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KwantlenP O L Y T E C H N I CU N I V E R S I T Y

1 Call to order 415 Dana Cserepes

2 Confirmation of Agenda

AGENDA

3 Full Program Proposal BBA Marketing Management

4 Adjournment

5 Next meeting May 2 2010 415 pm room Cedar 2110 A

Senate Standing Committee on CurriculumWed April 14 2010 415 pm

Room Cedar 2110 A

Nishan Perera

Apr L 10

3

3

3


Attendance

Senate Standing Committee on Curriculum

Date Wednesday April 2010

415pm Cedar 2110 A

NAME PRESENT ABSENT

1 Adamoski Rob J y

2 Baron Jackie

3 Bennett Pat

il4 Cserepes Dana V

5 Erickson Shawn

6 Fletcher Doug

7 Lymburner Jocelyn

8 Morris Susan 79 Richard Paul

i

10 Samwald Elaine tl

1

11 Royal Wendy V12 Wade Tally

13

Ex officio

Decker Elaine nonvoting

Fleming Rob ex officioor VP Academic rep

Mitchell Zena ex officio Registrar Services V

Guests

Metzger Karen Recorder


Attendance


Date Wednesday April 2010

415pm Cedar 2110 A



Room Cedar 2110 A

AGENDA



3 Full Program Proposal BBA Marketing Management Nishan Perera

4 Adjournment

5 Next meeting May 2 2010 415 pm room Cedar 2110 A

T

n0

3

3

J

Full Program Proposal

Bachelor of Business AdministrationMarketing Management

Marketing Department

School of Business

Kwantlen Polytechnic University

April 07 2010


Revised3222010 1158 AM


BBA in Marketing Management

FPP Page 0

Part 1 Executive Summary 2

Part 2 Degree Content 5

Curriculum Design 5

Program Delivery 28

Admission Requirements 29

Faculty 30

Program Resources 31

Program Consultation 33

List of Appendices

Appendix A Calendar Descriptions of Courses 34

Appendix B Faculty Curriculum Vitae 42

Appendix C Library Resource Impact Assesment 93

Appendix D Advisory Panel Suggested 95

Appendix E List of External Consultations 96

Appendix F External Feedback 102

Appendix G Letters of Support 128

Revised32220101138 AM

Table of Contents

Kwantlen Polytechnic UniversityBBA in Marketing Management

FPP Page 1

Part 1 Executive Summary

The Etecutive Summary must present in a succinct manner the purpose of the proposal and asummary of the key objectives and outcomes of the proposed degree program and must include thefollowing information

a An overview of the organizationshistory mission and academic goals

Originally founded as a community college for the South Fraser Region in 1981 and subsequentlygranted university college status in 1995 and university status in 2008 Kwantlen PolytechnicUniversity has developed continually to meet the needs of its communities Today Kwantlenserves approximately 17500 students each year and is the fourth largest university in BritishColumbia Across its four main campuses in Cloverdale Langley Richmond and SurreyKwantlen offers in excess of 130 programs spanning diverse educational areas TradesVocational Preparatory Professional and Academic

Arising from its commitment to provide access to a broad range of lifelong educationalopportunities to the people of the South Fraser Region Kwantlen has created an integrated arrayof citations certificates diplomas and degrees that afford students maximum flexibility to pursueover the course of their lives and careers different educational pathways to further credentials atKwantlen and elsewhere At present approximately 80 of programs ladder into degreecredentials at Kwantlen Kwantlen offers a variety of undergraduate programs professionalprograms such as interior design business and nursing arts programs with a wide range ofmajors minors and double minors and innovative science programs such as environmentalprotection All of Kwantlensdegree programs are designed to provide students with theeducation and skills required to enter professions directly or pursue further study in graduateprograms

Kwantlenscore values vision and mission are expressed in the Board of Governors Policy 11Core Values The universitysmission is to create an exceptional learning environmentcommitted to preparing learners for leadership service and success This mission statementalong with core institutional values of exploration inclusiveness excellence integritycommunity and accountability reflect Kwantlensongoing history and developing mandate as acomprehensive regionally focused university Kwantlen programs focus on fostering innovativeand challenging student learning environments through curriculum that integrates essential skillspractice community service opportunities undergraduate and applied research experience anddepth and breadth of content knowledge

b Proposed credential to be awarded including the level and category of the degree and thespecific discipline orfield of study

Bachelor of Business Administration in Marketing Management

c Location



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The Bachelor of Business Administration in Marketing Management program will be offered onKwantlensSurrey and Richmond Campuses


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d Facultyiesor schoolsoffering the proposed new degree program

The Marketing Department of the School of Business will be offering the proposed Bachelor ofBusiness Administration in Marketing Management degree

e Anticipated program start date

The anticipated start date of the program is September 2010

0 Anticipated completion time in years or semesters

Students engaged in full time study will be able to complete the BBA in Marketing Managementin four years

A summary ofthe proposed program

Key features of the BBA in Marketing Management degree include the following

g

Aims goals and or objectives of the proposed program

The BBA in Marketing Management degree will produce graduates who bring contemporaryapplied marketing skills with a sound business management foundation to help organizationssucceed in a dynamic global economy

Anticipated contribution of the proposed program to the mandate and strategic plan of theinstitution

The BBA in Marketing Management degree incorporates the six core values Kwantlen holdsacross its program outcomes exploration inclusiveness excellence integrity communityand accountability This degree which is interdisciplinary current and applied also fits withKwantlenspolytechnic status

Linkages between the learning outcomes and the curriculum design an indication whether awork experienceworkplace term is required for degree completion and if so a description ofthe purpose and role of the work experience within the program

Industry feedback has highlighted the need to provide students with applied marketing skillsand a sound business management foundation The practical learning outcomes are groundedin curriculum that is accountable global teambased and uses contemporary quantitative andqualitative tools

A coop model will be incorporated into the Marketing Management degree Depending onthe year of entry students will complete two work terms in years three and four

Potential areassectors of employment for graduates andor opportunities for further study

BBA in Marketing Management graduates will be prepared for jobs in traditional andemerging marketing roles such as sales marketing public relations communications andadvertising They can also find employment in general business research consulting andbusiness development Students seeking further study will be able to apply to MBAprograms and other Post Baccalaureate and Graduate Diplomas


Delivery methods



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The program includes both traditional and innovative delivery formats The traditionalclassroom format will include lectures case studies and clientbased projects Supplementinginclass lectures will be guest speakers field visits and workshops

Offering blendedhybrid learning systems means that some courses will use a mix of face toface and computer assisted instruction This delivery format exposes students to emergingtools and complements traditional team work practices

To satisfy students who wish to accelerate their degree completion we will offer anaccelerated flexible delivery model in either two 3 hour blocks on weekdays or one 6hourblock on weekends to run for seven weeks

Program strengths

The industry driven nature of our course development is a key strength Other strengthsinclude small classes contemporary course content technology use and flexible delivery

An overview of the level of support and recognition from other post secondary institutionsand relevant regulatory or professional bodies where applicable and plansfor admissionsand transfer within the British Columbia postsecondary education system

Each step of this program development was subjected to review from key industry personneland associations Detailed feedback and letters of support are attached in Appendices E Fand G Transfer students can enter in year three if they meet the entry qualifications 60transferable credits bridging courses GPA of 27 C in Accounting and Statistics

Related programs in the institution or other British Columbia postsecondary institutionsIndicate rationalefor duplication ifany

Simon Fraser University Thompson Rivers University Trinity Western UniversityUniversity of British Columbia and University of Northern British Columbia all offer BBA orBCom in Marketing The only institution offering a similar degree in Kwantlensregion isSimon Fraser University Kwantlen Polytechnic University Marketing Management Diplomaand Certificate program headcount survey for academic years 200607 200809 indicate thatalmost 80 of the students who are enrolled in Kwantlensmarketing programs live withinthe Kwantlen region mostly in Surrey and Richmond Statistics also indicates that over 90of students who complete their programs remain at Kwantlen either in the same program oranother program thus introducing this degree will allow them to progress in their studies atKwantlen

h Name title phone number andemail address of the institutional contact person in case moreinformation is required

Dr Arthur Coren Dean School of BusinessPhone number 604599 3251

Email business @kwantlenca


Part 2 Degree Content

Aims goals and or objectives of the proposed program

Aim

The following statement will highlight the overall aim set for this program

BBA in Marketing Management graduates will bring contemporary applied marketing skillswith a sound business management foundation to help organizations succeed in a dynamic globaleconomy

Goals

The overall goals of the programs in achieving the above aim will be to create


Graduates who can seamlessly transition into professional marketing roles

Graduates who are recognized for their integrity commitment willingness to work andability to contribute to their employer organizations

Graduates who are considered assets to their employer organizations for the breadth anddepth of their skills abilities talents and applied knowledge

Graduates who are proficient in traditional and emerging global marketing practices

Objectives


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The BBA Marketing Management program will create marketing professionals who

Demonstrate quantitative business skills

Communicate professionally and persuasively through a variety of media traditionalemerging and technology driven

Apply emotional intelligence creativity critical thinking and analytical skills to their work

Are strategic and tactical thinkers with an international perspective

Understand the entire organization and the important role of corporate citizenship

Collaborate with all functional areas of the organization accounting human resourcesoperations production marketing sales etc

Work effectively in teams assuming roles of leader and follower as appropriate

Anticipated contribution of the proposed program to the mandate and strategic plan of theinstitution

The transition of Kwantlen University College into Kwantlen Polytechnic University has meant thatthe institution must offer a full range of degree opportunities within the university and specificallywithin the School of Business To that end the Marketing Department has been meeting since the

summer of 2009 to develop a program proposal based on Kwantlensexisting strengths drawingfrom the expertise and experience found in the Marketing Entrepreneurial Leadership Coop andMarketing Communications departments The BBA in Marketing Management degree incorporatesthe six core values as highlighted in policy 11 of Kwantlen Polytechnic University across itsprogram outcomes The core values as identified include exploration inclusiveness excellenceintegrity community and accountability The program outcomes also are in line with Kwantlensintention to offer a polytechnic degree that is interdisciplinary current and applied

Additionally Kwantlensmandate to offer relevant sustainable timely leading edge and appliedinterdisciplinary business degrees provided further guidance and direction The BBA in MarketingManagement builds on the institutionsstrengths in Marketing Accounting EntrepreneurialLeadership Marketing Communications and Information Technology while offering opportunitiesto link these disciplines with several other areas at the University These other programs includeHorticulture where graduates starting their own business require these skills and Health Scienceswhere the health care system must beconie more business minded as funding restrictions create newbusiness and marketing challenges The program structure essentially draws on the strengths ofcurrent School of Business programs

The program content incorporates studentbased research inquiry community involvement andpracticality in creating graduates that are in line with Kwantlen core values and market needs Allstudent projects done within local industries and communities will strengthen our community basedapproach The rigour that we have included in our program setting will make students accountable tothemselves to their peers to project clients and particularly to the objectives that they set which willpromote program excellence This prograin also creates opportunities that would encourageexploration of new ideas and global perspectives that would allow students to approach oldproblems in a new way

Linkages between the learning outcomes and the curriculum design an indication whether a workexperienceworkplace term is requiredfor degree completion and if so a description of the purposeand role of the work experience within the program

Program EssenceFocus



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BBA in Marketing Management graduates will bring contemporary applied marketing skills with asound business management foundation to help organizations succeed in a dynamic globaleconomy



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Based on the initial discussions we had with industry and by analyzing many job descriptions wesaw a clear need to provide undergraduates with applied marketing skills and to provide them with asound business management foundation to prepare them to take responsible roles in meetingcompany objectives The job descriptions that we analyzed highlighted key trends in many of theprogram areas that employers are looking for in current graduates Considering all of the above thefollowing broad outcomes have been set for this program

Program Outcomes

Conduct business activities using contemporary social media applications

Analyze quantitative and qualitative information using contemporary web tools to facilitateinformed marketing decision making strategies

Manage communication initiatives to create and implement marketing plans that achieveorganizational goals

Communicate with the organizationsstakeholders using current media options platformstools vehicles

Ensure consistency with organizational strategies through integration of all promotionalefforts activities initiatives points of contact and IMC Integrated MarketingCommunications

Develop creative media objectives strategies and tactics to reach key target markets across allmedia and communication options and platforms

Engage a variety of diverse multi cultural market segments

Develop and manage profitable client relationshipsManage projects and deliver marketing programs events activitiesDemonstrate advanced selling negotiation and strategic account management abilitiesEvaluate and convey quantitative business information to aid decision makingCooperate with the complete range of functional departments within the organization througha sound understanding of business principles and realities

Support organizational and departmental objectivesIncorporate the principles of socially responsible marketing in their efforts to support the longterm success of the organization

Manage the strategic marketing planning process to achieve organizational goalsDemonstrate accountability for the return on marketing investmentAppreciate global business issues and their impact on the marketing functionExperience opportunities to apply course concepts to practical working environmentsAcquire a broad understanding of society to help the organization better relate to itsenvironment

Demonstrate superior interpersonal and presentation communication skills

Apply ethical and social responsibility in decision makingWork effectively within a team and demonstrate leadership abilities

Develop a Can Do initiator attitude and strong work ethic

The following skills are also developed


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Furthermore the degree will provide opportunities for student research and faculty student collaborationin conferences consulting and practice in conmunitybased business settings Students will be enabledto learn in with and about the various business communities that make up Kwantlensregion and applytheir skills and knowledge to local regional national and international business settings In thisintegrated program students will develop a broad range of knowledge attitudes and skills to be effectiveleaders in their careers and communities

Interpersonal skills by listening actively and carefully by articulating a point of viewand by using a range of communicative virtues to achieve understandingCritical thinking and problem solving skills by assessing and interpreting sourcematerials evaluating arguments examining and applying both case based and real worldbusiness client based projects as consulting teams in the development of business andmarketing plan solutions for local and regional businessesTeamwork and leadership skills by working on projects with other students communitygroups and employers by meeting goals deadlines and delivering solid solutions andresults that companies can realistically implement

Writing skills by developing presentations papers and research projectsTechnological skills by using research databases presentation technologies and bywriting and designing material for a variety of projects

As presented in the program concept these are the skills most in demand by employers andentrepreneurs today This BBA will fill the gap identified through consultations with businessowners and managers job descriptions and postings coop postings and external industry advisorsOur research has clearly demonstrated that a disparity exists between what educational institutionsoffer students in the way of required training for marketing management positions and whatemployers need and want in todaysgraduates This BBA will fill a large gap in the LowerMainland for an applied degree in Marketing Management while at the same time preparing thosestudents who are interested to continue on to graduate studies The program will have theadvantages of intensive applied training and an emphasis on marketing management and new mediaanalytics

As the degree progresses and matures and dependent on student corporate enrollment and interestthe committee has discussed and explored future development options that would make appropriatespecific courses outside those offered within the BBA in Marketing Management program throughthe development of Continuing Education Post Baccalaureate and Masters degrees In particularthere are a number of course offerings that are relevant applied and required by industry that at thistime could not be included in the Marketing Management Degree These courses would be attractiveto people in industry looking to upgrade their skills in a particular Marketing Management new


Job Title

NOC

CODE

Estimated

Employment in

2010

ProjectedNew Jobs

2010 to2015

ProjectedNew Jobs

2010 to2015

Future Job

Prospects

Sales Marketing andAdvertising Managers

NOC

061115760 2430 2420

Above

Average

Retail Trade ManagersOC

062139930 1990 7930

AveraRe

Restaurant and Food Services

Managers

NOC

063120090 1060 2810

AverageAccommodation and Service

Managers

NOC

063210340 400 1430

Limited

Other Business Service

Managers

NOC

01231980 20 270

Limited

Business DevelopmentOfficers MarketingResearchers and Consultants

NOC

41635870 1120 900 Above

Average

Professional Occupations inBusiness Services to

Management

NOC

1122 13880 1790 2470

Above

Average

Professional Occupations inPublic Relations and

Communications

NOC

5124 4280 560 650

Above

Average

Retail Trade Supervisors

NOC

6211 18140 1170 1750 Limited

Food Service Supervisors

NOC

6212 5520 320 530 Limited

Potential areassectors of employment

Future Job Growth in Selected Occupations in B0



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media area and for whom the Continuing Education option would fit their busy schedules There arecorporate employees or small business owners who are not interested in a full time degree butrequire upgrading of their skill sets to grow their careers or enhance their competitiveness Thecourse offering format may include condensed and compressed courses to cater to the time andinformation requirements of industry that cannot afford extensive down time

Potential areassectors of employment for graduates andor opportunities forfurther study

The BBA in Marketing Management will prepare students who aspire to seek employment andprogress to management positions within this overall category

Source COPS BC Unique Scenario 2006 and Statistics Canada Labour Force Survey 2006

Title Examples

Sales Marketing and Advertising Managers NOC 0611Retail Trade Managers NOC 0621Restaurant and Food Services Managers NOC 0631Accommodation and Service Managers NOC 0632Other Business Service Managers NOC 0123Business Development Officers Marketing Researchers and Consultants NOC 4163Professional Occupations in Business Services to Management NOC 1122Professional Occupations in Public Relations and Communications NOC 5124Retail Trade SupervisorsNOC6211Food Service Supervisors NOC 6212

0611 Sales Marketing and Advertising Managers

Sales marketing and advertising managersplan organize direct control and evaluate the activitiesof establishments and departments involved in commercial industrial wholesale and ebusiness salesmarketing advertising and public relations They are employed by commercial industrial andwholesale establishments marketing and public relations firms consulting companies andgovernment departments

It is forecasted that the above NOC category will grow by 14 Total growth of 11 for all NOCcategories up to year 2015 Canada wide Statistics for BC indicates that up to year 2013 there will be200300jobs created in this area out of which 104100 will be new jobs while 96200 will bereplacements for attrition due to retirement Overall in BC this category is expected to grow at 18well above the overall percentage of 14

4163 Business Development Officers and Marketing Researchers and Consultants

Business development officers and marketing researchers and consultants conduct research formulatepolicies and manage programs to stimulate industrial and commercial business investment or tourismin urban and rural areas or to promote commercial or industrial products and services They areemployed by government departments intemational organizations marketing firms and businessassociations or may be self employed

Title Examples

Business development officerCommunity economic development consultantEconomic development officerIndustrial development officerMarket researcher

Marketing analystMarketing consultantRegional development analystTourism development officerTourism industry consultant



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1

1122 Professional Occupations in Business Services to Management

This unit group includes those who provide services to management such as analyzing the operationsand managerial methods or functions of an organization in order to propose plan and implementimprovements or analyzing advertising needs and developing appropriate advertising plans They areemployed by management consulting firms advertising agencies and throughout the public andprivate sectors or areselfemployed

Title Examples

Advertising account executiveBusiness management consultantBusiness methods analystConsultant organizational analysisManagement analystOrganizational analystPromotion specialistRecords management specialistResearcher organization and methodsSenior consultant operations management

The Nature of Work Students are being Prepared for



BBA in Marketing ManagementFPP Page 11

In essence BBA in Marketing Management graduates will bring a marketing perspective to theirorganizations or their own business enterprises They would acquire the necessary skill sets to carryout contemporary marketing practices that many firms must pursue under a changing business

landscape in order to be competitive and to grow their critical customer relationships These skill setsinclude areas such as managing the communication process in handling marketing mediamanagement of customer relationship CRM tools business development online business as wellas how to pull it all together into an effective results driven marketing initiative through an integratedmarketing communications plan We acknowledge that many organizations today are greatlyinfluenced by global forces and the graduate will learn to understand and appreciate these influencesThe graduate will typically enter the organization at an operational level but it is intended that theywould move into management positions over time in their careers The purpose of providing thegraduate with a strong business management foundation would be to help them achieve this growth intheir careers in an accelerated fashion We intend that our graduates will develop and acquire strong

numerical skills to analyze business decisions and understand many other business functions of an

organization This skill set will enable the graduate to provide leadership in the market place Ourgraduates will be trained to be accountable for their own actions and decisions

We would like to differentiate the graduates that are produced from the BBA in MarketingManagement degree from our competitors as well as from our own business related degrees asfollows

Differentiation

Focus on the contemporary role of marketing within organizations

Emphasis on applied marketing in addition to strategic marketing decision making and policyformulation

Emphasis on web based business applications graphics and website design keeping in viewindustry need and demand

Specific instruction in new digital inedia including social networking Search EngineOptimization SEO Search Engine Marketing SEM and web analytics

Thorough understanding of the context of business and ability to effectively bring a marketingperspective to the organization

Integration of real marketing experience through the coop program and working on real worldprojects

Inclusion of different organizational structures such as corporate for profit not for profitinstitutional professional services and multinational

Opportunities for Further Study

The BBA in Marketing Management students will be able to continue their education by enrolling ina Masters of Business Administration program Most Masters Programs require students to completea four year undergraduate degree with minimum GPA requirements They are also required to meetthe expected GMAT scores specified by the University The 120 credits that the students completewill be adequate to enter a Masters prograin in a related discipline The following are some examplesof some of the entrance requirements that are stipulated by the University of British Columbia and

Simon Fraser University Masters of Business Administration Programs

UBC MBA Admissions Requirements

Academic Achievements Candidates are recruited from diverse academic backgrounds Typically afouryear Bachelorsdegree or recognized equivalent from an accredited institution is required

Degrees and grading systems differ widely between countries The average GPA for the incomingclass of 2009 was B approx 76 or 33 GPA

SFU Executive Masters in Business Administration Admissions Requirements



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Previous Education An undergrad degree in any discipline with a cumulative grade point averageof 3075 or B average

Students will also have opportunities to enter into Post Baccalaureate Diplomas and GraduateDiplomas based on their credentials

1 Traditional Face to Face Classroom Format


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Delivery methods

The program will allow for traditional and innovative delivery methods The following sections willhighlight different delivery formats identified for this program

The traditional classroom based formats will include lectures written and video cases to support

applied learning carrying out assignments and client based projects with real life situations forstudents to get a firsthand experience in applying classroom content to the business world

Simulations to experience marketing practices would help clarify content and current events to beinformed about what is being applied in corporate settings would also be included Teaching willalso be supported with small group activities assignments academic research presentationsdebates discussions role play and inclass product analysis Assessments will be based on testsexams quizzes written projects peer evaluations on line business launch etc To further enrichstudent learning experiences field visits and workshops will be arranged when applicable Expertguest speakers will be invited to face to face classroom interactions possibly supplemented by suchtools as webinars Students will also have the opportunity to use publisher student supports such aswebsites selftest summary activities reviews etc Students will participate in sales competitionsand will be required to develop portfolios and learning journals The above activities are currentlyused frequently in teaching many courses within the department

2 Blended Learning Systems

The student survey carried out during the program concept development stage indicated that 44 ofstudents favoured using online and other computer assisted mediums for learning The departmentwould like to use blendedhybrid learning systems to further add value to these new courses Wewould like to use the following definition to highlight what we mean by blended learning

Blended learning systems will combine face to face instruction with computer mediated instructionCharles Graham 2006

This would essentially mean that some of the courses in the program will use a mix of face to faceand computer assisted instruction in which online learning will also be incorporated to supplementthe student learning experience We plan to use Moodie or other appropriate platform asestablished by Kwantlen 1ET which is currently supported by our institution as one of the mainplatforms to deliver the blended learning activities suggested below


Fit with our Program

Reasons why blended learning would fit well with our program

Develops practical experience using the emerging tools about which they are learningExpands students perspectives about the potential of such tools by learning through new mediaSuggests possibilities of extending use beyond simple socialrecreational interactionsComplements existing group work practicesDelivers greater flexibility for student time management and alternative delivery optionsSupports constructivist learning most appropriate at higher levels of adult learning

The Possibilities

In terns of course delivery and assessments the following are some possibilities that the marketingdepartment has identified that would be incorporated in the courses

Carrying out assignments with an online componentSupporting the development of MarketingBusiness PlansDeveloping a Meta Course for Marketing All students registered in a MRKT course would beautomatically registered to this Meta course This will create an opportunity for a Kwantlen

marketing community uniting studeius across campuses and across different courses and levels

Students could find department policies code of conduct templates for assignments peerevaluations faculty profiles etc

Completing an EPortfolio which would be an online collection of student work representativeof their BBA Marketing Management learning experiences This will encourage integration ofleaming across courses and provide a vehicle of reflection for students to recognize theirprogress and growing competencies It will also support graduate job searches showcasing bothcontent and technology skills In order to implement this the Mahara eportfolio system whichis currently supported by Kwantlen could be used as a platform Each of the six new courses

designed for years three and four will allocate grades for adding course work to the portfolio

implementation

We plan to implement this in several phases

Phase One Traditional Delivery with Moodle Support for Existing Courses



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Faculty members are to use Moodie Sites that include the course presentation weeklycontent for topics and areas of study and resources and activities to support classroom workfor existing coursesUse of online assignment submission discussion boards quizzes grade book etc areencouraged but are optional



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Phase Two Blended Courses are developed for each of the new Marketing courses

Courses are developed through a committee of faculty members who are expecting to teachthe blended course

Committee development is intended to share workload across teams and ensure consistencyfor students

Blended delivery replaces traditional classroom contact by 30 at minimumTemplate for Preparing a Blended Learning Course Outline Blended Learning in HigherEducation Framework Principles and Guidelines D Randy Garrison Norman DVaughan 2008Students will be briefed to develop their EPortfolio contributions

Phase Three Success of blended marketing classes drives blended delivery development for othercourses in the program

Collaboration and cooperation of other departments is required to deliver a truly blendeddegree

Specific professional development activities for our existing faculty members in order to supportphase one and two will be discussed later in this proposal

3 Accelerated Flexible Delivery

The student survey carried out during the program development stage highlighted a high preferencefor intensive delivery formats The accelerated flexible delivery format will enable the degree to beperceived competitively as compared with other institutions Currently Kwantlen has a 7weekscheduling model used for the summer semester The Marketing Department would like use thisscheduling model to offer courses in an accelerated flexible delivery format in the summer semesterand throughout the year in both or either the fall and spring semesters when this can be supported byKwantlen We suggest offering this as follows during weekday and weekends FridaySaturdaySunday when Kwantlen opens classrooms on Sundays

Weekdays two 3 hour blocks per week and the course to run for seven weeksWeekends FridaySaturdaySunday one 6hour block per week and the course to run for sevenweeks

During the seven weeks period students could take two courses with the accelerated flexibledelivery format and for any one semester a maximum of four courses to be offered to students inthis format Students could take two accelerated courses with other regular courses will be subjectto the maximum number of courses a student could take This we believe would allow our studentsto take courses meeting their schedules without compromising the rigour course outcomes orimpact on other courses This option may not apply to all courses in the program as some coursesrequire extensive client based consultations that typically cant be structured in a seven weeksemester We envision offering the flexible delivery format as student need arises and as consistentwith course and degree outcomes Entry into the program for non business majors will be ideally


5 Participation of Students in External Competitions

facilitated through offering the bridging courses in this format We anticipate that the acceleratedformat will facilitate the recruitment of specialized sessional faculty We will monitor the impact ofthis approach on student performance The blended learning system suggested in section two willfurther facilitate the delivery of courses through this format

4 Speaker Series and Experts in the Classroom


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In order to make the classroom content more relevant and current BBA in Marketing Managementstudents will be exposed to regular speaker series events In order to source speakers thedepartment will liaise with various marketing associations For example based on some initialdiscussions with the British Columbia Association for Integrated Marketers BCAIM thisassociation will help find speakers for the program and an honorarium would be paid to theassociation This will be delivered to a general audience of students and each faculty member willensure their students take part in these events In order to encourage student participation facultymembers will follow up with course work based on the speaker series which would be submitted forcourse marks The speaker series will also be recorded and would be podcasted for later review TheMeta course Moodle site for the department will be used as a destination for these podcasts to belinked Expert subject specific speakers may also be accessed via webinars YouTube and other on

line topic appropriate resources

The speakers will be invited to carry out a private faculty meetingpresentation after the serieswhich will be Professional Development PD for faculty members The details of this will bedescribed in the three point PD plan that will be presented later In addition to these seriesindividual faculty members will also invite experts in their own field to the classroom to speak tostudents on relevant topic areas The department also plans to organize a marketing conference forboth faculty and students that will be based on current themes

The department will also encourage students to register and take part in various competitions thatare directly relevant to the BBA in Marketing Management content These would be marketingcompetitions as organized by the Simon Fraser University practicum simulation competitionsGoogle Ad Words competition etc Participating in these activities will further open opportunitiesfor students to be recognized in their own areas of expertise as well as raising the profile of theprogram

We are also suggesting that students who are active in student organizations be granted bursaries toattend conferences from funds sourced through the Kwantlen Foundation Scholarship and theBursary Program and through specific named scholarships from the business community asdeveloped by students in such courses as MRKT2360 Selling and Sales Management course Thiswill encourage student participation in industry and other events associated with their discipline andincrease the profile of the students


6 Cross Departmental Projects

7 Coop Options




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We are suggesting that our students be involved with other student projects across other facultiesthat would provide relevant exposure to improve real world application of cross faculty knowledgeFor example the new marketing course Managing the Communications Process will teach studentshow to manage web site and graphics development along with other media formats This will allowstudents to carry out projects with the GDMA program where the designers and marketing strategyplanners work together in managing the clientagency interaction This type of cross departmentalproject could also be done with other departments such as Public Relations and InformationSystems

Employability skills have been an integral part of all Kwantlen courses since the early days of theinstitution With our current polytechnic status the BBA in Marketing Management programessence is about providing our students with contemporary applied marketing skills and a soundmanagement foundation in helping organizations to succeed in a global context

In meeting this essence incorporating a coop model to the program would be a key differentiatorThe marketing faculty of the School of Business has a history of working closely with the CoopDepartment in encouraging students to take coop in their first and the second year levels of studyThe following would be the suggested coop model for different student groups who enter theprogram at different levels to the BBA in Marketing Management degree

A diploma student who takes the two co op work terms in years one and two enters the BBA inMarketing in year three and wishes to have the Coop designation for the degree will be required todo two more work terms in years three and four and will be awarded 18 additional coop creditsWhen graduating from the degree they will have completed four work terms with 36 coop creditsand have completed three coop courses in the diploma which are Coop 1101 2101 and 2301

A diploma student who enters the BBA in Marketing in year three without coop in years one andtwo and wishes to have the Coop designation for the degree will be required to do two work termsin years three and four and be awarded 18 coop credits and will also be required to complete Coop1101 When graduating from the degree this student will have two work terms and have completedCoop 1101

A student who enters the BBA in Marketing Management in year one and who wishes to have a Coop designation will be required to do two work terms in years three and four which will be awarded18 coop credits They will be also required to complete Coop 1101 When graduating from thedegree this student will have two work terms and have completed Coop 1101 Alternatively thestudent also has the option to complete the 2 work terms in the marketing diploma first 2 years ofthe degree and then complete 2 more work terms in the 3rd and 4th year If this option is takenthen when graduating from the degree the student will have 4 work terms and 36 coop credits

The above options have been discussed with the Coop department and both departments haveagreed on this model to be applied to this degree

8 Practicum

The practicum is organized as follows

9 Alignment with Marketing AssociationsIndustry Partnerships



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The practicum will be the capstone course that will integrate all the key learning outcomes in thecourses that students have completed in the program It will count as 6 credits towards the totalcredit requirements to graduate For a student to qualify for the practicum they will be required tocomplete 48 credits at the 3 and the 4 year level

Students will complete a comprehensive project for a client organization that involves the

integration of skills and theory learned throughout the degree and which focuses on a problemor situation that is new to the client

Students will refine skills related to written oral presentations and class work will includeadvanced topics in leadership and project management

Students will analyze the business and marketing environment and manage design prepare andpresent a comprehensive marketing plan that will meet the clients needs

Students will be required to select a client organization and carry out the followingo Gather needed industry and company information and data for analysis and

interpretation

o Practice the integration of marketing skills and concepts learned throughout the degree

o Analyze target consumer groups and their decision making processeso Identify and analyze the competitive environment and industry dynamicso Study and recommend changes to the companysmarketing communication programso Study and recommend changes to marketing budgetary and control systems

o Evaluate and develop financial aspects of product and marketing activitieso Identify company policies and decision making framework and recommend changeso Identify company marketing strategies and tactics and recommend changes

Students will be graded for carrying out the research project 15 developing the final reportto the client 25 final presentation and defense 15 taking part in the launch of an on linebusinesssimulation 30 developing an eportfolio with all the work carried out to date 5and writing the major field test 10

In order to make our program more current and relevant we would be aligning our program eventswith various marketing associations and would like to form industry partnerships with such firms asCossette West a full service Vancouver based advertising agency We would work with the

BCAIM BCAMA chapter for students and encourage our students to attend their meetings Wewould explore the opportunities to conduct webinars from these meetings We would also like torelease researchpress releases to these organizations about studentfaculty research developmentsFaculty members will be involved in this process and will provide education liaison support to the

students in this process

Program strengths



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Based on the program outcomes new courses developed and delivery techniques we identify thefollowing to be our main strengths associated with the program

Small classes would provide access to faculty members and more attention to individualstudents needs

Course content was developed based on the main job descriptions as required by industry andthe industry driven nature of the program content would be a key strengthPracticaUapplied nature of this program would prepare our students to handle work relatedchallenges and make them job readyInstructors with industry experience would bring a practical dimension to this program

Contemporary content will distinctively differentiate the BBA in Marketing Managementdegree from competitive programsThe combination of technology used for program delivery and incorporating technologicaltrends in the curriculum will make our program sought after by industry

Flexible nature of delivery would make this a program of choice for students

External expertise to deliver course content will keep this program current and relevant

An overview of the level ofsupport and recognitionfrom other postsecondary institutions andrelevant regulatory or professional bodies where applicable and plans for admissions and transferwithin the British Columbia post secondary education system

The program concept and the course content was subjected to external feedback from variousindustry personnel

Transfer students will be admitted to the program at year three as long as they meet the entryqualifications specified in the program These students will be required to complete 60 transferablecredits at the undergraduate level from any recognized college including the required bridgingcourses or transferable equivalents with a minimum cumulative GPA of 27 or higher and a C orhigher in Accounting and a C or higher in Statistics The admission requirements for transferstudents and others will be further highlighted under the admission requirements section of thisreport

With regard to credit for prior learning the School of Business Curriculum Committee hasconcluded that due to the experiential natureadvanced content of courses in years three and fourprior learning assessment is not possible at this level

Related programs in the institution or other British Columbia postsecondary institutions Indicaterationale for duplication ifany

The following table highlights BC universities offering undergraduate degree programs inMarketingMarketing Management


University Program j CoOp DisciplineSimon Fraser

University

Bachelor of Business

Administration in Marketing

majorhonours

Yes MarketingMarketingManagement General

Thompson Rivers

University


Administration in Marketing


Thompson Rivers

UniversityBachelor of Commerce in Marketing No MarketingMarketing

Management GeneralTrinity Western

University


Administration 111 Marketing

No MarketingMarketingManagement General

Trinity Western

University


Administration in Marketinghonours

No MarketingMarketing

Management General

University of BritishColumbia

Bachelor of Commerce in MarketingVancouver


University ofNorthern British

Columbia

Bachelor of Commerce in Marketing Yes MarketingMarketingManagement General

Table 2 BC universities with undergraduate marketing degree programs

Source Association of Universities and Colleges of Canada

Based on the above Simon Fraser University is the only institution in the Kwantlen region to offer asimilar degree A closer look at the program will highlight that the degree offered by Simon FraserUniversity is a general Bachelor of Business Administration Degree with a Marketing specializationRegarding credential information this program is reported under CIP code which is 5201 BusinessCommerce and not as a marketing degree

Kwantlen Polytechnic University Marketing Management Diploma and Certificate programheadcounts survey for academic years 200607200809 indicate that almost 80 of the students whoare enrolled in Kwantlensmarketing programs live within the Kwantlen region mostly in Surreyand Richmond Also past statistics indicates that the majority of the students in the MarketingManagement Certificate and Diploma programs remain at Kwantlen For example a total of 217Marketing Management students from the fall 2007 semester continued their studies either atKwantlen or another public post secondary institution in BC in the fall 2008 semester Of these 217students 94 remained at Kwantlen either in the same program or another program 2 transferredto research universities in BC and 4 transferred to another institution within BC Source degreeproposal review report presented by the Office of Institutional Analysis Planning November2009

This suggests that the program will fulfill Kwantlen students educational needs Also the

contemporary and the current nature of this program will distinctively differentiate the programcontent from other universities making the suggested program more relevant in meeting industryrequirements This will certainly aid our students in securing jobs in their areas of interest and alsocreate a supply of graduates with jobready skills



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Curriculum Design

a List the required courses and indicate which courses are newto be developed



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1 2 Year Course Mix Existing courses1 ENGL 1 100 Writing Reading and Thinking2 ACCT 1 I30BUQUI130 Business Mathematics3 ACCT 12308000 1230 Business Statistics4 MRKT 1199 Introduction to Marketing

5 CMNS 1 140 Introduction to Professional Communication

6 ACCT 1110 Principles of Accounting 17 ECON 1150 Principles of Microeconomics8 CBSY 1105 Introductory Microcomputer Apps

and one of

9 BUSI 1210 Essentials of Management

BUS 1215 Organizational Behaviour 1and one of

10 CBSY 2305 Advanced Microcomputer ApplicationCBSY 2310 Advanced MS Office and Internet

I l MRKT 1235 Small Business Essentials

12 MRKT 1299 Consumer Behaviour

13 MRKT 2333 Marketing Management I14 MRKT 2340 Marketing Research15 MRKT 2360 Selling and Sales Management

16 MRKT 2444 Marketing Management 11

Electives Select Two

1718 MRKT 2111 Marketing Online

MRKT 2321 Retail Management 1

MRKT 2401 Advertising

MRKT 2430 Marketing Simulation

MRKT 2455 International Marketing

1920 Two courses from either the list of approved BLib Ed Electives

or from the list of Econ courses numbered 1100 or higher andor

Applied Communications numbered 1100 or higherTotal Credits for year 1 2

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

6 credits

6 credits

60 credits

For years I 2 all the listed courses are existing courses that would be part of the current Diploma inMarketing Management

Year 34Course Mix Existing and New Courses

3

Year

I ENTR 3000 Advanced Professional Communication

2 ENTR 3110 Advanced Organizational Behaviour3 ENTR 3120 Managerial Accounting4 ENTR 3130 Production Operations Management5 ENTR 3140 Entrepreneurial Marketing6 ENTR 3150 or ECON 3150 or ECON2350 Business Economics7 MRKT3211 Managing the Communications Process New8 MRKT3240 Marketing Information Management New9 MRKT3311 Marketing in a Digital World New

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

3 credits

4th

year

10 ENTR 4110 Business Leadership

Prerequisites ENTR3000 31 1011 MRKT4160 Business Development New12 MRKT4201 Integrated Marketing Communications New

Prerequisites MRKT3211 and MRKT3311

13 MRKT 4177 Contemporary Issues in Marketing

Prerequisites 60 credits at the 1100 or higher level including ENGL1 100 and MRKT 1 199

1415 MRKT4330 Marketing BBA Practicum New

Pre requisites ENTR3000 and ENTR3110 and ENTR3120 andENTR3130 and ENTR3140 and ENTR3150 and ENTR 4110 and

MRKT3211 and MRKT3240 and MRKT3311 and MRKT4I60

and MRKT4201

Co requisites MRKT4I77

3 credits

3 credits

3 credits

3 credits

6 credits

16 PHIL 3033 Business Ethics or LBED 4210 Ethics and Social Issues

1720 Select 4 liberal education courses Note These courses could be taken at

any point in year 3 or 4

Total Credits for years 34

English Requirement One post secondary English course such as ENGL 1100is a graduation requirement for all Kwantlen degrees If English was not takenprior to BBA entrance students must take ENGL 1100 or equivalent in additionto the above courses

3 credits

12 credits

60 credits

3 credits

For 3 and 4 year the new courses that are developed are highlighted in bold

It is highly recommended that students in the BBA Marketing Management program complete ACCT2293 OR ACCTI 110

AND ACCTI 210 before registering for ENTR3120 Managerial Accounting2 11 is recommended that students in the BBA Marketing Management program complete ENTR3120 before registering forMRKT3240 Marketing Information Management




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The following essential skills are built into the courses in meeting the requirements specified with theprogram aims goals objectives They will also correspond with the essential skills as identified byKwantlen Polytechnic University

Creative Thinking and Problem Solving Skills

identifying problems that will be the cornerstone of the term projectspreparing proposals for faculty and clientspresenting creative solutions to project client problemsfacilitating the creative problem solving process using a variety of techniques such as brainstorminganalogy probing attitude analysisidentifying the impact of solutions on resources personnel financial time etcevaluating information for accuracy relevance and importanceanalyzing case and project problemsidentifying problems in customer perceptions and gaps in organizational communicationpreparing creative briefs for clients including art work and copycreating solutions to communication challenges faced by clientsidentifying key consumer insights to determine a marketing strategycreating marketing messaging appropriate to different mediadefining and articulating the problem or shortcoming of an online marketing strategyidentifying constraints and limitations in marketing case studies andor real life scenariosproposing solutions for improving online usercustomer experienceevaluating on line marketing tactics used to drive web trafficmonitoring and recording conversion rate information accuratelydefining and articulating a variety of marketing problemsidentifying areas where information is insufficient for decision makingidentifying constraints and limitations of marketing researchdocumenting the systematic marketing management decision making processthinking critically and acting logically to evaluate a variety of marketing situations

