Bachelor of Commerce (Digital Marketing) - Postsecondary ...

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need to know how to get faculty to create online curriculum that will be engaging. Quite a bit of training would be required. Don’t jump in without thinking about how it is going to work best.” (Fanshawe Internal Stakeholder) Perceptions of Online Degrees Comments from Employers indicate there are mixed perceptions about online degrees. Over half of Employers did not perceive them to be any different from other degrees, some pointing out that completing a degree online demands some specific skills of the student, such as self‐discipline and timemanagement. “The bottom line is that they got the marks, they got the degree and they did the work.” ”They are still getting the same type of instruction just a different format. Online still requires skills such as time management.” ”I think among more mature employers there is a greater acceptance now. Kind of like how online dating is becoming more socially acceptable over time, online degrees are having the same increased acceptance.” For about one‐third, however, there was a strong bias against graduates with online degrees. Some considered the lack of interpersonal interaction in a classroom to be a major disadvantage. Several felt that online standards were lower, and that online degrees did not provide appropriate mechanisms to ensure that students did the work on their own. “A combination would be good. You need self‐discipline for the online portion, but you need the interaction and feedback from the classroom interaction as well.” “Employers still value personal interaction and classroom time. There is still a mistrust of online degrees. There needs to be at least a blend of in‐class and online.” “If it is a combo of online and in‐class there is a lot to be said. There are many different learning styles and some people absorb material really well from online. My only concern is that they are lacking interaction”. “I hate to say this, but I don't think they get the same education without face‐to‐face interaction. I think you get a lot out of group work.” LKSB Degree Program Feasibility Study • 2011 50
C. Conclusion and Recommendations The Opportunity for Fanshawe College The findings from this Degree Program Feasibility Study indicate that there is an opportunity for Fanshawe College to offer degree programs in business. The OCAS data analysis reveals that the trend in applications to all college business programs has remained steady over the past five years and there is no reason to believe that they will decline any time soon. But the credentials students are now pursuing at the college level are shifting as more students are seeking degrees to keep pace with employer expectations in qualifications. Secondary research has shown that the percentage of college graduates who have pursued a university degree has doubled since 1990‐2000, but the offering of business degrees will likely not result in growth of the category of those pursuing business programs. Rather, research suggests that it will result in a stealing of market share from other colleges and universities, as well as a cannibalization of three‐year college diploma programs. There is already strong indication that applications to three‐year diplomas have been trending down (9 points) over the past five years. The market is highly competitive and challenging as nine colleges and over seventeen universities in Ontario are currently offering business degrees, and as universities are positioning themselves to meet the changing demands of students as they are increasingly adopting a careerism mindset. Geographically, however, the school is situated in an ideal location, where the only other option in the immediate region is the University of Western Ontario and the Richard Ivey School of Business, which requires high standards of admission and high tuition costs. A strong argument is evident from our research that local students would benefit greatly from a Fanshawe College business degree offering. Certainly, there is growing demand on the part of students for more post‐secondary options, for reasons including, but not limited to, a more practical, skills‐based education, accessibility, cost of tuition and location. The argument has also been made that a higher credential offering at Fanshawe College would benefit the community as students who attend the College are more likely to stay in the local area. And given the region’s initiatives to transform its traditional manufacturing and agricultural‐based economy into one that is more competitive within a knowledge‐based and globally‐oriented economy, and the shortages expected from the onset of retirements over the next ten years, the supply of graduates with higher credentials in business management would be an advantage for London and the surrounding area. Target Groups to be Considered The findings from the surveys among Current Students, Prospective Students and Fanshawe Business Alumni indicate that there is a high level of interest in pursuing a business degree, and that college would be considered as an option. The key opportunity is for LKSB to retain its Current Students as well as to attract those graduating from competitor college diploma programs, as they show the highest level of interest in pursuing a degree while they are in school. The ability to ladder up to credentials is a relatively easy sell. LKSB Degree Program Feasibility Study • 2011 51
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Bachelor of Commerce (Digital Marke
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1. Organization and Program Informa
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1.2 Table of Contents Section 1. In
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Section 11. Academic Freedom and In
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Executive Summary This application
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accordingly. The table below applie
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Program Abstract The Bachelor of Co
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2. Degree Level A Bachelor of Comme
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17. Evaluate and select marketing m
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1. Depth and Breadth of Knowledge (
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management and e-commerce strategie
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1. Depth and Breadth of Knowledge (
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2. Conceptual & Methodological Awar
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2. Conceptual & Methodological Awar
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14. Apply management-level decision
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4. Application of Knowledge 4a. The
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4. Application of Knowledge (cont
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practices. 4. Application of Knowle
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4b. The ability to use a basic rang
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logic and reasoning. 4. Application
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decision models. 5. Professional Ca
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5. Professional Capacity/ Autonomy
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3. Admission, Promotion & Graduatio
