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

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C. Progress Towards Achieving Board Ends and College Strategic Directions C.1 Vision and Mission (Policy A-05) (cont’d) Counselling and Accessibility Services (C&AS) staff will be encouraged to participate in professional development and continuing education opportunities to ensure that the department continues to develop and innovate to meet the needs of the diverse population it serves. All C&AS staff will receive suicide risk identification and intervention training to increase the department’s capacity to appropriately respond to high risk student mental health issues. All Office of the Registrar quality of service projects and facility renovations will support the shifting roles of our staff from transactional-based services provision to an advising and relationship management approach to service provision. To support this service evolution, staff will meet on a weekly basis to provide information, seek input and interact with each other, all in support of enhancing internal communication. All significant changes and projects will include change management and training plans to support staff during and after the development and implementation of significant projects and initiatives. In the rapidly changing environment of information access, effective searching and critical evaluation it is crucial that staff stay up to date with new technologies. Library and Media Services staff will actively pursue training opportunities offered both internally by Organizational Development and Learning, and by external agencies, for example, University of Toronto’s iSchool, the Ontario Library Association’s Education Institute, and Webinars by vendors and others. C.1.3 Engage in applied research and scholarly activity The College will continue, through its Centre for Sustainable Energy and the Environment (CSEE), to strive toward completion of all deliverables contained in a $2.3 million grant agreement with the CCI/NSERC Innovation Enhancement Program. An enhanced virtual institute model will be added to the current project model to ensure that the CSEE projects are successfully implemented. The virtual institute model will also act as a foundation to support the Faculty of Technology’s longer-term vision for innovation in practice. Students from the Computer Programmer Analyst program in the School of Information Technology will work as part of a team on a federal NSERC research grant to further develop the real-time trading cloud computing infrastructure of Cyborg Trading Inc. The College continues to expand its research capabilities. Twenty-five student projects from across the College were selected from forty submitted projects for presentation at this year’s inaugural Student Research and Innovation Day (SRID), held in April 2012. Future events will focus on increasing the awareness of innovative activities conducted by Fanshawe students to potential students, existing students, industry and the human services community. The School of Contemporary Media supported by a Colleges Ontario Network for Industry Innovation (CONII) grant, will develop JAMii - a physical fitness motivation application for mobile devices. - 24 -
C. Progress Towards Achieving Board Ends and College Strategic Directions C.1 Vision and Mission (Policy A-05) (cont’d) Fanshawe’s School of Nursing, McMaster’s School of Nursing, and the Canadian Association of Schools of Nursing (CASN) are co-sponsoring the 2012 National Nursing Research Conference entitled Innovations in Research and Knowledge Exchange. This is the first time that a CASN National Conference has even been co-sponsored by a College and has involved Colleges Ontario along with the Council of Ontario Universities (COU). The Chair, School of Nursing at Fanshawe, and the Associate Dean and Director, School of Nursing at Macmaster University, are conference co-chairs. The focus of the Applied Research Agenda at Fanshawe College has to this point been primarily one of pursuing and then executing the deliverables associated with the CSEE Grant. The College will now be placing increased attention as well on introducing a model of capacity-building across schools allowing for an evenness of involvement by all students in the completion of relevant applied research projects. Work will be undertaken in collaboration with academic administrators to ensure that the College’s computing infrastructure and networks enable and support research activities. The Learning Systems department will support and conduct where appropriate applied research into the effectiveness and efficiency of electronic products and methodologies to enhance learning. For example, in February 2012 a comprehensive Educational Technology Student Survey was administered to better understand use patterns, activities and aspirations with respect to Educational Technologies at Fanshawe. Information from this survey will inform priorities and investments going forward. New computer models and configurations will be tested in various labs to ensure that these will meet the needs of students and faculty and are compliant with evolving technology standards and products. Fanshawe recognizes the growing need to leverage technology in all areas of operation where it will provide enhanced effectiveness and is operationally efficient to do so. Much work has already occurred in both academic and administrative areas, but there is more to be done, particularly in the administrative operations (e.g. effective use of electronic workflows). There will be an increased focus on broadening professional collaboration using electronic tools such as Team sites, wikis, tele-presence, and blogs both within the College and also with external organizations. As a follow up to our participation in Colleges Ontario’s Aboriginal Self-Identification Project in Fall 2011 that involved hosting a number of student focus groups to discuss issues related to self-identification, the College will also be supporting Phase 2 of the project in Spring 2012. Phase 2 will build upon the themes identified in Phase I through the administration of a campus-wide survey. To encourage Aboriginal participation in the survey that will be sent to both Aboriginal and non-Aboriginal students, the First Nations Centre will host a number of promotional sessions to encourage students to complete the survey and ensure that staff are available to answer questions. - 25 -
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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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Section 16. Policies Fanshawe Colle
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Fanshawe College Lawrence Kinlin Sc
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Chapter 4. Prospective Students Sur
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Introduction This study was conduct
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Executive Summary Report A. Backgro
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Today, London is a site of choice f
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B. Overall Summary of Research Find
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When Prospective Students were aske
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program (15.4%) and International B
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Chart 2. Attitudes about a College
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One concern that several employers
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College Applications Trends by Busi
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“Regionally, we are the largest c
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Student Interest in LKSB Proposed B
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Chart 10. Alumni ‐ Interest in De
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Chart 11. Marketing Application Tre
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Chart 13. Employer ‐ Importance o
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Accounting Application Trends The f
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The program was less appealing to P
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However, an analysis of Statistics
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HR Management Specializations with
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Labour Market Needs Provincial and
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International Business Management A
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Student Interest in LKSB Proposed B
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two‐thirds of employers were fami
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though. I also hope that courses ta
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C. Conclusion and Recommendations T
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Emphasizing LKSB’s key strength -
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As a core program offered in most u
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LKSB is considering a number of spe
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B. Detailed Findings Overall Percep
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“The bar to get into Ivey is very
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optimal if we could provide ongoing
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you. A broader look at the world. A
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Potential Challenges in Offering th
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their buy in, but it wouldn’t be
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pathways within their region. The c
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yet whether it is practical to deli
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Chapter 2. Competitive Analysis A.
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for career preparation, highlightin
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Leadership and Management. Of these
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C. Detailed Findings Section 1. Com
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Specifics of College Business Degre
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University Business Degree Program
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iii. Summary of Diploma and Postg
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A greater proportion of women than
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Chart 6. Proportion of Business Pro
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Accounting The application trend fo
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Finance/Financial Services/Financia
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College is attracting 17% of enroll
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Chapter 3. Current Business Student
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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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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 420: SECTION B Board Directions
Page 423 and 424: B. Board Directions Meeting Labour
Page 426 and 427: C. Progress Towards Achieving Board
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 471 and 472: E. Capital Projects (Policy D-12) -
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
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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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