Oral Skills

presenting proposals progress reports and projects in a convincing and credible mannerconducting team meetings and discussion sessionsmaking informal presentations in class and in small group workorganize and conduct meetingsdelivering an effective oral presentation to inform or instruct or persuadeusing strategies to encourage conversation and discussiondelivering creative briefs to clients in a succinct and concise mannerpresenting in a formal articulate manner integrated marketing communication plans to clientsparticipating actively in group and class discussionsparticipating in business and small group meetingspresenting findings from a marketing case study andor reallife analysisasking questions to better understand the marketing problemconversing in a professional manner using appropriate marketing terminology


presenting research findings to colleagues and clients and persuade them to adopt and implementrecommendations

making impromptu presentations of findings to colleagues and clients

Interpersonal Skills

developing and maintaining effective relationships with team members and clientspresenting information in such a way as to influence judgment and decision makingdeveloping a professional reputation with the team and client for logical effective and ethicalconduct and research

challenging assumptions and traditions constructively

recognizing and managing stress in oneself and othersworking collaboratively with otherslistening attentively and reflectively to other team members points of viewresolving concerns or issues brought forth individually or in a groupproviding constructive feedbackworking effectively in small groupsproviding constructive feedback to presenters

managing conflict and team dynamicscommunicating creative requirements to designers and external agency personnel

Teamwork and Leadership Skills




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developing a team project plan and schedule

working as a participant or leader in team meetings

contributing to the team in regards to all proposals and group presentations

working independently and as part of a team in class work and to complete the major course project

positively reinforcing the contributions of others

evaluating personal and organizational characteristics skills and strategies that facilitate

accomplishment of mutual goals

building a positive team culture that strives for consensuscoaching other class mates and team memberstaking initiative within the group with respect to accomplishing team goalscontributing to group projects actively and positivelyevaluating individual performance against accomplishments and stated goalspreparing and following schedules to meet group and client deadlinesresolving conflicts with colleagues in a professional mannerdeveloping rappon with classmates group members and clientscompleting course requirements on time and in order

Personal Management and Entrepreneurial Skills

locating and developing a comprehensive course projectattending class regularlydeveloping detailed personal project planssetting and achieving project goals and objectivesworking to satisfy expectations of others clientelesetting high performance standardsdeveloping the ability to handle stressbalancing personal and working responsibilitiesrecognizing marketing opportunities and mobilizing appropriate resources to develop and exploitbusiness opportunitiesmeeting high performance standards and precise marketing metricsperforming all tasks ethically honesty and with a high degree of personal integritytaking responsibility for actions and decisions on individual assignments presentations andexaminations

adapting to a variety of new marketing situations and client demands by applying andor updating hisor her information management knowledge and skillsdemonstrating initiative motivation energy and persistence to complete reports and deliverypresentations by deadlines

Writing Skills



planning and writing proposals and reportscommunicating effectively using electronic mailcreating and producing a variety of different documents including memos short reports letters andother industryspecific documentspresenting ideas in a clear concise mannercreating a written integrated marketing communication planediting revising and proof reading promotional copyproducing a variety of communication documents to satisfy specific media and industry requirementsplanning and writing proposals and reportsdeveloping written materials for a variety of mediawriting assignments plans and reports that are clear accurate and professionalrevising editing and proof reading written work prior to submissioncreating proper industry documentation for creative briefs usability guidelines and informationarchitectures

producing professional marketing reports that incorporate headings lists and layout techniques toprovide access to information more quickly for clients

Reading Information Skills

reading and interpreting texts articles and other materials as part of course workreading and interpreting primary and secondary information sourcesreading and interpreting electronic informationcomprehending and interpreting detailed business information from textresearching secondary information sources including print libraries and electronic data basesinterpreting data and information as it relates to marketing communication


Visual Literacy

Mathematical Skills




FPP Page 26

recognizing and defining technical terms related to emerging trends and technologycomprehending and interpreting conversion rates and performance datareading to locate specific informationrecognizing and defining terms related to marketing information management and marketing researchsummarizing written materialscomprehending and interpreting marketing information from industry publicationssearching for information in the marketing and industry specific literature print libraries electronicdata bases company records CDRom and Internet tools etc

creating multimedia presentations

understanding and applying the fundamentals of good graphic design

evaluating the visual effectiveness and consistency of online marketing tools web enewslettersonline advertisements

interpreting graphics common to business documents graphs charts tables etcselecting the most effective graphic to convey information for a given situationcreating multimedia presentations to infonn clients of research results and persuading them to supportand implement recommendations

developing and analyzing financial statements ratio inventory production capacity analysis andother financial analysis that are fully costed and with supporting justification of all financial numbersin support of the operational client organization Each recommendation will have a metric attachedto it so the operational organization client can measure the success or failure of the activityundertaken

applying a variety of mathematical techniques with the degree of accuracy required to solve problemsand make decisions IRR NPV ROI BreakEven Ratio and other analysesperforming conversion rate calculationsrecognizing marketing situations that require mathematicsestimating probable answers to quantitative marketing questionsdeciding on the degree of accuracy required for answers to marketing questionsperforming basic computations with rational numbersexpressing answers to quantitative marketing questions in a clear mannerusing appropriate technological tools to perform mathematical calculations accuratelyassessing potential mathematical strategies for suitability and effectiveness for a variety ofquantitative marketing problemsapplying a variety of mathematical techniques with the degree of accuracy required to solvemarketing problems and make marketing decisionstransferring the use of mathematical strategies from one marketing situation to anotherdeveloping accurate targeted communication budgets to satisfy client needsassessing financial performance and monetary return on promotional dollars invested

Intercultural Skills

working with students and clients with varying cultural backgroundsworking within the intercultural milieu of the larger communitydeveloping marketing plans to address needs of a potentially diverse market segmentintegrating global and multicultural needs of customers and clientsrecognizing the importance of localization of websites for global andor culturally diverse audiencesrecognizing and respecting diversity and individual differencesrecognizing workplace and community customs currently in practiceresponding in a sensitive manner to different cultural practices and attitudes as they relate toworkplace communication in a multicultural environmentunderstanding the importance of cultural practices and attitudes within a larger customer marketbuilding relationships with a variety of multicultural communities through targeted media campaignssegmenting larger markets to identify and serve smaller multicultural markets with integratedmarketing communications

Technological Skills

Citizenship and Global Perspective



FPP Page 27

using electronic means to communicate conduct research and gather informationusing a computer as a time management toolusing a computer to create materials as part of course requirementsusing telecommunications tools to gather and distribute news and information such asemail socialmedia etc

being aware of graphic design technology applications and limitationsperforming basic website maintenance through the use of content management systems CMSevaluating and select web analytic softwareexplaining the fundamental architectural issues related to the design build and usability of websitesselecting and applying task related technology such as word processing software graphicsspreadsheets as are appropriate for marketing information managementusing clientindustry computer generated documentsunderstanding the growing importance and impact of technology as it shapes modern communicationapplying the appropriate technology to create the most effective form of marketing communication

understanding and applying advertising ethical standardsunderstanding legal and ethical issues of on line marketing such as permissionoptin emailmarketingresearching and applying contemporary best practices in online user privacy and securityassessing his or her own knowledge skills and attitudes in relation to local and global concernsdeveloping a responsible attitude toward society and the environmentanalyzing local and global issues from multiple perspectivesdeveloping informed responses to local and global issues from both his or her personal perspectiveand that of the organizationdemonstrating an understanding of interconnected local and global issues as they relate to theindividual and the organization


FPP Page 28

b In an appendix list the courses along with their calendar description and prerequisites

Appendix A will highlight all the courses listed above the calendar descriptions and prerequisites

Program Delivery

a Erplain the learning methodologymethodologies to be used

Under delivery methods different delivery formats associated with the BBA in Marketing Managementwere presented Some of them include the traditional face to face classroom format blended learningsystems accelerated flexible delivery formats speaker series and experts in the classroom participationin external competitions cross departmental projects coop the practicum and aligning with marketingassociations and industry partnerships

The learning methodologies associated with the above have used the androgogical techniques to provide aparticipatory and collaborative leaming environment These techniques will merge theory withexperiential leaming methods focusing on providing the students with applied skills as required by theindustry

Learning methodologies while meeting the overall program outcomes will specifically enhance theessential skills identified above They will include creative thinking and problem solving skills oralskills interpersonal skills team work and leadership skills personal management and entrepreneurialskills writing skills reading and information skills visual literacy mathematical skills intellectual skillstechnological skills and skills associated with citizenship and global perspectives These are essentialskills that will differentiate our program from the rest and develop job ready skills with our students

Through the suggested blended learning system students will be exposed to the use of technology whichwill expand their learning beyond the classroom The program content also presents contemporarytechnology skills which have changed the landscape of doing business and marketing today in theindustry The learning methodologies will further develop technology acumen among the currentmillennial generation of students

Other program delivery methods were also suggested which would expose the student to the industry indifferent ways The speaker series participation in competitions and aligning with industry willessentially ensure that the content that students are exposed to will be kept current

Students who choose to carry out the coop option will gain valuable work experience while completingthe degree and will bring rich work related experiences back to the classroom The work placements inyear three and four will ensure that they will be exposed to skills appropriate work positions with moreresponsibilities and gain the fine balance between doing the job and getting a job done

The practicum will allow the students to showcase their learning and demonstrate their readiness to takeon the challenges of the real corporate world The consultative nature of the practicum with a real clientwill allow them to translate what was learned from all other courses into one cohesive project thatencompasses the integration of knowledge


Admission Requirements

a Describe the admission requirements for this program


FPP Page 29

In the traditional face toface classroom environment there were many delivery methods that were

highlighted These different techniques will provide students with an opportunity to develop multipleperspectives in approaching a common business and marketing opportunity or challenge The small classsizes traditionally used at Kwantlen will give students an opportunity to interact with their peers andinstructors creating an environment of learning supported through participation collaboration andapplication

The BBA in Marketing Management student will have several points to enter the degree program Thefollowing sections will highlight the entry requirements set for year one and year three entry accesspoints

For Students who enter the program in first year the admission requirements are met by thefollowing

BC English 12 or the equivalent with a minimum C grade

A first year level English course is required for all Kwantlen degrees Students wishing to complete theprogram without having to undertake any preparatory courses must enter with a B grade in English 12 orthe equivalent prerequisite

In addition to the above students will be required to meet the general admission requirements of theUniversity

For students admitted to year one of the program continuation into year three requires successfulcompletion of 60 credits of the year one and year two program requirements and

A program GPA of at least 2 7Successful completion of the first year English andApplied Communications requirementsA grade of C in Accounting and Statistics

For Students entering the program in year three upon completion of two years of study theadmission requirements are met by one of the following

Completion of a business related diploma from a recognized college or university with a minimum of60 credits a cumulative GPA of 27 or higher and a C or higher in Accounting and a C or higherin Statistics

Completion of 60 transferable credits at the undergraduate level from any recognized collegeincluding the required bridging courses listed below or transferable equivalents with a minimumcumulative GPA of 27 or higher and a C or higher in Accounting and a C or higher in Statistics


Faculty

The required bridging or equivalent courses include

o ACCT 1230BUQU 1230 Business Statistics or MATH 1 115

2300 or SOCI 2365 or CRIM 2103

o ACCT 1130B000 1130 Business Mathematics or MATH 1

o ACCT 2293 Introduction to Financial Accounting or ACCTo MRKT1199 Introduction to Marketing

o ECON 1150 Principles of Microeconomics

a List thefaculty and their areas of specialization


FPP Page 30

or MATH 2341 or PSYC

120 or MATH 1140I I I0 and ACCT 1210

Exit Requirement ENGL 1 100 is a requirement for graduation from the BBA in Marketing Management

The following would be the members of the faculty and their credentials who have been assigned to theMarketing Department to teach various marketing courses identified in the degree

Browne Patricia BA Hons Qu MA San Diego State

Cheema Chamkaur BA Vic BCMBAQu

Crockett Robert BA Alta MASFU

Dhaliwal Harjinder BA W Ont MBAVic BC PhD Capella MN

Fawcett Daniel BComm Alta MBASFU

Ho Philip BSc HK Polytech MSc Stirling

Ip Pamela BA Hons QuMBAIII

Leigh CPaul BSc New BrMBADal

Niosi Andrea BAUBCMBAUBC

Owczarczyk Ewa Dip Bus AdminBCITMBA Royal Roads MSc Warsaw School

of Economics

Perera Nishan Prov Ins Dip BC Dip M CIM UK MBASri J

Renwick Kim BComm Sask MBABellevue

Simon Richard Cert Professional TeachingUBCCert Child Care Counselling BC

BPEUBCMEd W Wash

Wallace Keith BA Middlesex MSc Salt

Bickell Amanda BASc Guelph ONMBAAthabasca

Raza Imran BBA Karachi MBA Karachi


b In an appendix provide the list offaculty along with a briefcurriculum vitae for each

Please see Appendix B for the curriculum vitae of the above faculty members

Program Resources

a Describe the resources that will be required to mount this program includingLibrary resourcesComputer and cornputer accessClassrooms laboratories and equipmentExisting and shared resources at the institution or at other institutions that will be used tooffer the programAdditional resources that will be required to offer this program

Resources Required

Library Impact Assessment

Library Impact Assessments have been conducted for the new BBA in Marketing Managementprogram to establish budgetary and purchasing priorities that will be met in order to support newcourses in development See appendix C The librarian has commented as follows on theimpact assessment Generally KwantlensMarketing and Entrepreneurial LeadershipCollections are both strong and have been growing steadily for the last few years However theareas of Marketing Information Management Integrated Marketing Communications andBusiness Development will need some growth as these will serve new courses

Classrooms Computer Labs

The BBA in Marketing Management is mainly built around many courses that are currentlyoffered in various departments within the School of Business and is within the scope ofequipment that is already available within the university

Degree Coordinator

Degree coordination will be critical in taking this new degree forward as planned It will ensureconsistency and will help bridge between curriculum and some of the innovative deliverytechniques mentioned earlier in the proposal Given the nature of courses that are drawn fromother programs in year three and year four a degree coordinator will also assist educationplanning scheduling monitoring student succession and progression and carrying out otherissues related to implementation

Advising and Support Services

As highlighted in the program concept a 05 FTE for an advisor and a 025 FTE for an admissionsassistant were requested to carry out the functions associated with the degree The role of an advisor isextremely important given the different courses that students draw from other programs




New Media Experts Series


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As presented in the program concept these are the resources required to support the guest speaker seriesthat have been identified under the delivery formats

Professional Development

As highlighted in the program concept providing support with professional development to the existingfaculty members to teach the areas identified in the new degree would be extremely important In order tosupport this a three pointlevel PD plan is presented below

Level 1 PD Professional development to faculty members to use blended learning techniquesCurrently a subcommittee within the department has already undergone training to use Moodie basedlearning support systems for teaching As highlighted in the blended learning systems delivery optionin order to implement phases one and two suggested earlier level 01 PD is initiated to the entiredepartment All department members will be exposed to the use of Moodle for pedagogical designduring the summer of 2010

Level 2 PD General technological trends used for marketing All the faculty members will beexposed to some of the contemporary technological trends that are currently being used for marketingand to carry out business functions Some of the training for this section will be by the professionalspeakers that are invited while others would include inviting industry experts to speak to facultymembers during department meetings or at special sessions All department members will be exposedto the use of general technology such as social marketing new media facebook etc for pedagogicaldesign during the early part of the summer of 2010

Level 3 PD Course specific PD for identified faculty members Faculty members who have beenidentified to teach the new courses will be exposed to this specific training that will help them todeliver the content associated with the courses they have been scheduled to teach Currently a list ofpossible PD activities is being identified by a committee to help initiate these PD activities

b Provide the intended implementation schedule for the new program and evidence of theappropriateness of the schedule given the timing of the proposal and readiness of the institution tooffer the program

We plan to offer this program in September 2010 Students could enter this program in year one or inyear three Students who register for this program as a direct entry to the degree from year one will gothrough the current courses offered in year one and two of the Diploma in Marketing Management

As highlighted in the program concept under student numbers we envisage that the majority ofstudents will join our program in year three after completing their Diploma in Marketing ManagementStudents who wish to enter year three will be able to enroll in some of the existing courses drawn fromthe BBA in Entrepreneurial Leadership program The six new courses identified for the degree havebeen developed and will be subjected to approval The plan is to offer at least two of these newcourses in the fall of 2010 Faculty members that will teach these courses will be identified fromamong the existing faculty In terms of recruiting students a database of interested students will beidentified in due course and arrangements will be made to recruit the first batch of studentsDiscussions on implementation issues have been initiated


Program Consultation


FPP Page 33

a Provide a list and brief explanation of the nature of the consultations that have occurred in thedevelopment of the degree program

The degree development team analyzed a large number of job descriptions from the industry in orderto identify new courses and their content

There have been several rounds of external consultations that have taken place Round one and roundtwo were carried out during the program concept development stage getting industry feedback on theprogram outcomes list of courses etc Round three was carried out during the full programdevelopment stage Round four was based on receiving comments on the six new courses that weredeveloped Several industry personnel employers professional associations consultants andacademics were contacted byemail and one to one interviews and two focus group studies wereconducted

The list of people contacted is attached in Appendix E Also several prominent industry personnelemployers professional associations consultants and academics were identified to form an advisorypanel for the degree The suggested names are listed in Appendix D of this proposal

b Attach all written comments both positive and negative from

Relevant employers

Relevant professional associations

Program advisory committees

Other British Columbia institutions this will include comments provided through the peerreview process on the Post Secondary Institution Proposal System

Institutions outside British Columbia

Experts in the proposed field ofstudy and

External academic consultants

The detailed feedback received by the above external consultations is attached in Appendix F ofthis proposal Also the letters of support received for this degree are also attached to Appendix G


CoreElectives

Existingvs New

Course

Number

Course Title Calendar Description

I and 2 year coursesCore

CourseExisting ENGL 1100 Writing Reading

and ThinkingStudents will learn to apply principles of rhetoric and critical analysis in response toselected readings which will include examples of scholarly writing and academicargument They will develop their writing skills through exploratory writingacademic argument and critical analyses of material from a variety of contexts

Prerequisites English 12 B or ENGQ 1099 or ABEE 0091 or ENGP 1091 orABEE 0092 or ABEE 0097 or ENGP 1097 or Kwantlen English Placement Test oran LPI Essay score of 30 Level 5 or ELST 0381 0383 B

Core

CourseExisting ACCT 1130

BUQU1130

Business

MathematicsStudents will learn methods and procedures of business mathematics including themathematics of merchandising interests annuities and investment decisions

Core

CourseExisting ACCT 1230

BUQU1230

Business

StatisticsStudents will learn several statistical concepts methods and procedures used inbusiness including frequency distributions probability theory sampling estimationhypothesis testing linear regression and dccision theory Microcomputer applicationwill form pan of this course Students will be expected to know or to acquire ontheir own basic Excel skills

Core

CourseExisting CMNS 1140 Introduction To

Professional

Communication

Students will learn how to analyze context and audience determine purpose messagecontent visual design and media in order to create written workplace messages thatcan be received understood used and retrieved with speed and accuracy

Core

CourseExisting ACCT 1 110 Principles of

Accounting 1Students will learn the theory and practice of recording and reporting financial eventsfor service and merchandising businesses with consideration of accounting forproperty owned by businesses

Core

CourseExisting ECON 1 150 Principles of

MicroeconomicsStudents will learn how markets operate Topics covered include the nature andmethod of economics scarcity specialization and exchange supply and demandanalysis elasticity consumer behaviour economics of the firm perfect competitionmonopoly and market failure

Appendix A Calendar Descriptions and Prerequisites of all Courses in the BBA in Marketing Management Degree

O O


FPP Page 34

O

CoreElectives

Existingvs New

Course

Number


Core

CourseExisting CBSY 1105 Introductory

MicrocomputerApps

Students will examine basic computer hardware and software concepts and theInternet They will use the Windows operating system spreadsheet softwarepresentation software and word processing software to develop solutions for businessproblems The current software in use is Microsoft Windows and Microsoft Office

Elective Existing BUSI 1210 Essentials of

ManagementStudents will learn the principles of management through an indepth examination ofthe universal functions of management planning organizing leading andcontrolling They will explore the role of managers as decision makers responsiblefor achieving the strategic goals and objectives of organizations Students will studycontemporary management practices concepts and issues including key contingencymodels strategic analysis tools quality control techniques and perspectives onmanagerial ethics

Elective Existing BUSI 1215 OrganizationalBehaviour I

Students will learn how the behaviour of individual Students will learn how the

behaviour of individuals and groups in work environments affect organizationalperformance Topics will include individual attributes motivation theories andstrategies group dynamics teamwork organizational structure job designleadership organizational culture and politics communication conflict stress andchange management Special emphasis is placed on diversity cross cultural issuesand ethical conduct in organizations

Elective Existing CBSY 2305 Advanced

MicrocomputerApplication

Students will identify and solve business problems using database spreadsheet andaccounting software The students will research business opportunities write projectdescriptions develop as project using the application software prepare userdocumentation and present the results in a written form The current packages in useare Microsoft Windows Microsoft Office and CA Simply Accounting

Prerequisites CBSY 1105 and ACCT 1110 or 2293 or 1160Elective Existing CBSY 2310 Advanced MS

Office and

Internet

Students will learn to identify business problems and solve them using databasespreadsheet word processing tools Web page development and Internet browsersoftware They will integrate the various current software components of MicrosoftOffice FrontPage and NetscapeInternet Explorer in solving these problems

Prerequisites CBSY 1105


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CoreElectives

Existingvs New

Course

Number


Core

CourseExisting MRKT 1199 Introduction to

MarketingStudents will learn the fundamentals of marketing and explore the relationshipsbetween companies their customers and their competition They will examineconcepts that are integral to the field of marketing including marketing environmentcustomer behaviour marketing research product analysis distribution pricingstrategies and promotion They apply these concepts in solving marketing problems

Core

CourseExisting MRKT 1235 Small Business

EssentialsStudents will learn the fundamentals of small business ownership in a Canadiancontext They will learn business planning essentials such as environmental andmarketing analysis ownership options operational design production and finance tofacilitate integration of these into a business plan They will also learn a variety ofchallenges associated with managing an ongoing firm

Core

CourseExisting MRKT 1299 Cunsuu er

BehaviourStudents will explore buyer behaviour and motivation using key theories fromvarious social sciences including Anthropology Sociology and Psychology andapply these theories in contemporary marketing situationsPrerequisites MRKT 1199

Core

CourseExisting MRKT 2333 Marketing

Management IStudents will learn to combine fundamental marketing concepts with provenorganizational management practices Particular attention is focused on the planningprocess innovation and product development and managerial control This materialis approached using lectures and case studies

Prerequisites MRKT 1299 and ACCT 1230 or MATH 1115 or PSYC 2300

Core


ResearchStudents will learn the theory and practice of marketing research as an aid tomanagement decision making They will work on a real life researchprojectPrerequisites MRKT 1299 and ACCT 1230 or MATH 1115 or PSYC 2300

Core

CourseExisting MRKT 2360 Selling and Sales

ManagementThis course begins with the theory and skills of professional selling and leads to apractical selling project Students are introduced to basic selling processes includingprospecting needs analysis and formal sales presentations Students will undertake areal life sales project that will require them to meet activity and sales targets Thesales management function is also examined in depth

Prerequisites MRKT 1 199


FPP Page 36

O

CoreElectives

Existingvs New

Course

Number


Core


Management IIStudents will apply marketing principles and methods from previous courses in thepreparation of a detailed professional marketing plan for a real client Strongemphasis is placed on analytical critical thinking and research skills as well as asolid application of marketing concepts as students develop and present their detailedmarketing plan For much of the semester students will work independently in thefield and one onone with the instructor

Prerequisites MRKT 2333 and MRKT 2340

Elective Existing MRKT 2111 Marketing Online Students will learn the techniques and principles of marketing in the rapidly changingonline environment They will study topics such as planning and designing effectiveWeb sites challenges and strategies for reaching customers and how ecommerceworks in the business environment today

Prerequisites MRKT 1 199 1299

Elective Existing MRKT 2321 Retail

Management IStudents will be introduced to both theoretical knowledge and practical skills inretailing including consumer behaviour store design and layout merchandiseplanning retail pricing strategy advertising and selling They will apply theseconcepts both in the classroom and in junior retail positionsPrerequisites MRKT 1199 and 1299

Elective Existing MRKT 2401 Advertising This course introduces the field of contemporary advertising and promotion inCanada The clientagency relationship is analyzed and the current theory andpractice of developing an overall communications program is examined Studentswork in teams on a project to develop an advertising proposal for a local marketingorganization

Prerequisites MRKT 1299 or 1230Elective Existing MRKT 2430 Marketing

Simulation

Student teams simulate the marketing management of a company making strategicmarketing decisions in the context of a strategic planning framework Studentsintegrate marketing strategy decisions with other aspects of business strategy Casestudies are used to probe key strategic decision areas

Prerequisites MRKT 2333

Nwantlen Polytechnic UniversityBBA in Marketing Management

FPP Page 37

CoreElectives

Existingvs New

Course

Number


Elective Existing MRKT 2455 International

MarketingThis course focuses on the marketing functions of the export process used in smalltomedium sized firms Among the topics covered are marketing and the exportprocess the international marketing environment government and private sources ofassistance international market research product adaptation decisions alternativedistribution methods pricing and payment procedures and cross cultural promotionissues The course emphasized integrating these decision areas into a coherentinternational marketing plan

Prerequisites MRKT 1299Elective Existing Liberal Arts Two courses from either the list of approved BLib Ed Electives or from the list of

Econ courses numbered 1 100 or higher andor Applied Communications numbered1100 or higher3 and 4 Year Courses

Core

Course

Existing ENTR3000 Advanced

Professional

Communication

Students will study theories and principles for writing correspondence includingelectronic proposals business plans executive summaries and other research reportsincluding a collaborative report They will complete written and oral communicationassignments that emphasize interpersonal teambuilding and leadership skills

Core

Course

Existing ENTR3I 10 Advanced

OrganizationalBehaviour

Students will complete a diagnosis of an organizational setting for the purposes ofmanaging change improving performance and increasing organizationaleffectiveness Students will use their diagnosis to develop a portfolio that willinclude activity management personal management conflict and stressmanagement values attitudes group dynamics leadership and team developmentcorporate politics and business negotiations

Core

CourseExisting ENTR3I20 Managerial

AccountingStudents will learn managerial accounting tools to help make decisions in a businessenvironment Students will review and analyze managerial accounting practices ofdifferent industries Students will study topics which include relevant costs andrevenues budget development and analysis capital budgeting and performancemeasurement tools Students will apply concepts learned by using cases and appliedexercises

I

i

i

U


FPP Page 38

CoreElectives

Existingvs New

Course

Number


Core

Course

Existing ENTR3130 Production

OperationsManagement

Students will learn and practice the strategic approaches and implementation toolsused in the field of production and operations management They will be exposed toleading practices employed by managers in Canada Students will apply theseapproaches and tools to solve problems through exercises case analyses and a termproject involving direct or simulated work with realworld organizations

Core

Course

Existing ENTR3140 EntrepreneurialMarketing

Students will learn to address complex marketing problems that need to be addressedwith limited resources and recognition of the financial operational and HRconsequences of the chosen strategy Students will develop their problem solvingdecision making and planning skills through case analyses and applied exercisesThey will also complete a marketing project for a local small business or communityorganization Students will be required to undertake both individual and group workdrawing from the full range of business courses taken thus far

Core

Course

Existing ENTR3150

or ECON

3150 or

ECON2350

Business

EconomicsStudents will learn and apply economic concepts that directly relate to decisionsmade in businesses They will develop broad analytical skills useful forentrepreneurial decision making

Core

Course

New MRKT3211 Managing theCommunications

Process

Students will learn the essential project management skills associated withstrategic planning briefing creative services and delivering creative projectsthrough a variety of traditional and modern marketing media This will ensurethat key messages and graphic standards are delivered consistently to achievemarketing objectives

Core

Course

New MRKT3240 MarketingInformation

Management

Students will learn to collect analyze and interpret data available from avariety of internal and external sources to uncover the essence of consumerinsights that will provide competitive advantage for the organizationContemporary data tools and emerging information technologies will beemphasized

Core

Course

New MRKT3311 Marketing in aDigital World

Students will learn the key business and technological elements of digitalmarketing explained through theory and business case analysis This course willenable students to become handson familiar with a variety of online marketingtools new media that support the online marketing functions that help drivetraffic to a website improve conversion rates and achieve overall marketingobjectives


FPP Page 39

CoreElectives

Existingvs New

Course

Number


Core

Course

Existing ENTR41 10 Business

LeadershipStudents will study the business leadership process as well as applied and practicalleadership techniques They will develop and practice leadership skills through selfassessment exercises role playing simulations and other handson experienceStudents will study other topics such as leadership in entrepreneurial andintrapreneurial settings small to mediumsized business culture effective teamleadership and self leadership

Prerequisites ENTR3000 and ENTR31 10Core

Course

New MRKT4160 Business

DevelopmentStudents will learn to manage and direct the sales function to achieveorganizational goals Students will continue to develop consultative selling skillsthrough study of key account management group negotiations and thepreparation of proposals quotations Study of leading and managing a salesforce sales channels and the importance of strategic alliances will preparestudents to assume sales leadership roles in the organization

Core

Course

New MRKT4201 IntegratedMarketingCommunications

Students will learn the fundamentals of segmentation positioning and targetingwhile acquiring skills in the alignment of all aspects of an organizationscommunication covering a complete range of target audiences to create acoherent integrated communications program This involves managing theorganizations brand identity and communication with consumers mediagovernments employees shareholders and community groups Students willlearn how to use a comprehensive variety of communication options in order tomaximize returnonmarketing investment

Prerequisites MRKT3211 and MRKT3311Core

Course

Existing MRKT 4177 ContemporaryIssues in

Marketing

Students will analyze and gain insight into significant contemporary marketing issuessuch as globalization and cross cultural marketing online marketing and ecommerce modern corporate culture outsourcing and marketing and business ethicsThey will interact with guest speakers plan and lead seminar discussions researchand analyze contemporary marketing strategies and theories and produce and presenta comprehensive research project

Prerequisites 60 credits at the 1100 or higher level including ENGL 1 100 andMRKT 1199

0 O


FPP Page 40

CoreElectives

Existingvs New

Course

Number


Core New MRKT Marketing BBA Students will apply marketing theory to undertake a major marketing analysisCourse 4330 Practicum and develop a detailed marketing plan for an operational client organization

They will practice the integration of marketing and business concepts learnedthroughout the degree manage design prepare and present a comprehensiveproject that will meet the requirements of the operational organization Theywill develop and complete substantial primary research that includes thedesign implementation and analysis of the clientsmarketing issue Themarketing plan will be fully costed and all numbers justified Eachrecommendation will have a metric attached to it so the operationalorganization client can measure the success or failure of the activityundertaken Student teams develop launch and manage an online businessStudent team will make decisions and be held accountable for them throughachievement of specific measurable Web analytics as well as profit loss resultsin a competitive team environment

Pre requisites ENTR3000 and ENTR3110 and ENTR3120 and ENTR3130and ENTR3140 and ENTR3150 and ENTR 4110 and MRKT3211 and

MRKT3240 and MRKT3311 and MRKT4160 and MRKT420I

Co requisites MRKT4177


FPP Page 41

Appendix B

Faculty Curriculum Vitae


FPP Page 42 to 92

Browne Patricia BA Hons Qu MA San Diego State

Bickell Amanda BASc Guelph ONMBAAthabasca

Cheema Chamkaur BA Vic BCMBAQu

Crockett Robert BA Alta MASFU

Dhaliwal Harjinder BA W Ont MBAVic BC PhD Capella MN

Fawcett Daniel BComm AltaMBASFU

Ho Philip BSc HK Polytech MSc Stirling

Ip Pamela BA Hons QuMBAIll

Leigh CPaul BSc New BrMBA Dal

Niosi Andrea BAUBCMBAUBC

Owczarczyk Ewa Dip Bus AdminBCITMBA Royal Roads MSc Warsaw School

of Economics

Perera Nishan Prov Ins Dip BC Dip M CIM UK MBASri J

Renwick Kim BComm SaskMBA Bellevue

Raza lmran BBA Karachi MBA Karachi

Simon Richard Cert Professional TeachingUBCCert Child Care CounsellingBC

BPEUBCMEd W Wash

Wallace Keith BA Middlesex MSc Salt

PATRICIA NANCY BROWNE

EDUCATION

2000 Master of Arts in Educational LeadershipSan Diego State University San Diego CA

1988 Bachelor of Arts Honours in French and HistoryQueens University Kingston Ontario

1986 1987 French Immersion atLInstitut des Etudiants EtrangersUniversite de Montpellier France

ILANGUAGES

I EMPLOYMENT

September 1996 toPresent

July 1995 toAugust 1997

February 1995 toJune 1995

January 1994 toJuly 1994

French

GermanFully BilingualRead write and speak German at the University level

Kwantlen Polytechnic University BCMarketing Professor School of Business2001 2007 Chair of Marketing Department

The Mark Anthony Group Inc Vancouver BCGroup Product Manager Domestic Wines

Strategic Marketing Plan preparationPromotional planning and executionSales forecasting and planningNew Product development research and launches

Budget Planning and trackingPresentations for National Sales Meetings

Dairyworld Foods Bumaby BCSupervisor Ice Cream Novelty Merchandising Program Short term contract

Hired trained and motivated a team of four to install an ice cream novelty merchandisingprogram in the Lower MainlandPrepared and printed materials POS brochure and training manual

Pillsbury Canada Ltd Toronto OntarioAssistant Marketing Manager Frozen Pizza and Snacks

Assisted in preparation of F95 Plan Volume PL BudgetsInitiated New Product Launches research packaging promotion supportPrepared National Sales Meetings and Promotion Grid for F95

EMPLOYMENT continued

July 1988 toDecember 1993

April 1993 toDecember 1993

September 1991 toMarch 1993

March 1991 to

September 1991

January 1990 toMarch 1991

January 1989 toDecember 1989

July 1988 toDecember 1988

I PROFESSIONAL AFFILIATIONS2007 to present International Director2007 to present Board Member

I PUBLICATIONS

References available on request

Nestle Foods Limited

Nestle Canada Inc Toronto OntarioProduct Manager Confectionery Bar Division

Launched new Quik chocolate barvolume callsbudget estimationspackaging design and executionsinformation package to the Sales Force to support launchplanogranu merchandising support channel listing priorities

Presented Nielsen market analysis bimonthly to Management Group

SOPAD Nestle Paris France

Sales Trainee Culinary DivisionBuitoni

Responsible for inner Paris sales territory and Key Accounts in suburbs for Buitonicanned pasta and Grand Metropolitanscanned corn and asparagusAchieved the most displays for my territory for canned corn during the summer of 1992Accomplished growth of3 in Key Accounts in the suburbs through new listings andproduct displays

SOPAD Nestle Paris FranceChef de Produits Product ManagerCulinary Division Maggi

Assisted in the execution of the summer advertising print campaign for Maggi Gelee andMaggi dehydrated sauces which ran in Cosmopolitan and Elle magazines This ad wonCosmopolitansAdvertisement of the Month award

Nestle SA Vevey SwitzerlandAdministrative Employee

Budget Control and Administrator for Zone 4 North American Operations

Nestle Enterprises Ltd Toronto OntarioAssistant Product ManagerSpecialty Products Import Division

Assisted in the marketing of Maggi and Crosse Blackwell specialty foodsExecuted packaging changes prepared sales force information

Nestle Enterprises Ltd Toronto OntarioConsumer Affairs Representative Bilingual Position

Handled Quebec consumers inquiries

Marketing EducatorsAssociation MEAGraphic Design for Marketing Advisory Committee

2008 CoAuthor Effective Marketing Text First Canadian Edition Nelson Education Ltd Publishing

I CAREER DEVELOPMENTChairs Leadership Academy One Year Practicum Banff Alberta 20072008Leadership Strategies The Logistics Institute April 1999 Investment in Excellence Lou Tice May 1998Marketing Planning Process How to write a Business Review Tandem Inc April 1993Marketing Certificate University of Toronto School of Continuing Education 1988 1989

2

AMANDA BICKELL

BUSINESS DEVELOPMENT

SALES MARKETING MERCHANDISING

A Highly Regarded and Experienced Post secondary Business InstructorA Senior Manager with a strong 6 year track record of accomplishment in Marketing Merchandising

Customer Service Business Development and Business StrategyA polished professional with exceptional vision creativity and enthusiasm

An energetic leader with collaborative skills to motivate others to convert concepts into reality

Athabasca UniversityAthabasca Alberta 2007

Athabasca UniversityAthabasca Alberta 2005

University of GuelphGuelph Ontario 1996

EDUCATION

Master of Business Administration

Business

Graduate Diploma in ManagementBusiness

BASc Honours Consumer StudiesMarketing Consumer Studies

CAREER HIGHLIGHTS ACHIEVEMENTS

Kwantlen Polytechnic University BCSCHOOL OF BUSINESS MARKETING INSTRUCTOR

NR2 Faculty Member Surrey Richmond Langley BC 1 Year

Facilitated a variety of marketing courses in the first and second year of the MARKETING diploma programDeveloped prepared and delivered course plans instructional presentations application activitiesassessments and projects to meet course outcomesLed and was a contributing member on a variety of faculty committees to DEVELOP the BBA MARKETINGMANAGEMENT program

Amanda Bickel Page 2

St Clair College of Applied Arts Technology Windsor ONSCHOOL OF BUSINESS PROFESSOR

Full time faculty member Marketing Department Windsor ONPadtime Sessional faculty member Windsor and Chatham ON

Beaulieu Canada the largest privately owned carpet manufacturer in North AmericaBUSINESS MANAGER Furniture Home Centres Mississauga ONMARKETING MERCHANDISING MANAGER Area Rug Div Stratford ONCSR Area Rug Div Stratford ON

Introductory Marketing

Professional Sales Presentation

Professional Sales Negotiation

Advertising Management

Segmenting Canadian Society

Marketing Research

Marketing Law Ethics

Business Policy Ethics

COURSES TAUGHT

Global Segmentation

International Marketing

World Geography Economics II

EBusiness

Organization Behaviour

Management Principles

Strategies for Success

5 Years

2 Years

Facilitated a wide variety of courses in BUSINESS MANAGEMENT INTERNATIONAL BUSINESSMARKETING for 2 and 3 year diploma programsFacilitated and developed for both TRADITIONAL and ONLINE LEARNING ENVIRONMENTSManaged mentored and coached approximately 200 students per semesterVolunteered as lead coach of Ontario CollegesMarketing Competition teamPUBLISHED through Pearson Education electronic text book supports to accompany marketing ebusinessand organization behavior texts

Graduate of 3 ISW Instructional Skills Workshops introductory demonstration and narrative teachingskillsAdvisory Panel member Ontario Ministry of Training Colleges and Universities during the 2005 revision of theMinistrysCollege Program Standards for the Business Diploma Marketing and Business AdministrationMarketing programs

2 Years

3 Years

1 Year

Managed a portfolio of 4 national accounts HOME DEPOT IKEA THE BRICK and REAL CANADIANSUPERSTORES with sales totaling 15 Million and international accounts totaling 10 MillionCollaborated with account managers to develop negotiate and implement new product line launches innational chain stores WALMARTZELLERS CANADIAN TIRE HOME DEPOT THE BRICK SEARSIKEAAND MORE

Developed managed and implemented the strategic marketing plan and marketing budget of35 millionManaged a marketing and design team of 5Prepared coordinated and participated in trade shows in Toronto Las Vegas New York and HanoverGermany

Canadian Entrepreneurship

Management Accounting I

Basic Accounting I

Accounting I

Accounting II

Personal Finance

Economics Survey I

3

CURRICULUM VITAE OF CHAMKAUR CHEEMA

EDUCATION

Master of Business Administration Queens University Kingston ON 1983 1985

Bachelor of Arts University of Victoria Victoria BC 1976 1980

CAREER OVERVIEW

Instructor School of Business Kwantlen University College March 1997 to present

Principal HeadStart Business Solutions January 2001 to presentSenior Manager Sales Strategies HSBC Bank Canada July 1997 January 2001President Great Ideas Marketing April 1990 July 1997

Marketing RepresentativeIBM Canada July 1985 March 1990

Sales Manager The BAY September 1980 August 1983

EXTRA CURRICULAR ACTIVITIES

Member Curriculum Committee Kwantlen University College May 2002 to Present

Member Program Review Committee Kwantlen University College Nov 2003 to April 2004

CoChair Recruitment Committee Leadership Vancouver May 2001 to May 2002

Director Leadership Vancouver May 2000 to May 2002

Director Langara College Foundation Board September 1998 to April 2000

Member Loan Approval Committee Canadian Youth Business FoundationMarch 97 to March 98

Member Marketing Management Advisory Committee School of BusinessKwantlen University College September 1996 to September 1999

Advisory Panelist BCIT Venture Programme December 1995 to December 1998

Advisory Board BC Advanced Systems Institute May 1995 to June 1997

COURSES TRAINING

Project Management Workshop HSBC Bank Canada Vancouver BC 2000

Negotiation Skills Workshop HSBC Bank Canada Vancouver BC 1999

Teaching Using the Case Method Kwantlen University College Surrey BC 1999

Financial Statement Analysis HSBC Bank Canada Vancouver BC 1998

Finding the Fox Account Management Strategies IBM Vancouver BC 1990

Systems Analysis and Architecture IBM Toronto ON 1985 1986Basic Sales Training IBM Toronto ON 1985 1986

