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

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Year 4 Sem. 7 Product and Channel Management 45 Marketing 2 Marketing Metrics and Analysis 45 N/A Managing Customer Relationships Entrepreneurship 45 Marketing 2 45 Intro. Acctg. 1 Marketing 1 Non‐Core Elective 45 N/A MBA Marketing PhD Consumer Behaviour PhD Consumer Behaviour HBA, Google Adwords & GoogleAnalytics Individual Qualification PhD Consumer Behaviour MBA MBA PhD Project Management, PMP Sem. 8 Capstone Client Project 45 Global Strategy & E‐Commerce 45 Strategic Policy & Planning 45 Current Issues in Marketing 45 Enrolment in Final Year Business Info. Systems Enrolment in Final Year Enrolment in Final Year MBA PhD Business MBA Marketing PhD Consumer Behaviour MBA PhD Project Management, PMP MA Economics PhD Consumer Behaviour MBA Non‐Core Elective 45 N/A Course hours by category 1530 405 Total program course hours 1935 76 Bachelor of Commerce (Digital Marketing)
4.6 Work Experience Co‐operative Education is a process which formally integrates academic study with paid, related work experience. Co‐operative Education at Fanshawe is designed to bridge the gap between education and the workplace by integrating academic studies with paid work experience and onthe‐ job application of theory. More than just a job, the co‐operative work experience is actually part of the students' curriculum, and their on‐the‐job performance becomes part of their academic record. Therefore, co‐op students are highly motivated to apply their skills and perform well in the workplace. Qualifying co‐op work experience opportunities will include marketing‐related positions in a business environment, with a digital marketing experience component. The mandatory co‐op work term in the proposed program occurs after successful completion of semester 7, during the winter. Semester 8 will be offered in the fall semester, so students will have the option to extend their co‐op with a second term through the summer. The co‐op work term will be a minimum of 14 weeks in length, will be paid at or above the statutory wage rate, and will be supervised. Students will compete to secure the co‐op work opportunities, and must perform at a level satisfactory to their workplace supervisor. At the beginning of the work term co‐op students will, in collaboration with their employer, determine the expected outcomes for the work term. Students are monitored by the co‐op consultant and evaluated by the employer. Students receive feedback from both the employer and the co‐op consultant, and receive an academic credit for successful completion of the work‐term, a requirement for graduation. Employers and students evaluate the placement at the end of the work term, using the evaluation forms (Figures 4.1 and 4.2). Near the midpoint of the work term, the co‐op consultant visits with both the employer and student to informally question the student’s progress and determine whether any intervention is needed to ensure the learning objectives established at the beginning of the work term are achievable. Co‐operative education placements will be available in many organizations including government, non‐profit, manufacturing, hospitality, health care, and various other sectors. During the Academica research interviews with employers, the majority of employers interviewed agreed to provide co‐op work opportunities to Fanshawe students in a Bachelor of Commerce program. Because of the breadth involved in this Bachelor of Commerce program, students will be eligible for work placement opportunities in a wide range of marketing fields, but most will be working in a digital marketing role where the opportunities are strong across Canada. The Co‐operative Education Department has consultants who deliver classes, counsel and advise students, maintain records, market and promote programs, co‐ordinate and identify a variety of employment opportunities, and monitor work performance. Before the first work term, they will explain in detail how the co‐op program works and prepare students for employment. Bachelor of Commerce (Digital Marketing) 77
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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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Page 37 and 38: practices. 4. Application of Knowle
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Page 41 and 42: 4b. The ability to use a basic rang
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Page 45 and 46: decision models. 5. Professional Ca
Page 47 and 48: 5. Professional Capacity/ Autonomy
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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
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Page 61 and 62: program for both BMK and BAM gradua
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Page 65 and 66: Recommendations Give students hands
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Page 79: implementation and evaluation and c
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Page 85: Year 3 Sem. 5 Sem. 6 Principles of
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
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Page 109 and 110: 5. Program Delivery The Lawrence Ki
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Page 115 and 116: 6. Capacity to Deliver Fanshawe Col
Page 117 and 118: Information literacy instruction is
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Page 121 and 122: Print Monograph Holdings for Select
Page 123 and 124: 6.1.3 Enhancements to Co‐operativ
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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
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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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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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