/yr 10 hrs/wk 16 wks/yr 10 hrs/wk 16 wks/yr 10 hrs/wk Captain in grade 12
2. Work and Volunteer Experience
Summarize, in a tabular form similar to section 1, your experience in paid employment, self-employment, co-op placement, and volunteering over the past few years. Show weeks of activity per year, hours per week, position held, activities, responsibilities, etc., and list activities both during school semesters and during the summer. Below the table, briefly discuss in bullet points what you feel you gained from these experiences.
Degree of Involvement
4. Special Accomplishments, Distinctions, and Honours
Describe in bullet point format any special achievements, both academic and non-academic. Academic achievements could include, for example, enrolment in an enriched academic program; participation in specialized courses or summer programs such as Shad Valley or other enrichment programs; participation in math, science and creative contents, or scholarships won; etc. Non-academic achievements could include, for example, recognition obtained in music or other artistic endeavours; participation in sports at a high level; or recognition in the workplace or as a volunteer.
5. Reading Interests
Discuss a book or a written article that you particularly enjoyed or that has had an impact on you. Preferably choose a book or article that was not part of a course at school. Your discussion should not exceed 300 words in length.
6. Professional Interests and Goals
Briefly (300 words or less) highlight why you are interested in this field and particularly in the program in which you have applied. Comment, for example, on your interests and abilities, your career goals, and discussions you have had with professionals, teachers, current or past students, etc.
8. Personal Statement
Please add any other information about your particular circumstances, background, or abilities that you feel influenced your decision. You could describe, for example, special interests or talents that may not be clear in the previous responses. If applicable, you could explain any significant personal problems that adversely affected your marks, or, if you are not currently enrolled in a high school, you could outline your activities in the workplace and why you are applying to Conestoga this year.
After you have completed this form:
• Review the information and instructions listed on the first page.
• Keep a copy of this form for your records.
As stated in the initial instructions, go back to the web page
http://www.conestogac.on.ca/scholarship and follow the link to complete this form online.:
If you have any questions, please contact:
Ms. Maureen Searle at 519-748-5220 extension 2214
Declaration
By submitting this form I declare that the information given herein is complete and correct.
Applicant Signature
Academic strength is calculated by averaging marks from the two required courses (see Admission Requirements) and the four additional OAC, U or M course. If more than six courses are submitted, the courses with the highest marks will be used.
Applicants presenting equivalent background will be considered on an individual basis. Prior learning assessment and credit transfer policies are included in Appendix 13 of this proposal.
5.1.2 ADMISSION POLICIES AND PROCEDURES FOR MATURE STUDENTS
Conestoga College follows the guidelines established by PEQAB:
“Mature students” have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination. (“Mature students” are applicants who have not achieved the Ontario Secondary School Diploma [OSSD] or its equivalent, who are at least 19 years of age on or before the commencement of the program in which they intend to enroll.”
The college uses prior learning assessment and has an established policy for diploma level programs. If required the prior learning policy will be modified to meet the requirements of the PEQAB.
5.1.3 CREDIT TRANSFER/RECOGNITION POLICIES
Policies and practices pertaining to credit transfer/recognition (including any bridging requirements for certificate/diploma to degree laddering) ensure that the degree level standard and program learning outcomes are met. In such cases, if transfer credits are awarded for learning done at a post-secondary institution which is not:
i. a Canadian institution empowered to award degrees either on the basis of their own statues or ministerial consent; or
ii. a degree granting institution recognized by the Department of Education or by an accrediting agency which itself is accredited by the Council of Higher Education Accreditation in the United States; or
iii. a degree granting institution from another jurisdiction which has a similar “accredited” status,
then the College will ensure that the content and outcomes of the studies for which transfer credit is being awarded have a substantial academic affinity with the proposed program and are at the degree level.
are met. Please refer to Appendix 13.
5.2 Promotion
and
Graduation Requirements
Promotion/graduation requirements are appropriate to the learning outcome goals of the program and the degree-level standard. In a program, a minimum average of C+ (or equivalent) is required in courses in the main field of study and an average of C (or equivalent) in all other courses as appropriate. These requirements are the same as those in place for the three applied degree programs already started at the College.
Level of Achievement Program Requirement
Promotion Graduation
Courses in disciplines outside the main field(s) of study
The minimum passing grade for a course or module is 60%. A grade less than 60% is a failure.
Graduation from the program requires an average of 65% and completion of all courses and modules including two Co-op semesters
Courses in disciplines within the main field(s) of study
The minimum passing grade for a course or module is 60%. A grade less than 60% is a failure.