Preparatory Merchandising Course The Bay Nanaimo BC 1981 1983

Career Highlights

R A Bob Crockett

A proven marketing professionalwho has helped organizations achieve new levels of success

through his strategic innovation and leadership skills

EXPERIENCE

Led a cross functional team handling all facets of communication for TransLinkslargest transitservice expansion including the launch of the SlcyTrain Millennium Line and CommunityShuttles The corporationspublic approval rating jumped twenty percentage points to an all timehigh

Sourced and implemented the contact management system for the Winter 2010 Bid Corporation

Developed and launched BC HydrosPower Smart energy conservation program which wasadopted by all utilities across Canada and recognized internationally Was personally recognizedwith an Exceptional Achievement Award in 1993

Contributed to Nabob Coffeesrise to national brand leadership through aggressive advertisingpromotion and product innovation Then led expansion of imported premium chocolate businesseg Toblerone through innovative partnerships Total company sales grew to exceed 80million

Work Experience Highest Position Held

Current Kwantlen Polytechnic University School of Business Marketing Professor

2001 to 2003 TransLink Vice President Marketing and Customer Services

1988 to 2001 BC Hydro incl loan to the Winter 2010 Bid Corp Marketing Manager

1981 to 1988 Nabob Foods Jacobs Suchard Marketing Manager

1978 to 1981 Procter Gamble Playtex Brand ManagerPERSONL DEVELOPMENT

Master of Arts Liberal Studies from Simon Fraser University in August 2003

Developed and delivered marketing training for own employees and external organizations

Bachelor of Arts Economics from the University of Alberta in 1976 Was elected NationalPresident of AIESEC Canada International Association of Business Economics Students for aone year term in Montreal followed by work assignments in Sweden and the Netherlands

COMMUNITY SERVICE

Currently involved in ArtsConnect TriCities Art Council

Long time advisor to AIESEC local committees in Vancouver

4

4

Harj Dhaliwal

Objective

Education

Skills

Over 13 years of progressively increasing responsibility and expertise in

Experience

Doctor of Philosophy Leadership 2008

Capella University Minneapolis MinnesotaThesis Managing customer contact service employees by implementingtransformational leadership

Master of Business Administration 1998

University of Victoria Victoria B0Thesis Feasibility study for a new effluent cleaning process for the pulp andpaper industry

Bachelor of Arts

University of Western Ontario London OntarioMajor Middle East politics and Canadian Constitution

Strong Management SkillsOutstanding strategic thinking decision making skillsExceptional analytical skillsExceptional communication skillsExcellent negotiatorUnderstand diverse cultures and business practicesKeen understanding of international educationSpeak 3 languages fluentlyStrong business development skills

1992

Kwantlen Polytechnic University 2001 Present

Professor

Elected to Kwantlen Polytechnic University Senate in 2008Elected as the Chair of the Senate Standing Committee on University BudgetMember of the Senate Standing Committee on Academic PlanningPriorities

Member of the Senate Standing Committee on TributesMember of the Faculty of Business Faculty Council

As Acting Chair of the Marketing Department helped develop andimplemented the strategic plan for the department and oversaw alladministration duties for the departmentActed as the international liaison between Universities in India and China

As the Executive Union Representative acted as a liaison betweenmanagement faculty and the unionincreased the quality standards of instruction in the Bachelor of BusinessAdministration Entrepreneurial Leadership DegreeProvided leadership to the institution to manage and coach businesscompetition teamsChallenged 4th year students to analyze the needs of real businesses andpresent viable realistic solutions

Luminus Solutions Inc 2007 Present

President

Watco Services Inc 2001 2002

President

Provided operational strength to the company to increase the overallcustomer satisfaction rates by I00 and profitability by 200

Managed a janitorial company with 50 employees and few key largecontracts

Info Touch Technologies Corporation 2000 2001

Vice President Business Development

Initiated contact with blue chip clients and companies that were leaders intheir industries throughout North America and closed four major accounts infive months

Signed five Strategic Alliances in five monthsConducted market research to identify markets and potential clients anddoubled the qualified prospect listMade presentations and wrote proposals to senior management for potentialclients where my closing rate was 75

Dynex Facility Services IncPresident CEO

General Manager

1995 2000

1993 1994

Company experienced growth of 50 over two years under my leadershipcompared with a negative growth of 10 in the previous two yearsProfitability up 500 over same periodsSuccessfully manoeuvred company from a small city startup to aprofessionally operated organization with operations in two Canadianprovinces including 15 different towns cities and municipalities As wellprovided new strategic direction and leadership for ajanitorial companydoing business in the government sector and transformed it to a full facilityservices company with a broad spectrum of clients and services over a largegeographical areaFormulated and implemented an IT strategy to take advantage of cost savingsand increased efficiencies included reviewing many different types oftechnologies

Community ServicesAwards

References

Launched a new vision name and corporate identity to target a differentmarket segment

Coach boys soccer team since 2003Nominated for Entrepreneur of the Year Award in 1999 held annually byErnst YoungPlaced second in British Columbia region of Toastmaster speakingcompetition in 1993Coached students in regional and national business case competitions tohighest finish in KwantlenshistoryPast Executive member of TiE The Indus Entrepreneurs Vancouver anassociation in the startup phase to encourage Indian entrepreneurs tonetwork with other entrepreneurs and the service support sector ie venturecapitalists to enhance business opportunities TiE Vancouver is affiliatedwith TiE Global out of California

Past Director of GACP Global Alliance of Cleaning Professionals anorganization consisting of a broad spectrum of industry representatives tryingto create a professional body to regulate the education and safety aspects ofthe janitorial industry within British Columbia

Available upon request

DANIEL FAWCETT

EDUCATION

Master of Business Administration with a concentration in Marketing and ManagementInformation Systems Simon Fraser University 2000

Academic Standing Deans List with a GPA of3540

Key Areas of Study Marketing Strategy Strategic Management Market ResearchECommerce Management Consumer Behavior

Research Project Do failed brand extensions poison the ground for future brand extensions

Awards 8 Annual Far Horizon Case Competition Queens School of Business

Bachelor of Commerce Degree with a concentration in Marketing and International BusinessUniversity of Alberta Edmonton AB 1995

International Studies University of Wales European Business Management School 1993

CORPORATE EXPERIENCE

Entrepreneur Love The Drive 2004 to Present

Vancouver BC

Dan Fawcett is an entrepreneur My most recent project I developed an AutoAccessory for convertible cars from concept to commercialization of theproduct Dan was the driving force in this business which included thedevelopment of the product specifications marketplace analysis andacquiring the financing My responsibilities also included managing teamsmade up of engineers designer and suppliers Dan is also responsible for thedevelopment of the Sales and Marketing strategies and the execution of thetactics to make Love The Drive successful

Strategy McDonalds Restaurants of CanadaConsultant Vancouver BC

Researched internal and external environments to evaluate current business

operations and sales tactics for the largest Quick Service Restaurant QSRLed cross functional teams to develop successful food products andmarketing strategies

Developed strategies and tactics to re launch a declining productConstructed tools to monitor the changes in the overall economy QSR

market place and competitors tacticsAnalyzed and restructured product mix and market positioning strategies to

drive sales growth and increase brand awareness

2002 to 2004

0

0

0

Marketing Digital Dispatch Systems 2001 to 2002

Strategist Vancouver BC

Evaluated current business operations for this leading provider of wirelesscommunication solutions Researched developed and led the implementationof a marketing strategy to diversify into key vertical markets

Analyzed and restructured product mix and market positioning strategies todrive sales growth and increase brand awareness

Investigated potential acquisitions in partnership with the CEO

Marketing PSINet 2000 to 2001

Manager Vancouver BC

Played a key role in developing a national marketing strategy for one of theworlds leading ISPs Tailored Western Canadian campaigns to targetregional dynamics more effectively Worked closely with ad agency personnelto communicate a clear vision and to coordinate the execution of marketingefforts

Profiled the existing and future customer base through examining the sizesegmentation and profitability of managed web hosting in Canada

Reanalyzed ineffectual market data translated information into a usableformat that supported sound decision making

Partnered with other technology companies to increase corporate visibility

Marketing Oxygen Marketing 1999 to 2000

Consultant Vancouver BCWorked with management to develop an international marketing strategy foran industry portal Assisted in the development of partnership arrangementsemail promotions and online contests Evaluated and analyzed a1000000international marketing campaign for an Internet gaming companyDeveloped a new marketing strategy based on results of analysis

Entrepreneur Health Force 1996 to 1998

Vancouver BC

Combined an entrepreneurial spirit and perceptive market research skills tolaunch this professional locum service for pharmacists in rural BC Designeda business plan acquired financing and developed a marketing strategyInitiated contact with potential clients and retired practitioners to bring peopleand opportunity together

Approached a competitor and negotiated the profitable sale of the business

TEACHING EXPERIENCE

Instructor

Instructor

Instructor

Kwantlen College 2005 to presentVancouver BC

Teaching Marketing Business and Business Math courses These coursesprovides students with an in depth look at entrepreneurs and how smallbusiness fits in the Canadian economy I also teach in a small businessprogram for aspiring Entrepreneurs The goals are to provide seminars inManagement Marketing and Sales In this environment my goal is to provideenough theory to provide meaning and at the same time give the studentsreal world tools to build their businesses This is done using open forumdiscussions group projects and the utilization of critical thinking skills

Douglas College Contract 2004

Vancouver BC

Taught three sections of Marketing 120 during the summer semester atDouglas College My teaching philosophy is to create a studentcenteredlearning environment that encourages relevant discussions group interactionand the utilization of critical thinking skills Responsible for the developmentof lesson plans in class exercises and exams

Phoenix University Sessional 2001 Present

Vancouver BC

Developed and continue to teach Marketing 438 Public Relations Marketing421 Marketing Management and Marketing 551 Marketing ManagementHave succeeded in creating and maintaining a student centered learningenvironment Initiated relevant discussions group interaction and theutilization of critical thinking skills Responsible for the development of lessonplans syllabi in class exercises and exams

Teaching Simon Fraser University 19981999

Assistant Vancouver BC

Presented tutorials to undergraduate students enrolled in a 12weekConsumer Behavior course and MIS courses Attended lectures and

responded to questions marked mid terms final exams and case studiesEvaluated student presentations and provided specific feedback toencourage confidence and advance learning

PROFESSIONAL DEVELOPMENT

Canadian Association of Professional Speakers 2001 to Present

Instructor Development Workshop 12 hours 2002

Painless Course Planning One day seminar 2002

Instructor Skills Workshop Three day workshop 2000

Voice Projection Workshop One day workshop 2000

The Art of Explaining One day seminar 1999

References are available upon request

Independent Management Consultant

PHILIP KAMING HO

OBJECTIVE

As requested by the department of Marketing at KPU

ACHIEVEMENTS EXPERIENCE

Business person

Trading business Exporting Sewing Threads from China to Spain andexporting city buses from China to Mexico

Various small and medium size business clients in

Vancouver BC Canada Annual sales ranging from 05 35 millionsGlasgow Scotland UK and Madrid SpainStudent consultant with Scottish Enterprise Foundation Scotland UK

Instructor

Seminars and oneonone sessions with participants conducted both in English and ChineseAudience mix includes both mainstream and multicultural origins

Kwantlen Polytechnic University BC Canada

Regularized MarketingBBA faculty for the School Of BusinessPrincipal instructor for a CEICHRDCfunded business startup program

Self employment Assistance Program all management modules

North Shore Continuing Education BC Canada

Instructor for CEICHRDCfunded business startup programsSelf employment Assistance Program financial modules

United Chinese Community Enrichment Services SocietySUCCESSBC CanadaPrincipal instructor for CEICHRDCfunded business startup programs

Workplacebased Training Program BusinessBusiness and Language Training Program for New ImmigrantsYouth Entrepreneurial Development ProgramImporting and Exporting Entrepreneurial ProgramSelf employment Assistance Program 1994 Present

Vancouver Community College BC Canada

Developed and delivered business startup and management courses for variousdepartments in the College

Programcoordinator and instructor for CEICHRDC funded yearround programOwners Development Program Cantonese General Managementdiscontinued due to the elimination of federal grants for business owners

Instructor for the Owners Development Program listed above

1988 Present

2007 Present

1988 Present

1988 1989

1987

2004 Present

1998 2008

2000 2008

1989 2002

1990 1995

19891990

Electronic and Radio Officer

Island Navigation Corporation International Limited HK

Supervised the negotiation for and the installation of electronic and radioequipment onboard ocean liners constructed at the time 1986 1987

In charge of the daily operation of the department and the development oftraining materials for engineers 1984 1986

1 Philip K Ho Management Consulting

Guest Seminar Speaker

For Capilano University in the marking of theses from Haribin University in thegranting of Canadian BBA degrees

For visiting Premier of the Hubei Province Of China and His Team Of SeniorOfficials during their two official visits in Vancouver

For entrepreneurial immigrant condition removal programs representing bothImmigration Canada BC Business Immigration Branch

For importingexporting programs representing Western Economic DiversificationCanada Gateway To Asia

For Chinese Cultural Centre

For Burnaby School Board

Radio Host

Research

OTHER RELATED EXPERIENCE

For weekly half hour live business program How To Start And Run A BusinessSuccessfully In Canada for Canadian Chinese Radio AM1470 1993 1994

Assistant researcher representing Vancouver Community College for the jointresearch project Entrepreneurship Project 92 conducted between IndustryScience and Technology Canada and Vancouver Community College funded underthe research grant from the Entrepreneurship Awareness Program Industry Scienceand Technology Canada Project No 493 3636064

Contract business columnist for the Greater Vancouver Info Guide a relocation guideto Vancouver and the Lower Mainland Fraser Valley

2008

Jul Nov 1993

1990 2003

2000 Present

1990 2003

1997

1991 1992

Assistant researcher for PhD research fellow University Of Stirling Scotland UK 1987

ASSOCIATIONS PUBLICATIONS

Member of the International Association Of Small Business Management InstructorsIASBMI Since 1989

19962002

Contract business columnist for the magazine Living In Canada 1993 1994

EDUCATION

Master of Science In Entrepreneurial Studies University Of Stirling Scotland UK 1987 1988

Consultancy Skills Institute Of Chartered Management ConsultantsICMCScotland UK 1988

Effective Presentation Barclays Bank PLC Scotland UK 1987

Professional Training in Electrical Telecommunication EngineeringJRC Japan 1984

Higher National Diploma BSc equivalent in Marine Electronics TelecommunicationEngineering Hong Kong Polytechnic University HK 1980 1983

REFERENCES


2 Philip K Ho Management Consulting

PAMELA IP

EDUCATION AND PROFESSIONAL DEVELOPMENT

Instructional Skills Workshop Kwantlen Polytechnic University Dec 2006

MBA in Entrepreneurship and Marketing University of Illinois at Chicago May 1998

Bachelor ofArts Honours in Communications QueensUniversity at Kingston May 1990

Graduate Diploma in Marketing Management Hong Kong Management Association Jun 1993

PROFESSIONAL EXPERIENCE

Faculty School of Business Kwantlen Polytechnic University Sept 2006 to presentCourses taught Internet Marketing Business Communications Introduction and Advanced

Managing Director StockHouse Media AsiaPacific Ltd Hong Kong Apr 1999 May 2001Raised US5 million funding from three major shareholdersInitiated and formed strategic alliances with over 13 financial institutions and websites for contentDeveloped and executed business plan for Hong Kong office and regional expansion as a global financialportal specializing in the digital dissemination of proprietary and aggregated financial news informationand data

Grew organization from startup to fully functioning company by directing all aspects of fund raisingmarketing operations staffing and budget managementHired trained managed and evaluated local and regional staff in Hong Kong China Japan Singapore andAustralia

Business Development Manager Wang Li Asia Resources Hong Kong Feb 1999 to Apr 1999Researched identified and contacted companies in Hong Kong and China for executive searchRecruited and bilingual and international candidates for placement in leading multinationals in China

Marketing Manager ATT Asia Pacific Ltd Hong Kong Sept1998 to Feb 1999Managed all marketing activities associated with strategy negotiation deployment implementation andmarket share growth Products included Internet services ecommerce firewall VOID ATMResponsible for research and writing of business proposal for spinning off business unit which waseventually sold for US10 million

MBA Intern Morgan Stanley Strategic IT Group Chicago Apr to Aug 1997Researched and compiled white paper foremail and fax servicesSupported Y2K project liaised with external consultants and internal department headsRan financial analysis on vendor contracts

Consolidated corporate software licenses

Consultant Compak Corporation Chicago Illinois Nov 1996 to May 1997Performed marketing and business development for nutriceutical product for US and Asian markets

Regional Business Planning Manager ATT Asia Pacific Ltd Oct 1995 to Apr 1996Organized HK3M budget global sales conference attended by regional and global stakeholders wherestrategies were interpreted into tactical plansConsulted with field managers to prepare marketing strategies and financial proposalsManaged awards program which improved customer service and sales force performance

Regional Strategic Marketing Manager ATT Asia Pacific Ltd Apr1994 to Sept 1995Collaborated with marketing and business development colleagues in Asia to maintain consistency inmarketing strategies and new area penetration

Selected to represent business unit as a project member in developing the regional corporate strategyMarketing and launch of ATTs first Internet service in Hong Kong

Product Manager HutchisonATT Network Services Group May 1993 to Mar 1994Evaluated requests for product enhancements produced demand forecast and marketing plansDeveloped and launched newemail and fax services

Trained sales teams in Asian region and supervised promotional campaigns

Marketing Supervisor HutchisonATT Network Services Group Aug 1992 to Apr 1993Evaluated selected and developed sales strategies

Managed direct marketing programs market research promotional activities and marketing collateralDeveloped product manuals foremail software

Marketing Representative NET Hong Kong Ltd Jul 1990 to Mar 1992Designed public relations program for joint venture launch a BCE and Hutchison Telecom joint ventureEdited bimonthly customer newsletter

Initiated and taught an inhouse communication skills course

SPEAKING ENGAGEMENTS

Industry Speaker at Internet World Asia Financial Analysis on the Internet Nov 3 1999

Project Supervisor Professional Diploma in Electronic Commerce Hong Kong Management AssociationSupervised and graded students on their yearend project business proposal January to May 2000

Guest lecturer Intercultural Communication for Business Faculty of Business City University HongKong 20002001

Guest lecturer Marketing Management Hong Kong Management Association Hong Kong 20002001

PRESS INTERVIEWS

English

Menon Hari Stockhouse Raises Red Rags on Stock Stammers asiainternetcomJune 15 2000Gharamhani Yasmin The eDoctor is now in Asiaweek August II 2000 vol 26 no 31Rohlfs Oliver Life after the Piggy Bank Asiaweek October 27 2000 vol 26 no 42Interviewed by Paul Gordon on RTHK Radio 3 December 1999 The Asian Internet RevolutionInterviewed by Bernard Lo on CNBC Asia April42000

Chinese

Stockhouse Engages in Hong Kongs Internet financial wars Oriental Daily News July 5 2000Speculators beware of false information on the Intemet Sing Tao Daily News July 5 2000Stockhousessystem provides objective analysis Sun Daily News June 28 2000How to differentiate real vs fake financial information on the Internet HK Economic Times April 7 2000

PAUL LEIGH BSC HONOURS MBA

Professional Profile

Outstanding Results in Sales Market Share and Revenues leading to solid profitability

Diversified industry experience ranging from Sales Marketing and Strategic Alliances toProduct Management Development

Proven Leadership and Strategic Management abilities motivating coaching andmentoring teams from 5 to 200 people

Track record in Strategic Tactical Operational Planning Implementation

Exceptional Communication Presentation Skills and Analytical abilities

Professional Experience

Kwantlen University College Consultant VP Marketing SalesPROFESSOR MRX SOLUTIONS INC Vancouver 2001 Present

Bachelor of Business Admin and Marketing SME business consulting Medical clinic software

BBA Programs Case based Entrepreneurial Marketing Business Strategy coursesMktg Programs Small Business Essentials Market Research Advertising

Consulting Strategic marketing business plans Market research Tactical andoperational development implementation for small medium size businessesMRX Solutions Inc Sales Mktg Development launch and implementation of MarketingPlan Partners contract development negotiation sales quotas MRX Shareholder

Vice President Business Development Strategy General ManagerSIDEWARE SYSTEMS INC Vancouver 20002001

Internetbased Customer Relationship Management CRM softwareManaged teams in international business development opportunities and strategic globalalliances during rapid growth expanding over 300 Developed directed and implementedmulti channel market revenue expansion projects for interactive real time CRM software

Co led team of 65 people in CRM software sales marketing and administration in Canadaand 50 sales people in the US market

Negotiated managed and marketed high profile strategic alliances with IBM and Siebelresulting in OEM opportunities coop funds 2M trade show exposure and joint salessubmissions

Created marketed and launched worldwide CRM Application Service Provider ASP andinteractively promoted CRM software resulting in a 20 increase of the customer basewithin 2 months with a Service Level Agreement SLA capability of over 95

Enlarged CRM ASP market by 40 through the expansion and transformation of serviceinto three new channels resellers distributors and vendors Incorporated interactivecompany promotion on partner web site with hyperlink to our ASP hosted software solutions

Planned deployed and implemented packaging and pricing strategies for software productstargeted toward specific vertical customer channels Trained sales and administrative teamsin program delivery

PAUL LEIGH BSc MBA Page 2

Completed a staged business plan entry for the Asian marketplace establishingdevelopments with Singapore Telecom Sunwa Bank and IBM

Director New Business Development

TELUS Vancouver 19982000

Canadas2largest telecommunications companyDeveloped deployed marketed and researched multi point distribution system MDS highspeed wireless Internet trial leading to pilot launch of a competitive alternative to InternetService Providers and revenue enhancements to existing infrastructure and digital services

Negotiated 6 Provincial Education contracts to support competitive bid for MDS Spectrum toIndustry Canada with accepted submission for MDS license

Proved MDS effectiveness as bridging technology for rapid entry into the highspeedInternet delivery market concurrent with a staged deployment of landbased xDSL

Marketing Development Director Cable TV

TELUS Edmonton 19961998

Directed cable TV content negotiation team for multimedia initiative in a 70milliondevelopment trial

Successfully pioneered the development and negotiation of 70 longterm Digital basedcontracts partnerships alliances with Canadian and US content studios

Managed all regulatory compliance issues with the Canadian Radio and TelevisionCommission

Planned implemented retail pricing program and structure for multimedia digital service

Codeveloped sales and marketing plans for effective deployment of laketomarketprograms

Director Sales Marketing

REGIONAL CABLE TV WESTERN INC Edmonton 19931996

Canadas5 largest cable TV company in Canada merged with Persona in 2001Directed marketing sales dispatch and human resource departments Realigned salesmarketing and technical strategies to improve financial management supplier relations andcustomer loyalty

Managed coached and directed a team of 40 in marketing dispatch customer service andhuman resource departments improving measured customer service levels by an average of30

Increased customer base by over 13 within two years

Increased profit 25 developed and implemented 15 customer focused programsadvertising campaigns employing Direct Mail Community forums Newspaper TVNewsletter Magazines etc

Reduced costs 500K Yr through implementation of new billing procedures and phonesystems

Improved cash flow by 54 and reduced average days outstanding by 35 days moving 70of customers to automatic debit program

4

4

4

PAUL LEIGH BSc MBA

Manager Marketing Product DevelopmentCANADIAN AIRLINES INTERNATIONAL LTD Edmonton 19891993

Canadas2 largest international airline merged with Air CanadaMember of a select divisional management team with full profit loss responsibility directingthe launch and profitable development Canadian North

Developed tracked and managed 100 million business plan and 1 million marketingbudget with comanagement for a team of 160Grew market share by 10 leading to divisional profitability through long term contractscustomer market research beta fieldtesting surveys data mining focus groupscustomer based advisory committee and strategic tactical multimedia advertising

Page 3

Strategic Planning Analyst Territory ManagerPETROCANADAGULF CANADA CalgaryPrince George 19831989

Canadaslargest national petroleum company

Strategic Planning Analyst Calgary

Head office position with responsibility to develop and model opportunities and strategic actionplans ensuring corporate development goals were met within the retail downstream marketsector 5year models were then used to develop annual departmental budgets for alldownstream market sectors

Established a computer model of the downstream business and incorporated this into theoverall 5 year corporate plan

Model accuracy lead to effective forecasting resulting in improved one year operationalforecasts and plans at department and field levels to achieve profitability goals

Territory Manager Calgary AB Prince George BC

Profitable bottom line performance management of 40 retail profit centers with 200 managersemployees

Developed and launched Fleet Account management program resulting in sales increase ofover 2 million exceeding plan by over 135

Negotiated 9 new retail partnerships with regional entrepreneurs increasing market share by12 and sales by 8 in a declining market

Integrated TV Radio and print coverage with direct mail campaigns and improved businessdevelopment strategies resulting in sales growth of 8 and customer retentionDeveloped and modeled opportunities and strategic action plans used to develop annualdepartmental budgets for downstream marketReceived Top Sales Performer awards in regional district and national competitions

Financial Loans Officer

CANADIAN IMPERIAL BANK OF COMMERCE Calgary AB 1981 to 1983

Responsible for the evaluation case development and approval of corporate financingand credit

Conducted ongoing analysis of financial statements cash flows margins and corporatecapital expenditures for corporations in loan portfolio

PAUL LEIGH BSc MBA

Education and Professional Development

Masters of Business Administration Marketing Finance International BusinessDalhousie University Halifax NS

Bachelor of Science Degree Biochemistry HonorsUniversity of New Brunswick Fredericton NB

Financial Planning Canadian Institute of Financial PlanningCanadian Securities Course Canadian Investment Finance Canadian Securities InstituteManagement Development Program Designing Implementing Quality ServiceStrategies Banff Center for ManagementProject Management Certificate Managennng AssociatesToastmasters International local chapter VPProfessional Development ongoing management instructional and computer courses

Citizenships Canada USABritish

Page 4

Andrea E Niosi

Marketing Instructor Consultant

SummaryA highly motivated and passionate marketing communications and PR professional with extensiveexperience in strategic planning branding facilitation creative direction and team management Uniqueexpertise in personal branding and individual marketing plans Creatively grounded and results oriented withan ability to oversee multiple communications initiatives while staying focused on broader organizationalgoals A strong academic background successful agency and client based work experience outstandingverbal and written communications skills rounded with exceptional instruction and leadership abilities

Employment

British Columbia Institute of Technology BCIT 2010 Current

Marketing Instructor Marketing Management PartTime StudiesCurrently teaching Marketing 3315 Sponsorship Marketing

Kwantlen Polytechnic University 2008 Current

Marketing Instructor contract School of Business

Courses Instructed

Introduction to Marketing MRKT 1199Marketing Online MRKT 2111

Courses Qualified to Teach

Marketing Management I MRKT 2333Advertising MRKT 2401

Entrepreneurial Management for Service Companies ENTR 4300

New Degree DevelopmentWorking closely with fellow colleagues within the Marketing Department developing proposal materialsfor the presentation submission and approval of Kwantlensnew BBA Marketing Management DegreeResponsible for developing relationships with key industry personnel to form External Resources forDegree support review and participation in surveys focus groups and advisory board activities courseselection for the 4year program new course creation involving descriptions learning outcomes andcorresponding job descriptions and curriculum requirements KwantlensBBA Marketing ManagementDegree is expected to commence in September 2010

NGRAIN Corporation 2007 2008

Director Marketing CommunicationsReporting to VP Marketing and Business Development

Significant achievements spearheaded the creative and strategic relaunch ofthe NGRAIN brand toestablish the company as a leader in target markets in support ofscalability and revenue generationStandardized the look andfeel ofall marketing materials and established efficient processes to improveworkflow and productivity

Marketing CommunicationsIn 2007 fulfilled an aggressive marketing and communications mandate in less than seven monthsincluding the redesign of logos product identities and packaging marketing collateral templates tradeshow booths advertisements and the corporate Web site

Public Relations

Worked closely with Public Relations agency to create fiscal PR plan which successfully resulted inincrease exposure of NGRAIN boosting media coverage in national local and trades publicationsCreated and maintained the companysmedia kitMonitored industry and competitor news responded to media surveys and rankings

Andrea E Niosi

Management and Administration

Hired and trained marketing staff and worked closely with team to develop individual career goalsCreated and formalized the management of the marketing budget to provide greater level ofaccountability and program measurement

Relationship Manager for contract graphic designers PR agency free lance writers printers andmarketing consultantsTrusted mentor to coworkers

Sierra Systems Group IncManager Marketing Corporate Communications2007

Reporting to VP Public Relations

Significant achievements effective management ofpractice based marketing initiatives and deliverablesincreased media exposure improved branding and design standards successful relaunch and redesign ofcorporate Web site improved operational prop esses and quality of deliverables for design and eventmanagement enthusiastic early adopter ofknowledge management initiatives leading to improved companywide knowledge sharing significant savings achieved through transition of outside design projects tointernal staff strong collaboration with Web Services Team to increase use of corporate intranet successfulevent management of the companys40 anniversary

Marketing Corporate Communications

Successfully and enthusiastically facilitated account management branding and training workshopsProvided guidance to the practices in the creation of brochures success stories whitepapersadvertisements event signage proposal content and presentations

As Creative Director provided leadership in the development of brand design and writing guidelinesIn collaboration with the VP Finance and CFO created communications around the companysDisclosure Policy and Financial Controls Framework for Bill 198 complianceEach month presented to new staff the companysstandards in marketing design and PR

Public Relations

Worked closely with the CEO and VP Public Relations to create the annual PR plan managed allimplementation activities detailed in the plan

Managed the relationship and budget with external PR firm and set deliverables to measure programsuccess

Collaborated closely with practice and branch leaders to develop national regional and practicebasedmarketing initiatives for vertical and horizontal markets

Created and maintain the companysmedia kit

Monitored industry and competitor news respond to media surveys and rankingsInvestor Relations

Responsible for generating content and writing press releases for head office branches and practicesProject manager for the creation design layout print of Annual and Quarterly Financial Reports

Management

Manager and career advisor for marketing staff

Responsible for all aspects of design event management marketing writing internal newsletter andknowledge management

Relationship Manager for contract graphic designers PR agency free lance writers printers andmarketing consultantsTrusted mentor to coworkers

GALA Ultimate SportsConsultant Marketing CommunicationsReporting to the VP Marketing IT

2003

February 2003 November 2003

C

Andrea E Niosi

Significant achievements Successful creation and implementation ofa pragmatic Marketing and Sales planthrough strong negotiations successfully executed a sports sponsorship programs and established asuccessful meansfor lead generation through new marketing initiatives contributed to sales growth by 10in 8 months spearheaded rebranding initiatives to better align functional departments with the brand

Worked closely with the VP Marketing in designing and developing online and print marketing projectsAs the Program Manager for Sponsorship and Affiliate Partnerships lead the detailed evaluation ofopportunities crafted deals and managed and measured ROI to ensure longterm successComposed news releases and bid proposals executed cross marketing initiatives and provided strongleadership in planning all channel and distribution strategies provided copywriting and market researchexpertiseProvided strong leadership for members of the business development and customer service teams

WOW A Branding CompanyBrand Architect and Account ManagerReporting to the President

20022003

Significant achievements Provided leadership in the rebranding and launch ofNGRAIN generated 25 ofrevenue through account management and new business development activities in 12month periodexpanded the companysclient base and market visibility through proposal development presentationseducation activities media interviews and news releases

Brand Architect and Project Manager responsible for client relations negotiations project strategyconsultations presentations and workshops for senior executive clientsWorked directly with clients to develop online and print design projectsProvided strong leadership in the creation of deliverables including Brand Strategy Plans creativebriefs product names corporate assessments key messaging and positioning statements marketing andsales collateral press releases and business cases

Effectively managed design projects for clients and enthusiastically facilitated brand audits andinstructed branding workshops

Hired technical staff and managed design projects within the design studioWorkshop facilitation for individual and corporate branding sessions

CommStrategy Milan ItalyConsultant Marketing contract 2001

Reporting to the President CEO

Significant achievements Worked with a multicultural team bringing a North American perspective to theEuropean market preparing engagement budgets and plans to determine project scope plus methodologicalapproaches

Gathered analyzed and synthesized data in order to compose commercial marketing documentsConsulted with clients and presented best market opportunity recommendationsManaged client engagements and functioned as the day today contactProvided guidance to team members to ensure project focus delivery and quality prepared client reportsand presented study findings to client executives

Academic Achievements

University of British Columbia

Graduate Masters of Business Administration 19992001Received two scholarships for Business Administration and Education Abroad StudiesRotterdam School of Management Erasmus Graduate School of BusinessParticipant International MBA Study Abroad Program 2000University of British Columbia

Bachelor of Arts Political Science 1995

Andrea E Niosi

Public SpeakingCourse InstructionFacilitationUBC Commerce SFU Garth Toombs Associates High Tech Communications Exchange CreditUnion Central of BC Vancouver Online Users Group Wired Women GALA Ultimate Sports DeltaSchool District Sierra Systems Web Development Team and Sierra Systems BC Branch AccountManagement Team NGRAIN Corporation

Interviews and Publications

May 2001 Web Marketing Tools I potcr a database the power of the database

July 2002 The Vancouver Sun Personal branding gets jobsJanuary 2003 The Vancouver Sun How to build a brand

February 2007 IExpress du Pacifique Made in ici

Professional TrainingWindows SharePoint Services Building Collaborative Solutions with Team Web sites

Microsoft Content Management ServerCommunication Skills for Managers Saucier School of Business Executive EducationInstructional Skills Workshop 3102 Kwantlen Polytechnic University

Professional Affiliations

Canadian Society for Marketing Professional ServicesHigh Tech Communications Exchange

O

Ewa Owczarczyk

ProfileStatus

DepartmentYear Joined KUC

Teaching Experience

Areas of Involvement

Full time

MarketingJanuary 2002Entrepreneurial Marketing ENTR 3140 International MarketingMRKT 2455 Introduction to Marketing MRKT1199 ConsumerBehaviour MRKT 1299 Small Business Essentials MRKT 1235Entrepreneurship and Marketing

Education BackgroundMasters of Business Administration Royal Roads University Victoria BC Major in DigitalTechnologies Management 2000 2002

Overall GPA of354 with courses in Leadership Marketing Management Financial and ManagerialAccounting Strategic Management Corporate Finance Consulting Skills Contract Law ResearchMethods Networking and Ecommerce Decision Support Systems Managing HighTech ProjectsStrategic Implementation for Digital Technologies Management Global Issues and Sustainability

Diploma of Technology in International Trade with Honours British Columbia Institute ofTechnology Burnaby BC 1994 1996

Finished as top graduate in program with courses in Marketing Sales Accounting Cost AccountingFinance Logistics Purchasing Project Management International Trade Business CommunicationBusiness Mathematics MS Access Internet International Trade Economics Organisational Behaviourand International Law

Masters of Science in Commerce Warsaw School of Economics Warsaw Poland 19871992

Above Average Standing 4 out of 5

Courses in Economics Statistics Marketing Marketing Strategies Business Law Planning Economicsof Enterprises Small Business Development Transportation and Forwarding International StrategicManagement Political Science Econometrics

Prior Experience not in EducationAssistant Senior School Head Southridge School private K12 school 1998 2001Coordination of Post Secondary Liaison office

Developed contacts with universities across Canada and the United StatesArranged visits of university recruitment officers and student group visits to universitiesAdvised students on university admission scholarships career and personal planning issuesManaged students university planning and admission programDeveloped an on line Post Secondary Liaison resource centre for students and teachers

Academic Administration

Trained and managed twenty teachers in regards to school grade reporting processDeveloped and managed a comprehensive registrar database and school scheduling modules

1

Ewa Owczarczyk

Ministry of Education LiaisonActed as a liaison with the British Columbia Ministry of EducationManaged and supervised Southridge School compliance with the Ministry guidelines in respect toprocedures and reports for example student exam challenge process exam registration courseprerequisites external and internal courses Ministry scholarship distribution studentdemographics transcripts Foundation Skills Assessment

General School Administration

Prepared and was accountable for Post Secondary Liaison BudgetCoordinated the preparation of textbook budgeting process 120000 for 20002001Managed faculty absences by arranging teacherson call recruitment and assignmentsManaged Awards and Certificates for the Awards and Closing Ceremonies from design throughnomination and handout

Acted as a Senior School Head liaison with teachers and parents

Successfully administered database transfer processes from Vixen to Blackbaud byCoordinating technical requirements and conducting data cleanup and transfersDelivering training sessions for staff in regards to Blackbaud and interfacing Grade Quick

Traffic Coordinator with Agricom International Inc export company 1996 1997Accountable for shipping arrangements with CP Rail and international shipping linesResponsible for issuance preparation and correctness of contracts invoicing bills of ladingofficial stuffing reports certificates of origin affidavits and export declaration formsMaintained customer and supplier database in Excel and Quick BooksManaged courier shipments costs and courier contract negotiations that resulted in a 10ongoing reduction in courier costs

Marketing Supervisor with Asea Brown Boveri ABB multinational power generation corporationABB Zamech Elblag Poland 1991 1993Responsibilities

market information sourcingcompetitor and economic trend analysismarketing budget preparation and expenditurescooperation with Universitiesinternal marketing newsletter preparationinternal marketing communication trainingcustomer inquires and complaints responses

Accomplishments

Organised and hosted company representation at the major international trade fairs including the CentralEuropean Trade Show in Poznan PolandRepresented the company at regional fairsInitiated creation of the Management Information SystemDeveloped procedures for strategic planning processEstablished and maintained internal marketing contacts in Germany and SwedenConducted both qualitative and quantitative marketing research for ABB Zamech divisionsEstablished an industrial marketing training program for sales and marketing staff

Project Coordinator Centre for Privatisation training agency for the Ministry of PrivatisationWarsaw Poland 1991

Coordinated an eightweek training project that introduced western business strategy to senior managersof an 3000 employee brake manufacturing facility in Praszka Poland As a result of this initiative thecompany was able to develop a business plan for the organisation and eventual introduction of itsproducts to markets in Western Europe

2

Ewa Owczarczyk

Elementary School English Teacher Warsaw Poland 19891990Taught English to students in grades K4 as a parttime job during university studies

Professional MembershipsCanadian Council for Small Business and Entrepreneurship 2007Surrey Chamber of Commerce 2005

Professional meetings attendedSurrey Chamber of Commerce networking meetings 2005 2007SOHO and SME Conference and Expo 2007Canadian Council for Small Business and Entrepreneurship CCSBE conference and meetings 2007Royal Roads University Alumni Meetings Vancouver 2007Surrey Board of Trade International Trade Dinner and Export Awards 2007BECCBEAC conference 2004 and 2005

Professional growth activities

Accomplished course objectives using case method teachingcooperative learning open classroomdiscussionsforums experiments as well as handson projects Positive classroom atmosphere facilitatedlearning of both content and employability skills

Case Writing Workshop James Erskie Richard Ivey School of Business method KUC 2008The Portfolio Project Developing Your Teaching Portfolio Workshop 2007Moodie Training various 2007Canadian Council for Small Business and Entrepreneurship CCSBE conference 2007Carnegie Initiative for the Advancement of the Scholarship of Teaching and Learning CASTLLeadership symposium 2007Case Teaching Workshop James Erskie Richard Ivey School of Business method KUC 2006Case Teaching Workshop Electronic Hallway Harvard Method University of Washington 2003Instructional Skills Workshop Kwantlen University CollegeCooperative Learning Workshop KUCGreat Teacher Conference Banff AB

Course Website design I and II levels KUCAcrobat Writer Workshop KUC

ConsultingConsulting Project Preliminary Analysisfor an Online Delivery model Bachelor of BusinessAdministration in Entrepreneurial Program at Kwantlen University College 2002This was the Organisational Consulting Project a component of the Master of Business Administrationgraduation requirements The project report includes

demand analysis for mixed and online courses among the BBA in Entrepreneurial Leadershipstudents

situation analysis of online courses at Kwantlen University Collegecost analysis for offering on line coursescosting models and breakeven analysis for online modelsonline course development tools a reference guide

3

Ewa Owczarczyk

Institutional services performedCommitteesProject commitments

Liaison between Library and Marketing and BBA faculty The objective is to give advice onresources needed This included most importantly financial ratios and statistics information for BBAcourses 20062007

An ongoing coaching and course material coordinator for Entrepreneurial Marketing ENTR3140course This includes continuous research and selection of cases and toolsresources for studentsadding content to ENTR3140 student manual Key Notes coteaching with Myrna Cox Paul Leighand Robert Buller and a new book or custom content research and evaluation This course is a uniquedegree course that does not have a standard textbook or set of cases The coordination andcooperation among faculty that teaches this course allows for consistent course delivery and markingstandards 2003 ongoing

Student recruitment and market analysis of Polish postsecondary market for KUC This includedparticipation in Warsaw and Gdansk educational fairs interviews with university representatives andschool counsellors attending the trade shows interviews with Canadian Trade Commissioner andInternational Education and Cultural Relationship officials at the Canadian Embassy in Warsawsecondary research on postsecondary education market and its drivers The project was completedwith the market analysis report to the International Education office Fall 2007

International Education Trips to China and Japan 2006 2007 participation in internationalnegotiations and relationship building meetings learning crosscultural challenges understandingChinese and Japanese post secondary markets and market potential for KUC active recruitment ofKUC students through educational fairstradeshows Japan This field involvement is to keep currentwith international marketing and business fields

BBA Student Orientation workshop Worked with Chamkaur Cheema coordinator on developing atwoday workshop for students entering the 3 year BBA program My responsibility was to plandevelop and coordinate oneday case teaching workshop for students Summer 2006

