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

More documents

Recommendations

Info

The survey screened for those who are interested in applying for a business or business‐related bachelor’s degree program, and for those who are currently enrolled in a business program either in a college or university. Those who are not interested or are not currently enrolled in a business college program were screened out. A total of 1978 panellists were invited to participate in the survey. 237 respondents qualified to complete the survey, a response rate of 12%. In order to help increase the response rate a $250 Best Buy gift card was offered as an incentive draw prize. The margin of error for an overall sample of n=237 is ±6.3%, 19 times out of 20. The margin of error is larger for subgroups. A note to the reader: an asterisk has been used throughout the report to denote small base sizes; interpret these small subgroups with caution. In questions where base sizes are too small (
B. Executive Summary Strong Interest in a Business Degree at College among Prospective Students This research among Prospective Students indicates there is a relatively high level of interest in applying for a business degree either at a college or a university in the next three years – 71% say they have considered a degree (note: all respondents, including those in high school or who are currently employed/other situation had at one time applied to a business program). Ninety‐three percent of those who are currently enrolled in a college business program say they are considering, while 79% of high school students and 54% of employed/other say they are considering a degree. International students are more likely to be considering a degree than those who are born in Canada (81% vs. 67%). The educational outcome of possible career options is the factor that holds the greatest importance among Prospects. The reputation of the program and school also rank high ‐ particularly among International Students/immigrants, as does the types of courses offered and the location of the school. A vast majority of those considering a degree (80%) are considering the option of applying to a college (37% considering college only; 43% are considering both at college and university). Only 16% are considering a university only. When asked about which post‐secondary institutions they considered, equal proportions mentioned the names of colleges only and of universities only in their choices (30%). Only 18% mentioned both universities and colleges. This percentage is roughly in line with data from Academica Group’s UCAS 2010 study that showed that approximately 15% of students apply to both colleges and universities. That being said, the high percentage of those interested in a college degree may be reflecting a change in attitudes about college degrees in the marketplace. Prospects mentioned 48 different institutions in their choices (mostly in Ontario), reflecting the abundance of PSE business degree options available and considered. The top post‐secondary institutions being considered among our sample is Ryerson University (19%), York University (14%), Humber College (12%), Conestoga College (9%), Seneca College (8%), Sheridan College (8%), and University of Toronto (8%). Substantial Support for College‐granted Degrees The statement that attitudes about college‐obtained degrees are changing is also supported by the responses to agreement statements asked in the survey. Approximately one half to two‐thirds of Prospective Students are “college supporters”. They prefer the more applied learning approach of a college degree program in comparison to a university. They also agree that the flexible options of a 2‐, 3‐ or 4‐year completion are better suited to today’s student and that a college degree offers a better skill set for the job market. A sizable proportion also agrees that a college degree would be valued as highly by employers as a degree from a university. Of significance is that fifty percent say they would choose to go to college because university tuitions are too expensive, seeing better value for the education dollar LKSB Degree Program Feasibility Study • 2011 129
Page 1 and 2:
Bachelor of Commerce (Digital Marke
Page 3 and 4:
1. Organization and Program Informa
Page 5 and 6:
1.2 Table of Contents Section 1. In
Page 7 and 8:
Section 11. Academic Freedom and In
Page 9 and 10:
Executive Summary This application
Page 11 and 12:
accordingly. The table below applie
Page 13 and 14:
Program Abstract The Bachelor of Co
Page 15 and 16:
2. Degree Level A Bachelor of Comme