Other, please specify (e.g., work
placement/internship)
A student’s eligibility for a Co-op semester shall be based on the academic semester prior to the semester preceding the Co-op assignment. However, students failing 2 or more courses in the term prior to Co-op must apply to the Program Promotion
Committee to continue in the Co-op semester. When the Committee determines that the student is ineligible for the Co-op semester the student will be required to register in and complete the Co-op semester at a later date.
foundation module are: a. A passing grade of 60% in
the credit courses. b. A “Pass” decision for the
balance of the foundation module elements.
c. There is no academic decision at the end of the foundation module.
d. Foundation module credits must be completed before starting the third academic semester.
Other, please specify (e.g., laboratories) . . . etc.
Overall achievement The minimum requirements for an academic decision at the end of a semester which permits a student to proceed to the next semester are an average of 65% and fewer than 3 un-cleared failures from that semester or all previous semesters.
Graduation from the program requires an average of 65% and completion of all courses and modules including one Co-op semester.
College Policy
These policies are defined to meet the requirements of the Post-Secondary Education Quality Assessment Board. Should the Board revise its requirements these College policies will be reviewed.
Additional policies to the above are:
1) The minimum requirements for an academic decision at the end of a semester which permits a student to proceed to the next semester are an average of 65% and fewer than 3 un-cleared failures from that semester or all previous semesters.
a) The minimum passing grade for a course or module is 60%. A grade less than 60% is a failure.
b) A student with an average below 50% will be discontinued from the program. c) A student with an average between 50% and 65%, or a student with an average of
65% but who has 3 or more failed courses, will be discontinued and may apply to repeat the semester.
b) Supplemental examination which is successfully passed will result in a grade of 65% in the course.
c) Learning contract which if successfully completed will result in a grade of 65% for the course.
3) A student’s eligibility for a Co-op semester shall be based on the academic semester prior to the semester preceding the Co-op assignment. However, students failing 2 or more courses in the term prior to Co-op must apply to the Program Promotion Committee to continue in the Co-op semester. When the Committee determines that the student is ineligible for the Co-op semester the student will be required to register in and complete the Co-op semester at a later date.
4) Additional Program Specific Criteria may be defined and implemented with approval of the College Academic Coordinating Committee and the V.P. Academic.
6.2.1 PROFESSIONAL/ACCREDITATION OR OTHER REQUIREMENTS
There are no accreditation requirements for this program.
6.2.2 LETTERS OF SUPPORT: PROFESSIONAL/ACCREDITATION OR OTHER REQUIREMENTS
Program Level Learning Outcomes
Courses, Course Segments or Workplace Requirements that Contribute to This
Outcome
Course Reference No. Table 6.4.2
1. Develop operating programs, policies and practices which are aligned with overall organizational goals and objectives in both domestic and international settings.
6, 10, 16, 20, 21, 22, 24, 26, 27, 28, 30, 31, 32, 33, 34, 35, 38, 39, 42, 43, 44, 45, 46, 47, 49, 50, 51, 52, 53, 55
2. Critically assess business situations to identify both domestic and
international opportunities and constraints.
6, 7, 11, 13, 14, 15, 16, 20, 21, 22, 24, 25, 26, 30, 31, 32, 33, 34, 35, 38, 39, 42, 43, 44, 45, 46, 47, 49, 50, 51, 52, 53, 55 3. Demonstrate an understanding of the
knowledge and skills involved with managing global business functions by applying the skills and knowledge within a variety of management disciplines.
3, 8, 9, 10, 11, 14, 15, 16, 17, 20, 21, 22, 24, 26, 27, 28, 30, 31, 33, 34, 35, 39, 42, 43, 44, 45, 46, 47, 49, 50, 51, 52, 53
4. Design, implement and monitor initiatives geared towards improving the quality, effectiveness or efficiency of employees, processes, functions or businesses.
1, 6, 7, 13, 14, 16, 19, 20, 25, 31, 33, 35, 38, 42, 44, 45, 46, 47, 49, 50, 51, 52, 53, 55
5. Develop cross functional business processes which address stakeholder needs and which utilize financial, human and capital resources to improve productivity, innovation, quality and customer satisfaction in a socially and ethically responsible manner.
1, 6, 13, 10, 19, 25, 26, 28, 35, 38, 42, 44, 45, 46, 47, 49, 50, 51, 52, 53, 55
6. Foster a positive employee relations climate through the situationally appropriate and effective design and implementation of human resource programs and policies that recognize and value a diverse workforce.