Research and Meetings with Polish Univerities to set up student exchange and school cooperation inentrepreneurship in conjunction with David Ross Schools researched contacted and meetingsattended Katowice School of Economics Katowice Higher Banking School Krakow LeonKoiminski Academy of Entrepreneurship and Management Warsaw September 2005Marketing Degree Committees ongoingMember of ACBSP Association of Collegiate Business Schools and Programs Project Team 2005

Professionally related community activitiesSoroptomist guestSurrey of Chamber meetings

Awards and Scholarships

British Columbia Institute of Technology Burnaby BC Diploma of Technology in InternationalTrade with Honours

The Dr Joseph H Cohen and Mrs Frances Cohen Scholarship in International Trade 1995The Hedy Pevech Memorial Award 1995The International Trade Graduating Award 1996

Warsaw School of Economics Warsaw Poland Masters of Science in Commerce

Granted Academic Achievement Scholarships 1990 1992

4

Teaching Experience

Instructor Regular Faculty MemberKwantlen Polytechnic University

International Marketing Retail Management

EDUCATION

EMPLOYEMENT

ACADEMIC WORK EXPERIENCE

NISHAN C PERERA

PROFILE Creative professional educator with a passion for academic administration developingprogram content curriculum and teaching Enjoy the process of combining academic acumenwith industry practice Energetic innovative approach to methodology along with thirteen years ofconsolidated experience in teaching academic administration training and commercial businessmanagement Takes a specific interest in education technology related trends that supportsteaching and learning

Masters in Education Educational Leadership since Sep 2008

Simon Fraser University

Completed the first year of the program Currently completing the second year of the programJuly 2010

BC Provincial Instructors Diploma August 2008

Vancouver Community CollegeCompleted the BC Provincial Instructors Diploma in August 2008 Was the class valedictorian at thegraduation ceremony

Masters in Business Administration Degree 2000 to 2003

Post Graduate Institute of Management University of Sri Jayawadenapura Sri Lankahtto wwwpimlkinitial affiliations with Carlton University Canada

Completed the degree with a merit pass The dissertation thesis with defense was on the topicMeasuring Services Quality in Developing Retail Strategies for Supermarkets in Sri Lanka

Note International Credential Evaluation Service comprehensive report for MBA available

Diploma in Marketing 1992 to 1994

Chartered Institute of Marketing United Kingdom Ihtto wwwcimcouk

2008 to date

Courses taught

Introduction to Marketing Essentials of Small Business Management Consumer Behaviour

1

Non Teaching Activities

Committee Work

Member of the educational technology committeeMember of the moodle steering committeeMember of the text book selection committee

Member of the strategic planning committee

Technology

Maintains the departmental moodle website

Also a member of the divisional website development project

Courses taught

Employer Employee Relationships

Ecommerce Analysis

Internet Business StrategiesCustomer Service

Visiting Faculty for BSc MBA programs

University of Wales Imperial Institute Sri Lanka http wwwwalesacuk http wwwiihelk

Courses taught

BSc ProgramsMarketing Management

Services MarketingIntroduction to

Marketing

Marketing Management

Strategic Marketing

Supervising BSCDissertations

Organizational Theory HRD

Management of ChangeOrganizational Behavior

Operations ManagementInternational Business

Contemporary Management

Real Life Problem Solving Project

Courses taught Organization Management Strategic Management

NISHAN C PERERA

Curriculum Development

Lead developer of an initiative that is responsible in developing a new marketing degreeMember of the divisional curriculum committee

Instructor part time December 2007 to August 2009Sprott Shaw Community College

Managing Conflicts and NegotiationsManagement

Contemporary Marketing

Marketing Research and Planning

2004 to 2007

MBA programsMarketing

Services MarketingSupervising ResearchProposals andDissertations

Visiting Faculty 2004 to 2007

Chartered Institute of Management Accounting UK Wisdom Business Academy Sri Lankahttp wwwcimaalobalcomhtto wwwwisdombusinesscom

2

O

Visiting Faculty for MBA programs 2007

Institute of Chartered Financial Analyst India Sri Lanka Branch http wwwielankaorq

Courses tauaht

Introduction to Management Services Marketing Business Policy

Visiting Faculty for Diploma and BSc ProgramsUniversity of London London School of Economics Royal Institute Sri Lankahttowwwlondonextemalacukhttp wwwriclk

Courses taught

Contemporary Management Marketing Introduction to Management

Visiting Faculty for Diploma and MBA programsSri Lanka Institute of Marketing Sri Lanka http wwwslimlk

Courses taught

NISHAN C PERERA

2004 to 2005

1998 to 2004

Diploma Programs MBA programsCIM UK examinations SUM programs

International Marketing Introduction to Marketing Economics

Marketing in Practice Services Marketing

Practice of Marketing Preliminary Certificate in Marketing

Marketing Environment Economics

Academic Consulting and Administration Experience

Consultant to the Education Division 2003 to 2004

Sri Lanka Institute of Marketing Sri Lanka

Developed curriculum program structures program promotional material and evaluation methodsfor the Postgraduate Diploma in marketing 2 year course Preliminary Certificate in Marketing4 months course specialized short courses in Marketing Masters in Business Administration 2 yearprogram and Diploma in Pharmaceutical Marketing 2 year program

Director of Education 2004 to 2005


Developed administrative structures developed and implemented testing structures handledhuman resources management instituted IT systems and software for processing results acted asstudent counselor processed application for university college status for the institute and handledmany other academic logistics

3

Examiner Experience

NISHAN C PERERA

External Examiner 2004 to 2005


Setting papers for public examinations developing marking schemes setting assignments settingmarking schemes for assignments marking scripts and assignments writing performance reports

External Examiner 2004 to 2007

University of Wales Imperial Institute Sri Lanka

Marking BSc dissertations and MBA dissertations was second marker for examination participated ininternal and external examiner board meetings

Entrepreneurial Experience

COMMERCIAL WORK EXPERIENCE

DirectorCo Founder 2004 to 2007

MN Solutions Private Limited Sri Lanka

Was responsible for the academic and operational administration of the business Sourced

coauthors to write text material managed the authoring process handled the printing processdeveloped administrative aspects of the business and handled training inquires

Training and Consulting Experience Freelance 2003 to 2007

Carried out training need analysis developed training content delivered 71 training programscovering 485 training hours trained over 1435 participants All of the participants were adultaudiences

Training content included

Customer Service front line customer service customer centric selling services marketingSol Skills Development worklife skills for front line work team building skills time managementout bound training presentation skills

Marketing marketing orientation loyalty development developing marketing plansdeveloping marketing information systems

4

Year Month Organisation Training Subject TrainingHours

No of

participants2003 Dec Yellow Pages Sri

LankaLoyaltyEmployeescustomers

4 hours 30

2004 Jan World Bank

University Services

Soft Skills Mind Set for

Private sector

employment

4 hours 15

May World Bank

University Services

Soft Skills Time

Management and Teambuilding

8 hours 20

Aug Sampath Bank Service Marketing 8 hours 15

Oct Sampath Bank Service Marketing 8 hours 20

Dec Sampath Bank Service Marketing 8 hours 20

2005 Jan Sampath bank Service Marketing 8 hours 15

Feb Central Bank Marketing Orientation 8 hours 15

Mar Central Bank Marketing Orientation 8 hours 15

Apr Central Bank Marketing Orientation 4 hours 15

Sampath bank Service Marketing 4 hours 20

June Sampath bank Service Marketing 10

hours

25

July Sampath bank Service Marketing 18

hours

43

Aug Sampath bank Service Marketing 8 hours 15

Sep Sampath bank Service Marketing 24

hours

49

Hirdramani

Apparel

Developing a MarketingPlan

8 hours 40

Nov Laurel Soft Skills Team Building 8 hours 45

2006 Jan Laurel Soft Skills Team Building 4 hours 18

Sampath bank Presentation Skills 16

hours

28

Feb Laurel Soft Skills Team Building 4 hours 30

Chemenix Soft Skills Team Building 4 hours 30

Hirdramani

Apparel

Developing a MarketingPlan follow up

4 hours 15

Mar Hirdramani

Apparel

Developing a MarketingInformation System

4 hours 20

May Laurel Soft Skills Outbound 16

hours

30

Sampath bank Effective Customer Care 16

hours

30

June Sampath bank Effective Customer Care 8 hours 15

NISHAN C PERERA

5

Year Month Organisation Training Subject TrainingHours

No of

participants2006

contd

June Colombo Stock

Exchange

Presentation Skills 8 hours 18

July Sampath bank Effective Customer Care 32

hours

64

Chemanix Selling Skills 8 hours 42

JASTECA Measuring Service Quality 2 hours 18

Wisdom Business

AcademySoft Skills Team Building 4 hours 18

Aug Sampath bank Effective Customer Care 24

hours

45

Sep Sampath bank Effective Customer Care 24

hours

53

Hirdramani

ApparelDeveloping a MarketingPlan Follow up

4 hours 15

JASTECA World Class Selling Skills 8 hours 40

Oct Laurel Customer Care 8 hours 15

Sampath bank Effective Customer Care 24

hours

38

Nov Sampath bank Effective Customer Care 24

hours

53

Commercial

InsuranceEffective Selling Skills 8 hours 42

Dec Sampath bank Effective Customer Care 16

hours

42

2007 Jan Unimo Enterprises Effective Selling Skills 8 hours 45

Feb Association of

AccountingSoft Skills Life Planning 4 hours 50

Chemanix Soft Skills Time

Management

4 hours 28

Mar JASTECA Effective Customer Care 8 hours 44

Apr Association of

AccountingSoft Skills Various Topics 23

hours

80

May Laurel Soft Skills Outbound 16

hours

27

Laurel Soft Skills WorkLifebalance

4 hours 25

Totals 485

hours

1435

participants

NISHAN C PERERA

6

4

Industry ExperienceBrand Manager

Unilever Ceylon Limited Sri Lanka httpwwwunileversrilankacom

Handled all product supply chain and distribution chain development activities activationplatforms negotiations and communication campaigns and chaired brand board meetings

ProductMarketing Support Manager International Markets 1999 to 2002

Richard Pieris Group of Companies Sri Lanka http wwwaroicocomhitowwwarpicorubbercom

Handled international clients and product management activities designed international standardpromotional material with advertising agencies organized and took part in overseas exhibitionsvisited buyers overseas coordinated new product development periodic reporting of sales andbrand profitability carried out strategic and annual planning sessions setting up an internationalmarketing division

Ant Product Manager Management Trainee Local Markets 1995 to 1999

Handled product management promotions management new product development customerservices etc Have attended numerous training programs related to marketing and managementskill development

Memberships heldAmerican Marketing Association Canadian Institute of Marketing Asia Pacific MarketingFederation certified professional marketer Chartered Institute of Marketing UK Chartered

Marketer Ordinary Member Sri Lanka Institute of Marketing SL Member

Work with Publishers Canada

Research StudiesArticles Canada

PROFESSIONAL MEMBERSHIPS

CASES RESEARCHSUPERVISION BOOKSCOAUTHORED

Case study on Envision Financial Red Frog at the Kwantlen PolytechnicUniversity case writing work shop

NISHAN C PERERA

2003

Business Now 2nd Canadian Education Nelson Education

Development of Concept Maps 2010

Introduction to Marketing 3rd Canadian Edition Pearson EducationDevelopment of Instructor Resources Chapter End Questions Concept Maps 2009

Book Review Introduction to Marketing 2nd Edition Armstrong Pearson Education 2008

Book Review Canadian Entrepreneurship 6th Edition Balderson McGrawHill Ryerson 2008

2008

7

NISHAN C PERERA

Measuring Resistance and Usage Intensity of Moodie based Learning Management System byFaculty and Students of the School of Business at Kwantlen Polytechnic University Current

Research for the Masters in Education Degree 2010

Research StudiesArticles Sri Lanka

Measuring Service Quality in Developing Retail Strategies for Super Markets in Sri LankaMBA research thesis

The Role of Professional Education in Developing Professionals in Organization Annualconference of the Organization of the Professional Associations in Sri Lanka

Supervision of the development of MBA proposals

2003

2005

Research Dissertations Supervised University of Wales Local Validation Centre Sri Lanka

September 2006 to July 2007

Supervision of BSC Dissertations

o Measuring functional service quality among front line service personnel in the retail supermarketindustry in Sri Lanka in developing effective human resource management strategies

o Evaluating supplier assessment models in selecting effective suppliers for the small and mediumsector apparel manufacturers in Sri Lanka

o Learning organization as an effective tool in improving customer service by the front lineemployees in the banking industry

o Assessing the feasibility of providing technical assistance to computer users in small andmedium enterprises in Sri Lanka

o Studying the effectiveness of supermarket channels in meeting emerging shopping trends of theurban consumers in Sri Lanka

o A comparative study in measuring service quality in the outpatient departments of the privatesector hospitals in Sri Lanka

o Comparative study to assess gaps in promotional promises versus delivery of insurance claimsin the domestic motor insurance industry in the western province of Sri Lanka

o Measuring service quality provided to local vs foreign customers by the city 5 star hotels ininfluencing customer satisfaction levels

o The dilemma between customer satisfaction and managing variability through service processes

A comparative study from the banking industry in processing housing loan products

o A comparative study in measuring maternity care service quality in influencing customer loyalty

in the private sector general hospitals and specialized maternity hospitals in Colombo

o Assessing the impact of service quality and shopper characteristics in influencing consumerloyalty among supermarket shoppers living in the city of Colombo

o Impact of direct to consumer advertising to stimulate purchases of over the counter anti cough

syrup brands amongst the professional consumers living in the city of Colombo Sri Lanka8

3

3

Tile ISBN number Authorship

Preliminary Certificate in Marketing ISBN 955 1244001 90

Preliminary Certificate in Marketing Revision Kit Not Applicable 100

Preliminary Certificate in Marketing Resources Not Applicable 100

Preliminary Certificate in Marketing Quick Revision Not Applicable 100

Essentials of Marketing ISBN 955 124401X 90

Economics and Legal Concepts for Marketing ISBN 955 1244028 70

Effective Communication Skills ISBN 955 1244044 30

Understanding Consumers ISBN 955 1244036 30

Finance for Marketing ISBN 9551244052 20

Distribution Management ISBN 955124460 30

Promotional Practice ISBN 955 124479 50

Marketing Management ISBN 9551244109 60

Marketing Skills ISBN 955 124495 40

Supervision of MBA Dissertations

Books Coauthored Sri Lanka

NISHAN C PERERA

o Measuring the service quality of support services provided by private hospitals in influencing

OPD patient satisfaction levels

o A comparative study in assessing the impact of service vs physical goods quality in retail outletsin influencing satisfaction levels among fashion conscious customers

o Measuring the urban professional customer satisfaction levels with the distribution channelformats offered by the private commercial banks operating in Sri Lanka

2004 to 2005

9

Kim Alan Renwick 3Entrepreneurship The ability to grow from within

Profile

After selling my own business I have spent the past ten years and intend on spending theremainder of my working career teaching and working with people interested in starting andgrowing organizations This is not a great change from my career up to this point accept now Ihave greater freedom as to whom I choose to work with

During the past ten years I have worked with approximately 187 individuals directly in thelaunching of new business ventures or taking their businesses to the next level One client hasbeen voted one of the top 50 entrepreneurs in Canada She provided the drive to make her selfsuccessful My role was in making her and other entrepreneurs like her aware of businesspractices that will make them more effective and help them understand how to employ successfulbusiness practices

It is my objective to spend at least part of each year working on overseas projects inentrepreneurship and education I have completed a five year project with Dalian Institute of LightIndustry DILI During this project I had the opportunity of visiting and running workshops inDalian three times as well as mentoring visiting professors from DILI each year in Vancouver

My interest in international business has created opportunities to become involved in facilitatingseminars for executives from other countries targeted toward them understanding Canadianpractices This interest has in turn led to trips back to China and most recently France Germanyand Switzerland to meet with their educators and government leaders to better understand theireducation practices and the direction they are taking their educational systems

Specialty

Work with business owners on how to start and successfully grow businesses

Teach marketing specializing in strategic planning and consumer behaviour how it fits with strategicand operational management

Conduct training for executives and business owners on marketing management sciencenegotiation communication and treasury topics targeted at creating a sustainable competitiveadvantage

Education

ID Master of Business Administration Bellevue University United States of America

Bachelor of Commerce University of Saskatchewan Canada

III Certified Cash Manager The National Corporate Cash Management Association

IA Fellow of the Institute of Canadian BankersFICB

Work Experience

Faculty Marketing Department Kwantlen Polytechnic University

C Coordinator Entrepreneurship Programs Kwantlen Polytechnic UniversityC Started operated and sold business engaged in the manufacturing of wine and beer

C Career corporate banker with CIBC operating a team of managers specializing in the introductionand management of cash management treasury and card products

OBJECTIVE

IMRAN RAZA

I seek to broaden my horizon as an educator advisor and consultant in marketing where I canfurther my learning as well as apply relevant knowledge and skills I gathered in various positions listed below

EXPERIENCE

January 1998 Todate Kwantlen University College

Vancouver BC

Full Time Instructor

Teaching a mix of marketing and management courses at the three main campuses in theBBA Entrepreneurship and Marketing Management program 19982005

Member of the marketing department search committee since 2007Involved in curriculum and degree development for the BBA program and marketing man

agement diploma 19982005Education Leave Committee for the University College 1999 to Spring 2004Professional Development Committee within the school of business 1997 to Spring2005Teaching and advising in the area of small business management special interest in Spa man

agement as well as the hospitality industry

August 1997 December 1997 Future Shop Vancouver

Sales SpecialistMerchandising and implementation of sales promotion plansPost customer sales to increase customer loyaltyShopping the competition to maintain competitive edgeAttend management and product training for self developmentAttaining self and departmental targets through team work

August 1993 June 1997 Institute of Business AdministrationKarachi

Assistant Professor in Marketing and ManagementSpecialised in marketing primarily in the area of Consumer Behaviour

and Personal SellingLectured in the area of General ManagementGuided and advised students on their term reports and research projectsConsultant and advisor to upstart business schools in the area of academics curriculumdevelopment and faculty recruitmentPublished eleven articles in newspapers and business periodicals

July 1991 June 1993 Swissair Karachi

Sales RepresentativeAchieved sales targets for travel agencies and interline salesIndustrial sales to multi national and other public sector companiesServiced and handled Swissair Travel Club Members

Product and schedule planning to optimise payloads

July 1988June 1991 Institute of Business AdministrationKarachi

Lecturer

Taught basic courses in Management and Marketing

Oct 1986 Jul 1988 British American Tobacco GroupKarachi

Assistant Accountant

Responsible for the variable cost section payroll section and cashInvolved in company planning and budgeting at the production levelAnswering factory managersqueries relating to wastage and variancesResponsible for all excise matters relating to production

EDUCATION

1986 Institute of Business AdministrationKarachi

Master of Business AdministrationSpecialised in marketing and financeInternship at Bank of America

1985 Institute of Business AdministrationKarachi

Bachelor of Business AdministrationSpecialised in finance

0

0

SKILLS

Consultancy in hospitality managementPersonal selling skillsWork with msword power point and excelCustomer handling skillsCareer coaching and student counsellingGood stress management skillsProject management skills

REFERENCES


HIGHLIGHTS OF OUALIFICATIONS

INSTRUCTION extremely skilled and proficient in delivering curriculum content using a variety ofteaching methods to achieve measurable learning outcomesSALES MARKETING possess highly developed personal attributes and professional sales andmarketing skills knowledge and techniques both theoretical and practicalENTREPRENEURIAL INTRAPRENEURIAL a developed capacity to think innovatively inorder to create new business and organizational opportunities through the application of well honedentrepreneurial skillsWRITING a solid foundation in the use of academic and business grammar in order to achieve clearand concise written communication

MANAGING pronounced ability to plan organize motivate and lead people and resources toeffectively and efficiently realize department and corporate goals

PROFESSIONAL EXPERIENCE

Sept 1997 INSTRUCTOR PROFESSOR Kwantlen University CollegePresent Full time Faculty

Discipline Marketing Department Bachelor of Business Administration inEntrepreneurial Leadership

Courses 1199 Introduction to Marketing 1299 Consumer Behaviour 1235Small Business Essential 2333 Marketing Management I 2340 MarketingResearch 2360 Professional Sales 2401 Advertising 2444 MarketingManagement 2Departmental Responsibilities Curriculum Committee Rep School of BusinessFaculty Rep Occupational Safety Committee Working Conditions CommitteeRep School of Business Marketing Degree Development FrameworkCommittee Lead Course Developer

Sept 2000 INSTRUCTOR PROFESSOR University College of thePresent Fraser Valley currently under contract

Discipline Business Department Contract FacultyCourses Introductory Marketing 120 Professional Sales 221 SalesManagement 222 Advertising 223 Business 100

Nov 2005

Present

June 2003

Fall 2005

May 2000June 2002

Richard MR Simon MEd

ENTREPRENEUR R Simon Sales Agency Exclusive rights for salesmarketing and distribution of Thermohair Brand products in British Columbia

May 2001 PROFESSOR Simon Fraser University Harbour Centre2004 Discipline Business Department Contract Faculty

Course Business 240 Introductory Marketing

SALES MARKETING REPRESENTATIVE Valley Forest ProductsLtd currently under contractResponsible for the planning development execution and control of a strategicmarketing plan in British Columbia and Alberta for bundled soft wood

INVESTOR RELATIONS Kalimantan Gold CorporationResponsible for corporate promotions and investor relations for a publiclytraded CDNX junior mining company

Richard MR Simon Page 2

PROFESSIONAL EXPERIENCE CONTD

Sept 2000May 2002

1985 1986

1979 1981

1976 1977

1971 1975

GATEWAY COLLEGE Langley School District International ProgramDiscipline Adult Business Courses ESL Pantime

April 1999 PROFESSIONAL SALES Strand Investment CorporationDec 1999 Product A Canadian tax shelter minimum 25000 investment flowthrough

shares Pantime direct Commissioned Sales

1989 1997 SENIOR SECONDARY TEACHER Brookswood Secondary SchoolDiscipline Business Education Department Head

Retail Marketing Program successfully implemented and operated a schoolstore with students of marketing 11 Annual gross sales 25000

1996 AUTHOR THE SUCESSFUL SCHOOL STORE

Copp Clark Canada Ltd 1996

Nationally published book a first in the field of marketing still in printWorkshops and presentations including BC Business Educators AssociationConference 96

1985 1989 MANAGING DIRECTOR Abercrombie Fitch Canada IncCanadian Head Office Oakridge Shopping Centre

Gross Annual Sales 32 million averageResponsibilities staffing budgeting selling reordering merchandisingproduct display inventory control security promotions sourcing new products

1986 1989 SALES Canadian Scholarship Trust FoundationProduct Registered Educational Savings Plans RESP Commission Sales Rep

1983 1985 ENTREPRENEUR Intershape The Fitness Place LtdBusiness Partner Operator Manager of a small business enterprise

1979 1983 COUNSELLOR The maples Residential Treatment Centre

1977 1979 SECONDARY SCHOOL TEACHER Sentinel Secondary School W Van

EDUCATION

1991 1995 Masters of Education Education Administration

Western Washington University Bellingham Washington State39GPA

Marketing Business Management Under Graduate CoursesBritish Columbia Institute of Technology

Counseling CertificateMaples Residential Treatment Centre 2year inservice program

Professional Teaching Certificate SecondaryUniversity of British Columbia UBC

Bachelor of Physical Education History Major UBC

Keith Wallace

EDUCATION

1970 MSc Marketing Management University of Salford Lancashire England

1969 BA Honours Business Studies University of Middlesex London England

EMPLOYMENT HISTORY

1980 Present

Dec 05 Jan 06 Thompson Rivers University Kamloops BCJ Tianjin University ofTechnology China

Taught Management Strategy and Comparative Business Practice to BBAprogram students

Sep 04 Dec 06

Sep 02 July 06

Mar April 04

Dec 01 Jan 04

July Dec 1998

Kwantlen Polytechnic University Surrey BChttpwwwkwantlencaInstructorpast Department ChairDesigned Marketing Management Diploma ProgramTaught Marketing Selling Sales Management Marketing Planning

Marketing Research Advertising Retailing Consumer BehaviorEntrepreneurship International Marketing Marketing Simulation

Designed and taught two 4 yearBBAcourses ServicesManagement and Entrepreneurial Development in InformationTechnology

Langara College Vancouver BCTaught several sections of Introduction to Marketing

Open University Burnaby BC distance educationDesigned and wrote BBA 3 year course Strategic MarketingDesign consultant on four newupdated distance education Marketing courses

University of New Brunswick RBTT Roytec TrinidadTaught International Marketing and Marketing Research to BBA program

students

University of New BrunswickBeijing Concord College of Sino Canada Beijing ChinaThree annual 7week visits to teach courses in Marketing Business and

Communications to BBA program students

University of Adelaide South Australia

Designed and taught B Comm courses in Marketing Research MarketingPlanning and Communications

Curriculum Vitae Keith Wallace Page I

July Dec 1989

Feb June 1985

1980 1984

1976 1979 Esco Ltd Vancouver BCMarketing Services Manager

Provided national marketing support in marketing planning new productintroductions marketing research advertising and promotion

1974 1975 Cinova Furniture Ltd London UKSales and Marketing ManagerSupervised 17 sales representativesResponsible for sales marketing and marketing research

1972 1974 National Cash Registeri Johannesburg South Africaii Sydney Australia

Responsible for the introduction of marketing planning and general marketingsupport marketing research

1971 1972

COMMUNITY INVOLVEMENT

1990 2002 BC Wetlands SocietyBoard Member

1992 1998 Canada Trust Friends of the Environment FoundationBoard Member

1988 1990

1980 1988

Curriculum Vitae

Price Waterhouse Sydney AustraliaMarketing ConsultantConducted 5 major industry sector studies to identify and quantify demand for

consulting services

Sichuan Management Institute Chengdu ChinaInstructor

Taught courses in Marketing Management and Marketing Research to enterprisemanagers

Consultant to local enterprises

Open University Richmond BCConsultant and Course Tutor Parttime

Tutored distance education courses

Burmah Castrol Oil Ltd London UK

SupervisorSupervised 4strong marketinganalysis team

Big Brothers ofBCBoard Member

Big Brother

Keith Wallace Page 2

Reference 1680

Monographs 1000

Reference Databases 35500

TOTAL 38180

Appendix CLibrary Impact Assessment

Summary of Startup Subsequent Costs


FPP Page 93 to 94

Part BPlease attach this section only to the Program Concept

KWANTLEN POLYTECHNIC UNIVERSITY


Support for Program ProposalRevision

Name of Program BBA in Marketing Management

Date October 27 2009

SummaryThis impact assessment has been based on the information available The Library supports thedevelopment and implementation of the proposed BBA in Marketing Management There would beadditional demands on print resources in specific subject areas but these should be manageable within ourexisting budgets However in order to provide an excellent level of support to students enrolled in thisprogram ideally the Library would strive to provide a wider selection of electronic resources

We will continue to work with the School of Business Faculty to ensure that our resources and servicesremain current relevant and effective It is possible that as course outlines and specific curriculum aredeveloped and we receive more information as to student requirements we will need to provide somefurther resources to successfully support this program

Program Concept BBA in Marketing Management Appendix B Library Impact Assessment Pages 29

Prepared by

Signed

I support this collection assessment

Please provide reasons for non support of assessment

27102009

SSCC liaison Librarian Date

University Librarian Date

Yes X No

29102009

Signed Nishan Perera 31102009

Program developer Signature Date

JoAnne Stayner Online Public Relations Viral Marketing Social Media Social Networking

Lisa Geddes Strategic Marketing Online Branding Viral Marketing

Stephen Coleman MBA

Marketing DirectorResonseTek Systems

Customer Experience Management Strategic Partnerships Web Site Design Optimization Web Analytics

Darrell Kopke MBAFormer GM Lululemon

Athletica

Strategic Partnerships Strategic Marketing Planningsmall business owner and angel investor

Joseph Simpson

Senior Director MarketingNGRAIN Corporation

Stratcgic Starking Panning Online Pairnership Aflihalca

Stephen Abbott

Independent ConsultantStrategic Marketing Planning Online Branding

Cossette Online Marketing and Communications Web Design

Ken Milloy

Strategic ConnectionsInternal communication and employee engagement

Carol Nelson

Director Mktg BC TourismTourism target marketing

Lawrie FergusonSVP MarketingCoast Capital

Financial Services

Trace Acres

Dir CorporateCommunications BCAA

Government and media relations

Appendix D List of Prospective Members for the Permanent Advisory Panel


FPP Page 95

Name Designation Organization ExpertiseBackground Format

Itew3 Personal Interview Focus Group

JoAnne Stayner Former VP of

HighRoadCommunications

Small business owner and

successful entrepreneurOnline Public Relations Viral MarketingSocial Media Social Networking

X

Greg Krysa Former Director of

Online MarketingAritzia independentconsultant

Online Marketing Strategic Planning EmailMarketing

X

Lisa Robinson Account Manager Graphically Speaking Web site Design Online MarketingStrategy

X

Elisa Cheng Former MarketingManager

NGRAIN Corp Online Marketing Strategy SEM and SEOEmail Marketing Social Media andNetworking

X

Lisa Geddes Senior Director

Marketing

Rick Hanson Foundation Strategic Marketing Online Branding ViralMarketing

X

Stephen Coleman MBA Marketing Director ResonseTek Systems Customer Experience ManagementStrategic Partnerships Web Site DesignOptimization Web Analytics

X

Darrell Kopke MBA Former GM Lululemon Athletica

small business owner and

angel investor

Strategic Partnerships Strategic MarketingPlanning

X

Perry Chua Senior Designer andCreative Director

Independent Social Media Brand Strategy Web SiteDesign Online Marketing IntegrationPositioning

X

Christine Moric Former ManagerWeb Development

Sierra Systemsindependent consultant

Information Architecture Web AnalyticsDesign for Analysis

X

Josephine Simpson Senior Director

MarketingNGRAIN Corporation Strategic Marketing Planning Online

Partnerships Affiliates

X

Stephen Abbott Independent Consultant Strategic Marketing Planning OnlineBranding

X

Ken Milloy President Strategic Connections Employee engagement and internalcommunications

X

Kara Douglas Marketing Manager BC Human ResourceAssociation

Strategic Marketing Planning OnlinePartnerships Affiliates

X

Appendix D List of External Parties Contacted


FPP Page 96

1I

I

I

O


FPP Page 97


llew3 Personal Interview dnoisnaodKristyPurton andJenniferGcrald

Cossette Advertising Online Marketing and CommunicationsWeb Design

X

Sean Weller Wasserman Advertising Online Advertising X

Mandcep Khaira President Orbital Advertising On line advertising X

Katya Wilson President Ambit Consulting Marketing and data base systems X

Valder Belgrave Marketing Manager Justice Institute Public services marketing X

Carol Nelson Director Mktg BC Tourism Tourism target marketing X

Linda Lee Principal Strategex Consulting Marketing Tourism X

Trace Acres Dir CorporateCommunications

BCAA Government and media relations X

Richard Miller VP Sales Mktg News Paper Direct International marketing X

Mat Wilcox Principal Wilcox Group PR Issues management X

Lawrie Ferguson SVP Marketing Coast Capital Savings Financial Services Marketing X

David Bernard Dir Marketing andCommunications

United Way of the LowerMainland

Not for Profit X

Linda Cekal Communications

MgrVanCity FinancialServices Marketing X

Michelle Mathews President M4ldeas

Ex Pres of ComptonPromotions advertising X

Victoria Pritchard Sr Project Mgr Telus TV Technology Marketing X

1I

I

I

O


FPP Page 97

Andreas Schwartz Sr Project Advisor Canada Post Direct marketing X


Email Personal Interview dnoi9511303

Bernard Yce RegVP ATT Asia Pacific Communications X

Johnny Michel Reg Director CBC Media X

Niall OReilly Managing Director Accurate Ltd Chinese market consulting and sourcing X

Ms Bonnie Leong Marketing Director MCL Motors Motor cars X

I Focus groupDarrell Hadden

Norman Davies

Steve Kim

Samantha Shah

A Schwartz

Valder Belgrave

2 Discussion groupRoger BarnesChristina

Jakovcic

Graphically SpeakingIntIMarketingSalesBoiiling PointCommunications

BCAMA

Canada Post

Justice Institute

Marketing ResearchLIJA Style

X

X

George Dale President BCAMA Mr Lube AMA X

Dean McKenzie ED Creative

ServicesCreative Intelligences KwantlensAgency X

Evi Mustel President Mustel Research Research X

Thomas Stringham CEO Hot Tomali

CommunicationsAdvertising X

Jonathan Sparks Program Manager TradeStan Trade X

Nicola Bentley VP Strategic Traction Creative Communications X

Kwantlen Polytechnic UniversityBBA in g Management

FPP Page 98

Kwantlen technic UniversityBBA in Ming Management

FPP Page 99

O

Services CommunicationsVancouver


llew3 Personal Interview Focus Group

Jeni Vlahovic Manager Sung CreativeVancouver

Creative X

Jeff Schaefller Director Strategy FJORD Strategy X

Gordon Ross Owner Net Nanny Marketing X

Feedback for Course Outlines New Marketing CoursesDarrell KopkeRCnmm Marketing

MBA

Vice President

Consumer ProductsFatigue Science Vice President Consumer Products Fatigue

Science 21109current

Board of Directors Peekaboo Beans 2009current Board of Directors Gratitude

Week to End Homelessness 2009 current

President and Board Member oranj DanceFitness 2007 current Managing DirectorAsia Pacific lululemon athletica 2007

2009 General Manager lululemon athletica2001 2006 Ownership in 3 businesses andsit on I Non Profit Board of Directors

X

Cossette West team onbehalf of Michelle

Kitchen Acting CMO

Cossette West Advertising X

Perry Chua X

Tricia Burton

BComm Mktg McGillInternet Mktg Ccrt UBC

Principal Tricia Burton Consulting PreviouslyVice President Product Marketing atPlease Mum

Senior Director Marketing at Please MumDirector of Marketing at RobeezInternet Marketing ManagerFuture ShopMarketing Manager Tclus

X

Alix Cameron Principal RedCABCommunications Communications Consultant BC Colleges X

Karen Nishi B Comm MktgUBC

VP Strategic PlanningWasserman Partners

Previously VP Business Development andPlanning at Molson Canada Sr Brand

X

Kwantlen technic UniversityBBA in Ming Management

FPP Page 99

O


FPP Page 100

Manager at Campbell Soup Company


Email Personal Interview Focus Group

Sean Weller Supervisor StrategicServices

Wasserman Partners Advertising X

Martin Reed Director MarketingCreative Services

Central One Credit Union Branding X

Majda StojanovicEmmerson

Regional MarketingManager

Boston Pizza

International Inc

Marketing in Franchising X

Barry Anderson Account Director CI Advertising Agency Advertising X

Valder Belgrave Marketing Manager Justice Institute Training services X

Vinetta Peek

CMA Hon

Vice President Programs Marketing X

Aaron Bickell District Director BC

Coast and Interior

Farm Credit Canada FCC is a crown corporation that financesagricultural businesses Aaron has over 14years of professional sales experience and 3years of sales management experience Heis the direct supervisor of a professionalsales team of 10 and responsible for themulti million dollar sales portfolio for theBC offices in Surrey Duncan andKelowna

X

Blair Bennett British Columbia

Regional ManagerSoprema Canada Soprema Canada manufactures and sells

building supplies directly to commercialprojects and wholesale distributors Blairserves as a manager on the BC sales teamand is an industry advocate for thecompanysgreen roof technologies andproducts Blair is an active member ofmany industry organizations including theCSC RCABC GRHC and a regularspeaker at industry events

X


FPP Page 100

Nicole Rourke Marketing ProfessorSchool of Business

St Clair CollegeWindsor ON

Previously Brand Manager for BaileysKaluha Hiram Walker

X

Jenny Yang President Co

Founder BAScMBA

MetaFor Inc Previously Director Venture Capital BDCConsultant Boston Consulting GroupConsultant Bain Product Marketing atNorTel

X

Rob Schmeichel Director MarketingProgramsFarm Credit Canada

Farm Credit Canada

Regina SKX

Arlene Whiffin Internet

Communications

Manager

Terasen Gas X

Gary Cadman CEO Cadman GroupInc

Cadman Group Inc BIV 40 Under 40 Entrepreneur of the Year1997

BIV 40 Under 40 Entrepreneur of the Year1998

Owner Cadman Consulting Group since1994

Instructor BCIT Professional Sales I

Instructor BCIT Key AccountManagement

X

U


FPP Page 101

U

Source QuoteCarol Nelson VP What skills abilities and talents do you think a Marketing grad should have todayTourism BC Solid understanding of fundamentals combined with practical application in todays world so the emphasis on emerging

technologiesonline is really good As well the work ready resonates when I graduated with my BComm I didnt have a goodappreciation for workplace dynamics when I worked with coop students in various jobs I saw the value of the practical side tounderstand that the work setting is quite different from the university setting I also think a new grad can go a long way on beingenergetic and motivated to learn but not too much of a keener that they think they should take on the world by themselves Solidanalytical skills and the ability to put together conclusions from data is really important to me regardless of the job this is a good frameof reference

What do you think todays is lacking in todaysgraduatesBoy Im showing my age kids these daysdontseem to have a what can I contribute attitude it is more of what can you do formy resume Frankly they arent really humble they think they deserve the best and arent willing to earn their stripes I have hadyoung workers ask if they can hire someone to do the photocopying I and complain as a new recruit that they arent in a window officeIt will be interesting to see what happens in the recession to this cohort who has never been told no

What additional skills would make a Marketing graduate extraordinaryAn extraordinary grad is one who is thoughtful listens asks relevant questions twice as much listening as talkingtelling your opinion isa good rule of thumb then takes initiative to dig a bit deeper and contribute more than is expected This is not someone stealing theshow or throwing in their ideas that might not be on strategy but someone who makes their bosss job easier and builds trust that theywill deliver Someone who sincerely asks why things are being done and takes the time to understand what the objectives are and howthey can contribute Self motivation is really important as is teamwork

What additions or comments would you make to the draft proposal attachedThe proposal looks like a great outline I think I could learn a thing or two for sure The one area that I really value is a solid groundingin research and analysis That might be a good addition primary research is good for the brain in terms of identifying patterns anddrawing conclusions Other piece of analytics that might be good to add in would be within database marketing campaign evaluationsrecent grads that I look for should have the ability to analyse data and come to conclusions I call this dont just tell me what tell meso what and what next conclusions implications indicated actions especially good if they can come to some hypotheses inabsence of full information

Ken Milloy As a first comment I like what you are proposing and the inclusion of change etca broader perspective than most programs to be sureEmployee and a nice direction to goEngagement What skills abilities and talents do you think a Marketing grad should have todayConsultant This is a very difficult questionand 1 am going to leave out the obvious stuff20and beyond are a given now

The most important set of skills relate to basic interpersonal and communication skills talking presenting summarizing being friendlyetc a second area would be in the arena of teamwork team membership and collaboration all very critical in todays businessenvironment

I believe they should have a clear understanding of the business world at large and an ability to view things from that

Appendix F Feedback from External Consultations


FPP Page 102


FPP Page 103

C

perspectivemarketing applied to the business not the business applied to marketing too often grads and interns know what they havebeen taught and that isallthey take that knowledge and look for ways of using it My preference would be that they understood thebusiness and then sought solutions to the marketing needThey must also be prepared to participatebusinesses today do not have the luxury of waiting for people to participate andcontributethey need to be able to step in and contribute immediately

What do you think is lacking in todaysgraduatesA clear understanding of business and how business operatesboth from a process perspective the what and how of the firm and apeople perspective the culture etcStrategic thinking and understandingawhole system approachtoo often they arc very narrow minded top be expected and I wouldlike to see consulting and project skills

What additional skills would make a Marketing graduate extraordinaryVery strong business skills and strategic whole system thinkingWhat additions or comments would you make to the draft proposal attachedon first read I quite liked itan extension as noted above by including business skills change and other items very positive from myperspective

Michele Mathews

Past President

ComptonAdvertising

Congrats for taking this approach I still find s000000 many people in the biz continue to exhibit silobased thinking whereas connectingdiverse dots can create new paths of thought

Mat Wilcox

Wilcox PRThe only piece missing is the social media component All of the people in my office do all their research communicating andnewspaper reading online This is critical that your students can learn how to use these applications Our business has changed onehundred percent in the past year because of this I suggest tutorial on twitter faccbook rss feeds fan pages measurement tools foronlinethis is the future and they need to know how to use them properly for marketing purposes not as a tool for talking to theirbuddies

Katya WilsonAmbit Consulting

Sometimes what I find lacking in todays graduates is basic foundations For instance who cares if someone knows all about how to runa campaign using Facebook if they dont understand the basics of management information needs types of applications and good datarepository structures Theyll gather information but using it to mine and gather for instance market segment data will beimpossible

I have not hired a BBA as yet at AMBIT I have several MBAs an MSc in Business and someone who did a GDBA I year graduatedegree in business admin at SFU following a science degree Most of the rest of our staff have undergraduate or graduate degrees inmath science or engineering We have one lonely BA in English What I generally find is that even though we screen for writing skillsswitching to business writing requires deprogramming them from writing for educational purposes for instance use plain language keepit short and direct You may be planning to cover this in Advanced Professional Communication but that sounds more advanced andtechnical in nature

We like to hire people that are analytical good with quantitative tasks and good communicators both verbally and in writing that alsoshow leadership potential We can teach the technical aspects of project management business analysis and consulting I dont seemuch in the way of quantitative coursework here but again that might be covered in 2 years of general businessIm not sure if any program would make any graduate extraordinary Thats usually built into them people are wired right for us or notand we can generally spot it