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3.6 Advanced Standing Policies and
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Figure 3.1 Degree Completion Transf
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Fig. 3.2 Degree Completion Transfer
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4. Program Content The Lawrence Kin
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Four-year degrees with minimum 120
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program for both BMK and BAM gradua
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Marketing. This rearrangement will
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Recommendations Give students hands
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following courses: Global Strategy
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Program Advisory Committee Member P
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11. Analyze domestic and internatio
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Marketing 1 Microeconomics Business
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espect to various legal and ethical
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Digital Marketing This course will
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implementation and evaluation and c
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The following Course Schedules 2 li
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Year 3 Sem. 5 Sem. 6 Principles of
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4.6 Work Experience Co‐operative
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Figure 4.1 Employer’s Evaluation
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4.7 Course Outlines The course outl
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3. 4. Enhance business opportunitie
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18. Create and apply digital market
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2. Develop strategies that will ach
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15. 16. Develop a business plan bas
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GAP ANALYSIS - Degree vs. Advanced
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14. Apply management-level decision
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3. Enhance business opportunities b
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17. 18. 19. 20. 21. Evaluate and se
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5. Program Delivery The Lawrence Ki
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Figure 5.2 - Student Feedback Surve
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group with all of the material give
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6. Capacity to Deliver Fanshawe Col
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Information literacy instruction is
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Periodicals Subscription Databases
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Print Monograph Holdings for Select
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6.1.3 Enhancements to Co‐operativ
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6.2.3 Professional Development for
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Kinlin School of Business, and thre
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6.6.1 CVs of Faculty Delivering Cor
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7. Credential Recognition The Bache
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8. Regulation & Accreditation The C
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Bachelor of Commerce (Digital Marke
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9. Nomenclature The Bachelor of Com
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10. Program Evaluation Fanshawe Col
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11. Academic Freedom & Integrity Fa
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12. Student Protection In a recent
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Figure 12.1 (continued) Continued n
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13. Economic Need Fanshawe College
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Figure 13.1 University Application
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14. Duplication Humber is currently
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Section 15. Optional Materials The
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Figure 15.1 Year 2 LEVEL THREE LEVE
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Figure 15.1 Year 4 LEVEL SEVEN LEVE
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Page 161 and 162: Fanshawe College Lawrence Kinlin Sc
Page 163 and 164: Chapter 4. Prospective Students Sur
Page 165 and 166: Introduction This study was conduct
Page 167 and 168: Executive Summary Report A. Backgro
Page 169 and 170: Today, London is a site of choice f
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Page 177 and 178: Chart 2. Attitudes about a College
Page 179 and 180: One concern that several employers
Page 181 and 182: College Applications Trends by Busi
Page 183 and 184: “Regionally, we are the largest c
Page 185 and 186: Student Interest in LKSB Proposed B
Page 187 and 188: Chart 10. Alumni ‐ Interest in De
Page 189 and 190: Chart 11. Marketing Application Tre
Page 191 and 192: Chart 13. Employer ‐ Importance o
Page 193 and 194: Accounting Application Trends The f
Page 195 and 196: The program was less appealing to P
Page 197 and 198: However, an analysis of Statistics
Page 199 and 200: HR Management Specializations with
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Page 203 and 204: International Business Management A
Page 205 and 206: Student Interest in LKSB Proposed B
Page 207 and 208: two‐thirds of employers were fami
Page 209: though. I also hope that courses ta
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Page 215 and 216: As a core program offered in most u
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Page 219 and 220: B. Detailed Findings Overall Percep
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Page 223 and 224: optimal if we could provide ongoing
Page 225 and 226: you. A broader look at the world. A
Page 227 and 228: Potential Challenges in Offering th
Page 229 and 230: their buy in, but it wouldn’t be
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Page 237 and 238: for career preparation, highlightin
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Page 241 and 242: C. Detailed Findings Section 1. Com
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Page 247 and 248: iii. Summary of Diploma and Postg
Page 249 and 250: A greater proportion of women than
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Page 253 and 254: Accounting The application trend fo
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interested in university are less i
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Over half of Current Students (57%)
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Almost one‐third (29%) of Student
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Table 5. Considering a Degree by De
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Factors of Importance in Choosing a
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Section 3. Interest in Lawrence Kin
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Appeal of Marketing Degree Based on