1, 4, 5, 6, 7, 13, 16, 18, 19, 24, 25, 26, 27, 28, 33, 34, 39, 40, 45, 51, 52, 55
7. Identify opportunities for risk avoidance programs and apply risk management techniques to specific
2, 6, 9, 11, 14, 15, 17, 20, 21, 26, 28, 30, 31, 32, 35, 38, 40, 43, 47, 53, 55
8. Develop situation specific metrics to track the performance of employees, processes, functions or businesses.
2, 3, 6, 7, 8, 9, 10, 11, 14, 15, 17, 20, 21, 22, 24, 25, 26, 27, 28, 30, 31, 32, 33, 35, 38, 40, 43, 47, 53, 55
9. Manage employee and organizational information and administration
systems through the effective use of information technology which is culturally, legally and ethically appropriate.
3, 5, 7, 17, 19, 26, 30, 35, 40, 42, 43, 49, 50, 53
10. Develop operating policies and procedures which are legally
compliant and ethically and culturally appropriate.
6, 10, 16, 20, 21, 22, 24, 26, 27, 28, 30, 31, 32, 33, 34, 35, 38, 39, 42, 43, 44, 45, 46, 47, 49, 50, 51, 52, 53, 55
11. Communicate effectively in either domestic or international settings.
1, 4, 5, 6, 7, 13, 16, 18, 24, 25, 35, 39, 42, 49, 50, 55
12. Apply the concepts of human relations, organizational behaviour and leadership to the development and enhancement of multidisciplinary teams in culturally appropriate ways.
1, 4, 5, 6, 7, 13, 16, 18, 19, 24, 25, 26, 27, 28, 33, 34, 39, 40, 45, 51, 52, 55
13. Apply the principles and skills of business management and leadership in either domestic or international situations.
1, 4, 5, 6, 7, 10, 13, 16, 19, 20, 24, 25, 26, 28, 31, 35, 38, 39, 42, 44, 45, 46, 49, 50, 52, 53, 55
14. Adhere to professional codes and standards.
1, 4, 6, 13, 15, 19, 20, 26, 27, 31, 35 15. Develop plans for lifelong learning
and professional development.
4, 6, 27, 33, 34, 37, 45 16. Apply the knowledge, skills, attitudes
and behaviours gained through the program in both coop work terms and the integrated project work.
4, 7, 25, 37, 42, 49, 50
17. Demonstrate an understanding of essential employability skills including: group dynamics, critical and creative thinking skills,
communication and ethical reasoning skills, and an ability to apply these skills in a variety of contexts.
1, 4, 6, 7, 13, 16, 19, 21, 22, 24, 25, 26, 27, 28, 30, 31, 32, 33, 34, 35, 38, 39, 40, 42, 43, 44, 45, 46, 47, 49, 50, 51, 52, 53, 55
18. Evaluate one’s own performance citing areas of strength and areas for improvement.
this program. Course descriptions addressing outcomes are given in Appendix 6.5.1 and course outlines are given in Appendix 6.5.2.
6.4.1 PROGRAM HOURS/CREDIT CONVERSION JUSTIFICATION
1. Does the program include laboratory components? Yes No
2. If “yes”, will the calculation of program breath be based on a conversion of all program hours into program credits?
Yes No
qualifications in progress
1 Interpersonal Group Dynamics 39 39 M. Murphy-Fricker 8-44
2 Mathematics 31 31 O. Tal 8-31
3 Computing 30 30 M. Tanuan 8-33
4 Personal and Self Awareness Skills 9 9 R. Bamford 8-4
5 World Cultures 39 39 G. Johnstone 8-14
12 Science Technology and Society (cont in 1st Sem) 4 4 G. Johnstone
6 Critical and Creative Thinking Skills 42 42 M. Zlomislic 8-41
7 International Communications 42 42 S. Dorley 8-12
8 Introduction to Micro Economics 39 39 H. Trinh 8-35
9 Business Math 39 39 O. Tal 8-31
10 Introduction to Business With International Applications 65 65 J. Moszynski
8-23
11 Macro Economics 39 39 H. Trinh 8-35
12 Science Technology and Society 39 39 G. Johnstone 8-14
13 Interpersonal Conflict Management 45 45 R. Bamford 8-4
14 Applied Statistics and Research methods 45 45 O. Tal 8-31
15 International Economics and Trade 60 60 H. Trinh 8-35
16 Organizational Behaviour 45 45 S. Kieswetter 8-15
17 Information Management 75 75 M. Tanuan 8-33
18 Language Elective 45 45 Faculty
3 Summer
19 Ethical Reasoning Skills 45 45 M. Zlomislic 8-41
20 Accounting for Managers 60 60 C. Maher 8-21
21 International Marketing 75 75 G. Linton 8-20
22 Manufacturing Concepts 45 45 R. Carlyle 8-9
23 Humanities and Social Science 39 39 Faculty
24 Supervisory Practices In An International Environment 60 60 B. Rice
8-29
25 Applied Communications 45 45 S. Dorley 8-12
26 Business Law In The Domestic And International Contexts 75 75 K. Calow
8-8
27 Human Resources Management 45 45 M. Nummelin 8-25
28 Operations Management 45 45 K. Yandeau 8-40
29 Humanities and Social Science 39 39 Faculty
30 Applied Information Technology 60 60 R. Kozak 8-16
15 L. Hart 8-43 Year 1 Sem 1 Foundati on M odul e 4 w eeks Year 1 Sem 1 13 weeks Year 2 Sem 1 15w eeks Program is designed that all courses in a given semester are co-requisites and all courses in a given semester are pre-requisites
for the next semester.