FPP Page 103

C

Mandeep KhiraOrbital Marketing

Musts What skillattributes would you expect a Marketing graduate to haveExamination of new product launch advertising marketing researchBroad experience in business administrationUnderstanding buying behaviours with case studiesUnderstanding of Search Engine Marketing SEM Google Yahoo Advertising

What additional skillsattributes would you find extraordinary for a Marketing GradFull knowledge of SEM advertising reading reports from Google YahooUnderstanding website analysis from Google AnalyticsKnowledge of search engine optimization SEO How it works benefitsKnowledge of blogging social mediaAble to launchemail marketing campaign through third parties icontact constant contact

Are there specific topics skills or attitudes you would like to see included in a Marketing degree to prepare a graduate fully fortheir career

Orbital Marketing is an online advertising firm and as such we look forward to seeing graduates who understand online marketingKnowledge in the areas of SEM and SEO and even social media is essential in the ever changing marketing industry It is almostunheard of for a major company to go without an online presence be it a static website to a complete ecommerce business sounderstanding even the basic fundamentals of online marketing would be a great asset to any graduate

Darrel Kopke What skills abilities and talents do you think a Marketing grad should have todayFormer GM A strong desire to learnLululemon Public speaking skills

Business communication written skillsResearch skills

Work ethic

Sales skills experience in the humility of salesmanship and garnering influence over others

What do you think is lacking in todaysgraduatesUnrealistic expectations of salary role and a lack of patience in learning the ropes They should have context of career paths and what ittakes to accumulate knowledge and experience to achieve their career goals I didnt have this either as a marketing grad

What additional skills would make a Marketing graduate extraordinaryCoop experience in innovative marketing techniques like social networking guerrilla marketing viral marketing and online SEORaw sales skills Understanding from a customer perspective how to create a value proposition and need without resorting todiscounting and the easy way outWhat additions or comments would you make to the draft proposal attachedStudents should before understanding how to lead and direct a sales function to actually sell The best managers have salesmanship

Tours of ad agencies creative houses web developersContracts invoicing and general business law



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Gregory Krysa What skills abilities and talents do you think a Marketing grad should have todayBeing an online marketing manager I believe very strongly in the fact that online has become more and more an important part of anymarketing program What 1d like to see are more people in this field who see online marketing for the powerful engagement medium thatit is rather than TVs poor cousin

What do you think is lacking in todaysgraduatesI wouldntwant to generalize in this case plus I havent been hiring that many recent graduates to have a good sample I think there aredefinitely people out there who leave school and havent had enough experiences to know when theyve found a pretty good thing Thenagain Im sure thats been going on since time began because I was exactly the same when I graduated

What additional skills would make a Marketing graduate extraordinaryAs I mentioned above online marketing is just going to become more and more integral in any marketing mix Something that 1 look forin job candidates is a firsthand experience with new media and social channels For example I ask everyone if they have their own blogBlogs have been around for years and theres nothing overly technical about them However they are extremely powerful marketingvehicles both product and personal and while its very easy to sit in a boardroom and recommend launching a blog for a brand or acampaign its something completely different to have visceral knowledge of how hard it actually is to run a blog and keep it interestingand engaging to your audience

David Bernard I There are some obvious ones here that never change communication particularly the art of listening so much of marketing isUnited Way of the assessing clientorganizational need written communication skills often not found in BCITpolytechnic grad sometimes I find I hireLower Mainland someone who has combined University and practical training Versatile because many students are not ready to specialize until they

have significant generalist experience under their belts Passion for the work

2 The inability to problem solve and to focus on the strategic level Again 1 worry that too much emphasis is placed on tactical andpractical to jump to an execution before we have adequately analysed the problem and developed an overriding strategy I find casestudies serve this purpose very effectively

3 I think the biggest piece missing is the connection between the student and the world out there I am stunned by the lack of knowledgeinterviewees have about whats going on in their city which is often their marketplace I often ask candidates who their favouritecolumnists or writers are What the key issues in community are key social trends for example I discovered why my son who isattending Western in 3rd year was not responding to my emails as it turns out he ignores them in favour of text messaging in otherwords the channel of communication I was using was not appropriate We make assumptions about the world that as marketers result inmistakes if we have not carefully qualified our strategy and plan against todaysconsumer behaviour etc that means we must be constantobserversresearchers

4 Stronger strategic planning component more casework plan development often curriculum tends to leave this late in the term butperhaps an early exposure to this would enable students to see where their shortfalls are And yes there are new media channels butsurprisingly the same principles of marketing apply in planning and development

Andreas Schwartz Yes todays marketing is taking on new channels but what we are also seeing is a paradigm shift in how consumers are receiving mediaCanada Post it has become a pull not push world Something I preach about at my seminars So what a lot of marketing departments are struggling


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Direct Marketing with and it is specific to each industrybusiness is how to optimize each media It is about a deeper understanding of the strengths andweaknesses of each media and how to best reach and retain your potential customersEnvironmental impact of marketing decisions we are just starting to see the issues of corporate environmental responsibilities play out

across the globe but with the next 3 5 years almost every business will require a corporate sustainability plan Although marketers wontneed to write this but which marketing channels they decide to use may have an overall corporate impact IE Is email more envirofriendly than email or newspaper Although not conclusive yet but it looks likeewaste has a bigger impact than the print and recyclingprocess

Production knowledge on a personal level when I did hire students on a project or summer basis very few if any had firsthandknowledge about the production process for any media including an appreciation of time to create approve produce and distribute Itwould be great if students could see firsthand the insides of printing machines ecommerce infrastructure TV production etc With a littlemore hands on knowledge of what it takes there might be a better appreciation for time and budget

Victoria Pritchard What skills abilities and talents do you think a Marketing grad should have todaySenior Project We can teachshow you how to do something we cant do much with your attitude or your way of beingit is what it is AstoundingManager to me is the high degree of entitlement of what new grads will and will not do Every project has the unsexy parts and they need to beTELUS TV done tooand that would be you Eagerly stepping up in a growth mindset and doing the drab boring parts of each project is really

important So I dont really care so much about your skills abilities and care even less about your talents Talent too often lives in a fixedmindset and gone wrong breeds entitlement and bad behaviour

What do you think todays is lacking in todaysgraduates Our new grad program has a mixed bag of peoplesome mediocre andsome stellarthey all come to us with a BComm so lets make an assumption that they have a similar skill set benchmark What sets thestellar ones from the mediocre in my experience sits in their interpersonal skill set Dontwant to put the time in on the jobmaybe it isthe right way I dont know Entitlement 8AM4PM hours is a lame recipe and I see it all the timeWhat additional skills would make a Marketing graduate extraordinary Positive flexible attitude political navigation skills They soundlike platitudes however it is surprising

What additions or comments would you make to the draft proposal attachedWould you be willing to help us with further input as we progress See below

email surveys Yesletter of support Notoo much time for me to writefocus group Yes

Managerial Accounting This is a BAthey are not becoming analystsaccountants cause if they were they wouldnt be in this programThat said it would be nice if they could prepare budget forecast do simple business cases Most big organizations have templates foreverything and you just populate

Advanced Professional Communication We all have business ADD in the corporate world Tell me what you want in the FIRSTSENTENCEreally spend time providing clear concise background so that hopefully I dont have to ask a milieu of clarifying questionsBe as brief as possible

Website and Graphics Design for Marketing Building your own website from scratch is a HUGE WASTE OF TIME Wordpress has


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changed our online world foreveryoucan build your own website in hours without knowing any html codeit is wordpresswordpress wordpress the only way to go You can talk to me further about this You are wasting their time and money There aremillions of free templates and the most one could pay for a website template is US 60 Note We agree course has been changed

Josie Simpson What skills abilities and talents do you think a Marketing grad should have todaySutcliffe a Knowledge of full spectrum of marketing rolesfunctions and related activities including Business Development Product

Management Product Marketing Sales Development Marketing Communicationsb Understanding technology marketing find marketers often have focus and strong grasp on marketing physical products or services

but not technology related products or servicesc Understanding differences between marketing a product and a serviced Exceptional communication skills with focus on writing ability and what makes communications effectivee In terms of Marcom understanding of art vs function marketing that is consistently too heavy on one side or the other tends to lack

effectiveness

f Strong grounding in market strategy not just marketing strategyg Research and analytical abilitiesh Ability to identify and communicate key messaging

What do you think is lacking in todays graduatesa Lack of the above for the most part

What additional skills would make a Marketing graduate extraordinarya Ability to see and drive big picture vision of companysmarket strategyb Extraordinary writer presenter communicator in general

David tang What skills abilities and talents do you think a Marketing grad should have todayRegionalCommunications Research is a critical part of marketing understanding the customeraudience is fundamental in developing marketing strategies toManager reach them An understanding of how to interpret and deconstruct research how to source it and how to use the findings are all keyCBC British in building a solid marketing strategyColumbia Evaluation metrics and measures are also critical marketing skills Understanding how to predetermine your measures and then

identify ways to track the impact of your plan is just as important as the plan itselfUnderstanding how CSR can help achieve core business objectivesUnderstanding Marketing Integration How various components advertising publicity outreach events etc support each otherand form the basis of a comprehensive marketing strategyCore business skills Often marketing students are fixated on the creative end of the work But understanding how a businessoperates the operational needs and the administrative and accounting practices are all critical skillsBeyond technical capacity understanding how to continue developing your skills is key Marketing graduates should realize thatmarketing practices change and evolve Just as new medical procedures arise or new methods of construction develop so too do newtools in marketing Its not up to the employer to keep those skills up to date it is up to the individual As marketing students theyshould realize the value in remaining marketable themselves


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What do you think is lacking in todaysuniversity graduatesConfidence I think a lot of new graduates come out of school feeling like they really havent learned anything tangible That coupledwith the constant feedback that University graduates arentjob ready makes it difficult to walk into an interview and proclaim that youare the ideal candidate for a job This may be particularly challenging for a marketing graduate someone that is supposed to be skilled atpositioning a product If they cantsell themselves a product for which they are the expert how will they sell a companysproduct orbrand

Todaysgraduates come out of school with a depth of skills that are rarely fully utilized Often both the student and the future employerfail to mine those skills to their potential Sometimes I believe the real key is not in training students on how to enter the work world butrather how to prepare business to capitalize on the evolving skill set of new graduates

On the graduate side students need to be better equipped in relationship management skills Soft interpersonal skills are critical inbusiness They form the basis of every professional interaction You cant convince a client that your marketing strategy is solid if youcant first establish credibility Requiring students to have some kind of demonstrated networking and relationship management skillswould serve them well

What additional skills would make a Marketing graduate extraordinary

Being Connected Business is about relationships Marketing is about understanding people about knowing your audience A candidatethat is connected to the community involved in volunteer organizations is more likely to have a comprehensive personal network Notonly does this mean they have some core interpersonal skills but it means they have an already established network that can only help theorganization with whom they work We rely on personal networks every day You either need to already have an evolving network orknow how to build one

Mr Bernard Yee Let me try to answer your questions below As you know I am not a marketing major but Finance Economics and Accounting ButVice President have been managing broad salesmarketing organization so I will come to it from that perspectiveATT Asia What skills abilities and talents do you think a Marketing grad should have todayPacific Strong interpersonal skills

Leverage the Internet for informationPresentation skills both verbal and visual

Active listeningUnderstand why teaming is keyNarcissus need not apply need to own the problem and not just blame othersThey need to understand there will be unreasonable bosses and clients need to know how to deal with thisHave the ability to execute under suboptimal conditionAbility to improviseDeal with pressure of the momentFinancial acumen need to understand ROI

Details plan plan planThe dry run is the secret of a good customer eventUnderstand the concept of know what you dont know


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What do you think is lacking in todaysuniversity graduatesThe combination of the above and the Bill Gates list below

What additional skills would make a Marketing graduate extraordinaryIf he or she can do all of number I then they would be extraordinaryWhat additions or comments would you make to the draft proposal attached

All new grads need to understand Bill Gates 10 things they wont learn at high school

10 Things you wont Learn in SchoolA speech given by Bill Gates to a high school about eleven things that they did not and will not learn in school1 Life is not fair get used to it2 The world wont care about your selfesteem the world will expect you to accomplish something before you feel good about yourself3 You will not make S60000 a year right out of high school you wont be a vicepresident with a car phone till you earn both4 If you think your teacher is tough wait till you get a boss5 Flipping burgers is not beneath your dignity your grandparents had a different word for it they called it opportunity6 If you mess up it is not your parents fault so dont whine about your mistakes learn from them7 Before you were horn your parents werent as boring as they are now They got that way from paying your bills cleaning your clothsand listening to you talk about how cool you thought you were So before you save the rain forest from the parasites of your parentsgeneration try delousing your own room closet8 Your school may have done away with winners and losers but life has not In some schools theyve abolished failing grades andtheyll give you as many times as you want to get the right answer This doesnt bear the slightest resemblance to anything in real life9 Life is not divided into semesters You dont get summer off and employers arent interested in helping you find yourself Do that onyour own time

10 Television is not real life In real life people actually have to leave the coffee shop and go to jobsMs Bonnae What skills abilities and talents do you think a Marketing grad should have todayLeong Marketing Knowledge of graphic designDirector MCL Attention to detailMotors Time management

Networking and recruiting skills the ability to build strong profitable relationshipsBusiness writing creating business documents

An understanding of advertising guidelines dos and donts copyright laws how to create taglines approval processPublic speakingUnfailing professionalismSelfmotivated

Event PlanningProduction schedules

Timelines

Relationships with vendorsDecor

Theme


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BudgetsSetup reception sitdown buffet conferenceKnow how and when to sell your ideas

Be proactive not reactiveExtreme problem solving skills

What do you think is lacking in todaysuniversity graduatesThey have the skills and theory but little to no experience in the work forceBasics skills are sometimes lacking in some graduates such as how to work a fax machine proper phone manners and greetings beingpunctualHave a sense of discretion of what is confidential what is a personal opinion and what isis not appropriate in a work placeDo not have a realistic expectation of what type of tasks are required and performed in a marketing positionLack of understanding the degree of clear and timely communication needed

What additional skills would make a Marketing graduate extraordinaryHave a clear understanding of a workplace environmentHow to handle conflict

How to successfully integrate themselves into a team environmentA positive attitude goes a long way you work to market the company that you work for as if it was your own and you do not stopuntil the work is done

A person who possesses all the skills listed under question 1What additions or comments would you make to the draft proposal attached

I absolutely support the website and graphics course as many companies are trying to have their marketing team do more artwork andcreatives rather than outsourcing this to a marketing agency which is very costly and not always what you want I highly recommendAdobe Photoshop to be included in the curriculum if it is not already as it is not user friendly enough to figure this out on your ownI really like the courses offered The course material covers many areas which are essential to prepare the graduate for the marketingindustry

Kara Hendrickson What skills abilities and talents do you think a Marketing grad should have todayWriting skills for writing copy proposals plans etcMarketing strategy understanding marketingsrole in an organization and how it relates to other departmentsAn understanding of sales presentations funnels the basicsMarketing and technology understanding Internet and electronic marketingAnd of course how to write a marketing plan

What do you think is lacking in todaysgraduatesa new media perspective social media marketingan emphasis on analytics tracking behavioural targeting SEO etc

What additional skills would make a Marketing graduate extraordinaryAn extraordinary grad today would have an understanding of the viral web and be able to bring tangible options to the boardroom on howa business can leverage social mediatechnology to drive resultsA marketing grad that aspires to a C level position or equivalent would possess budgeting and finance skills that allow the marketingfunction to operate within the resource constraints of the business cost management but would also possess a deep understanding of thesales function of the business including prospecting funnel management forecasting pitching relationship management etc driving


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revenue

What additions or comments would you make to the draft proposal attached

Looks great I personally think a copy writing course would also be great as you see above

Would you be willing to help us with further input as we progress

I would definitely be willing to help in the future if needed

Lisa Geddes What skills abilities and talents do you think a Marketing grad should have todayWhile this might sound silly I believe that they should understand what Marketing is or at least understand the varied interpretations

of what it is and its purpose within an organization I find that for a lot of young people Marketing is about cool agencies design andpretty collateral and not about strategy and understanding the business

Clearly new grads need the basics the 4 Ps etc along with emerging trends and opportunities created through new technology

They need to know that marketing and marketing strategy is about the business and about numbers not about cool graphics and funkyagencies

They need to know about market segmentation and about defining their target audiences really really well

They absolutely need to understand empathy they are not creating products messages services or programs for themselves they aredoing it for someone else if they cant live inside their customertarget audiences mind they cant work in marketingitsnot aboutthem

They need to be able to communicate clearly being proficient in both writing skills and presentation skills

Innovativecritical thinking and new ideas marketers need to challenge convention and look for solutions to problems that others dontsee Oftentimes people are quick to look for a formula or to try a better version of what someone else has already done To beinnovative marketers need to understand that great ideas are not likely going to be born looking internally within their organization butthat they will have to focus much of their time and attention externally on customers and also a varied range of interesting andsometimes unusual sources for inspiration and innovative thought

Young marketers need to be able to synthesize their thinking clearly It may sound trite but so many young graduates today cant spell oruse proper grammar or cant work their way through an impactful PowerPoint presentation Having those skills will put them at acompetitive advantage vs others

What do you think is lacking in todays graduatesAbility to understand create and contribute to strategy I find that so many young people focus on tactics and plans but the concept ofdevclosin a real stmt is lost on them I have vet to sec a oun marketin or communications Irofessional come in with a solid


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understanding of strategy and even when part of a broader and well supported process an ability to create or even contribute tointellectually elegant plans and strategies ones in which the logic flow regarding their objectives environment target audience analysisand competitive analysis yields appropriate messages and tactics Often they are so enamoured with a tactic or message that their plansdont make sense or worse they dont know where to start

What additional skills would make a Marketing graduate extraordinaryThat they understand the highlevel strategy side and how it is driving what they are responsible for in the shortterm They need to be

able to intellectually understand overall strategies on the one hand and yet be very detail oriented managers of a critical path and tacticson the other hand If they can connect these things they will be extraordinary and it will enable them to be strong leaders within theorganization as well as externally to various stakeholder groups In the absence of understanding the high level strategy and details of thebusiness their ability to be effective is limited

I also believe that as a marketer you need to understand the rational side of people as well as the emotional I find that educators focuslargely on the rational and not enough on the emotional Understanding both contributes to effective relationship management bothinternally and externally enhances leadership abilities and enables marketers to appeal to customersaudiences in a more powerful wayIn a nutshell marketing is both an art and a science to be extraordinary you have to be able to do both

What additions or comments would you make to the draft proposal attachedI think the proposal is pretty solid offering a well rounded educationComments would include

needs greater emphasis on business strategy and connection to marketingmarketing strategy as per so many of my commentsaboveneeds some focus on branding and brand management the basics of which are essential to all business professionals butparticularly marketing professionals who must be brand champions within their organizationthis is probably too detailed but I would love to see the communications courses have a component dedicated to storytelling or anarrative approach to business communications as it has proven to be so powerful and impactful in the field

Lawrie Ferguson What skills abilities and talents do you think a Marketing grad should have today

SVP Coast Capital strong business writing up beat cando attitude problem solving ability marketing fundamentals sense of humour public speakingknowledge of the new media strong executing abilities team workteam building abilities and creativityWhat do you think is lacking in todaysgraduatesstrong business writing strong work ethic realization that hard work is necessary to advanceWhat additional skills would make a Marketing graduate extraordinarytake all the items in two and move them to excellent status

What additions or comments would you make to the draft proposal attachedI think this new degree sounds exciting and is on the right track I cant stress enough emphasis on problem solving strong work ethicand high quality writing

Elisha Cheng What skills abilities and talents do you think a Marketing grad should have todayStrong interpersonal verbal and written skillsGood presentation skills



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Be inquisitive ask lots of questions to gather more info and a solid understanding of the situation or task at handCreative dont be afraid to think outside of the box

Enthusiasmpassiondrive for marketingKnowledge of online marketing and integrated marketingOrganized detail oriented ability to prioritizeHighly adaptable to change

Knowledge of the type of systems and programs businesses use CRM system content management tool project managementtool graphics eg photoshop in design illustrator

What additional skills would make a Marketing graduate extraordinaryNegotiation skillsChallenge the status quoBudgeting how would one go about allocating budget How would you decide what program to allocate to and how muchROI analysis its critical to be able to measure results of marketing programs and adjust accordingly

What additions or comments would you make to the draft proposal attachedI looked at the outline after I answered the first few questions and was pleasantly surprised to see that the course descriptions helpedstudents achieve the skills abilities and talents I mentioned fa

I strongly support the practicum In addition to developing marketing plans it would be beneficial for students to get hands onexperience of the daytoday activities One of the things Im so glad I did during university was participate in the coop program asit not only provided realworld experience it also was a differcntiator when looking for jobs Its something that I feel all studentsshould do

Georgia Dahle Overall Georgia was very impressed with the proposal second roundBCAMA The basic courses in years 34 were appropriatePresident and

Corporate Her main concerns were that grads have very strong interpersonal skills in securing agreement persuasively in conflict resolution andCommunications in appreciating the broader context of MarketingDirector Mr Lube For instance Cause Marketing where great innovation and creativity are needed outside of traditional marketingInterviewed byKeith Wallace She spoke warmly of a course at Capilano University where the prof dropped the course text and required a BCAMA membership

instead gave a much broader appreciation of contemporary business also facilitated mentoring and real world projects really helpedstudents get ahead and gave a sense of passion

Georgia stressed the importance of the practicum and classes in Consumer Behaviour and Business LawShe was opposed to non diploma program entrants foregoing the bridging classesShe liked all the year 34 classes except the Advanced Professional Communication belongs in year I she stressed

Could be a strong Advisory Board member

Stephen Coleman As to your questions I would narrow it down to the fundamentals Keys skills such as writing skills for press releases and presentationskills Next would be independent thinking and taking initiative We had an intern recently who needed hand holding and guidance every


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step of the way to the extent where managing the resource ate up more time than it saved I need someone with the ability to take a taskand run with it even if they come to the wrong answer Last would be what I call the so what factor For example if working on a pptyou have to be able to answer why every slide is there otherwise it goes I dont need a 50 slide deck I need 5 slides with meaning

Evi MustelPresident Mustel

Research

Interviewed byKeith Wallace

Overall Evi was very impressed with the proposal second roundSkills in digital forms of Marketing are sorely neededFrom a Marketing Research perspective Evi was concerned with the possible omission of classes in Marketing Research and ConsumerBehaviour in years 34 of the BBA MMShe points out that while much research is going online traditional methods are still vital and Marketing Grads will need to have a goodunderstanding of MR methods in order to be good users of MR informationShe was less concerned with the loss of possible bridging classes in Business many MR practitioners come from a social science bgnot business

Evi commented on the entry process into UBCsCommerce degree based both on GPA and on community involvement consequentlytheir students are apparently very outgoing and socially engaged

Dean McKenzie

Executive

Director

Creative

IntelligenceAdvertisingAgency

My partners and I have reviewed your course curriculum and I must say we were impressed You have most definitely captured thebroader based marketing and communications strategies and avenues available to todays marketers Web 20 and social marketinginitiatives are of course the most burgeoning areas in marketing and communications today The relevancy of socalled traditional mediasare more and more pushed to attain similar levels of direct B to C engagement my heartiest congratulations on the development of thisexciting new course It is a degree whos time has come

Thomas

StringhamAlumni MM DipPresident

Creative Director

Hot Tomali

Communications

Inc

I What skills abilities and talents do you think a Marketing grad should have todayIts paramount that the skills being learned are relevant to real world processes Having teachers that are active in the fields like BCITand VFS can help with this A professional advisory is also a good idea

Todaysmarketer needs to approach everything from an integrated perspective They need to have a strong grasp of online marketingranging from SEO to social networking to PPC campaigns They need to understand and appreciate branding design and theimportance of standards and consistency PR is another oft overlooked aspect of marketingthe fact is good marketing gets talked aboutso media is a great place to look for influence and reference

2 What do you think is lacking in todays graduatesMany students come in looking for jobs and they are not even familiar with trade magazines international and national award shows oronline marketing resources These are points of reference that agencies touch everyday students should be exposed to the real industryas early into the learning process as possible Maybe this is a matter of ensuring that the library is stocking the right publications

3 What additional skills would make a Marketing graduate extraordinaryExtraordinary marketing graduates typically have applied their theoretical knowledge in real world scenarios A strong coop programand agency walk throughs are a great way to get their feet wet We often hire coop students or interns at the end of an evaluation processas well so this is a good feeder program for your graduates


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Focus Group Summary October 22 VancouverRichmond conducted by K Wallace and B CrockettParticipantsI Focus groupDarrell Hadden Graphically Speaking Norman Davies International MarketingSales Consultant Steve Kim Boiling Point CommunicationsSamanthaShah BCAMAAndreas Schwartz Canada Post Valder Belgrave Justice Institute

2 Discussion groupRoger Barnes Marketing Research Consultant Christina Jakovcic LIJA StyleKey themes

must be grounded e the fundamentals that dont change strategy segmentation delivering on customer needs and fitting into their life better thancompetition positioningmust have a complete understanding of the business and marketingsrole within ithow to engage the employees teamwork collaboration project management budgeting productioncritical thinking ability to do the numbers and analyze them what do they sayunderstand the concept of a campaign and communication strategy though to implementationgood to accept people from a range of backgrounds marketers must have a broad perspective

Conclusions

I The fast option is only available to those with a Marketing diploma background2 The strong fundamentals of marketing are part of the basic business fundamentals We must add branding segmentation and positioning to the

description of the Integrated Communication course description as this is clearly missing It was in there but not mentioned3 The Marketing Management degree promise

Contemporary marketing skill with a classic foundation of marketing and business fundamentalsMore practical than SFU and UBCNot a job program so better than BCIT because as a degree clearly prepares people for higher potential in their organizations

4 Give me someone who knows what to do best quote from the day5 Ideas worth considering

Project portfolio to demonstrate accomplishment in job interviews eg market study business plan blog etcCoop is a must if they come with real skills alreadyConcern about value of practicum students to the company Certainly the tasks in a coop were not sufficient to be a major capstone projectProjects could carry over across coursesShould the final project be individual or group or both A common project would encourage competition but individual projects allow student toexplore their own interestsHow to introduce disruption sudden change of situation to test resiliencymentorship and connection with industry will keep perspectives in placehow to get some sex appeal into the first year of courses Maybe some interesting project in the first year to keep the excitement high

Jonathan SparksProgram ManagerTradeStart

Jonathan emphasised the need for an emphasis in all courses on ethics International matters and social mediaHe liked the proposal but cannot do a letter of support

O O

Nicola BentleyVP Strategic ServicesTraction Creative

CommunicationsVancouver

Nicola also liked the proposal it is very comprehensive grads will need actual work experience coop etc are critical She says aC Behaviour course or content is vital

Jeni Vlahovic

Sung Creative VancouverLiked the proposal just emphasised the need for project management skills

Jeff Schaeffler Director

StrategyFjord

Liked the proposal but suggested grads gain experience in a chosen industry prior to graduation Also possible specialitieswithin the BBA MM

Gordon Ross

Net Nanny and Biopassword

1 What skills and talents do you think a marketing grad should have todaya Creative and forward thinking visionb Understanding of the market and the customersrequirementsc Excellent verbal and written communication skills

d Command of th4 computer and other communication devices on the market today EG iPhone Cell phone andother hand held communicati0n devices applications

c Risk taking2 What do you think is lacking in todaysgraduates

a understanding of the Global maket placeb The understanding it takes a strong TEAM effort to succeedc full understanding of your market place and the customersrequirementsd Must use WE not I

e Do not be afraid of failurre or making mistakesf Understanding the power of the press and PR

3 what additional skills would make a Marketing graduate EXTRAORDINARYa Excellent interpersonal and team building skillsb Excellent creative thinkingc Excellent verbal and presentation skillsd Understanding the Companysbusiness and their customersrrequirements

4 What additions or comments would you make to the draft proposal attacheda I have added a couple ofmcomments into the document Thgey are in REDb I would like to see expression on the protection of the Companysintellectual property requirements and explanation

of how Copyrights and trademarks are handledc Students should know the difference of what they own versus what their potential employer owns and how to

protect themselves against abuse of their creative aspects5 Would you be willing to help us with further input as we progress

a Of course I would also be available for guest lecturers etc if it was deemed appropriate


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Feedback for New Marketing Course OutlinesDarrell Kopke VicePresident Consumer

Products Fatigue Science

Missing Who are the industry players in this space and what do they do Ad agencies are expanding to bring on their teamsinteractive specialist houses or at a minimum subbing out to these houses Teaching students how they work together how thead world is evolving and how they fit together will give them a huge step forward At the end of the day understanding why andwhat is important but it is the how we often overlook and is what makes us money

This course is not only important but should be mandatory It probably would be mandatory if it wasnt over the head of mostMarketing profs

Important elements

I Interfacing with the technologies Learning how to best leverage social media2 Case studies for for profit and nonprofit organizations For instance everybody can learn a lot from Barack Obamas

use of social media

3 General website goals tools uses revenue models SEO tactics and goodbad examplesCossette West team on

behalf of MichelleThe course otulines is excellent and we would net suggest changing the scope

Kitchen Acting CMO I Value lies in the depth of the scope that is covered not just traditional online but so much more2 3 most important elements

Qualifying customers online the key to rationalizing online activities is to clearly define targeting ability in a massiveglobal reaching online arenaSocial Web Social Marketing is a key strategy that is the way of the future and marketers are not fully educated on what itis and how to use it

Improving conversion rates key to the evolution of the medium is to continually refine its ability to succeed and convert3 Any additions

Outline includes performance analytics and optimization assume Search Marketing would be covered in thisOutline includes A short history of killer apps would explore Mobile Marketing as it is one of the key aspects of Digitalmarketing

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Perry Chua I Is this course of value for marketing graduates Please explain Certainly I am glad to see such a course offered Theonline world and its many growing facets social media etc is only going to get bigger

2 In your opinion what are the 3 most important elements of this course and whyo Techniques for improving online customer experienceo Emerging trends in online marketingo The Social Web

The online experience is far different than its offline counterpart attention span behaviour search patterns etc We need tobe putting as much focus on the online customersbrand touchpoints as we do in say a retail environment We make sure theperson standing behind the cashier is polite efficient and understands the importance of personal service Why should theonline shopping cartcheckout experience be any less important

We have to be on the lookout constantly for new ways to reach our customer The social aspect of marketing or speaking toour audience is changing everyday with emerging technology We need to ask ourselves whats next Where do ourcustomers turn to when they cant find what theyre looking for And how quickly do they expect it Social web communityis where real cut information exists

3 Is there anything that you would suggest be added to the course

Not really Id rather see these topics covered in greater detail as opposed to more topics skimming the surface

Tricia Burton I reviewed the course outline and it looks very good I could only think of a couple of things I would recommendPrincipal Tricia Burton Under Writing Skills would it be useful to include some copy writing skills Most marketers have to write copy themselvesConsulting Under Mathematical skills I would include more than just calculating conversion rates I would include exercises on calculating

ROI for an ad buy or campaign and forecasting and this encompasses CPC or CPM CTR Cony rate average order value profitetc

To answer your questionsI 1 would say that yes this course valuable as every marketer today needs to under some basics about online marketing and themore you know the better2 This is a tough one to answer as there is a lot covered in the course Most important is the methodology used in teaching I

think I believe that having students work on case studies is the probably best way to really immerse them or getting hands onexperience working with real businesses Each business is different and it is important to know how to tailor initiatives whatdo you differently vs what do all businesses need Driving traffic and converting customers are always very important ofcourse but those involve a lot of different tactics and strategies



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Alix Cameron PrincipalRedCABCom mu ni cations

I Is this course of value for marketing graduates Please explain

Absolutely more and more time and money is being spent online Advertisers of all sizes are using the intemet to speak directlyto their target audiences When used correctly it can be a very effective strategy and provide a solid ROI Its important formarketing students to apply marketing fundamentals to the online world

2 In your opinion what are the 3 most important elements of this course and why

Understanding whowhere your customers are and how to keep them coming back again and again conversion ratesWho is visiting your site and where they are spending the most time web analytics this is also critical to see how youcan convert more sales

Techniques for improving online customer experience assists with conversion and up selling Critical to keepingcustomers interested especially in our ADD state online


Yes I think there should be a segment on how to capture audience online Where is the best place to find your targetaudience How do you engage them to visit your sitesign up

Mr Scan Weller I Is this course of value for marketing graduates Please explainSupervisor StrategicServices Yes absolutely Students need to understand marketing holistically how to manage the brand across all touch points and withWasserman Partners different audiences

2 In your opinion what are the 3 most important elements of this course and whyManaging the brand holistically across all touch points and audiences its critical to understand the concept of abrand and how to manage it across the organization and across different marketing initiativesMeasurementevaluation to be successful in marketing you need to show how your initiatives are measurable andmeeting business objectivesBeing able to put together a strategy whether it is for PR a sales promo media plan etc Being able to coherently andstrategically link business objectives to marketing objectives and through to communications programs is important


The learning outcomes and content are quite comprehensive and reflect core areas that a graduate should be familiar with Morecould be added but adding more would sacrifice the time dedicated to these core conceptsOne thought would be to make sure the measurementevaluation is related to business objectives not merely tactical orcommunications objectives Ie Business objectives to increase sales move market share increase purchase intent etc versusjust increase brand awareness


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C C

MrMartin Reed

Director Marketing andCreative ServicesCentral One Credit Union


I can attest that the program outcomes arc set to create industry savvy graduates that will be well equipped with the traits I lookfor in potential employees within the marketing department of my organization


The marketing landscape changes on a daily basis and as a marketer in the financial services industry Ive realized that we mustadapt quicklycontinually explore andembrace new approaches tools and technology in our marketing mix

I am pleased that Kwantlen University is considering an approach with this new program that takes this intoaccount and recognizes the skills that are highly sought after in the business world


When I hire new employees within my department not only do I value sound education but also real world job readyexperience

Majda Stojanovic I Is this course of value for marketing graduates Please explainEmmersonRegional Marketing For IMC Course 4201 I sce value throughout the material I read however I think the most important would be stressing theManager importance of continuity in all of the messaging a solid plan for communication and followup with those involved SpeakingBoston Pizza International from experience in the restaurant industry coming from a franchised businessInc


The most important would be the interpersonal skills gained alignment of the companysbrand goal with the opportunities andthe evaluation of the event gone by already


For EActive marketing I would add social media unless thats what you entail under that heading this has become the way ofcommunication and should be taught a bit more in depth than beforeI notice under mathematical skills you cover return on investment etc Analysis is very important In this section so perhaps havea few other exercises our franchisees often ask for reports with analysis of cost of goods ROI forecasted profit and sales etcAnother important component is learning how to compose a promo summary report with results quantitative and qualitativeperhaps include in writing skills


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Barry Anderson

Account Director

CI Advertising Agency


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KPU MARKETING DEGREE COURSE OUTLINE OBSERVATIONS

Integrated Marketing Communications IMCI VALUE This is an excellent course and It provides the kind of 360 degree approach to marketing that is consistent withthe way the industry has evolved The contents and essential skills provide a good broad based platform for any marcommstudent Today modern marketing and communications are much more integrated into the total business life of an organizationAnd I think its important for students to understand this expanded role Part of it is the dynamic connectedness that technology

allows for Pan of it is the need to hamass every asset an organization has to help them break through the clutter and succeedAnd part of it is the heightened emphasis on ROI

2 THE 3 MOST IMPORTANT ELEMENTS I cant point to specific course elements here rather what is most importantare a couple of issues that 1 think the course can address in providing graduates with the best preparation for the modern marketalso see additional elements I Understanding the potential role of modern marketing and communications in theTOTAL business life of an organization Its missionvision culture business and organizational development recruitment andretention As mentioned elsewhere this may require either additional elements or a slight change in emphasis to focus on thiskey aspect of communications teaming 2 An emphasis on the kind of strategic thinking that connects the dots and allowsorganizations to see both the value and the methods for leveraging all of their business assets 3 Again its the idea ofcombining all these marcomm activities and skills that is mnct valuable for a modem professional

3 ADDITIONAL ELEMENTS a See above I believe tither an additional course clement or special emphasis would beneeded to draw attention to the expanded role of modern marketing and communications and its potential to have apositive impact on a wide spectrum of business and organizational concerns missionvision culture business and organizationaldevelopment etc b The Calendar Description is actually quite good in talking about the need for alignment coherentintegration brand maximizing ROI etc The only thing 1 would suggest is that strategic planning should also beemphasized up front because any integrated approach by its very nature is going to need a robust strategic thinking process toconnect the dots Both to draw all the elements together and to analyze their effectiveness Its important that integration notjust be seen as consistent marketing vehicles or media synergy Integration is also about aligning ALL the activities propertiesand mission of an organization around a clear strategic focus and modern marcomm has a bigger role than ever to play in thatThe breadth of this approach is quite well represented in your Content and Skills section It just needs to be given a strongemphasis off the top

Its important to note as well that no matter what role a graduate takes in the marketplace its valuable to have an integratedmindset That helps both the understanding of the importance ofspecific linefunctions within the overall process as well as theability to manage effectively if one is in a position ofcommand and control

Managing the Communication Process

I VALUE What I like about this course is the emphasis on process and management as well as creativity and communicationsLots of individuals and organizations are creative but fail to recognize the need to manage efficiently in a business environmentLooks good


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2 THE 3 MOST IMPORTANT ELEMENTS 1 As outlined in the Calendar description seeing the full arc of a project fromstrategy through creative delivery and measurement is critical 2 Managing relationships is also key Understanding theimportance of this and doing it well will serve a graduate well at any level throughout their entire career 3 Understanding theroleneeds of design and writingcontent development in a range of media is important This is one that may need a bit moreemphasis on how the digital environment and media have changed see additional elements

3 ADDITIONAL ELEMENTS The overall approach is great You said in your email that this Marketing degree will focus ondigital communication So in this particular course the only thing I might add is either a new element or increased emphasis onhow much digital communication and media have changed I believe youve covered it in various places But it cant beemphasized too much how the web and communications in general have evolved beyond the web site which was once and inmany cases still is just a brochure online Some of this might be similar to Integrated Marketing Communications and forgood reason The new communicatons landscape is a much more pervasive 247 environment that combines social media thetwitterverse Flickr You Tube wikis portals blogs etc delivered on mulitple platforms from desktops to laptops smart phonesnet books iPads etc

I think Managing the Communication Process needs to draw attention to the challenge of creating and executing within thisnew universe How it impacts and connects to traditional media how concepts and communication projects have to work in sucha multiplatform communal environment and especially how not to be seduced by the new and shiny and stay focused onsound resultsoriented strategies and responsible ROI If this can be articulated up front with some key criteria or principles thatwould be great

Overall great stuff

Thx

Barry A

Valder Belgrave Integrated Marketing Communications looks fairly comprehensive and appears to cover most of the bases The sectionMarketing Manager currently titled Mathematical Skills Id change to Financial Analysis Skills and I have to admit that Im not familiar with theJustice Institute term eactive marketing but Ill assume that it includes the range of on line and social media toolsTraining Services

I suspect that MarketConsumer research is delivered as an entirely separate course but I think it would be useful to bookend thiscourse with researchat the front end to define customer stakeholdersemployees communications needs and set objectiveswhich also sets up a basis for evaluating the success of the communications at the close It must be the impact of the Olympicsbut I find myself particularly attuned to the value of Sponsorship in the communications mix Is that going to be touched upon

As for the three most important elements well how long is a piece of string The importance of any single clement issituational but I think Understand the customeraudience needs would fill my top three spots in most circumstances A closefourth would be the Evaluation piece as its through that learning that we are able to ensure that marketing dollars areeffectivelyappropriately spent But planning precedes evaluation so defining the objectives needs tocome first


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C C

I note that one of the broad objectives you identify for the Managing the Communications Process course is to teach thefundamentals of good agency relationships From my perspective the most important factor is ensuring that youve selectedthe right agency for your organization at the outset I assume that what is described as briefing assessing creative serviceproviders will provide insights into credentials presentations RIP processes dog pony shows etc I see that Using Researchto develop communications strategies is included in this course but I think would be a better fit in Integrated CommunicationsNor am I convinced that an introduction to graphic design software provides greatest learning value for students interested in

the Communications process

One issue that is a consistent source of debatediscussion for organizations is the decision to add communications specialistscopywriters designers etc to staff rather than outsourcing I think that an examination of different modelsapproaches and anassessment of the most appropriate approach for an organization might be a useful addition to the course Agencysuppliercompensation models billing often being significant source of conflict between suppliers and Clients might also beconsidered

Vinetta Peck CMA What do you see is the value of this course from graduatesFinn

Vice President Programs I find that the current syllabus offered in this market is too broadly focused and doesnt go into enough depth to make a studentMarketing successful when they enter the job market There is too much focus on high level strategy vs getting the work done This course

provides a strong background on marketing from the initial thought to delivery of the finished product This will make a studentmuch more valuable to a company and I would assume would help them grow their career faster