Page 17 and 18:
17. Evaluate and select marketing m
Page 19 and 20:
1. Depth and Breadth of Knowledge (
Page 21 and 22:
management and e-commerce strategie
Page 23 and 24:
1. Depth and Breadth of Knowledge (
Page 25 and 26:
2. Conceptual & Methodological Awar
Page 27 and 28:
2. Conceptual & Methodological Awar
Page 29 and 30:
14. Apply management-level decision
Page 31 and 32:
4. Application of Knowledge 4a. The
Page 33 and 34:
4. Application of Knowledge (cont
Page 35 and 36:
Page 37 and 38:
practices. 4. Application of Knowle
Page 39 and 40:
Page 41 and 42:
4b. The ability to use a basic rang
Page 43 and 44:
logic and reasoning. 4. Application
Page 45 and 46:
decision models. 5. Professional Ca
Page 47 and 48:
5. Professional Capacity/ Autonomy
Page 49 and 50:
3. Admission, Promotion & Graduatio
Page 51 and 52:
3.6 Advanced Standing Policies and
Page 53 and 54:
Figure 3.1 Degree Completion Transf
Page 55 and 56:
Fig. 3.2 Degree Completion Transfer
Page 57 and 58:
4. Program Content The Lawrence Kin
Page 59 and 60:
Four-year degrees with minimum 120
Page 61 and 62:
program for both BMK and BAM gradua
Page 63 and 64:
Marketing. This rearrangement will
Page 65 and 66:
Recommendations Give students hands
Page 67 and 68:
following courses: Global Strategy
Page 69 and 70:
Program Advisory Committee Member P
Page 71 and 72:
11. Analyze domestic and internatio
Page 73 and 74:
Marketing 1 Microeconomics Business
Page 75 and 76:
espect to various legal and ethical
Page 77 and 78:
Digital Marketing This course will
Page 79:
implementation and evaluation and c
Page 83 and 84:
The following Course Schedules 2 li
Page 85 and 86:
Year 3 Sem. 5 Sem. 6 Principles of
Page 87 and 88:
4.6 Work Experience Co‐operative
Page 89 and 90:
Figure 4.1 Employer’s Evaluation
Page 91 and 92:
4.7 Course Outlines The course outl
Page 93 and 94:
3. 4. Enhance business opportunitie
Page 95 and 96:
18. Create and apply digital market
Page 97 and 98:
2. Develop strategies that will ach
Page 99 and 100:
15. 16. Develop a business plan bas
Page 101 and 102:
GAP ANALYSIS - Degree vs. Advanced
Page 103 and 104:
14. Apply management-level decision
Page 105 and 106:
3. Enhance business opportunities b
Page 107 and 108:
17. 18. 19. 20. 21. Evaluate and se
Page 109 and 110:
5. Program Delivery The Lawrence Ki
Page 111 and 112:
Figure 5.2 - Student Feedback Surve
Page 113 and 114:
group with all of the material give
Page 115 and 116:
6. Capacity to Deliver Fanshawe Col
Page 117 and 118:
Information literacy instruction is
Page 119 and 120:
Periodicals Subscription Databases
Page 121 and 122:
Print Monograph Holdings for Select
Page 123 and 124:
6.1.3 Enhancements to Co‐operativ
Page 125 and 126:
6.2.3 Professional Development for
Page 127 and 128:
Kinlin School of Business, and thre
Page 129 and 130:
6.6.1 CVs of Faculty Delivering Cor
Page 131 and 132:
7. Credential Recognition The Bache
Page 133 and 134:
8. Regulation & Accreditation The C
Page 135 and 136:
Bachelor of Commerce (Digital Marke
Page 137 and 138:
9. Nomenclature The Bachelor of Com
Page 139 and 140:
10. Program Evaluation Fanshawe Col
Page 141 and 142:
11. Academic Freedom & Integrity Fa
Page 143 and 144:
12. Student Protection In a recent
Page 145 and 146:
Figure 12.1 (continued) Continued n
Page 147 and 148:
13. Economic Need Fanshawe College
Page 149 and 150:
Figure 13.1 University Application
Page 151 and 152:
14. Duplication Humber is currently
Page 153 and 154:
Section 15. Optional Materials The
Page 155 and 156:
Figure 15.1 Year 2 LEVEL THREE LEVE
Page 157 and 158:
Figure 15.1 Year 4 LEVEL SEVEN LEVE
Page 159 and 160:
Section 16. Policies Fanshawe Colle
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
Page 171 and 172:
B. Overall Summary of Research Find
Page 173 and 174:
When Prospective Students were aske
Page 175 and 176:
program (15.4%) and International B
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
Page 201 and 202:
Labour Market Needs Provincial and
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 and 210:
though. I also hope that courses ta
Page 211 and 212:
C. Conclusion and Recommendations T
Page 213 and 214:
Emphasizing LKSB’s key strength -
Page 215 and 216:
As a core program offered in most u
Page 217 and 218:
LKSB is considering a number of spe
Page 219 and 220:
B. Detailed Findings Overall Percep
Page 221 and 222:
“The bar to get into Ivey is very
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
Page 231 and 232:
pathways within their region. The c
Page 233 and 234:
yet whether it is practical to deli
Page 235 and 236:
Chapter 2. Competitive Analysis A.