Qualifications in accordance with PEQAB quidelines, Master's Degree minimum plus industrial experience,
Ph.D. prefered. 2 Year 1 Se m 2 15 w e e k s 1 4 5 Year 2 Se m 2 15 w e e k s
38 Managing Business Performance
(multinationals) 60 60
39 Labour and Employee Relations 45 45
40 Human Resources Information Systems 45 45
41 Humanities and Social Science 39 39
42 Consulting/Integration Project I 105 105
43 Logistics and Supply Chain Management 45 45
9
10
44 International Business Planning and Strategy 60 60
45 Learning Organizations 45 45
46 Organizational Effectiveness I -
Organizational Development 45 45
47 Quality Management 45 45
48 Humanities and Social Science 39 39
49 Consulting/Integration Project II 105 105
50 Consulting/Integration Project III 105 105
51 Strategic Compensation Management 45 45
52 Organizational Effectiveness II - Change
Management 45 45
53 Business Process Reengineering 45 45
54 Humanities and Social Science 39 39
55 Stake Holder Management 60 60
Subtotal Course Hours 2042 605 99 2746
Total Program Hours
Percentage of Program offered in DO and DL course
Percentage of the breadth courses offered in
DO courses Must be at least 75% of the total DO and DL courses
Percentage of the breadth courses offered in
DL courses Must not be greater than 25% of the total DO and DL courses
Ye ar 4 Sem 1 1 5 w eeks Year 4 Se m 2 15 w e eks 14 2746 26 86 Qualifications in accordance with PEQAB quidelines, Master's Degree minimum plus industrial experience,
Ph.D. prefered. Year 3 Sem 2 15 w e e k s
4 months co-op opportunity 4 months co-op opportunity
Must be at least 20% of total program
11 8 Program is designed that all courses in a given semester are co-requisites and all courses in a given semester are pre-requisites
for the next semester. 12 Faculty to be Recruited Faculty to be Recruited Faculty to be Recruited
Year/ Sem Ref # Course Title
Calendar Course Description
Course Learning Outcomes (as identified in 6.5.2) Year 1, Foun da tion M odu le 1 Interpersonal And Group Dynamics
This introductory course uses an experiential approach to learning the essentials of effective group work. These essentials include effective member and leader role performance, goal setting, norm development, oral communication, conflict management, team building, problem solving, decision- making, and performance evaluation.
• Participate as an effective individual within a group
• Provide appropriate and effective leadership within a group • Contribute constructively to the establishing of group rules • Participate effectively in establishing group goals
• Speak, listen, and provide constructive feedback effectively within a group • Contribute constructively to the resolution of conflict within a group
• Participate positively in the building of a team
• Contribute constructively to the critical discussion of ideas within a group • Participate effectively in the solution of problems faced by a group
• Participate effectively in the evaluation and improvement of group performance
Year 1 Fo und at ion Modul e
2 Mathematics This course will provide
students with the basic mathematical knowledge required to function effectively in the Bachelor of Applied Business programme.
• Apply arithmetic and algebraic skills to every day business problems. • Use ratio, proportion and percent in the solution of business problems.
• Solve business problems involving commercial discount, markup and markdown. • Solve systems of linear equations graphically and algebraically, and apply to cost
volume-profit analysis
• Solve business problems involving simple interest and promissory note discounting.
• Solve business problems involving compound interest. • Solve business problems involving ordinary simple annuities.
Year 1 Foun da tion M odu le
3 Computing This course will provide the
student with the basic
computing skills necessary to function within the Bachelor of Applied Business degree programme.
• Apply the concepts associated with the Windows operating system to the college environment and the software tools used in a business environment.
• Create effective word processing documents, appropriate to business situations. • Create effective business presentations using appropriate software applications. • Complete numerical business analyses using spreadsheet software.