3 most important elements of this course and whya BudgetingMathematical skills Much of my career was spent either in an advertising agency or client side in new

productbrand development The lack of financial skills within marketing individuals was deplorable They saw value increating a new campaign or new product but didnt know what that product would cost or the ROI on a project Theygot caught up in the glitz and glamour of the creative side but fell short on the execution Being both a ExecutiveDirector of client services at an agency and then a client of an agency with an internal marketingnew productdevelopment teamthere were many great ideas presented that took up too much agency and staff time that neverwent anywhere from the initial layouts The company couldntmake money short term or long term and wasntabout toinvestment spend continually On the other hand one of the most successful products I ever worked on mikes hardlemonade only had a 30000 national advertising and collateral budget for the launch In hindsight more funds maynot have brought out the creativity of the campaign and may have hindered its success It came down to knowing whoour target market was and how much money to allocate to projects and products

b Communication With our world getting smaller every day and with the speed that projects are developed and producedin good communication is critical Communication to the team you arc working with as well as presentation skills toyour client

c Evaluation ROIs and the evaluating process is extremely important as noted in the above comment Knowing what iscritical to a project and what factors to use in this evaluation are also important



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C C


FPP Page 124

Anything missinga Social MediaDigital I noticed it was mentioned but not at the same magnitude as conventional media Recent media

shakeups such as advertisers pulling out of the SuperBowl and going on line instead Conde Nast just developed an app fortheir print publications for the I phone and I Pad shows that social media and digital publications are indeed taking overWe recently converted our whole national advertising campaign to on linebroadband and its been very successful

b Research There is mention of evaluation but research is a key component of that measurement and evaluation Manyprojects fail due to proper research not being executed or the right questions not being asked of the right target market Iwould find that this would be critical to any marketing person to understand

c New and changing media You have noted Eactive marketing and maybe this is where this subject is contained so if itis please disregard this commentbut with target markets being more selective on what when and where they want toreceive a message the way that we communicate this through interactive softwaresetc is changing very quickly and isvery relevant Im just working on a site that depicts some of those initiatives wwwbecomeacmacom You are welcometo check it out

Aaron Bickel 1 Is this course of value for marketing graduates Please explain

District DirectorYes I really think it is important that employees have the skills identified here It will teach them real deliverables that are

Farm Credit Canada invaluable real world selling It will save a great deal of training time and effort for employers who want people that have skillsnot just concepts This combination of content gives them a head start something for us to build on when we hire them

2 In your opinion what are the 3 most important elements of this course and whyCustomer profitability and contribution margins Most graduates have no concept of how to figure out if you are making anymoney

Writing skills If you cant communicate effectively you cant succeed More than half of our business correspondence is doneby email The details of the deal are in the written correspondence that follows up You have to be able to writeTeamwork and Leadership Skills Nobody works alone Organizations need leaders at all levels If you are in a specificleadership role or not organizations cannot succeed with individuals stepping out from time to time and thinking of the greatergood over their individual needs


Networking skills People need to have either real interaction or training about how to work a room They need to knowbusiness etiquette cultural differences in business etiquette like who to shake hands with how to present your business card andwhat is expected in a variety of meeting environments They need to know how to plan to make the most of any event Theyneed to be briefing themselves on who will be there know them their priorities preplan networking activities have concretegoals and strategies for building their network They need to plan to have something meaningful to say after the pleasantries sothey can be thoughtful and strategic while appearing to be informal

Identifying centers of influence and understanding how they could impact the sales relationship is critical It not only impacts thesale itself but is key to referrals and managing the salespersonsreputation in the industry Account management and big dealsinvolve webs of many people


FPP Page 124

Blair Bennett

British Columbia RegionalManagerSoprenta Canada


It looks like a very comprehensive look at the sales process and the various skills required to succeed in sales


Creative Thinking and Problem Solving Skills I think that solving problems is key to business development There are alwayschallenges from small businesses to large corporations The problem solving and perhaps consensus building are very critical toget around the various roadblocks that one may encounter in the marketplace To think outside the box and react in a timelyfashion is key to being successful and proactive in business

Oral Skills Being able to communicate a strong message and being able to convince a prospective customer to do business withyou is key There are few people who are comfortable in a large presentation situations or being able to stand in front of a groupand present an ideaproductsolution etc I value someone who can deliver a passionate presentation versus reading aPowerpoint slide show

Personal Management and Entrepreneurial Skills As a newly appointed manager myself it is a challenge to deal with your owninternal group when you all have different levels of experience or understandings of the current business environment Effectivelymanaging people and motivating them to achieve corporate goals is always a challenge Dealing with various age groups ofemployees is also a challenge and being a manager who is younger than most of your employees has a specific set of challengesthat must be met and achieved by creative motivation techniques


Personality Types and Traits Dealing with the different personalities and changing your processes depending on peoplespersonality types is a technique that I find essential in order to achieve my corporate objectives There are various personalitytypes which need to be respected when presenting or approaching prospective clientsNetworking This is a key factor in being successful in business in my opinion Being active in the associations and relevantindustry groups is a great place to gain information and form relationships that will make one successful in their business

Nicole Rourke I Is this course of value for marketing graduates Please explainMarketing ProfessorStClair College Definitely In the past brand managers greatest complaint was that they didnt have access to the information they needed

Now they have access to too much information so it is important for them to be able to analyze and understand what is importantAs a brand manager you have access to information through the companysadvertising agency web specialist PR agency andthe companysown marketing research All give different information Marketers must know how do to decide what you needand what it means


Oral skills are critical presenting research findings and giving impromptu explanations of research are invaluable skillsUsing advanced techniques in searching the Internet and databases is key All students think they can use Google but can they

O


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get deep enough into other information sources These are skills they really needThe strategic performance planning and measurement skills included in this course will set your students apart in marketing Ifyou have analytical and mathematical skills in marketing you are well ahead Marketing generally attracts non analytical typesHaving marketing creativity and analytical skills gives graduates a competitive advantage

3 Is there anything that you would suggest be added to the courseNope this looks very comprehensive

Jenny Yang I Is this course of value for marketing graduates Please explain

President Co Founder 2 In your opinion what are the 3 most important elements of this course and why3 Is there anything that you would suggest be added to the course

MetaFor Inc

Teaching students how to do marketing research when the data sources are available and obvious isnt key its what canthey do when the data isnt there

This is typical with early stage companies startups webbased businesses etc What kind of proxies can one use toextrapolate market size revenues

A key component in the consulting world is gathering extrapolated data from different places synthesizing it and thenanalyzing it This is ahead of the curve stuff gathering insight and the presenting it

Doing Competitive Research What proxies can be used ie number of customers number of employees to extrapolaterevenues She cited an example at Bain where they would send people to company parking lots to count the number ofcars

Mystery Shopper retail for example if your client is Whirlpool you would visit different outlets where the product wassold ie Scars to see if they were selling the product correctly

Rob Schmeichel I Is this course of value for marketing graduates Please explainDirector MarketingPrograms I reviewed and overall am impressed by the proposalFarm Credit Canada

2 In your opinion what are the 3 most important elements of this course and whySome of the key content pieces I think that are relevant and essential for today seem to be included in the content namely

strategic planning goal setting models metrics etcvalue and application of marketing intelligencemarketing research planning primary secondaryperformance measures channel buyer product quality sales serviceadvanced techniques in searching the netdata mining relationship marketing CRMcustomer lifecycle managementweb analytics

The targeted and assumed skill development is also a useful and broad range of competencies I think this will serve your studentswell


FPP Page 126

Arlene Whiffin

Internet CommunicationsI Is this course of value for marketing graduates Please explain

Manager The course is really important and covers many critical areasTerasen Gas


The integration of marketing and IT is an essential area for student to fully understand and be able to navigateWeb analytics is essential marketing professionals in some industries such as hotels use these tools on an hourlydaily basisThe course is exciting and leading edge in its nature and she would be very interested in involvement as a guest speaker


Gary Cadman I Is this course of value for marketing graduates Please explainCadman Group

Yes It addresses every aspect of the sales cycle

However the earning objectives are sarewhai unclea and very academic Fur example Construct Models of BusinessModel Design What exactly is meant by this Also the relevance of IRR and NPV are unclear These terms are not usedevery day in the industry and they may not be relevant to the students who take this course


Understanding your companyCompetitionEconomic environment


Becoming industry expertsUnderstanding the value propositionRemoving price as an objectionEntry strategies into companiesCalling at the appropriate level


FPP Page 127

U O U

KwantlenP O L Y T E C H N I C

U N I V E R S I T Y

MAILING ADDRESS

1266672nd Ave SurreyBC Canada V3W 2M8

Attention BBA in Marketing Degree Proposal Committee

U 6045992100

kwantlenca

This is a letter outlining my support for the proposed BRA degree majoring in Marketing

After attending meetings discussing this with several committee members and together with myindependent research and experiences hiring business and marketing staff I strongly support thisprogram and the course curriculum that is being proposed

The course curriculum offers leadingedge education that meets the present and future careerrequirements for many careers in areas such as business marketing sales and management

Research and subsequent recommendations outlined in reports by many private associations andgovernment organizations also support the proposed program and curriculum These include

Statscan

Jobfuturesca

Making careersensecaHRDCca

Labourmarketinformationca

From my personal experiences in a management role of a marketing and communicationsdepartment in a large organization I personally want and look for people who have applied handson training and skills I also look for modern webbased and computers related marketing skillsespecially in aspects such as CRM website development ecommerce and emarketing usingsocial media and other webbased tools Lastly I look for people with diverse skills who are able tomulti task and are cross skilled in several different yet integrate components of the marketing andmarketing management role

I would be happy to meet with the proposal evaluation committee if needed to further explain myfindings and feedback

Peter Chevrier BBA MBA

Director Marketing and CommunicationsKwantlen Polytechnic University

C O N S I D E R C O M P A R E C H O O S E K W A N T L E N

November 9 2009

Dr Art Coren Dean

School of Business

Kwantlen Polytechnic University12666 72nd Avenue SurreyBC V3W 2M8

Dear Dr Coren

Over the past 2 months I have been in consultation about the Kwantlen Marketing Management Degreeprogram and how as an employer it would benefit organizations such as Orbital Marketing After

viewing the details of the new program I could strongly suggest that the program has great value in themarketplace which could benefit Kwantlen its students

Regards

Mandeep KharaMarketing Manager

Direct 604501 6943

Mandeepkeorbita Imarketinqca

uvnvo rb i to i m a rkr i nact

OrbitdUTmarketing

November 16 2009

Wasserman Partners Advertising1601020 Mainland Street

Vancouver BC V6B 2T4

Dr Art CorenDean

School of Business

Kwantlen Polytechnic University12666 72nd Avenue

Surrey BC V3W 2MB

Dear Dr Art Coren

I am pleased that Kwantlen Polytechnic University will be creating a new Marketing Degreeprogram I had the privilege to review and provide input on the proposed classes and themesand believe the program will provide aspiring marketers with the right skills abilities and talentfor todaysmarketplace

I thoroughly support the development of the new Marketing Degree at Kwantlen

Sincerely

Sean Weller BCom MBAKwantlen Marketing Diploma Graduate 2002

Supervisor Strategic ServicesWasserman Partners Advertising

604 6641111sweller@wassermanpartnerscom

a 160 1020 Mxnne SL I 6046111111 1 6044087049

VaswVv BC Canada VOB 2T4 nmreaixmanppvrVertcan

Dr Art Coren DeanSchool of Business

Kwantlen Polytechnic University12666 72nd Avenue

Surrey BC V3W 2M8

November 12 2009

Dear Dr Coren

I am writing to confirm my involvement and contribution to the proposed Marketing ManagementDegree at Kwantlen Polytechnic University

It has been a pleasure to have been included in this process The education required and practicalapplication of acquired skills and knowledge for new Marketing graduates in todayswork place israpidly evolving The demands on Marketing and Communication professionals require unique andinnovative skills in addition to traditional Marketing principles By seeking input from the community Ibelieve that Kwantlen has developed an excellent curriculum with which to move forth

I look forward to hearing the outcome

Regards

Lisa Geddes

VP Marketing CommunicationsRick Hansen Foundation

300 3820 Cessna Dr

Richmond BC V7B 0A2

Rick HansenFoundation

1 604 295 8149 1604 295 8159

BN 107659427RR 0001

m 4

November 17 2009

Dear Dr Coren

Thank you

1309 Maple Street3S I

P 6047602995

E rrt4ideas@shawca

ideas inc

Dr Art Coren DeanSchool of Business

Kwantlen Polytechnic University12666 72nd Avenue SurreyBC V3W 2M8

It has been my privilege to assist Professor Crockett and his team in the process of developing a proposalfor a Marketing Management degree at Kwantlen one that is relevant engaging and focused onproviding value in the marketplace

The inclusive process that has brought the proposal to this stage has in my opinion given it the powerfuland flexible format that is so critical in the rapidly changing constantly evolving world your students mustface

Please contact me if you have any questions

Michele Matthews

Principal 8 Chief Catalyst

Vancouver BC Canada V67

F 6047337688

TIACTION

Dr Arthur Coren

Dean School of Business

Kwantlen Polytechnic University12666 72 AvenueSurrey BCV3M 2M8

Dear Dr Coren

As a member of the Vancouver business community I am writing this letter to indicate my support forthe BBA Degree in Marketing Management at Kwantlen Polytechnic University The marketing andadvertising sectors and indeed the Vancouver business community in general can only benefit frompost secondary institutions offering a range of business programs and accreditation levels I fullysupport offering a variety of programs within Kwantlen

I have also provided some feedback to Keith Wallace on the curriculum Should you or Keith need anyfurther information from the industry perspective please let me know

Sincere

Nicola BentleyVP Strategic ServicesTraction Creative Communications

Ba O

O0

m N O0 ZS no mg mm ya 6a Ino n

D m 0mo ccm ioo sI a

o e OIm um

wo N3

0

ECentral 1

February 25 2010

Dr Arthur Coren

Dean of School of Business

Kwantlen Polytechnic University1266672nd Avenue

Surrey BC V3M 2M8

Dear Mr Coren

Sincerely

Central I Credit Union

Boo 661 6513xwwcentrollwm

1441 Creekside DriveVancouver BC

Canada v6J 457

2810 Matheson Blvd East

Mississauga ONCanada t4w47

As a longtime marketing professional in the greater Vancouver area and on behalf ofCentral 1 Credit Union I am pleased to offer my support for the introduction of the BBA inMarketing Management degree at Kwantlen Polytechnic University

Recently I have had the opportunity to work with professors Philip Ho and Dan Fawcettin their Marketing 2401 Advertising courses I am incredibly pleased with the approachthat has been taken for this course and have been grateful for the opportunity to presenta realworld advertising problem to the students It is a winwin situation for both of ourorganizations

At Central 1 Credit Union I oversee the Marketing Creative Services department andhave nine years experience in the credit union marketing industryincluding five withCentral 1 When I hire new employees within my department not only do I value soundeducation but also real world job ready experience Upon reviewing the key conceptsaround the BBA Marketing Management program and speaking with professors atKwantlen University I can attest that the program outcomes are set to create industrysavvy graduates that will be well equipped with the traits I look for in potential employeeswithin the marketing department of my organization

The marketing landscape changes on a daily basis and as a marketer in the financialservices industry Ive realized that we must adapt quickly and continually explore andembrace new approaches tools and technology in our marketing mix I am pleased thatKwantlen University is considering an approach with this new program that takes this intoaccount and recognizes the skills that are highly sought after in the business world

Martin Reed

Director Marketing Creative ServicesCentral 1 Credit Union

gee

0 V I R T U A L P E R C E P T I O N

S Y S T E M S I N C

March 1 2010

Dr Arthur Coren

Dean of School of Business

Kwantlen Polytechnic University1266672 AvenueSurrey BC V3M 2M8

RE The BBA Degree In Marketing Management

Dear Dr Coren

I am writing to you in support of the above BBA Degree in Marketing Management curriculum proposedat Kwantlen Polytechnic University

In 1994 I created designed and marketed the worlds first Internet filtering product Net Nanny At thattime I had to develop my own marketing method for the Internet as there was nothing available at anyacademic institution I built Net Nanny from one person to over 20 before it was moved fromVancouver BC to the US

The Brand name Net Nanny I created was globally recognized within less than 2 years Net Nanny wasenshrined in legislation in a foreign country stating that any educational facility that is connected to theInternet must have a Net Nanny type of filter installed

Net Nanny became a world leader because of the many Marketing and Management methods outlinedin this BBA Degree program It was an understanding of the market place along with various marketingand business management methodologies that allowed me to grow and develop Net Nanny from anidea to a globally recognized company valued for its products and ethics

The value of the type of program outlined For the BBA Degree is a very important part of building abusiness in todaysmarket place The importance of understanding the power of strong managementpractices along with excellent marketing education cannot be understated It was marketing and strongpeople management practices combined with knowing the market issues that allowed me to build a

globally recognized Company It is Marketing Management Sales along with dedicated employees thatwill make a successful company today

Sincerely

Gordon A Ross PEng BScEE

CEOPresident

056 6950 12d St

Surrey BC V3W 3M7Tel6047285012

Email Gordon@myspycomWEB Sites htto wwwvlrtuolpercentlonnet http www mysoy cam

3

3

Meeting prep and followup checklist

Datetime 4 t 7 6

Meeting room

0

Er booked eer4 4 0

setup

Agenda

Erby President

EV approved by chair

Vdistributed to deans

if on laptop

IV agenda package distributed

presenters notified

Followup A Doeminutes completed

9J

70aR by chair y 6

iJ feedback completedET filing completed

Lam database updated

tfd approved minutes posted

NOTES

MeetingCommittee S S C

Refreshments

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U N I V E R S I T Y

2

3

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11 Items for discussion

12 Adjournment


Wed April 7 2010 415 pm

Room Cedar 2110 A

AGENDA


Confirmation of Agenda

rrr

Approval of Minutes of March 3 2010 72aeChairsReport

Program concept Bachelor of Technology 420

PrograBachelor of Music in Musical Artsi LC

Pro ram Policy A lysis

Program revision PublicRelations Diploma 620 Terri Smolar

Pro ram r vison Bache or of Design Fashion Technology 630

13 Next meeting April 14 2010 415 pm room Cedar 2110 A

540

Joanne Massey

500 Zdenek Skoumal

Heather Harrison

Mini Program Concept pproved Minor to or Dana Cserepes


Attendance


Date Wednesday April Ili 2010

415 pm Cedar 2110 A

NAME PRESENT ABSENT

1 Adamoski Rob i

2 Baron Jackie C

3 Bennett Pat

4 Cserepes Dana

5 Erickson Shawn

6 Fletcher Doug

7 Lymburner Jocelyn

8 Morris Susan

9 Richard Paul

10 Samwald Elaine

11 Royal Wendy v

12 Wade Tally

13

Ex officio

Decker Elaine nonvoting

Fleming Rob ex officioor VP Academic rep

Mitchell Zena ex officio Registrar Services 6

Guests

Metzger Karen Recorder i


Attendance


Date Wednesday April Ili 2010

415 pm Cedar 2110 A



Room Cedar 2110 A

AGENDA



3 Approval of Minutes of March 3 2010

4 ChairsReport

5 Program concept Bachelor of Technology 420

6 Program concept Bachelor of Music in Musical Arts 500

7 Program concept BA Sustainability Policy Analysis

8 Program revision Public Relations Diploma 620

9 Program revision Bachelor of Design Fashion Technology 630

10 Mini Program Concept Approved Minor to Major


12 Adjournment

13 Next meeting April 14 2010 415 pm room Cedar 2110 A

Joanne Massey

540 Heather Harrison

dtJenelrmatit

Terri Smolar

MaryBord Z ieze cc

Dana Cserepes

3

3

3


Present Adamoski Rob Fletcher Douglas

Baron Jackie Lymburner JocelynBennett Pat Mitchell Zena

Decker Elaine Morris Susan

Erickson Shawn Wade Tally

Regrets Cserepes Dana Chair Richard Paul

Fleming Robert Royal WendySamwald Elaine

Guests

Secretariat Metzger Karen Recorder

1 Call to order

Elaine Decker who chaired the meeting in place of Dana Cserepes called the meeting to order at424 pm

Senate Standing Committee on CurriculumWed March 3 2010 415 pm

Room G 2110 A

MINUTES


The agenda was approved by consensus as amended reverse items 5 and 6

3 Approval of Minutes of January 6 2010

Moved by Jocelyn Lymburner seconded by Doug Fletcher to approve the minutes of the February3 2010 meeting as amended

MOTION CARRIED

4 ChairsReport

No report

5 Full program proposal Bachelor of Arts in Asian Studies

Frank Abbott distributed a number of replacement pages showing revisions made to the distributedfull program proposal FPP for a Bachelor ofArts Major in Asian Studies which includes foci on Eastand South Asia and globalization This multi disciplinary program is intended to equip graduates withcultural literacy to prepare them for various pathways to employment or further education

The committee reviewed the FPP and made recommendations for minor revisions

It is to be determined if a minor and major can be approved as one proposal as this is the firstrequest of its kind at Kwantlen

It is expected that Advising would play a major role in helping students with this multi disciplinaryprogram


Minutes of Meeting February 3 2010Page 2

Zena Mitchell made the suggestion that all FPPs include the calendar copy so that it can simply belifted from the FPP for the calendar on approval

Moved by Doug Fletcher seconded by Jocelyn Lymburner to approve the FPP for a Bachelor ofArts Major and Minor in Asian Studies pending revisions

MOTION CARRIED

Implementation is planned for September 2010

6 Full program proposal Bachelor of Nursing Second Degree

Jean Nicolson Church and Claudette Kelly attended to present the FPP for a Bachelor of NursingSecond Degree and distributed additional letters of support They explained that the proposedprogram which has been endorsed by the College of Registered Nurses ofBCCRNBC is the onlyone of its kind in Canada

The committee reviewed the FPP and made recommendations for revisions

ACTION Zena Mitchell will determine if courses from the Bachelor of Psychiatric Nursing can beapplied to the proposed Bachelor of Nursing

Moved by Pat Bennett seconded by Doug Fletcher to approve the full program proposal for aBachelor of Nursing Second Degree pending revisions

MOTION CARRIED

Implementation is planned for September 2010 or January 2011


None

8 Adjournment Tally Wade moved to adjourn the meeting at 615 pm

9 Next meeting April 7 2010 415 pnl room G 2110 A

Developer Joanne Massey Facultymember

Faculty of Trades and Technology

Dana Goedbloed Dean


U N I V E R S I T Y

Include the following appendices Appendix A Internal Consultations Appendix B Library AssessmentTemplate Additional material may also be included as appendices For information about submitting thecompleted concept document please contact the Chair of SSCC

A Originating Group

1 Internal Developers

Date February 2010

If joint educational offering name of other institution NA

Note Requirements outlined in the joint educational policy must be met before proceeding to hillprogram proposal

B Basic Information

B1 Name of proposed program

Bachelor of Technology in lnnovation and Leadership

B2 Proposed credential to be granted

Bachelor of Technology

B3 Expected length of program in years

4 years

This document pertains specifically to years 3 and 4Years 1 and 2 were approved by Education Council in March 2005 in the Trades Curriculum Framework

B4 Anticipated start date of program

September 2011

B5 Is this a cohort selective entry or open access program

This is a selective entry program

Program Concept


in Innovation and Leadership

86 How many students would you expect to enroll in each year of the program How will the program berolled out if you are not using a cohort model

Third year September 2011 40 students

Fourth year September 2012 35 students

Form updated November 2008

Program Concept Bachelor of Technology Page 2

C Executive Summary

C1 Explain how this concept adheres to principles and priorities as indicated in ministerial institutional

and academic planning documents Is this concept supportable and sustainable with existing andoravailable resources

Kwantlen Polytechnic University has recognized the need to offer a full range of degree opportunities and hasreceived a mandate by the province to offer relevant and applied interdisciplinary polytechnic degreesKwantlensMission and Mandate states As a leader in innovative and interdisciplinary education we offer alllearners regardless of background and preparation opportunities to achieve the highest standards ofacademic performance Our many programs of study provide applied learning and broad based universityeducation Given the diversity of study areas at this university this proposed degree will give students theopportunity to gain depth in the trades and technology area while at the same time acquiring breadth in avariety of disciplines

Further this degree will fulfill item 111 of the Senate approved Academic Planning and Priorities to Implementsupport new programs especially those that reflect community needs labour market and broad societal

education needs and which are in keeping with Kwantlensvalues and mandate as a Polytechnic University Inthis integrated program students will develop a broad range of knowledge attitudes and skills to be effectiveleaders in their careers and communities Students will participate in community service projects that willdevelop sustainable solutions to community needs

This program will recognize the learning knowledge and skills acquired in a ticketed trade by grantingacademic credit to the ticket which will enable ticketed journeypersons to advance their careers by completingan additional two years of studies in various disciplines to obtain a degree

This degree will utilize existing resources in the first and second year It will utilize existing and additional resources inthe third and fourth year The intent behind this program is to formalize the recognition of the knowledge skills andexperience of students who have successfully completed their trade or technology program and want to take theircareers to another level By providing access to courses in the humanities social sciences and business this conceptis also sustainable for learning beyond the trades and technology fields These courses will provide furtheropportunities for students to acquire broader knowledge and skills that improve their own lives and contributepositively to the well being of society through leadership

Education philosophers Comenius Locke and Rousseau were largely responsible for the major changes in thetraditional apprenticeship system Crunkilton finch 1977 of indenture to partially be delivered in a postsecondary setting Their proposal that trades be introduced into the formal education system resulted in theirinclusion in formal curriculum John Dewey was a strong proponent of the move to integrate vocationaleducation into the formalized system because he favoured vocational work in schooling as an essential part ofthe curriculum Dewey 1916 Now Kwantlen has an opportunity to take this evolution to the next level bygiving academic recognition and respect to the significant learning that occurs in the informal learningenvironment that occurs at work as well as the formal learning that occurs at school

Skills for growth The notional skills strategy which was presented to the British parliament in 2009 noted theskills system needs to mesh with our university system in such a way that there is a clear vocational route fromapprenticeship to technician to foundation degree and beyond p 1 2009 This proposed degree will alsoaccept students into the degree stream with post secondary credits awarded in approved trades andortechnology courses These courses will be identified as having substantial trade andor technology focus toprovide a foundation that would support the proposed community based projects in third and fourth year

The prerequisites identified to enter the third year will ensure that students possess the aptitude and theability to achieve success in the rigor of the subject matter in the third and fourth year of this Bachelor ofTechnology

The proposed Bachelor of Technology builds on the efficacy of practical hands on experience in the Faculty ofTrades and Technology and enriches it by incorporating the institutionsstrengths in humanities social sciencesand business The program takes a thematic approach to the development of leadership that is innovative andvisionary but at the same time considers the ramifications of technical advances in the realm of societyeconomics the environment and sustainable resources

Form updmed January 2009


Six key values were used as a guide for planning new degree programs at the University and these have beenat the forefront in the development of this Bachelor of Technology

Exploration Inclusiveness Excellence Integrity Community and Accountability

D Access Degree FPP section 6 Admission and TransferResidency

D1 What entry requirements should applicants be expected to meet If there are multiple entry pointsplease specify requirements for each A graphic representation of this may be attached as AppendixC Are entrance requirements appropriate Are students likely to be successful

In addition to a trade ticket andor postsecondary credits in approved technology courses entrancerequirements into the third year have been identified as

Principles of Math 11C or Foundations of Math 11C or equivalent or higherPhysics 11 C or equivalent or higherEnglish 12B or equivalent or higher

These entrance requirements will support the skills and knowledge required for degree and ensure thatstudents possess the aptitude and the motivation required to complete the degree The entry requirementssupport students success in the prescribed third and fourth year courses and meet writing quantitative andbreadth requirements for a degree as outlined in Kwantlen Policy B19 General Education in DegreePrograms

02 Will the structure of the program allow for fulltime parttime evening weekend online mixedmode delivery methods or a combination of any of these Identify each as appropriate

The structure of the program will allow for all delivery types A range of educational opportunities will be madeavailable to ensure that students who are mid career are able to continue with their working life while

completing the degree

D3 Will the structure of the program allow for multiple entry and exit points Be specific use flowcharts for clarity

Students will enter the degree program at third year bringing with them approved and required creditsSee E1 A B C

E Student Profile

E1 Who are your target students age gender educational background work experience Where dothey come from recent high school graduates mature students transfers from other institutionsHow do you plan to recruit or attract these students Are there other characteristics applicants shouldhave that you Identify as important

Target students are students who have completed one of the following

A Trade ticket in a trade as defined by the Industry Training Authority of British Columbia ITABC andorRed Seal Certification as defined by Human Resources Service Development Canada HRSDC thatincorporate 20 weeks or more of classroom instruction

B Trade ticket in a trade as defined by the ITABC andor Red Seal Certification as defined by HRSDC thatincorporates 19 weeks or less of classroom instruction plus 30 postsecondary or undergraduate credits in

Forth updated January 2009


Trades andor Technology courses

C 60 postsecondary credits in approved Trades andor Technology courses

Source of Students

Mid career professionals who are working in their respective fields for several years before entering into thedegree program

Students transferring from other institutions that have earned the required number of trades andortechnology postsecondary credits and meet entrance requirements for third yearRecruitment

Many students will be recruited from within Kwantlenstrade and technology programs

Since this degree will be unique in that it grants academic credit for trade certification students will berecruited from other institutions within the province and across Canada that offer similar programs

Students will be recruited through secondary schools as part of the general career exploration activities as

well as recruitment that is targeted to Technical Education students Students will be recruited through theITABC and through all unions associated with all trades

Students will also be recruited through the Canadian Council of Technicians and Technologists CCTTparticularly through the local body the Applied Science Technologists and Technicians of BC ASTTBC andother relevant accrediting bodies

E2 How will the program address the needs of under prepared students How will you get thesestudents Into a qualifying year

Entrance requirements have been determined section D1 that will meet the prerequisites for the courses in thefirst semester of the third year of the degree to ensure that students are academically prepared

The courses in the first semester of the third year will include the required prerequisites for upper levelhumanities social sciences and business courses

Counseling support will be available to assist students who are coming back after a break from study or the moreformal learning environment and to deal with personal issues that may arise due to changes in the demands onstudents who have work family relationship commitments that come into conflict with the demands of the newerlearning environment

Ongoing access to support for the reading writing math statistical and research demands as well as thepublication process will be available through the Learning Centres It is anticipated that any gaps in studentknowledge and skills could be supplemented by tutoring as issues arise Where possible Success Coaching andtutoring may be incorporated into the program This could be in the form of mentoring whereby each student hasaccess to a professional in the trade in which they are pursuing additional knowledge and tutoring whereknowledge or skill gaps are evident which could be available face to face through the existing Kwantlen LearningCentres or via telephone or the internet

Student Life and Development also provides leadership and mentor programs and could support the ongoingpersonal development being acquired with the degree Students will be encouraged to participate in activities thatwill support their success

E3 How will the program address equity by decreasing systemic barriers Is this type of programtraditionally or historically underrepresented in specific cohort groups eg gender andor ageimbalance First Nations How will the program address these issues

KwantlensFaculty of Trades and Technology has actively engaged in partnership with many Aboriginal SkillsEmployment Programs and bands from throughout BC for the past several years These partnerships

Form updated January 2009

Program Concept Bachelor ofTechnology Page 5

ensure that Aboriginals are given every opportunity to participate in Trades and Technology training at alllevels including this degree program Education and experience gained in the third and fourth year of thedegree will enable degree graduates to contribute to economic development in the band communities

The program will also encourage women who have completed trades and technology programs to continuetheir career advancements by working with groups such as Women in Trades Technology and ScienceWTTS Women in Trades WIT and various programs that encourage more participation in non traditionaloccupations The BTech program will provide additional support to a network of women already working inconstruction and other related trades

This program is ideally suited for mature members of our society particularly trades people with many yearsof experience who want to enrich their employment by entering into a management or leadership positionor by owning and operating their own company There are many skilled and experienced trades people whohave been injured on the job and are seeking retraining that is sponsored by Work Safe BC or anothervocational rehabilitation organization This program is a good fit in such cases as most retraining sponsorshipis limited to two years which would cover the third and fourth year of the degree since clients would inmost cases already have the first two years in the form of a trade ticket Retraining organizations usuallysponsor the upgrading to meet entrance requirements and do not count it as part of the allotted retrainingtime

Many immigrant professionals have entered into a trade in BC as an expedient way to take short packages oftraining and then enter the workforce to continue the required on the job training but at the same time earna wage In some cases immigrant professionals can transfer credits from education from outside Canada thatcould be included as an elective in the third or fourth year

Kwantlen participates in the annual Round Table on Skills Shortage RTSS which is sponsored by ASTTBC Thepurpose of this event is to focus on the solutions and actions required to ensure BC has the neededtechnology workers well into the future All participants are given the opportunity to participate informulating strategies for the next 3 years There are special breakout sessions at this event that focus onFirst Nations Career Council and BC Women in Technology By participating in these events Kwantlen can

promote this unique opportunity for Trades and Technology people to earn a degree and help meet thedemands of the skill shortage at a management level

F Program Description Degree FPP section 4 CurriculumProgram Content

F1 Provide a broad description of the program outcomes and how this program relates to existing orproposed programs at Kwantlen

The program outcomes were developed using the Postsecondary Education Quality Assessment Board ofOntariosdegree level standards for a baccalaureate degree in an applied area of study

This program relates to and engages with existing or proposed programs at Kwantlen by recognizing the valuablecontribution of the outcomes from humanities social sciences and business courses and incorporating them Into thisdegree

Graduates of this program will

Relate the principle assumptions methodologies and applications of trades and technology and the waythat these professional fields have developed

Interpret the relationship and interaction of trades and technologies with other disciplines of study

Assess developments needs and trends in the fields of trades and technology

Interpret and critically evaluate and apply new material relevant to the fields of trades and technical



leadership

Debate and sustain arguments andor solve practicerelated problems using ideas and techniques some ofwhich are at the forefront of trades and technology

Evaluate and comment upon particular aspects of current researchdevelopment or equivalent advancedscholarship in trades and technology and how these are relevant to trades and technical leadership

Collect review present and critically evaluate qualitative and quantitative data pertaining to trades andtechnology

Apply underlying concepts principles and techniques of analysis both within and outside the context oftrades and technology

Use a range of established techniques and bodies of knowledge to initiate and undertake critical analysis ofarguments assumptions abstract concepts and data which may be incomplete

Apply the methods and techniques of experience in trades and technology to extend professionalcompetence including ethics and other professional practices

Frame appropriate questions to achieve a solution or to identify a range of solutions to challenges in tradesand technology

Research develop and document solutions to issues and innovations in trades and technologies

Initiate and carry out trades and technology projects

Make critical use of scholarly and professional reviews and primary sources appropriate to trades andtechnology

Obtain employment in a tradetechnology field that requires the exercise of initiative responsibility andaccountability in both personal and group contexts

Apply leadership and management skills

Make decisions in complex and unpredictable contexts

Communicate information arguments and analyses accurately and reliably orally and in writing toemployers team members clients consumers and others using structured and coherent argumentsinformed by key concepts and techniques of trades and technology

Analyze the uncertainty ambiguity and limits of knowledge and how this might influence analysis andinterpretations based on that knowledge of trades and technology

Manage learning in changing circumstances both within and outside trades and technology courses

F2 How does the proposed program support existing programs at Kwantlen

The proposed program supports existing programs at Kwantlen by utilizing resources and expertise from humanitiessocial sciences and business programs and providing additional courses that may be used as electives by otherdegree students

F3 Identify how the proposed program supports Kwantlensmission core values and strategic objectives Pleaserefer to policy L10 Program PrioritizationNOTE F3 is not applicable for the academic year of20082009



This program will give students the benefit of a supportive educational environment with low student teacherratios and studentcentered learning from instructors that possess both education and extensive experience ina Trade or Technology field Students will graduate with a broad base of knowledge as well as specialized skillsand practical experience making them ready for leadership service and success

A focus of the third and fourth year of the degree may be to create an environment for students to engage incommunity issues by establishing relevant research projects Students will identify a need that can be addressed bythe particular trade or technology that each individual student is focusing on Students will work with communitygroups to research and develop sustainable solutions to the need and to record them in such a way that the solutioncan be replicated to provide an on going benefit to society

F4 How will the program ensure educational effectivenesseg retention rates completion rates successrates for progressionDoes the program create opportunities for students to ladder from current programs

The program will ensure educational effectiveness by clearly identifying outcomes that meet the requirementsof the degree as outlined in section F1 Appropriate assessment will be built into the degree to ensure thatstudents are prepared for higher level courses which will help to ensure retention and completion

This program creates opportunities for students to ladder from a variety of post secondary and trade programsfrom post secondary institutions across Canada All students will ladder into the third year with credit for theirtrade ticket 60 post secondary credits or a combination of trades ticket credit and other post secondarycredits as outlined in section E1

F5 Describe how the proposed program incorporates coop placements work experience practicumclinical practice etc if applicable

Students that enter this program will benefit from the experience and knowledge they will gain from thecommunity service project in the third and fourth year of the degree One of the primary principles of thisdegree is to recognize work experience acquired to complete previous credentials

F6 Does this program include Prior Learning Assessment PLA as per PolicyB14 Credit for Prior Learning

All new courses in the program TECH courses will adhere to Policy B14 and will include PIA utilizing any of orany combination of

Interview

Portfolio

ProjectExam

F7 Are current faculty able to deliver the program If not how do you plan to address this issue

The institution must demonstrate that it has the human resources necessary to develop and deliver aquality degree program In some cases it may not be feasible for an institution to hire faculty until itreceives program approval In these cases the institution should provide the specific faculty selectioncriteria that will be used to ensure new faculty hires have the necessary qualifications for the degree levelbeing offered Excerpt from DQABsDegree Program Review Criteria and Guidelines 2003

New faculty will be required to deliver the program Where current faculty meet qualifications to teach newcourses they may apply Some new TECH courses will require additional faculty but will be minimal additionsIt is expected that approximately six new courses will be required and faculty will be appropriately identifiedFonn updated January 2009


upon implementation

For breadth courses outside of the Trades and Technology division faculty from the appropriate discipline willbe able to deliver the prescribed courses and existing electives

G Outcomes

G1 Will this program allow students to continue with further studyDescribe laddering bridging or post credential continuation of education

This degree is intended to allow students to pursue post graduate credentials in business education andgeneral studies

G2 What is the nature of the work students are being prepared for Include current labour market data thatshows a demand for this type of graduate

Students are preparing for work that requires innovative and visionary designers and builders who can applytheir skills and experience in problem solving situations By obtaining knowledge and understanding all theperipheral ramifications to technological advancement graduates may work in trades and technology careers inpositions of management planning design resource management infrastructure manufacturing fabricationconstruction project management and product development They will also work in areas of research and

development of new techniques and procedures for construction and fabrication sustainable building practices andrenewable energy sources

The responsibility and accountability level in these positions requires an academic and professional certificationthat can be delivered and recognized by others in this Bachelor degree

Needs Assessment Surveys pertaining to the proposed Bachelor of Technology were conducted in October andNovember 2009 The surveys included Industry current Trades and Technology students and Secondary Schoolteachers See Appendix E

A synopsis of the surveys and other relevant market analysis is included in the Bachelor of Technology DegreeProposal Review Report conducted by the Office of Institutional Analysis and Planning in February 2010Appendix F

H Consultations Degree FPP section 9 Program Consultation

141 With whom have you consulted internally regarding this proposal What were the results of theseconsultations Please provide names dates and summary of feedback Refer to Appendix A

Elaine Decker Director Educational DevelopmentResult

Thanks for the opportunity to comment on the proposed BTech degree I think you and your colleagueshave designed a proposed credential that matches and supports a career path for a Red Seal holder Afterspending several years in the trade a Red Seal tradesperson may want to open a business move intomanagement in a larger company take on a role in permits inspection with a municipal government orbecome a trades instructor

The learning experiences that you propose in this degree will support these career moves providingbreadth and building business leadership and writing skills I imagine that the degree will also bondstudents to Kwantlen because they will realize that KPU is with them for life or at least for the length oftheir careers These graduates could in turn be valuable resources on a Program Advisory CommitteeThe Centre for Academic Growth would be pleased to work with you on the implementation of the newprogram following its approval



Alice MacPherson Coordinator Learning and Professional Development ServicesResult

This is a comprehensive concept document that is targeted at an underserved demographic qualifiedtradespersons who are looking to upgrade skills beyond their applied skill set and those who are in orplanning to be in business roles It is important for KwantlensPolytechnic mandate to reach this group oflearners and offer truly like long learning opportunities for them to develop and growI believe that The Centre for Academic Growth will be strong support for implementation once thisapproved

Seema Ahtuwalia Dept Chair SociologyResult

Seema was very interested in the proposed degree and with the possibility of Sociology courses beingincluded in the third and fourth year of the degree

Tina Matthew Coordinator Services for Aboriginal Students VanASEP Squamish Trades TrainingResult

Tina will look for opportunities for her clients to pursue this degree

Jatinder Kaur Educational Advisor

Result

These are some of my comments and suggestions

1 The 60 credits in post secondary courses needs to be defined a little further and the language needs tobe stipulated clearer to avoid confusion as to specifically what type of courses will meet this criteria

2 Previous Drafting programs were coded as Vocational courses would these students be admissibleunder the above mentioned category

3 Do the entrance requirements Math 11C Physics 11 C and English 12B have to be completed prior toadmission into 3rd year or are they just required for pre reqs for courses that will be within the 3rd and4th year of the degree Can testing andor equivalences be used for meeting entrance requirements aswell

Thats it for now

Jatinder

H2 Wrth whom have you consulted externally regarding this proposal What were the results of theseconsultations Please provide names dates and summary of discussions

