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

program for both BMK and BAM graduates. (Graduates of other diploma programs could
apply for admission and would receive transfer credit where appropriate.) A consideration in
granting credit is the level of the curriculum; while courses in the diploma and degree
programs may have similar names and content, the curriculum in the degree program would
be delivered at a higher level.
In degree marketing materials, position graduates as marketing specialists rather than
marketing managers. This would be a more realistic initial career expectation, with graduates
aspiring to management.
Courses in the first two years of the program provide the foundation of a business degree;
many management skills will be reinforced and further developed in the workplace, either
through co-op, training or experience.
“Non-core courses” are largely theoretical courses with content that does not directly relate to
business. Eight courses are required in the Fanshawe model; four are mandatory (e.g.,
Perspectives on Ethics in a Global Context) and four are electives.
Digital marketing is well represented in the curriculum. A significant challenge will be
ensuring the curriculum remains current given the rapid evolution of digital marketing.
The program must give students hands-on experience in measurement analytics. Strategic
planning and analytics go hand-in-hand. These topics could be covered in a single course but
if they are covered in separate courses the concepts must be linked.
In addition to studying online marketing strategies, students should have the opportunity to
develop technical skills (e.g., HTML and CSS) to improve their ability to work with
developers; this opportunity would distinguish Fanshawe’s program. (Transfer students from
the BAM would have this technical background.)
While marketing managers often manage processes, they also manage people. Expand the
scope of program to include management of staff, even though graduates may not
immediately take on this responsibility. Either incorporate this concept into an existing
outcome or add an outcome (e.g., “Manage people…” ).
Ensure that vocational learning outcomes encompass, explicitly where possible, critical soft
(or “people”) skills (e.g., team work; group dynamics, project management).
Financial management will be included in the degree program but is not a significant part of
Fanshawe’s existing marketing programs.
Include database and online marketing as well as database development. Consider having
students build a database, perhaps using Salesforce.com, and then extracting, managing and
manipulating data. This content could be included within the proposed CRM and Social
Media course.
Ensure that competitive strategy and the analysis of external environments is included in the
curriculum. In the proposed model, competitive analysis is addressed from a branding and
product management perspective, and would be required in a capstone project in the final
semester.
Include product or service development in the curriculum.
Incorporate creativity and innovation into the learning outcomes and embed these concepts
into the program curriculum, not necessarily into a distinct course. These concepts are part of
the curriculum for Strategic Policy and Planning but could also be added to several courses.
Bachelor of Commerce (Digital Marketing) 49