• Utilise spreadsheet software to assist in business decisions.
• Utilise Internet technologies in the development of business analyses.
Year 1, F ou ndat io n Mod ule
4 Personal And Self-Awareness Skills (Generic Skills)
The student will explore
models of the Self and effective communication. The student will learn and apply strategies to assess performance, utilize various memory techniques, manage time effectively, manage personal finances, and apply Wellness concepts to manage health and stress. The student will also develop various strategies for self-directed learning and life-long learning in an information age when new discoveries are occurring in all fields of study and keeping up with those discoveries is essential for career and personal success
• Develop basic model of Self
• Describe and apply various processes of self-assessment
• Describe and apply basic principles in interpersonal communication to various types of relationships
• Describe various memory processes and apply various memory techniques • Explain & apply various time management techniques
• Describe various processes for managing money
• Describe and apply various processes for preparation and management of different forms of performance review
• Describe effects of stress on performance and techniques for managing health and stress
• Discuss and apply various forms of self-directed learning strategies • Discuss lifelong learning strategies
Year 1, F ou ndat io n Mod
ule 5 World Cultures In this course students will critically identify and examine issues in cultural diversity. Specifically, students will focus on topics pertaining to
inequality in various social settings, including: race, ethnicity, and religion.
Incorporating social and legal explanations of diversity, students develop an
understanding of the impacted groups and develop interaction strategies which demonstrate respect of diversity.
• Assess the ways in which the major sociological theories view multiculturalism. • Value cultural diversity and the principle of cultural relativity.
• Inventory general trends in global population changes, emphasizing the demographic transition theory.
• Assess the benefits of globalization and trace global trends in migration. • Critically analyze the main thrusts of Canadian immigration policy and assess
barriers to acculturation faced by newcomers to a society.
• Outline the key historical moments in the emergence of civil rights in the Western world.
• Assess the guarantees of civil rights assured in Canadian legislation. • Detect sources of ethnocentrism in their own thinking.
• Analyze the relationship between prejudice and discrimination. • Outline how colonization impedes minority groups from achieving
self-determination.
• Distinguish between the concepts of race and ethnicity and construct techniques for increasing and enhancing cross-cultural understanding.
• Compare and contrast similarities and differences in the tenets and world-view of the major religions and outline the role of religion in shaping one’s definition of self.
• Develop awareness of cultural distinctions in communication patterns.
Year 1, Seme ste r 1 6 Critical And Creative Thinking Skills
This course examines the essential elements of both critical and creative thinking and their application to the solution of problems. More specifically, it distinguishes between knowledge and opinion, analysis and synthesis, and induction and deduction. It describes the nature of evidence, sound
• Distinguish between knowledge and opinion
• Distinguish between and use both analytical and synthetic reasoning • Explain the difference between inductive and deductive reasoning • Describe various ways of supporting an argument or position • Construct sound arguments and draw valid conclusions
• Avoid faulty reasoning in discussion, debate, and written communication • Distinguish between convergent and divergent thinking
• Describe the various stages of the creative process
• Use critical and creative thinking in the solution of problems • Discuss ideas and present arguments clearly and logically • Present ideas and arguments clearly and logically to an audience
arguments and valid conclusions, faulty forms of reasoning, convergent and divergent thinking, and the creative process. Critical and creative thinking are then applied to problem solving and both the discussion of ideas and the presentation of information to an audience. Year 1, Seme ste r 1 7 International Communications International Communications is the first of two courses that focus on communications in an international business
environment. Working in collaborative groups, students will develop writing skills through reading and evaluating issues in business, technology, and culture. They will acquire research skills and
presentation skills as they analyze and synthesize published texts and present their findings in written and oral formats. Emphasis will be given to the multi-cultural context of business writing teams. Students will submit a writing portfolio for evaluation. All work is word processed.
• Differentiate among the concepts of culture, communication and intercultural communication.
• Employ Standard English grammar and punctuation consistently in all written documents.
• Apply communications and rhetorical theories to text creation and analysis. • Analyze published texts for process, context, audience, and purpose.
• Demonstrate ability to collaborate with a writing team on assigned projects and critique texts for audience awareness, rhetorical strategy, style, form, and effectiveness.
• Compose documents that inform, analyze, and persuade and report information using a variety of souces.
• Demonstrate competency in use of appropriate documentation formats. • Design and deliver effective oral presentations using visuals and computer
technology including strategise to overcome a fear of public speaking.
• Compose business correspondence, electronic mails, and papers addressing different audiences using proper e-mail etiquette.
• Apply ethical principles of providing accurate information and communicating effectively with the general public and other professionals.