Secondary School Tech Ed instructorspresented at BCTEA Conference Oct 23 2009PAC Members from all Kwantlen Trades and Technology programspresented at PAC Meetings in Oct Nov 2009Dr Larry Rosia Dean School of Construction Southern Alberta Institute of Technology SAIT January2010 Dr Rosia indicated that clear entry requirements need to be identified that will assist studentsuccess He also suggested that the name of the degree be meaningful and relevant to both tradesand technology careers

Results

Letters of Support See Appendix D

Brett Griffiths VCC Automotive Instructor

Adam Thorvaldson Skills Canada BC Executive Director

Martin Lim Fraser Heights Secondary School Tech Ed Instructor


Program Concept Bachelor ofTechnology Page 10

Rick Higginson Farrier PAC

Jim Mantei VanGear General Manager

Ian Vissers Kwantlen student Automotive Apprenticeship

Randy Callaghan PCL Construction Field Personnel Advisor

Brian Pichette Dynamic Structures Welding SupervisorInspector

Lloyd Stamm Automotive Training Standards Organization ATSO Chief Executive Officer

1 Institutional Resources Degree FPP section 8 Program Resources

11 What expertise equipment facilities and library resources will the program require to supportstudent learning Ensure that any required new resources in these areas are identified in the Costssection 1

Expertise

Additional faculty will be required to deliver the third and fourth year courses Expertise will be required inBusiness Accounting Marketing Research and Development Ethics Professional Practice ProjectManagement Sustainability Environmental issues Global and Social issues Math and Science

Equipment

A Rapid Prototyper and Computerized Assisted Machining CAM Router will be required for development ofprojects Fluid Power and Metals Testing equipment

Facilities

No additional facilities will be required but additional time in the trades shops will be required which includesaccess to these shops on evenings and weekend

Library

Library resources at Cloverdale will need to be increased to support third and fourth year courses

12 Outline anticipated requirements for equipment specialized space etc classrooms labs shopsgeneral space

Equipment

A Rapid Prototyper and CAM Router will be required to develop products and Fluid Power and Metals Testingequipment for research and testing of projects

SpaceExisting classroom lab and shop space is adequate but will need to be accessible on weekends


4

4

4

Item

No of Estimated cost Total

Faculty FTE 2 213000 213000

Coordination 25 27000 27000

Technical support

50000 50000

Administrative support 5 520000 20000

Service support

Librarysee Library Assessment

Template Appendix B

Lab operating costs 5000 5000

Required servicecourses

included in Faculty FTE above as perdocument Faculties of Social Sciences

Humanities Business

Other

Grand total 5423000

Item Estimated cost No of Items Total

Time release required for programcurriculum development

553000 5 FTE 553000

Faculty recruitment with research

25000 1 25000

Service courses if applicable

50000 50000

Item Estimated cost No of Items Total

Prototype 530000 1 530000

CNC router 25000 1 25000

Others to be determined 50000 50000

Program Concept Bachelor of Technology

J Costs Ito be prepared by DeanAssociate Dean in consultation with developer

1 What will be the following costs Please provide accurate estimates

a non recurring startup costs e g equipment costsother

Page 11

b capital costs facilities

c operating costs

summarize costs identified in Appendix A Internal Consultations not including Library costs

explain required service courses

Fonn updated January 2009

Signature of dean submitting concept document Date

Signaturesof deans providing service courses Date


12 Indicate the specific sourcesof funding for development both internal and external

Request for one time only budget funding 20102011

13 Indicate the specific sourcesof funding for delivery both internal and external

Additional FTE to be identified from university educational plan


DEPARTMENT

Academic Departments

Is this concept supported by the department Will this program have an impact on another program or viceversa Have you contacted those departments and have arrangements been made re service courses Has theproposal been approved by the Faculty Council

Dean of Social Sciences Robert Adamoski

Response from Seema Ahluwalia Sociology Dept Chair

It was a pleasure to talk to you a couple of weeks ago about your developing program I am very excitedabout the role Sociology can play in supporting your program particularly through providing relevant courses

As I recall you explained to me that students could bridge into your program with 60 credits andor a twoyear ticket This is good because both of the courses that we discussed are third year courses but beyond aspecific number of credits both of these courses require Soci 1125 as a prerequisite

Soci 3210 Technology and Society Prerequisites 45 credits at 1100 or higher including SOLI 1125

Soci 3300 Work and Occupations Prerequisites SOCI 1125

I look forward to further discussion

Note

Joanne Massey informed Seema that we have tentatively included SOCI 1125 in the third semester and sheindicated her approval

Dean of Sciences Brian Carr

The budget section requires internal consultation on service courses from a costing perspective

Dean of Humanities Mazen Guirguis

Section E3

Appendix AInternal Consultations

CONTACT

How will the program address equity by decreasing systematic barriers

Identifying which disciplines of study are intended would be helpful

Fonn updated November 2008

LOCAL

Neither the question nor the answer speaks about increasing accessibility for student with physical disabilitiesalthough other groups are mentioned A revision of the question seems appropriate but in any case acomprehensive answer should not ignore this group If the nature of the proposed program makesaccommodating physically challenged students difficult this should be noted

Section F1

2 nd Bullet

Interpret the relationship and interaction of trades and technologies with other disciplines of study


5 th and 9 th Bullets

10 th Bullet

Debate and sustain arguments andor solve practice related problems using ideas and techniquessome of which are at the forefront of trades and technology

Use a range of established techniques and bodies of knowledge to initiate and undertake criticalanalysis of arguments assumptions abstract concepts and data which may be incomplete

These two program outcomes fall squarely within the purview of the Critical Thinking branch ofPhilosophy The whole point of KwanticnsPhil 1145 for instance is to teach students the skills

required to determine the meaning and significance of what is observed or expressed or concerninga given inference or argument determining whether there is adequate justification to accept theconclusion as true The course presents Critical Thinking as the skilled active interpretation andevaluation of observations communications information and argumentation More naturally itpresents Critical Thinking as the careful and deliberate determination of whether one should acceptreject or suspend judgment about a claim and the degree of confidence with which one accepts orrejects it

Ive long believed that Critical Thinking should be mandatory for all universitylevel students for 1know of no one enrolled in any degree program who would not benefit from the skills taught in such acourse including BTech students Accordingly 1 would recommend that Phil 1145 be made a requiredcourse for the BTech something with which the department of Philosophy would be happy tocooperate Developing a special topics upperdivision Critical Thinking course that targets issues intechnology is also a possibility

Apply the methods and techniques of experience in trades and technology to extend professionalcompetence including ethics and other professional practices

Currently the School of Business requires their degree students to take Phil 3033 Business Ethics aservice also provided by the Philosophy department The same course would be an excellent way ofachieving the above outcome for BTech students 1 am certain that Philosophy would be pleased towork with the Faculty of Trades and Technology to bring this about

Dean School of Business Arthur Coren

Sent email November 18 2009

Sent Voicemail November 27 2009

Sent email March 18 2010

Counselling

support services anticipated for program students etc

Response to Bachelor of Technology Program ConceptSubmitted by Lyn Benn Director Student Development and Success

Director Student 2467

Development and Success

CounsellingThis program presents some concerns regarding the reentry process for students who are coming back after a break

from study or the more formal learning environment It appears that students academic needs can be met throughthe bridging programs however we may find that personal issues may arise due to changes in the demands onstudents who have work family relationship commitments that come into conflict with the demands of the newerlearning environment To cater to the holistic development of students I would recommend that at least a 5

counsellor be funded to meet the additional demands on services that would be anticipated

Learning Centres

More significant in this degree is the need for ongoing access to support for the reading writing math statistical andForm updated January 2009


research demands as well as the publication process It is anticipated that there will be gaps In student knowledgeand skills that could be supplemented by tutoring as Issues arise from time to timeAs the student group would tend to be more mature with established outside Interests and commitments it isrecommended that some form of Success Coaching and tutoring be incorporated into the various programs Thiscould be in the form of mentoring whereby each student has access to a professional in the trade in which theypursuing additional knowledge and tutoring where knowledge or skill gaps are evident Such a service could beavailable face to face through the existing Kwantlen Learning Centres or via telephone or the internetFor this I would recommend at least a 5 faculty position as coordinator as well as a team of tutors and mentors withavailable funds equivalent of a 5 faculty position to support this work

Student Life and DevelopmentThis department provides Leadership and Mentor programs and could support the ongoing personal developmentbeing acquired in associated with the degrees

Registrar Services

Admissions Records Graduationplanning for program admission registration impact onscheduling etc

Director Registrar Services 2463

From Jody Gordon

Since you and 1 had an opportunity to review this once already I am comfortable with how this is progressingbut I just realized that Zena our director for Admissions was not copied on your original email below I wouldlike to give her an opportunity to review this as well understanding that your deadline has already come andgone Over to Zena

From Zena Mitchell

Rather than repeating what Warren has provided I have added to the feedback he provided to you belowour areas tend to overlap in relation to the admissions and registration issues

61 Has the name of the program not yet been determined Im wondering if it is because you have multipleapplied majors being considered for this program If this is the case the degree will need to be based on aBTech framework to which you can then attach multiple tradestechnology majors much like the BA or theBsc model With a framework model the framework itself will require a separate Program Concept andthen a separate concept for each major If it is an applied degree however only one concept is requiredBased on Kwantlensdegree naming conventions the framework model would look like this Bachelor ofTechnology Major in An applied degree would look like this Bachelor of Technology in

B2 if you decide that the diploma will be an entrance AND an exit point If the Diploma is only an exitpoint youll be fine with one Concept document If however the intention is that the diploma can serve as astand alone credential it will need its own Concept document This will likely need to be clarifiedB Agreed is the bridging built in to year two If so it is possible to complete in 4 years but if not moretime should be identified

B4 If the admission requirements for year one of the diploma and year one of the degree are the samecould you not in theory start both intakes at year one at the same time You may want to identify whetheryou are referring to year one or year three of the Bachelorsdegree in the start date section ie Year 1 of thediploma and degree start in Sept 2010 Year three of the degree starts in Sept 2011B5 There are no specific yearone admission requirements outlined year one states normal entrancerequirements for the trade or technology being studied The only way in which the program can be definedas open access is if general university admissions requirements apply Any admission requirements overand above the general university requirements define the programs as selective entry Year threedefinitely needs to be defined as selective entry because a student cant gain access to year three until theoutlined bridging requirements are met ie university admission bridging yr 3 degree admission

E1 Entrance requirements are listed as 60 postsecondary credits in appropriate courses Appropriatewill need to be outlined more specifically for the purposes of determining admission for the program

It should also be noted somewhere the Access section Section D seems most appropriate that the



program admissions requirements are in addition to Kwantlensgeneral university admissionrequirements Because no language around English proficiency has been outlined specifically in relation to thisprogramsadmission requirement the above statement is essential for the purposes of admission

If you have any questions please dont hesitate to contact me

Note Comments from Zena have been incorporated into the body of this document

Enrolment Services

program advising student loan eligibility Services

BA Advisor

forBA degrees only verify that program conforms withBA Framework

NA

Director Enrolment 2474

Information Educational Technology IET Manager of User Support 2390

planning re software needs system capacity andlimitations

From Robert Ball Manager of User Support

Please see my comments below There was not any indication for additional computers phones and

supporting infrastructure or software packages to support this program and my comments reflect this

Good luck with this Bachelor program and do not hesitate to call me for clarification

Comments

I have looked at your program concept and as indicated there will be no additional computers or physicalcomputer lab space required to deliver the program If additional faculty are hired it is assumed they will beusing the shared faculty computers and print copy technology No additional software has been indicated orbudgeted for so it is assumed that the existing software packages available in the computer labs will suffice tosupport the new program

Institutional Analysis Planning

See Appendix E Needs Assessment SurveysSee Appendix F Degree Proposal Review Report


Director 3127

Via Research Assistant

2009

Library Services Librarian 2680

collections AV needs etc

See Appendix B


Enrolment Support Retention Director Enrolment 3230

scheduling and registration Support RetentionFrom Joshua Mitchell

Firstly please accept my apologies for not replying sooner Thank you for forwarding the attached programconcept I think its great that the Faculty of Trades and Technology is developing a baccalaureate levelcredential I do have a few comments and questions

This appears to be a proposal for two credentials a diploma and a degree Does this not require twoindependent program concept documents and subsequently program proposalsSection D1 For applicants to the degree is the intent that they complete the bridging requirements

before or after being admitted I suspect the intent was that the bridging be completed ahead ofadmission to the degree but just want to make sureSection D3 Because the diploma in technology ladders into the degree and because therequirements for diploma completion are quite broad does this mean that all trades students will beadmitted as Diploma in Technology students including foundation and apprenticeship level tradesstudentsSection E1 Can 60 credits in appropriate courses be defined a little further or pehaps it was and Ijust missed it

Note These issues have been addressed within the body of this document

From Warren Stokes

Note These issues have been addressed within the body of this document

As promised heres my feedback Please note the comments are offered rhetorically and that you might findvalue in them no response is necessary

B2 Why is the Diploma of Technology listed Isnt the proposal for a Bachelor of Technology A secondproposal for the diploma may be required83 The length of time does not appear to acknowledge the bridging described in the graphic in section D186 Is the scope of the Diploma statement intended to apply to any trade worker in the world or only toKwantlen students who have completed some of their learning at Kwantlen In either event should there be

some language around residency requirementsC1 6th para Shouldntit be pre requisitesD1 normal entrance requirements for the diploma appear to be 60 credits or Red Seal or Terminal TradeTicket Shouldntthey be stated that way Or is the intention for the learners to be admitted as diplomastudents while they are pursuing levels 1 4 of their apprenticeshipD1 Is the Diploma in Computer Aided Design and Drafting another 3rd year entry point The program hasCMNS 1115 but not ENGL 1100 but has all other bridging coursesD3 Entry1Cantan apprentice join the program at any level in their apprenticeshipF5 If students with 60 postsecondary credits are candidates for this program how will their potential lack oftime in trade affect them and others in the third and fourth years of the programF6 This program is fundamentally a PLA program recognition is given for the tradesbased learning as partof the first two years isnt itH2 Tricia Thomson is at UFV

11 Is the equipment required for all the trades

General Comments

The proposal describes 60 post secondary credits in appropriate subjects several times How will theappropriate subjects be measured or defined Could an Associate of Arts degree student qualify for a B Techsee comment about F5

Final Note

An alternate way to bundle the program might be to

Faun updaud January 2009


A State the admission requirements for the Diploma as Qualification as an apprentice or betterB State the graduation requirements for the Diploma as Red Seal plus the six bridging coursesC State the entrance requirements for the Degree as Completion of the Diploma or 60 credits to include

the bridging courses

This would address residency requirements program length and could be easily extended to specified otherappropriate subjects

Perhaps I have misunderstood but I am concerned that selling the program to journey persons as a twoyear degree would be incorrect as they would have the third and fourth years plus the bridging courses beforecompletion or more than two years

Please let me know if I can offer any further assistance or clarification

Warren


Appendix BBachelor of Technology Concept Document

Library Impact AssessmentTemplate for

New and Revised Programs


U N I V E R S I T Y

December 2008

Kwantlen Library Impact Assessment Processfor New and Revised ProgramsAssessment Policy

1 Library impact assessments will be completed for new degree diploma certificate orcitation programs and for major program revisions

2 Requests for a library impact assessment are to be directed to the Senate StandingCommittee on Curriculum SSCC liaison librarian

3 The development of library impact assessments for programs is based on a consultativemodel The SSCC liaison librarian will review proposals and consult with both proposingfaculty and with appropriate librarians In the case of revised programs the SSCC liaisonlibrarian will make a decision on whether the revised content requires a library impactassessment

4 Timelines for completion of the Library Impact Assessment areNew Programs Developers must allow a minimum of 3 weeks for the completion ofa new program library impact assessment

Revised Programs Developers must allow a minimum of 2 weeks for thecompletion of a revised program library impact assessmentTo allow adequate time for preparation of the assessment proposals in draft format arewelcomed Draft proposals must include a detailed description of the new or revised

program and where applicable course outlines for new courses Where sufficient time is

not given to complete the assessment the SSCC liaison librarian will notify the programdeveloper

5 Completed library impact assessments will be signed by the SSCC liaison librarian andthe University Librarian and sent to the program developer A copy of the assessmentsummary Part B only must be appended to the program concept and sent to the Senateoffice after the program developer has reviewed and signed the assessmentAssessments will be sent electronically to the Senate office and will be followed bysigned paper copies

6 The library impact assessment will normally include projected and retrospectivemonograph and periodical costs based on average costs for materials in the subject areacollection needs of the program or course average price increases in the subject area aswell as the strength or weakness of the existing collection Audiovisual purchase costswill be included where appropriate Projected enrolments will be included in the costcalculations where multiple sections or multiple campus enrolments are indicated or incases where most resources will be provided by interlibrary loan

7 Specialized or subject specific databases not already held by the library will be costedagainst the number of 300 and 400level courses in the subject area Upperlevel fieldcourses coops and practicums will be deducted from the total number of subject area300 and 400level courses

8 Periodical and database subscription costs will include average annual price increases9 Library impact assessments will be presented in a narrative format with a covering page

for signatures The major components of the narrative will besummary

previous collection developmentfuture collection needs

collection development obstacles

summary of startup and subsequent costs see Appendix ADecember 2008

3

3

3

Key Online Databases Periodical IndexesAbstractsName Held by Kwantlen

Polytechnic UniversityLibrary

If no estimated

annual cost to

provide

Science Direct a full text joumal collection ofover2000 titles published by Elsevier that focuson Technology and Science and but also coverBusiness Management Accounting SocialSciences and other areas Subscribing to Science

Yes No X 20000

Direct would ensure that the Library is preparedfor the proposed new Bachelor of TechnologyACM Digital Library Yes X No

Applied Science and Technology Index Yes X No

Comments If the Library receives the funding to join CRKN we will be able to subscribe tothese valuable resources which will greatly benefi all related subject areas such as

Construction ManagementProject ManagementBusiness and Contract Law

Ethics

Occupational Health and SafetySustainability and the EnvironmentRenewable and Altemate Energy sourcesTechnical WritingCommunicationsManaging ChangeResearch and DevelopmentLabour Relations

EstimatingStrategic and Critical ThinkingOrganizational Behavior and LeadershipGlobal Issues and Economics

Sub Total I 20000

LIBRARY RESOURCES IMPACT ASSESSMENT

New Program Proposal Revision

Part A

Name of program Bachelor of Technology

Is this a revision of an existing program Yes NoX

Namesof program developers Joanne Massey

Dana Goedbloed Dean

Key Periodicals in the subject areasComments

The library has requested funding to join CRKN in order to subscribe to new fulltext databasesThis will give us more access to online serials andor ejournals Therefore an additional300000 for individual serial titles for the upper level courses would be sufficient As new facultymembers are hired and new courses developed we would work with instructors to identify whichnew serials titles would be required

Sub Total 3000

Monographs

Number of titles held by Kwantlen Polytechnic University Library in thesesubject areas

1600

Number of titles published annually in these subject areas 2000

Average number of titles purchased annually 80

Average cost per volume of titles in these subject areas 130

Are these collections current Yes X No U

DataComments on the currencycomprehensiveness of the monographsubject area

The degree proposal contains new courses and subject areas for which the librarycollection should be augmented However we believe that within our currentable to continue to building our basic core collection of books as well as meet theand fourth year courses Books vary widely in price but those published by thetechnology publishers CABI Wiley etc are often 100 150

Additionally we currently are able to provide many recent technology and businessthrough ourebooks subscriptions so we do not anticipate the need to increase

collection in this

monographsbudget we will be

needs of third

major science and

books

these budgets

na

Sub Total na

Key Audio Visual Materials Video recordingsDVDsStreamed VideosNumber of titles held by Kwantlen Polytechnic University Library in thesesubject areas

500

Number of titles published annually in these subject areas 50

Projected number of new titles in these subject areas to be purchasedannually

10

Average cost per volume of titles in this subject area 250

Is the collection current Yes X No UComments The audiovisual collection is adequate for the existing Technology courses Toensure the success of this degree additional uptodate titles would be purchased We areconfident that this can be accomplished within our existing budget

Estimated cost for audio visual collection for this programSub Total

na

Key Reference TitlesName Held by Kwantlen

Polytechnic UniversityLibraryYes riNoX

If no annualizedcost

2000Various to be determined

Sub Total 2000

Part A

Summary StatementThe Library supports the development and implementation of the proposed Bachelor ofTechnology At this time it appears that with some exceptions the impact on Library printresources and services should be manageable However our electronic resource collection insupport of both the new courses and our existing offerings should be supplemented Currentlythe Library is requesting funds to pay for membership in CRKN and to pay for the subscriptionsto various excellent Technology and Science related collections of research materials We willcontinue to work with the various Faculties to ensure that the resources and services remaincurrent relevant and effective

Previous Collection Development

The collection as it exists has been developed to meet the needs of students enrolled in existingundergraduate coursesFuture Collection Needs

The research needs of first and second year students enrolled in this program should for the mostpart be adequately met by our current collections developed for the Sciences However wewould like to see expansion in our upper level materials Also if faculty is actively conducting theirown research and need specific or extensive materials the Library is prepared to accommodatethese requirementsCollection Development ObstaclesFundingIt is recommended that funding for library resources be continued and increased in order to joinCRKN and subscribe to the databases of eresources that are necessary in order to build thetype of library collection appropriate to a university offering academic degreesTime It is important that the Library continue to be involved in the planning and development ofnew degrees and programs in order that sufficient preparation time is available for the planning

and building of new library collections

Total Estimated Annual Costs Ongoing 25000

Assessment prepared by Elaine Samwald

SSCC liaison Librarian signature

yq p

Date

January 112010

Assessment reviewed by January 112010l

University Librarian signature Date

Part A

December 2008

Reference 2000

Monographs na


Periodicals 3000

Audio Visual na

TOTAL 25000

Part B

Please attach this section only to the Program Concept



Support for Program ProposalRevisionName of Program Bachelor of TechnologyDate January 11 2010SummaryThe Library supports in the development and implementation of the proposed Bachelor ofTechnology Currently the Library is requesting funds to pay for membership in CRKN andto pay for the subscriptions to various excellent Technology and Science relatedcollections of research materials Our electronic resource collection needs to be supplementedin order to support both the proposed new courses and our existing ones We will continue towork with the various Faculties to ensure that the resources and services remain current relevantand effective

This Library Impact Assessment has been based on the most current information available but itis possible that as course outlines and specific curriculum are developed further resources mayneed to be allocated in support of this program The Library will continue to work with the variousdepartments that offer this degree to ensure that the resources and services remain current andeffective

Summary of Startup Subsequent Costs

Prepared by

Signed

Elaine Samwald

SSCC liaison Librarian


I support this collection assessment Yes No El


Please provide reasons for nonsupport of assessment

January 112010

Date

January 11 2010

Appendix D

Bachelor of Technology Concept Document

Letters of Support

Brett Griffiths VCC Automotive Instructor

Adam Thorvaldson Skills Canada BC Executive Director

Martin Lim Fraser Heights Secondary School Tech Ed Instructor

Rick Higginson Farrier Program Advisory Committee

Jim Mantel VanGear General Manager

Ian Vissers Kwantlen student Automotive Apprenticeship

Randy Callaghan PCL Construction Field Personnel Advisor

Brian Pichette Dynamic Structures Welding SupervisorInspector

Lloyd Stamm Automotive Training Standards Organization ATSO Chief Executive Officer

Dave Mitchell Dave Mitchell and Associates Ltd President

Brett Griffiths BSc CofQ IP IDI3 i En Iiruadac Vanrnmrr RC v I 4V3 Phone 60187 7393 Fax 6OI717166IMailInillidi kccca


Nis Joanne lassey

Department Chair CADD TechnologiesKvmden Polytechnic University

12666 72nd Ave

Surrey BC

T3iT 2M8

Dear Ms htssev

Thank you for your recent email outlining your intent to create a Bachelor of Technology BTech degree that

would allow a Red Seal journeyperson to gain 60 post secondary credits towards the completion of the program I have

reviewed your concept and believe it would be of incre Iible value to amyone who has or is considering a career in a Red

Seal trade 1 cam see how this degree would expand opportunities for trades people and provide some with the needed pre

requisites to pursue graduate studies

As someone who holds both a Bachelor of Science degree and a Red Seal endorsement for the trade of

Automotive Senice Technician 1 can appreciate the extra time required and financial pressure incurred to obtain a degreeIf the Bachelor of Technology degree existed when I tlocided to pursue my degree 1 would have likely completed my

program through Kwanden Polytechnic University rater than UBC I believe that your BTech prognun will encourage

more people to enter red seal trades with the knowledge that die skills they have gained in their trade can also be applied

towards a degree 1 personally know the disappoinunent of realizing the four years 1 spent obtaining my Red Seal trade

would not result in any credit towards a degree

1 believe the degree prognun you intend to create will not only benefit existing trades faculty by providing a shorter

route to the needed prerequisites for a graduate degree but also provide incentive for future students to enroll in trades

training with the secure knowledge that the completion of a degree is within reach in a short period of time I conunend you

for developing a program that will have a positive impact on so many existing and future wades people

Sincerely

Brea1ril7iths

lusunctor Automotive Technician Program Vancouver Community College

Skills Canada BC Chapter3777 Kingsway

Burnaby BC

V5H 3Z7

604 4324229

Fax 604 4331241

CO Joanne MasseyDept Chair CADD TechnologiesCollege of Trades and TechnologiesKwantlen Polytechnic UniversityPhone 6045986120

To whom it may concern

SKILLSCOMPETENCES

CANADA

BRITISH COLUMBIA

November 30 2009

Please accept this letter of support for the proposed Bachelor of Technology

that Kwantlen University is developing

Coming from the perspective of someone who has been through both Trade

School and a University degree it is my feeling that one of the fundamental

reasons for students entering postsecondary educations and making the

decision to not go into vocational education is the perception by students and

parents alike that there is no opportunity to go beyond and get higher levels of

education This is in part due to there being little opportunity for transfer credit

My personal experience includes redoing identical courses for both my

vocational education and my university degree

It is a very large undertaking but it is my hope that this is a first step towards

extending transfer credit between tradestechnology and academic programs

With best regard

Adam Thorvaldson BEdTTEDJourneypersonExecutive Director

Skills Canada BC

3777 KingswayBurnaby BCCanada V5H 3Z7

Direct 604 4324362

Fax 604 4331241

edam@skillscanadabccawww skillscanadabcca

wwwskillscanadacom

wwwworldskillsorq

as

10svtargti

Kwantlen Polytechnic University12666 72nd Ave

Surrey BCV3W 2M8

Ms Joanne MasseyDepartment Chair CADD Technologies

Dear Ms Massey

FRASER HEIGHTS SECONDARY16060 108 AvenueSurreyBCV4N 1M1

Telephone 5829231 Fax 5829268

It was very nice to see you out at the BCCEA Conference held in October in MapleRidge 1 found your presentation outlining your intent to create a Bachelor ofTechnology Degree that would allow a Red Seal journeyperson to gain 60 post secondarycredits towards the completion of the program very interesting

I have talked to several other shop teachers about your idea and believe it would be ofincredible value to our students considering a career in trades The option to complete aDegree may help to encourage students and their parents to consider a trade as a careerAlso having a Degree option in the trade area may help us increase our enrolment in oursecondary shop classes The perceptions of trades may change if your Programme goesahead

I have also talked to our school counsellors and they also agree that your DegreeProgramme would be a benefit to students As a local community University you offermany other benefits that other institutions do not Students could continue their educationwithout having some of the other associated costs

Please keep us informed as to the status ofthis Programme We hope that it receivesapproval from your Senate

fairy t1r m

S r 1R

Nov 2809

Kwantlen Polytechnic University12666 72 AveSurrey BC V3W 2M8

Re Proposed Bachelor of Technology

Dear Joanne Massey

Im writing this letter to express my support for the proposed Bachelor ofTechnology DegreeThe development of this degree program will create an opportunity for Tradeprogram graduates which have never existed before As it stands today theonly option available to a trade graduate is to return to university and spendanother four years securing a degreeIt may only be a small percentage of trade graduates that decide to go on butit is very important that this option is available By offering this programyou will open a door for continuing professional development for thesegraduatesI wish you continued success in bringing this program to fruition

Sincerely

Rick G HigginsonCJF Dip T Forestry Dip T Fisheries Wildlife and Parks

VANGEARBUILDING TRUST ONE GEAR AT A TIME

SINCE 1952

November 23 2009


Surrey BCV3W 2M8

Dear Ms Massey

Thank you for your recent information regarding the intent to create a Bachelor of Technology BTech degree atthe recent program advisory committee meetings 1 have reviewed your concept and believe it would be veryvaluable to anyone who has or is considering a career in a Red Seal trade 1 can see how this degree would expandopportunities for trades people and provide some with the needed prerequisites to pursue graduate studies

Our company VanGear has many Kwantlen graduates that have served their apprenticeship and have received theirred seal certificates in their chosen trades This will give them an opportunity for further growth within ourorganization

As someone who holds both a Red Seal endorsement for the trade of Machinist and Millwright 1 can appreciate theextra time required to obtain a degree If the Bachelor of Technology degree exists and 1 decide to pursue mydegree 1 would likely complete my program through Kwantlen Polytechnic University rather than UBC I believethat your BTech program will encourage more people to enter Red Seal trades with the knowledge that the skillsthey have gained in their trade can also be applied towards a degree 1 would be disappointed if the four years I spentobtaining my Red Seal trade would not result in any credit towards a degree

I believe the proposed degree program would pro ide incentive for future students to enroll in trades training withthe secure knowledge that the completion of a degree is within reach in a short period of time I commend you fordeveloping a program that will have a positive impact on so many existing and future trades people

Sincerely

Jim Mantei

14551 BURROWS ROAD

RICHMOND BRITISH COLUMBIACANADA V6V 1K9

MEMBER

SINCE 1965

VANCOUVER GEAR WORKS LTDTOLLFREE 1 877 888 3111 InloevanaaarcorTELEPHONE 864 271 3111 wwvvanoarcom

r ACSIMILE 861 270 1433

L ruT

VANGEAR

210713201

Kwantlen Polytechnic University1266672nd Ave

Surrey BC

V3W 2M8

Proposed Bachelor of Technology degree

To whom it may concern

Red Seal certification in automotive is something I am about to acquire 1 am currently attendingautomotive level four at Kwantlen Polytechnic University Cloverdale Campus I also have my draftingcertificate as well as many other prerequisites required to be accepted to the proposed Bachelor ofTechnology degree program The pursuit of an advanced career in automotive Is something I amconstantly working toward I have also considered a higher education leading to careers not related totrades The proposed Bachelor of Technology degree program would be an asset in whatever direction Ichoose

Most skilled trades require over four years of commitment before certification Thiscommitment process could also be referred to as an Investment It is very demanding in that tradespeople Invest tremendous amounts of effort and funds compared to what is received Many trades alsoappear to have limitations at which there Is no further progression Potential trades people may decideagainst entry into a trade based solely on thls seemingly lacking investment retums Credits toward abachelorsdegree would surely stimulate trades entry

We as trades people have and will continue to invest In ourselves Most cannot afford to returnto a college or university for 4 or 5 more years of education for a bachelorsdegree Many trades peoplewill require a higher level of education to achieve their goals I would be overwhelmed with enthusiasmif my Red Seal trade certification along with as little as 5 semesters granted the equivalent of four or fivecollege or university years in the form of a bachelorsdegree

I strongly believe with acceptance and development of this proposed program current andfuture trades people will benefit I would like to thanks all who are involved with developing thisproposal for your efforts I would also like to thank anyone with future Involvement In advance

Sincerely

an Vissers

CCCONSTRUCTION LEADERS

December 3 2009

Kwantlen Polytechnic University12666 72nd AveSurrey BC V3W 2M8

To Whom It May Concern

Re PROPOSED BACHELOR OF TECHNOLOGY

Thank you for your recent email outlining your intent to create a Bachelor of Technology BTech degreethat would allow a Red Seal journeyperson to gain 60 post secondary credits towards the completion ofthe program I have reviewed your concept and believe it would be of incredible value to anyone whohas or is considering a career in a Red Seal trade I can see how this degree would expand opportunitiesfor trades people and provide some with the needed prerequisites to pursue graduate studies

As someone who holds a Red Seal endorsement for the trade of Carpentry 1 can appreciate the extra timerequired and financial pressure incurred to obtain a certification

I believe that the direction of this degree with relevant trade experience as part of the recognizedbackground will add value to the employer and to that of the credential I commend you fordeveloping a program that will have a positive impact on so many existing and future trades people

If you should have any questions please do not hesitate to contact the undersigned

Yours truly

PCL CONSTRUCTORS WESTCOAST INC

Randy CallaghanField Personnel Advisor

WRITERSDIRECT LINE 604241 5346

RJCss

PCL CONSTRUCTORS WESTCOAST INC310 13911 Wireless Way Richmond BC V6V 3B9Telephone 6042115200 4 Fax 6042415301

BESTMANAGEDCOMPANIES

PLATINUM MIMktg

Via Mail

O

f SDTRUCURIESDecember 15 2009

Kwantlen Polytechnic University12666 72 AveSurrey BC V3W 2M8


Yours

Qtrulyi

1 am writing this letter to give my full support to Kwantlen PolytechnicUniversitysproposed Bachelor of Technology Degree Program I believe it willbe of great value to any Red Seal Journey Person who would like to advancetheir career The fact that they would receive post secondary credits for timespent obtaining their Red Seal is most encouraging I also believe it will lead tomore people going into the trades knowing they can receive a degree in theirfield

Brian Pichette

Welding Supervisor InspectorDynamic Structures604 4687617

1515 Kingsway Avenue Port Coquitlam British Columbia Canada V3C 152wwwempiredscom Tel 6049419481 Fax 6049417447

Automotive TrainingStandards Organization

Unit 1 8980 Fraserwood Court

Burnaby BC Canada V5J 5H7Telephone 604 4193626

Fax 604 4190299www autos pprenticecom

December 1 2009


Surrey BCV3W 2M8


Re Bachelor of Technology Degree

The creation of a Bachelor of Technology BTech degree that recognizes the educational valueof a Red Seal certification as 60 postsecondary credits towards that degree is truly supportingthe concept of lifelong learning

It is appropriate that a degree in technology would have as its basis actual experience as atechnician This recognition will encourage more people to consider entering red seal tradesknowing that the skills they have gained in their trade can be applied towards gaining a degreeFor some trades people this will also provide opportunities to pursue graduate studies

As a member of both the Automotive Service Technician and Partsperson PACs at Kwantlen Iam fully in favour of developing a program that will have a positive impact on so many existingand future tradespeople

Sincerely

Lloyd StammChief Executive Officer

DAVE MITCHELLAKA ASSOCIATES LTD

PO Box 84618

1942 Como Lake Avenue

Coquitlam BC V3J 7V7Canada

January 7 2010


Surrey BCV3W 2M8

Re Proposed Bachelor of Technology


Phone 604 8128951

Fax 604 552 8951

Email dwmitchell@telusnet

TECItNOtO4y

I am writing to you both as a member of the Public Safety Communications Advisory Committeeas well an owner of a communications consulting firm to express my support for the proposedBachelor of Technology degree It is my strong belief that enhancing the opportunities forindividuals working in the technology field to achieve additional accreditation will enhance theirability to perform work of greater value In addition to enhancing the skill set for those working inthis field the addition of a certification such as being proposed by Kwantlen PolytechnicUniversity will increase their visibility and employability by firms such as ours

Our consulting firm is employed in much of Canada working principally with emergency serviceswith regard to technology procurement and implementation as well as performance audits andquality assurance programs In the ten years our company has been operating the demand forservices has increased in complexity and scale and this demands an ever increasing level oftraining and experience

At the same time the issues of ever tightening standards of services and a greater scrutiny toensure value for money require our firm and our consultants to continually broaden their skillsThis requires a great deal more ability to research write and present ideas and this broadersuite of knowledge is something that I feel is enhanced with a degree program Quite simply

students that graduate with these skills will succeed to a higher degree and will deliver bettervalue

Thank you for considering this program and if it would be helpful I would be happy to speakwith you further

Yours truly

Dave Mitchell

President

Planning Data for Bachelor of TechnologyInstitutional Analysis Planning Kwantlen Polytechnic UniversityTable of Contents

Appendix F



Degree Proposal Review Report

Office of Institutional Analysis PlanningKwantlen Polytechnic University

February 2010

httpwwwkwantlencaiaphtml

Page I of 24February 2010

Table of Contents

Executive Summary 3

Competitive Environment 4

Student Demand 6

Labour Market Demand 16

General Comments 18

Links to Resources Used 19

0

0



Executive Summary

The Bachelor of Technology degree program proposal was reviewed by the Office of Institutional AnalysisPlanning in February 2010 The present document presents the key findings

In general the data and other information the Office of Institutional Analysis Planning provides are designedto provide a gauge of the practicability of the program from the perspective of its ability to attract sufficientstudents and to suggest potential ways of improving its viability This report consists of four main sections 1Competitive Environment 2 Student Demand 3 Labour Market Demand and 4 General Comments

Demand for skilled trades and technical workers in BC is currently not being met in many occupations and

employers are experiencing difficulty finding qualified workers Many skilled trades and technical workers arenearing retirement age and as a result there will be a significant demand that occurs from the need to replacethese workers Opportunities in Skilled Trades and Technical Occupations in BC According to WorkBCconstruction managers construction estimators trades supervisors are some of the several trades occupationsthat are likely to experience high demand in BC in the next decade

Overall enrolments in the Faculty of Trades and Technology at Kwantlen increased by 13 over the three year

period from 200607 to 200809The largest number of enrolments has consistently been in the CarpentryApprenticeship Training Citation in CarpentryBuilding Construction and Welding Programs The combinedresults of the 2007 2008 and 2009 Apprenticeship Student Outcomes APPSO Surveys show that 82 of theKwantlen respondents were satisfied or very satisfied with the trades education they received at Kwantlen Alarge majority of employed Kwantlen respondents 89 indicated that what they learnt at Kwantlen was veryor somewhat useful in performing their jobs In addition 94 of the Kwantlen respondents reported that theywere satisfied or very satisfied with their overall workplace training experience

Three institutions in British Columbia offer bachelorsdegree programs similar to the proposed degree

Bachelor of Business Administration for Trades Management at the University of the Fraser Valley

Bachelor of Technology in Trades and Technology Leadership at Thompson Rivers UniversityBachelor of Technology in Construction Management at British Columbia Institute of Technology

TRUs Bachelor of Business Administration for Trades Management and UFVs Bachelor of Technology inTrades and Technology Leadership programs were both launched in 2007 Enrolments of the Bachelor ofTechnology in Trades and Technology Leadership Program at TRU remained at 30 for the past two yearsEnrolments in the Bachelor of Technology in Construction Management program at BCIT increased by 14from 151 to 172 students in the three year period from 200607 to 200809

Trades and technology teachers at several high schools within Kwantlenscatchment area Faculty of Tradesand Technology students and industry members were surveyed in fall 2009 to find out the demand for the

proposed degree The results showed an interest in the proposed degree from all three groups

Planning Data for Bachelor of TechnologyInstitutional Analysis 8 Planning Kwantlen Polytechnic UniversityExecutive Summary

Page 3 of 20February 2010

Province Postsecondary Institution Program Name CoOp Discipline I Program DescriptionDiploma Programs

AB Northern Alberta Institute

of Technology

Business for

Journeymen

Management

Diploma

No Business and

Administration

The programsgoal is to provide the

journeymen with the business expertisethey need to become an effective team

leader supervisor or manager in a

changing business and technicalenvironment Red Seal and a year of

work experience are required foradmission

AB Southern Alberta Institute Business

Administration

Diploma inAutomotive

Management

Yes Business

Administration

and Trades

Western Canadasonly managementoriented training program designed

specifically for the automotive industry

The training is a combination ofbusiness and automotive courses to

prepare individuals for positions in theautomotive industry

Bachelors Degree ProgramsBC British Columbia Institute

of Technology

Bachelor of

Technology inConstruction

Management

Yes Engineeringand Technical

The program offers provenmanagement and leadershiptechniques to support broadermanagement decisions and onsiteleadership in construction projects

BC The University of theFraser Valley


Administration for

Trades Management

Yes Business

Administration

and

Management

The program combines bridging courses

such as business math statistics and

writing with coursework in the areas of

human resources management

marketing financial managementindustrial relations projectmanagement research strategicmanagement information systems and

management of innovation and

environmental sustainabilityBC Thompson Rivers

University

Bachelor of

Technology in Tradesand Technology

Leadership

No EngineeringIndustrial

Management

The programsgoal is to equiptechnologists with the knowledge and

skills necessary to become effectiveproject leaders supervisors andmanagers in organizations in a changingbusiness and technical environment

ON George Brown College Bachelor of Applied

Technology inConstruction Science

and Management

Yes Construction

Managementand Trades

This program is designed to equip

graduates with a solid education inbuilding and environmental sciences as

well as practical business andmanagerial training including strongnegotiating organizational andinterpersonal skills

Competitive Environment

The purpose of this section is to identify Canadian postsecondary education institutions offering degreessimilar to the proposed degree

Table 1 provides a comprehensive list of the Canadian public postsecondary institutions that offer degreessimilar to the proposed Bachelor of Technology degree

Table 1 Canadian Postsecondary Institutions with Similar Diploma and BachelorsDegree Programs


Planning Data for Bachelor of TechnologyInstitutional Analysis and Planning Kwantlen Polytechnic University

1 Competitive Environment

Province Institution Program Name CoOp Discipline Notes

NL Memorial University of Bachelor of No Engineering The program which is designed forNewfoundland Technology in