Page 237 and 238: for career preparation, highlightin
Page 239 and 240: Leadership and Management. Of these
Page 241 and 242: C. Detailed Findings Section 1. Com
Page 243 and 244: Specifics of College Business Degre
Page 245 and 246: University Business Degree Program
Page 247 and 248: iii. Summary of Diploma and Postg
Page 249 and 250: A greater proportion of women than
Page 251 and 252: Chart 6. Proportion of Business Pro
Page 253 and 254: Accounting The application trend fo
Page 255 and 256: Finance/Financial Services/Financia
Page 257 and 258: College is attracting 17% of enroll
Page 259 and 260: Chapter 3. Current Business Student
Page 261 and 262: interested in university are less i
Page 263 and 264: Over half of Current Students (57%)
Page 265 and 266: Almost one‐third (29%) of Student
Page 267 and 268: Table 5. Considering a Degree by De
Page 269 and 270: Factors of Importance in Choosing a
Page 271 and 272: Section 3. Interest in Lawrence Kin
Page 273 and 274: Appeal of Marketing Degree Based on
Page 275 and 276: Appeal of Accounting Degree Based o
Page 277 and 278: Appeal of Enterprise Management Deg
Page 279 and 280: Appeal of Human Resources Managemen
Page 281 and 282: Importance vs. Appeal of Features o
Page 283 and 284: Overall, over two‐thirds of Curre
Page 285 and 286: Three‐quarters of Current Student
Page 287: Chapter 4. Prospective Students Sur
Page 291 and 292: C. Detailed Findings Section 1. Pro
Page 293 and 294: As expected, each group generally r
Page 295 and 296: Section 2. Interest in a Business D
Page 297 and 298: PSE Considerations for a Business D
Page 299 and 300: Reasons for Interest in a Degree Th
Page 301 and 302: Not surprisingly, those currently e
Page 303 and 304: Those who are employed are more lik
Page 307 and 308: In terms of future interest in appl
Page 309 and 310: Appeal of Human Resources Managemen
Page 311 and 312: Appeal of Enterprise Management Deg
Page 313 and 314: Fifty‐five percent of Prospective
Page 315 and 316: B. Executive Summary Moderate Level
Page 317 and 318: C. Detailed Findings Section 1. Pro
Page 319 and 320: Section 2. Interest in a Business D
Page 321 and 322: Factors of Importance in Choosing a
Page 325 and 326: Section 5. Satisfaction with Lawren
Page 327 and 328: Section 6. Online Delivery Methods
Page 329 and 330: E. D. Openended Comments from Alu
Page 331 and 332: school full time. I would be intere
Page 333 and 334: The Government of Canada, through a
Page 335 and 336: Figure 1 ‐ Employer Size 30 27.7
Page 337 and 338: needs, with almost half unable to c
Page 339 and 340:
C. Detailed Findings Section 1. Lab
Page 341 and 342:
The Ontario Public Accounting Act w
Page 343 and 344:
In the Kitchener‐Waterloo‐Barri
Page 345 and 346:
Future Shortages In terms of future
Page 347 and 348:
Section 3. Marketing Outlook This s
Page 349 and 350:
Regional Of the total Sales, Market
Page 351 and 352:
Table 8 - Other Marketing Shortages
Page 353 and 354:
In open‐ended comments, a wide ra
Page 355 and 356:
Factors that are expected to limit
Page 357 and 358:
Employers who responded to this que
Page 359 and 360:
Table 14 - Most Significant Future
Page 361 and 362:
Section 5. Business Management Outl
Page 363 and 364:
above average, primarily because of
Page 365 and 366:
Table 17 - Business Management Shor
Page 367 and 368:
Table 20 - Business Management Spec
Page 369 and 370:
Excel is a huge issue. It is critic
Page 371 and 372:
specialization opportunities, and t
Page 373 and 374:
Figure 20 -Need for Fanshawe Busine
Page 375 and 376:
Section 8. Employer Perceptions of
Page 377 and 378:
Figure 24 - Prefer University Gradu
Page 379 and 380:
Figure 26 - Pay Differential, Unive
Page 381 and 382:
(Table 24). Almost all those who re
Page 383 and 384:
offering at Phoenix University and
Page 385 and 386:
Over one‐third of those who are i
Page 387 and 388:
Those who are interested in part‐
Page 389 and 390:
Table 10. Satisfaction with Online
Page 391 and 392:
Appendix C. Details of University D
Page 393 and 394:
Table 5a. College 2‐year Diploma
Page 395 and 396:
Appendix F. Postgraduate Certific
Page 397:
APPENDIX B 2012‐2013 Annual Repor
Page 402:
EXECUTIVE SUMMARY
Page 405 and 406:
Executive Summary 2012/13 Strategic
Page 407 and 408:
Executive Summary 2012/13 Strategic
Page 410:
SECTION A Government Issues
Page 413 and 414:
A. Government Issues A.1 Government
Page 415 and 416:
Page 417 and 418:
Page 420:
SECTION B Board Directions
Page 423 and 424:
B. Board Directions Meeting Labour
Page 426 and 427:
C. Progress Towards Achieving Board
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Page 436 and 437:
Page 438 and 439:
Page 440 and 441:
Page 442 and 443:
Page 444 and 445:
Page 446 and 447:
Page 448 and 449:
Page 450:
SECTION D Financial Planning / Fina
Page 453 and 454:
- 35 - D. Financial Planning/Financ
Page 455 and 456:
D. Financial Planning/Financial Con
Page 457 and 458:
D. Financial Planning/Financial Con
Page 460:
SECTION E Capital Projects
Page 463 and 464:
E. Capital Projects (Policy D-12) E
Page 465 and 466:
Page 467 and 468:
Page 469 and 470:
Page 471 and 472:
E. Capital Projects (Policy D-12) -
Page 473 and 474:
Page 475 and 476:
Page 478:
SECTION F Appendices
Page 481 and 482:
F. Appendices F.2 Financial Project
Page 483 and 484:
F. Appendices F.3 Summary of Planni
Page 485 and 486:
F. Appendices F.4 Budget Unit Summa
Page 488 and 489:
APPENDIX C Course Information Sheet
Page 490 and 491:
APPENDIX D Information Technology S
Page 492 and 493:
Activity Statements - Enabling Mult
Page 494 and 495:
Page 496 and 497:
Page 498 and 499:
APPENDIX E Faculty CVs Bachelor of
Page 500 and 501:
APPENDIX F University Endorsements
Page 505:
COLLEGE OF MANAGEMENT AND ECONOMICS
Page 509 and 510:
APPENDIX G Request for Exception to
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?