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Appeal of Accounting Degree Based o
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Appeal of Enterprise Management Deg
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Appeal of Human Resources Managemen
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Importance vs. Appeal of Features o
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Overall, over two‐thirds of Curre
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Three‐quarters of Current Student
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Chapter 4. Prospective Students Sur
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B. Executive Summary Strong Interes
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C. Detailed Findings Section 1. Pro
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As expected, each group generally r
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Section 2. Interest in a Business D
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PSE Considerations for a Business D
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Reasons for Interest in a Degree Th
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Not surprisingly, those currently e
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Those who are employed are more lik
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In terms of future interest in appl
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Appeal of Human Resources Managemen
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Appeal of Enterprise Management Deg
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Fifty‐five percent of Prospective
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B. Executive Summary Moderate Level
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C. Detailed Findings Section 1. Pro
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Section 2. Interest in a Business D
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Factors of Importance in Choosing a
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Section 5. Satisfaction with Lawren
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Section 6. Online Delivery Methods
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E. D. Openended Comments from Alu
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school full time. I would be intere
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The Government of Canada, through a
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Figure 1 ‐ Employer Size 30 27.7
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needs, with almost half unable to c
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C. Detailed Findings Section 1. Lab
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The Ontario Public Accounting Act w
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In the Kitchener‐Waterloo‐Barri
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Future Shortages In terms of future
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Section 3. Marketing Outlook This s
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Regional Of the total Sales, Market
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Table 8 - Other Marketing Shortages
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In open‐ended comments, a wide ra
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Factors that are expected to limit
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Employers who responded to this que
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Table 14 - Most Significant Future
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Section 5. Business Management Outl
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above average, primarily because of
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Table 17 - Business Management Shor
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Table 20 - Business Management Spec
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Excel is a huge issue. It is critic
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specialization opportunities, and t
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Figure 20 -Need for Fanshawe Busine
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Section 8. Employer Perceptions of
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Figure 24 - Prefer University Gradu
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Figure 26 - Pay Differential, Unive
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(Table 24). Almost all those who re
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offering at Phoenix University and
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Over one‐third of those who are i
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Those who are interested in part‐
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Table 10. Satisfaction with Online
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Appendix C. Details of University D
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Table 5a. College 2‐year Diploma
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Appendix F. Postgraduate Certific
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APPENDIX B 2012‐2013 Annual Repor
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EXECUTIVE SUMMARY
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Executive Summary 2012/13 Strategic
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Executive Summary 2012/13 Strategic
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SECTION A Government Issues
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A. Government Issues A.1 Government
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SECTION B Board Directions
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B. Board Directions Meeting Labour
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C. Progress Towards Achieving Board
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SECTION D Financial Planning / Fina
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- 35 - D. Financial Planning/Financ
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D. Financial Planning/Financial Con
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D. Financial Planning/Financial Con
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SECTION E Capital Projects
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E. Capital Projects (Policy D-12) E
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E. Capital Projects (Policy D-12) -
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SECTION F Appendices
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F. Appendices F.2 Financial Project
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F. Appendices F.3 Summary of Planni
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F. Appendices F.4 Budget Unit Summa
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APPENDIX C Course Information Sheet
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APPENDIX D Information Technology S
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Activity Statements - Enabling Mult
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APPENDIX E Faculty CVs Bachelor of
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APPENDIX F University Endorsements
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COLLEGE OF MANAGEMENT AND ECONOMICS
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APPENDIX G Request for Exception to
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