Engineering andApplied ScienceTechnology

Applied Sciences individuals with a diploma oftechnology prepares graduates forcareer advancement in

engineeringapplied science technologyindustries The program introducesstudents to human resource and

business management concepts

NS Cape Breton University Bachelor ofEngineering

Technology inElectronics and

Yes ComputerTechnology

ComputerSystems

The program combines theoretical

principles with the handson experienceand technical courses related to

electronics instrumentation andControls Technology computer control industry Aspects

unique to electrical engineering

analogdigital design industrialinstrumentationcontrol

microelectronics and wireless systemsare emphasized

Source As ociatlon of Universities and Colleges of Canada and postsecondary institution websites

Below is a list not an exhaustive listof polytechnic institutions in the USA Australia and New Zealand thatoffer bachelorsdegrees similar to the proposed Bachelor of Technology ProgramUSA

Polytechnic Institute of New York University BSc in Construction Management

Southern Polytechnic State University BSc in Construction Management

University of Wisconsin Stout BSc in Construction

California Polytechnic State University BSc in Construction Management

Wentworth Institute of Technology BSc in Construction Management

Australia

Curtin University of Technology BAppSc in Construction Management and EconomicsQueensland University of TechnologyBAppSc in Construction Management

Royal Melbourne Institute of TechnologyBAppSc in Construction ManagementUniversity of Technology Sydney Bachelor of Construction Project Management

New Zealand

Unitec New Zealand Bachelor of Construction Management

Planning Data for Bachelor of TechnologyInstitutional Analysis Planning Kwantlen Polytechnic University



Student Demand

The aim of this section is to explore the extent of student demand for the proposed degree by mainlyexamining the historic participation rates in similar degree programs

Enrolments

Three institutions in British Columbia offer bachelorsdegree programs similar to the proposed degreeThe University of the Fraser ValleyThompson Rivers University

British Columbia Institute of Technology

TRUs Bachelor of Business Administration for Trades Management and UFVs Bachelor of Technology inTrades and Technology Leadership programs were both launched in 2007 see Appendix A

Enrolments in the Bachelor of Technology in Construction Management program at BCIT increased by 14 inthe three year period from 200607 to 200809 see Table 2

Table 2 Enrolments at BC Postsecondary Institutions with Similar Degree Programs Academic Years 200607200910

Enrolment data for the fall semester of the 200910Academic Year

Source Central Data Warehouse Ministry of Advanced Education and Labour Market Deve opment

Trades and technology teachers at several high schools within Kwantlenscatchment area were surveyed in fall

2009 to find out the demand in their respective schools for the proposed degree The results should beinterpreted with caution given the small sample size In response to a question about the trades and

technology students intention to continue education after high school 65 of the 17 teachers indicated that

less than 50 of their students have plans to continue their education after high school whereas 35 indicated

that more than 50 of their trades and technology students have plans to continue their education after highschool

The level of credential trades and

technology students who are likely to

continue education after high school islike to ursue

Certi i

cate


Respondents were also asked to identify the level of

credential the students who have plans to continue

education after high school are likely to pursue A trades

ticket was identified by 33 and a bachelorsdegree wasindicated by 20 of the 15 respondents

Approximately 53 of the 17 respondents indicated

preparation for employment as one of the main reasons

students would continue their education after high school


2 Student Demand

Academic Year

Institution Program Name 200607 200708 200809 200910British Columbia Institute of

TechnologyBachelor of Technology in ConstructionManagement

151 162 172 100

The University of the Fraser

Valley

Bachelor of Business Administration for

Trades Management1 6 8 5

Thompson Rivers University

Open Learning

Bachelor of Technology in Trades and

Technology Leadershipna 30 30 15

Student Demand

The aim of this section is to explore the extent of student demand for the proposed degree by mainlyexamining the historic participation rates in similar degree programs

Enrolments

Three institutions in British Columbia offer bachelorsdegree programs similar to the proposed degreeThe University of the Fraser ValleyThompson Rivers University

British Columbia Institute of Technology

TRUs Bachelor of Business Administration for Trades Management and UFVs Bachelor of Technology inTrades and Technology Leadership programs were both launched in 2007 see Appendix A

Enrolments in the Bachelor of Technology in Construction Management program at BCIT increased by 14 inthe three year period from 200607 to 200809 see Table 2

Table 2 Enrolments at BC Postsecondary Institutions with Similar Degree Programs Academic Years 200607200910

Enrolment data for the fall semester of the 200910Academic Year

Source Central Data Warehouse Ministry of Advanced Education and Labour Market Deve opment

Trades and technology teachers at several high schools within Kwantlenscatchment area were surveyed in fall

2009 to find out the demand in their respective schools for the proposed degree The results should beinterpreted with caution given the small sample size In response to a question about the trades and

technology students intention to continue education after high school 65 of the 17 teachers indicated that

less than 50 of their students have plans to continue their education after high school whereas 35 indicated

that more than 50 of their trades and technology students have plans to continue their education after highschool

The level of credential trades and

technology students who are likely to

continue education after high school islike to ursue

Certi i

cate


Respondents were also asked to identify the level of

credential the students who have plans to continue

education after high school are likely to pursue A trades

ticket was identified by 33 and a bachelorsdegree wasindicated by 20 of the 15 respondents

Approximately 53 of the 17 respondents indicated

preparation for employment as one of the main reasons

students would continue their education after high school


2 Student Demand

When asked about the reasons why their trades and technology

students would not continue their education after high school

36 of the respondents indicated lack of interest or motivationand 28 indicated financial situation as one of the main reasons

preventing their students from continuing education after highschool

Seventyfive percent of the respondents said that it would be

definitelypossibly easier to attract students to their high schools

if a trades ticket or technology diploma obtained from their

school can lead to a baccalaureate degree Ninetyfour percent

of the respondents indicated that trade and technology students

would definitelypossibly pursue a baccalaureate degree if their dip oma counts as the first 2 years of a 4 year

trades degree

Kwantlen Polytechnic UniversitysFaculty of Trades and Technology currently offers the following credentialedprograms

Citation in Metal Fabrication

Masonry Citation

Citation in Parts WarehousingCitation in CarpentryBuilding Construction

MillwrightIndustrial Mechanic CitationCitation in Computer Aided Design and DraftingCertificate in Appliance ServicingCertificate in Automotive Service Technician

Certificate in Computer Aided Design and Drafting

Planning Data for Bachelor of TechnologyInstitutional Analysis and Planning Kwantlen Polytechnic University2 Student Demand

Trades and Technology Students

Reasons for Discontinuing EducationAfter High School

Parents

Expectations

4

Certificate in Advanced Farrier TrainingCertificate in Welding

Certificate in Public Safety CommunicationsAdvanced Certificate in Computer Aided Design and DraftingAdvance Certificate in Welding

Diploma in Computer Aided Design and DraftingDiploma in WeldingApprenticeship Technical Training


Primary Residence

ACYEAR

200607

ACYEAR

200708

ACYEAR

200809

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

Abbotsford 52 66 71 5 8 37

Burnaby 24 9 13 4 44 46

Coquitlam 45 28 31 3 11 31

Delta 86 104 114 10 10 33

Langley 179 240 205 35 15 15

New Westminster 13 8 17 9 113 31

Richmond 74 50 64 14 28 14

Ridge Meadows 52 60 57 3 S 10

Surrey 429 493 488 5 1 14

Vancouver 41 30 71 41 137 73

Other 130 143 152 9 6 17

Unspecified 19 63 2 61 97 89

Total 1144 1294 1285 9 1 12

Within Kwantlen Region

ACYEAR

200607 ACYEARZ00708ACYEAR

200809

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

faculty of Trades and TechnologyHeadcount 1150 1357 1303 54 4 13

Domestic 1145 1354 1301 53 4 14

International 5 3 2 1 33 60

Kwantlen Polytechnic UniversityOverall Headcount 17133 17551 17672 121 1 3

Domestic 16301 16741 16738 3 0 3

International 832 810 934 124 15 12

Within Kwantlen Region 768 887 871 16 2 13

Out of Kwantlen Region 376 407 414 7 2 10

Overall enrolments in the Faculty of Trades and Technology at Kwantlen increased by 13 over the three yearperiod from 200607 to 200809 see Table 3 The largest number of enrolments has consistently been in theCarpentry Apprenticeship Training Citation in CarpentryBuilding Construction and Welding Programs

Table 3 Kwantlen Polytechnic University Faculty of Trades and Technology Headcounts Academic Years 200607200809

Source 200607 to 200809 Academic Year Comparison Report Registrant Count by Faculty

Please note Headcounts are unduplicated with n each program of study students may be counted across more than one program 0 they are registeredin multiple programs

Between 200607 and 200809 academic years there has been a 13 increase in the Faculty of Trades andTechnology students residing within the Kwantlen Region and a 10 increase in the number of Faculty ofTrades and Technology students residing outside the Kwantlen region see Table 4

Table 4 Kwantlen Faculty of Trades and Technology Program Registrant Counts by City of ResidenceAcademic Years 200607200809



2 Student Demand

The number of male students in the Faculty of Trades and Technology at Kwantlen increased by 15 over thethree year period from 200607 to 200809 whereas the number of female students decreased by 1 duringthe same time period see Table 5

Table 5 Faculty of Trades and Technology Headcounts by Gender Academic Years 200607200809

KwantlensFaculty of Trades and Technology students were also surveyed in fall 2009 to find out the demandfor the proposed degree among the current students A total of 280 completed surveys were received Beloware the major highlights

78 said having a Bachelor of Technology degree would definitelypossibly improve their likelihood ofgetting a job73 indicated that having a Bachelor of Technology degree would definitelypossibly increase theirlikelihood of getting a job they like79 said having a Bachelor of Technology degree would definitelypossibly increase the amount ofmoney they could make on the job71 indicated that they would definitelypossibly be more likely to take Bachelor of Technologyprogram knowing that their chosen trade ticket or technology diploma counts as the first 2 years of a4year degree Another 2396 indicated that they would somewhat be more likely to take the programif their trade ticket or technology diploma counts as the first 2 year of a 4year degree

The proportion of respondents with the intention to run their own business was 78A higher proportion of respondents indicated interest in subject areas such as accounting 72business law 64 computer aided design and drafting 7396 marketing 6896 math 7696 projectmanagement 829G compared to an additional language 3596 chemistry 2056 physics 57 and

psychology36The proportion of respondents who would be deterred by the requirement to take bridging coursesranged from 19 English to 40 Chemistry

Planning Data for Bachelor of TechnologyInstitutional Analysis Planning Kwantlen Polytechnic University2 Student Demand


ACYEAR

200607

ACYEAR

200708

ACYEAR

200809

4 CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

Female 100 105 99 6 6 1

Male 1050 1246 1203 43 396 1596

Total 1150 1351 1302 49 4 1396

The number of male students in the Faculty of Trades and Technology at Kwantlen increased by 15 over thethree year period from 200607 to 200809 whereas the number of female students decreased by 1 duringthe same time period see Table 5

Table 5 Faculty of Trades and Technology Headcounts by Gender Academic Years 200607200809

KwantlensFaculty of Trades and Technology students were also surveyed in fall 2009 to find out the demandfor the proposed degree among the current students A total of 280 completed surveys were received Beloware the major highlights

78 said having a Bachelor of Technology degree would definitelypossibly improve their likelihood ofgetting a job73 indicated that having a Bachelor of Technology degree would definitelypossibly increase theirlikelihood of getting a job they like79 said having a Bachelor of Technology degree would definitelypossibly increase the amount ofmoney they could make on the job71 indicated that they would definitelypossibly be more likely to take Bachelor of Technologyprogram knowing that their chosen trade ticket or technology diploma counts as the first 2 years of a4year degree Another 2396 indicated that they would somewhat be more likely to take the programif their trade ticket or technology diploma counts as the first 2 year of a 4year degree

The proportion of respondents with the intention to run their own business was 78A higher proportion of respondents indicated interest in subject areas such as accounting 72business law 64 computer aided design and drafting 7396 marketing 6896 math 7696 projectmanagement 829G compared to an additional language 3596 chemistry 2056 physics 57 and

psychology36The proportion of respondents who would be deterred by the requirement to take bridging coursesranged from 19 English to 40 Chemistry



Credentials Awarded

Bachelor of Business Administration for Trades Management at the University of the Fraser Valley andBachelor of Technology in Trades and Technology Leadership at Thompson Rivers University have notproduced any graduates as of fall 2009

Table 6 presents the credentials awarded by BCIT to the graduates of the Bachelor of Technology inConstruction Management degree program between the academic years 200607 and 200809 The number ofcredentials awarded to students enrolled in the program increased by 50 between 200607 and 200708academic years see Table 6

Table 6 Number of Credentials Awarded to BCITs Bachelor of Technology in Construction Management Degree ProgramAcademic Years 200506 200809

Source

Between 200607 and 200809 academic years there has been a 26 decrease in the number of credentialsawarded by the Faculty of Trades and Technology at Kwantlen see Table 7

Table 7 Credentials Awarded by Kwantlen Polytechnic UniversityFaculty of Trades and Technology Academic Years 200607 200809

Source 200607 to 200809 Academic Year Comparison Repon Credential Count by College and Program


Central Data Warehouse Ministry of Advanced Education and Labour Market Development


2 Student Demand

ACYEAR

200607

ACYEAR

1200708ACYEAR

200809

p CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

Certificate 180 152 140 12 8 22

Citation 210 191 148 43 23 30

Total Number of Credentials

Awarded by the Faculty of Tradesand Technology 390 343 288 5S 16 26

Total Number of Credentials Awarded

by Kwantlen 2049 1777 1749 28 2 15

Credentials Awarded




Source







2 Student Demand

Academic Year

Institution Progra Name 200607 200708 200809British Columbia Institute of

TechnologyBachelor of Technology in ConstructionManagement

12 10 18

Credentials Awarded




Source







2 Student Demand

BC Diploma Associate Degree and Certificate Outcomes

The BC Diploma Associate Degree and Certificate Outcomes DACSO Survey collects information onemployment outcomes further education and student satisfaction from graduates and near graduates ofdiploma associate degree and certificate programs at BC postsecondary institutions annually

Students who left their institution in the previous year except Baccalaureate students and had completed allor a significant portion of their program requirements are asked to complete the DACSO survey Three yeardata on further education and employment outcomes from the 2009 2008 and 2007 surveys for the following

2digit CIP Codes are presented in this section

The purpose of the Classification of Instructional Programs CIP is to provide a taxonomic scheme that willsupport the accurate tracking assessment and reporting of fields of study and program completions activityCIP was originally developed by the US Department of EducationsNational Center for Education StatisticsNCES in 1980 http ncesedgovpubs2002cip2000

15 ENGINEERING TECHNOLOGIESTECHNICIANS Instructional programs that prepare individuals to apply basic

engineering principles and technical skills in support of engineering and related projects46 CONSTRUCTION TRADES Instructional programs that prepare individuals to apply technical knowledge and skills

in the building inspecting and maintaining of structures and related properties47 MECHANIC AND REPAIR TECHNOLOGIESTECHNICIANS Instructional programs that prepare individuals to apply

technical knowledge and skills in the adjustment maintenance part replacement and repair of tools equipment andmachines

48 PRECISION PRODUCTION Instructional programs that prepare individuals to apply technical knowledge and skills tocreate products using techniques of precision craftsmanship or technical illustration

Tables 8 and 9 provide a comparison of education outcomes for Kwantlen and all BC postsecondary institutionsfor the programs that fall under the above mentioned CIP Codes All survey respondents were asked whetherthey had taken further studies since leaving their institution The number of respondents who had takenfurther education since leaving Kwantlen was 26 in 2007 and 28 in both 2008 and 2009 Among all theKwantlen students who reported that they had taken related further studies the proportion who indicatedthat they felt very well or somewhat prepared for further study declined from 68 in 2007 to 54 in 2009 seeTable 8 For education outcomes by 2digit CIP Code please refer to table 9 on the next page

Table 8 Overall Education Outcomes for All Trades Technology Programs Combined

Source BC D ploma Associate Degree and Certificate Outcomes Survey



Of Those Who Have Taken Further Studies

Year

EligibleCohort

Number of

Respondents

ResponseRate

CompletedCredential

Requirement

Have

Taken

Further

Studies

CurrentlyContinuingEducation

Felt

VerySomewhat

Preparedfor

Further

Studies

Further

Studies at

a BC

Public

Post

SecondaryInstitution

All Trades Programs CombinedKwantlen Polytechnic University

2009 280 169 60 91 28 21 54 72

2008 363 194 53 93 28 20 64 84

2007 346 200 58 92 26 18 68 78

All BC Institutions excluding Kwantlen2009 5596 3475 62 91 32 24 62 80

2008 5332 3225 60 97 30 25 67 86

2007 5198 3219 62 94 26 21 65 83

BC Diploma Associate Degree and Certificate Outcomes

The BC Diploma Associate Degree and Certificate Outcomes DACSO Survey collects information onemployment outcomes further education and student satisfaction from graduates and near graduates ofdiploma associate degree and certificate programs at BC postsecondary institutions annually

Students who left their institution in the previous year except Baccalaureate students and had completed allor a significant portion of their program requirements are asked to complete the DACSO survey Three yeardata on further education and employment outcomes from the 2009 2008 and 2007 surveys for the following

2digit CIP Codes are presented in this section

The purpose of the Classification of Instructional Programs CIP is to provide a taxonomic scheme that willsupport the accurate tracking assessment and reporting of fields of study and program completions activityCIP was originally developed by the US Department of EducationsNational Center for Education StatisticsNCES in 1980 http ncesedgovpubs2002cip2000

15 ENGINEERING TECHNOLOGIESTECHNICIANS Instructional programs that prepare individuals to apply basic

engineering principles and technical skills in support of engineering and related projects46 CONSTRUCTION TRADES Instructional programs that prepare individuals to apply technical knowledge and skills

in the building inspecting and maintaining of structures and related properties47 MECHANIC AND REPAIR TECHNOLOGIESTECHNICIANS Instructional programs that prepare individuals to apply

technical knowledge and skills in the adjustment maintenance part replacement and repair of tools equipment andmachines

48 PRECISION PRODUCTION Instructional programs that prepare individuals to apply technical knowledge and skills tocreate products using techniques of precision craftsmanship or technical illustration

Tables 8 and 9 provide a comparison of education outcomes for Kwantlen and all BC postsecondary institutionsfor the programs that fall under the above mentioned CIP Codes All survey respondents were asked whetherthey had taken further studies since leaving their institution The number of respondents who had takenfurther education since leaving Kwantlen was 26 in 2007 and 28 in both 2008 and 2009 Among all theKwantlen students who reported that they had taken related further studies the proportion who indicatedthat they felt very well or somewhat prepared for further study declined from 68 in 2007 to 54 in 2009 seeTable 8 For education outcomes by 2digit CIP Code please refer to table 9 on the next page

Table 8 Overall Education Outcomes for All Trades Technology Programs Combined

Source BC D ploma Associate Degree and Certificate Outcomes Survey



Table 9 Education Outcomes for Trades Technology Programs by CIP Code

Source BC Dploma Associate Degree and Certificate Outcomes Survey

Page 12 of 24

February 2010Planning Data for Bachelor of Technology

Institutional Analysis and Planning Kwantlen Polytechnic University2 Student Demand

Of Those Who Have Taken Further Studies

Year

EligibleCohort

Number of

Respondents

ResponseRate Requirement

Completed

E

Have

Taken

Further

Studies

Currently

ContinuingEducation

Felt

VerySomewhat

Preparedfor

Further

Studies

Further

Studies at

a BC

Public

Post

SecondaryInstitution

15 Engineering TechnologiesTechnicians

Kwantlen Polytechnic University2009 38 25 66 92 36 24 78 5696

2008 57 32 56 II 9456 2896 1996 67 100

2007 63 34 54 9496 21 18 5796 10096

All BC Institutions excluding Kwant en2009 1302 886 6896 9496 3596 2896 6496 84

2008 1216 795 6596 fl 9896 30 2696 6396 8596

2007 1366 882 65 9656 2996 2596 6396 8596

46 Construction Trades


2008 61 27 44 9296 2696 19 5796 4396

2007 59 36 6156 88 3996 2896 5496 3696


2008 1265 747 5996 1 94 3896 3096 7696 88

2007 1163 702 6096 89 2796 2396 7496 81

47 Mechanical and Repair TechnologiesTechniciansKwantlen Polytechnic University

2009 76 50 5396 91 3696 2796 4596 65

2008 98 49 5096 I 92 1696 1296 5096 100

2007 87 48 5596 96 1796 1396 3856 88


2008 1651 986 6096 1 9896 29 24 61 8196

2007 1714 1056 6296 94 2496 1996 5996 8196

48 Precision Production


2008 147 86 59 I 9396 3696 26 6896 8496

2007 137 82 6096 9196 2796 1796 9196 95


2008 1200 697 5896 197 25

2796

1996

18

65

65

9156

83962007 955 579 6196 93

Table 9 Education Outcomes for Trades Technology Programs by CIP Code

Source BC Dploma Associate Degree and Certificate Outcomes Survey

Page 12 of 24

February 2010Planning Data for Bachelor of Technology

Institutional Analysis and Planning Kwantlen Polytechnic University2 Student Demand

Year

EligibleCohort

Number of

Respondents

ResponseRate

CurrentlyEmployed

Employedin a

Trainingrelated

Job

EmployedIn

Permanent

Job

Not in

Labour

Force

Median

Hourly

Salarymain

job

Rated

Education

VerySomewhat Useful in

Getting Job

15 Engineering TechnologiesTechniciansKwantlen Polytechnic University2009 63 34 5496 88 7096 8896 696 517 81

2008 57 32 56 6696 8096 100 13 520 81

2007 38 25 66 60 73 79 1396 22 8596

All Institutions excluding Kwantlen2009 1302 886 6896 7796 83 8596 14 22 8996

2008 1216 795 65 8496 86 90 1196 21 96

2007 1366 882 6596 84 8596 8996 1096 20 91

46 Construction Trades

Kwantlen Polytechnic University2009 59 36 61 92 67 9396 396 23 8196

2008 61 27 44 9396 6856 88 496 523 8096

2007 60 38 63 7996 63 8596 896 518 65


2008 1265 747 59 8596 8196 9296 996 18 84

2007 1163 702 6096 8796 8596 91 896 517 8796

Year

EligibleCohort

Number of

Respondents

ResponseRate

CurrentlyEmployed

Employedin a

Trainingrelated

Job

EmployedIn

Permanent

Job

Not in

Labour

Force

Median

Hourly

Salarymainjob

Rated

Education

VerySomewhat Useful In

Getting Job

All Trades Programs CombinedKwantlen Polytechnic University2009 280 169 6096 74 7496 87 756 518 80

2008 363 194 53 84 78 90 696 520 8496

2007 346 200 5896 88 8296 94 7 518 85


2008 5332 3225 6096 84 81 91 9 18 8896

2007 5198 3219 62 8696 83 9196 8 18 8796

Survey respondents were asked whether they worked and if so the type of work they were doing and theextent to which it was related to their studies at Kwantlen The majority of the survey respondents in 20072008 and 2009 said they were employed in a training related job and the education they received at Kwantlenwas verysomewhat useful in finding a job see Table 10 Table 11 presents the employment outcomes by 2digit CIP Code

mes for All Trades Pro Combined

Source 8C Diploma Associate Degree and Certificate Outcomes Survey

Employment Outcomes for Trades Pro by CIP Code



Year

EligibleCohort

Number of

Respondents

ResponseRate

urrently

ployed

Employedin a

Trainingrelated

Job

EmployedIn

Permanent

Job

Not in

Labour

Force

Median

HourlySalary

mainjob

Rated

Education

VerySomewhat Useful in

Getting Job

47 Mechanical and Repair TechnologiesTechnicians


2008 98 49 50 88 72 92 4 515 79

2007 76 50 66 78 85 94 8 516 93


2008 1651 986 60 85 80 92 8 516 87

2007 1714 1056 62 88 78 92 7 515 83

48 Precision Production


2008 147 86 59 86 84 88 6 523 90

2007 106 56 53 73 71 86 13 20 77


2008 1200 697 58 81 78 88 10 20 87

2007 955 579 61 84 86 92 8 520 9096

Source BC Diploma Associate Degree and Certificate Outcomes Survey

Apprenticeship Student Outcomes

The Apprenticeship Student Outcomes APPSO Survey collects outcomes and evaluative information fromformer apprenticeship students who have completed the final level of their technical training at a BCpostsecondary institution The following table presents a summary of the combined findings of 2007 2008and 2009 APPSO surveys of Kwantlen final level apprenticeship students and a comparison of Kwantlen resultsto all other institutions

All students surveyed were asked to rate their satisfaction with the education they received Majority of theKwantlen respondents 82 said they were satisfied or very satisfied The proportion of respondents from allinstitutions excluding Kwantlen who rated their satisfaction with the education they received as satisfied orvery satisfied was 94

At the time of the surveys a higher percentage of Kwantlen respondents 98 were employed in a job orbusiness compared to the respondents of other institutions 93 When employed respondents were askedhow related their job was to their education 93 of the Kwantlen respondents and 95 of the respondents ofother institutions said they were employed in a very related or somewhat related field A large majority ofemployed Kwantlen respondents 89 indicated that what they learnt at Kwantlen was very or somewhatuseful in performing their jobs A higher percentage 96 of respondents from other institutions reported

that what they learnt at their institution was very or somewhat useful in performing their jobs

Ninetyfour percent of the Kwantlen respondents and 91 of the respondents from other institutions reportedthat they were satisfied or very satisfied with their overall workplace training experience



2 Student Demand

Table 12 APPSO Survey Results for Apprenticeship Program Students

Planning Data for Bachelor of Technology

Institutional Analysis Planning Kwantlen Polytechnic University2 Student Demand


Source

Apprent

iceshipStudent

Outcom

es

Survey

Kwantlen

All institutions

excludingKwantlen

Number of Eligible Students 216 7916

Number of Respondents to Survey 125 4676

Percentage of Male Respondents 9696 98

Median Age 28 years 28 years

Of Those With Previous Credentials

Trades Qualification Certificate of Qualification orInter Provincial certification in a different field

4096 2396

Trades program citation certificate or diploma 36 30

Non trades college university college or institute 2096 3796

Postsecondary certificate diploma or degree 4 20

Level of entry into the apprenticeship programLevel 1 73 7996

Level 2 2096 16

Level 3 or more 796 496

96 of respondents who have taken further studies 1496 1396

Labour force status of respondentsEmployed 98 9396

Unemployed 296 596

Not in the labour force 0 296

Of those who are working usefulness of the knowledge and skills gained through training at the institution inperforming their job

Very useful 4896 5896

Somewhat useful 41 3896

Not very useful 896 396

Not at all useful 2 196

Kwantlen

All institutions

excludingKwantlen

Of those who are working relatedness of main job to trainingVery related 60 66

Somewhat related 33 29

Not very related 2 356

Not at all related 6 2

Satisfaction with the education received at the institution

Very satisfied 34 42

Satisfied 48 52

Dissatisfied 14 596

Very dissatisfied 5 196

Usefulness of the knowledge and skills gained through training at the institution in prepara ion for TQ CQ orIP certification examination

Very useful 4296 58

Somewhat useful 38 33

Not very useful 1496 696

Not at all useful 696 3

Satisfaction with the overall workplace training experience

Very satisfied 4696 3996

Satisfied 4896 5296

Dissatisfied 696 796

Very dissatisfied 096 296

Table 12 APPSO Survey Results for Apprenticeship Program Students


Institutional Analysis Planning Kwantlen Polytechnic University2 Student Demand


Source

Apprent

iceshipStudent

Outcom

es

Survey

Labour Market Demand

The purpose of this section is to provide an informed view of the labour market trends in BC and Canada for all

the occupational groups that fall under the postsecondary field of study of the proposed degree However dueto the lack of labour market information at both the federal and provincial levels on professions the graduatesof the proposed degree program can pursue this section of the report focuses mainly on the generalemployment demand for skilled trades and technical workers and includes the results of a survey conductedby IAP to gather information about the industry members perceptions of the proposed degree

Thompson Rivers UniversitysBachelor of Technology in Trades Technology Leadership degree programwhich is designed to build upon its students trades or technology qualifications and allow them to move ontoleadership and management positions lists millwright supervisor maintenance superintendent mill managersite supervisor project manager business unit manager among some of the occupations graduates of theprogram are qualified to seek

The number of trade certifications awarded in BC declined from3300 in 1993 to 2000 in 2004 This decline

combined with the increased demand for skilled trades and technical workers due to the creation of new jobsand retirements resulted in skills shortages in this sector of the economy The Industry Training Authority of BCITA was established in 2004 to address the challenges facing the provincestrades and apprenticeshiptraining system and increase enrollments in apprenticeship and trades certification programs In 2007 theenrollments in apprenticeship and trades programs grew to almost5000 up from 861 in 2004 HigherLearning and the Labour Market in a Changing World Environmental Scan for British Columbia 2007

Demand for skilled trades and technical workers in BC is currently not being met in many occupations andemployers are experiencing difficulty finding qualified workers Many skilled trades and technical workers arenearing retirement age and as a result there will be a significant demand that occurs from the need to replacethese workers Opportunities in Skilled Trades and Technical Occupations in BC

According to WorkBC the following trades occupations are likely to experience high demand in BC in the nextdecade

Construction ManagersConstruction Estimators

Trades SupervisorsIndustrial Electricians

Power Systems ElectriciansCement Finishers

Tile Setters

Plasterers Drywall Installers Finishers LathersPainters Decorators

Source BUobsca

The Industry Members Survey of KwantlensProposed Bachelor of Technology Program which wasadministrated through a webbased survey tool Vovici was conducted for a one month period from October20 2009 to November 18 2009 A total of 132 completed surveys were received The following are the majorhighlights from the survey findings

The top three tradetechnology programs respondents typically hire from are Welding 114CADDDrafting 98 and Metal Fabrication 91

48 of the respondents indicated a trades ticket approx 24 weeks class time plus time in tradeusually 4 years and 21 a diploma or degree as the level of credential of the people they typicallyhire



3 Labour Market Demand

55 of the respondents said that the level of training the people they typically hire has meet theircompanyscurrent needs An additional 22 indicated that the level of training the people theytypically hire somewhat meets their companyscurrent needs

When asked to indicate in which areas hiring someone with a Bachelor of Technology degree plus atrades ticket instead of someone with a trades ticket would add value 71 of the respondents

reported personal development and training 59 organizational capacity to change 56 product orservice quality 52 internal communication and 50 customer or supplier relations

Approximately 26 of the respondents are willing to pay 10 more and 35 are willing to pay 20more for an employee with a Bachelor of Technology degree than an employee with a trades ticket

Occupational Profile Construction Managers

See Appendix B

Planning Data for Bachelor of TechnologyInstitutional Analysis and Planning Kwanden Polytechnic University3 Labour Market Demand


Region 2008 2011 2014 2017

change20082017

Delta 1452 1371 1209 1046 28

Langley 1684 1557 1510 1484 12

Richmond 2168 1960 1832 1713 21

Surrey 5239 5316 5290 5180 1

Kwanten Region 10543 10204 9841 9423 11

BC 49426 46755 44903 43201 13

General Comments

Name of the proposed program Bachelor of Technology in Program Concept p1


It is essential for the program to have a name that better reflects the field of study and curriculum ofthe proposed degree

Challenges Facing Postsecondary Institutions in British Columbia

Shifts in Age Distribution and Declining Grade 12 Enrolments

The Kwantlen Region the GVRD and BC had a growth of 56 in Grade 12 enrolments between 2003and 2006 However Grade 12 enrolments in the Kwantlen Region and BC are projected to decline

11 and 13 respectively between 2008 and 2017 see Table 13

Table 13 Grade 12 Enrolment Projections 2008 2017

Source Projection Report for Public School Headcount Enrolments 2007 08 Report 1558A

Table 14 presents the projected population changes in selected college regions in British Columbia

The population of 18 21 year old age group is projected to decline between 2006 and 2016 Thehighest decline 169 is expected in the Vancouver College Region and the lowest in the Fraser ValleyCollege Region 09 Over the same period the population of the 30 44 year age group is forecastto increase in all five regions The highest increase 145 is expected in the Fraser Valley Region andthe lowest 09 in the Capilano College Region Kwantlen Polytechnic University 2008Environmental Scan p 10

Table 14 Projected Population Changes in Selected College Regions 20062016

Please note that Section J Costs and Appendix B Library Assessment were not complete at the timethe Bachelor of Technology program proposal was reviewed by IAP


Institutional Analysis and Planning Kwantlen Polytechnic University4 General Comments

Age Groups

20062016 1821 1 2224 2529 3044

British Columbia 76 46 145 80

Kwantlen College Region 28 05 188 132

Capilano College Region 23 159 437 09

Douglas College Region 23 24 197 143

Fraser Valley College Region 09 33 81 145

Vancouver College Region 169 275 51 92

General Comments

Name of the proposed program Bachelor of Technology in Program Concept p1


It is essential for the program to have a name that better reflects the field of study and curriculum ofthe proposed degree



The Kwantlen Region the GVRD and BC had a growth of 56 in Grade 12 enrolments between 2003and 2006 However Grade 12 enrolments in the Kwantlen Region and BC are projected to decline

11 and 13 respectively between 2008 and 2017 see Table 13


Source Projection Report for Public School Headcount Enrolments 2007 08 Report 1558A

Table 14 presents the projected population changes in selected college regions in British Columbia

The population of 18 21 year old age group is projected to decline between 2006 and 2016 Thehighest decline 169 is expected in the Vancouver College Region and the lowest in the Fraser ValleyCollege Region 09 Over the same period the population of the 30 44 year age group is forecastto increase in all five regions The highest increase 145 is expected in the Fraser Valley Region andthe lowest 09 in the Capilano College Region Kwantlen Polytechnic University 2008Environmental Scan p 10

Table 14 Projected Population Changes in Selected College Regions 20062016

Please note that Section J Costs and Appendix B Library Assessment were not complete at the timethe Bachelor of Technology program proposal was reviewed by IAP


Institutional Analysis and Planning Kwantlen Polytechnic University4 General Comments

Clarification RequiredGraphic representation of the entry requirements Program Concept p3

Why is not the version that includes the names of the 3 and 4 year courses of the proposed programused

The structure of the program will allow for all delivery types fulltime parttime evening weekendon line mixedmode delivery methods Program Concept p4

Clarification is required as to what is meant by the structure of the program will allow for all deliverytypes Is using all delivery types an economically feasible option for a degree program with aforecasted annual intake of 20 to 35 students

C 60 postsecondary credits in appropriate courses Program Concept p4 Section E1

Clarification is needed as to what the appropriate courses are For example how many courses will astudent with 60 postsecondary credits in psychology be able to transfer into the Bachelor ofTechnology program Students entering the 3 year of the program with a Red Seal or Terminal TradeTicket Diploma differ from students with 60 postsecondary credits in fields other than trades Wouldstudents coming from other fields be at a disadvantage compared to students with a trades andtechnology background

For TECH courses current faculty are able to deliver the program since all TECH courses are based onadvanced experience knowledge and expertise gained on the job by Trades and Technology facultyFor breadth courses outside of the Trades and Technology division faculty from the appropriatediscipline will be able to deliver the prescribed courses and existing electives Program Concept p9Section F7

Will the current Trades and Technology faculty be able to absorb the increased workload due to newcourse offerings

Typographical Errors in Program Proposal

Since the proposal submitted to IAP was not the full program proposal the typographical errors inthe Program Concept document are not presented here

Links to Resources Used

This section provides a list of the external resources used in this report

Higher Learning and the Labour Market in a Changing World Environmental Scan for British Columbia 2007Source Ministry of Advanced Education and Labour Market Developmenthttp wwwavedgovbccalabourmarketi nforeportshigherlearn i ngenvironmentalscan08 pdf

Opportunities in Skilled Trades and Technical Occupations in BCSource BC Work Futures

httpwwwworkfutures bccawfaviewStaticPageAction do fileNameTrades Technical ENG

A guide to BC Economy and Labour Market

Source Ministry of Advanced Educationhttpwwwguidetobceconomyore

Planning Data for Bachelor of TechnologyInstitutional Analysis and Planning Kwantlen Polytechnlc UniversityLinks to Resources Used


of 24February 2010

Appendices


4 General Comments

Appendix A From shop floor to boardroom by degrees

Without knowing about each others plans two BC universities have just launched similar degree programsfor skilled tradespeople who want to learn more about business

Thompson Rivers University in Kamloops and the Chilliwackbased University College of the Fraser Valley have

just announced the new business degrees which offer advanced placement for certified tradespeople givingcredit for trades training and making it possible to complete a fouryear business degree in as little as half thetime

The new programs will hopefully interest experienced tradespeople and also attract more young people to the

trades by offering a future beyond the shop floor said Geoff Stevens vice president of industry relations forBCs Industry Training Authority

Were trying to make the trades more attractive to young people and its a steep hill to climb Stevens saidParents and kids look at the trades as potentially deadend theyre good jobs but where do you go if you

want to move on in your career These degrees provide a better career path

You can start out in the trades but you have the option if you want to move into management you can useyour trades training as a bridge to a degree

At TRU the Bachelor of Technology degree in trades and technology teaches certified tradespeople businessand leadership skills to prepare them for senior management positions or to operate their own companiesmore successfully At UCFV students graduate with a Bachelor of Business Administration in tradesmanagement with the skills to work successfully as managers or owners of trade related businesses

The Kamloops program combines online learning with a couple of weeks of training on campus The UCFVcourses will be offered mainly in the evenings and on weekends with some distance learning UCFV isaccepting applications for the program with the first classes scheduled to begin next January and TRU expectsto start its first online course later this spring

If you look at the very successful business people who started in the trades they got there by trial and errorsaid Hary McCullough dean of UCFVs trades and technology department I think we will give contractors aleg up in understanding the complexity of business without them having to do it the hard way He said theshortage of skilled tradespeople is constantly in the news but there is also a critical shortage of managers intrades related businesses with the retirement of the babyboom generation At the same time the globaleconomy has made business more complicated and young workers need more knowledge to do the work theprevious generation could learn on the job This program is designed to give all the education you couldpossibly require to survive in the business world today McCullough said

Gerry Desrochers coordinator of TRUs trades and technology degree programs said the new degree programallows tradespeople to leverage their trades training and continue working while they gain more knowledge

This is aimed at working professionals who are looking for the credentials to advance in their job Desrocherssaid Its natural to want to progress in your career and this is the ticket to advancement or just to gain morebusiness knowledge for personal information it gives more flexibility Gary Teichrob founder and presidentof TYCROP Manufacturing Ltd in Rosedale said his company will be sending workers to the UCFV program tohone their business skills I cant believe this hasnt been done before Teichrob said We want to offer

education to existing staff to move up to management roles They may have the talent but they dont have the

Planning Data for Bachelor of TechnologyInstitutional Analysis and Planning Kwanden Polytechnic University

Appendlz A From shop floor to boardroom by degrees


formal training so they lack some of the business concepts TYCROP which designs and manufactures golfcourse and athleticturf maintenance machinery needs managers who are skilled tradespeople but also havebusiness skills they dont teach in trades programs Teichrob said A lot of tradespeople have aspirations togrow beyond the blue collar but most organizations require their managers to have business skills such ashow to read and understand financial statements how to write well and supervise staff This program givestradespeople a whole other option

Source The Vancouver Province March 4 2007



Appendix A From shop floor to boardroom by degrees

Appendix B Occupational Profile Construction Managers NOC 0711

A Fast Look

Construction managers plan organize direct control and evaluate the activities of a construction company ora construction department within a company under the direction of a general manager or other seniormanager They are employed by residential commercial and industrial construction companies and byconstruction departments of companies outside the construction industry

Key Career Choice Factors lout of 5 stars

Occupational Size

Salary

Job Stability

Future Prospects

Some Occupations in this Group

commercial construction managerhousing construction managerresidential construction managergeneral contractorproject manager construction

Education Training and Qualifications

A bachelorsdegree in a related field

construction superintendentpipeline construction managerconstruction managerindustrial construction manager

Main Duties

Construction managers perform some or all of the following dutiesPlan organize direct control and evaluate construction projects from start to finish according toschedule specifications and budgetPrepare and submit construction project budget estimatesPlan and prepare construction schedules and milestones and monitor progress against establishedschedules

Prepare contracts and negotiate revisions changes and additions to contractual agreements witharchitects consultants clients suppliers and subcontractorsDevelop and implement quality control programs

Represent company on matters such as business services and union contracts negotiationPrepare progress reports and issue progress schedules to clientsDirect the purchase of building materials and land acquisitionsHire and supervise the activities of subcontractors and subordinate staff

Working Conditions

A normal controlled environment such as an office hospital or school

Current Workforce

The following tables provide basic information on the workforce trends for this occupation based on the 2006Census

Planning Data for Bachelor of TechnologyInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix 6 Occupational Profile of construction Managers


Workforce Characteristics

Employed size of occupation IIFull time Salary full yearI working full time full year II of employees who are women

Employment by Region

Flare 1 Mao of Regions within OC

1 This Occupation10 380183233

7017I

Future Job Growth

Estimated Employment in 2010Projected New Jobs 2010 to 2015Projected Openings due to Retirements 2010 to 2015Future lob Prospects

Please note This appendix is directly quoted from BC Work FuturethttpwwwworlduturesbccawfaviewProfileDetailsdo

Page 24 of 24

February 2010

Comparison to other occupationsAbove Average

Above Average 1Above Average

Below Average

9500

770

1570

Average

Career Paths

Progression to senior management positions is possible with experience


Appendix B Occupational Profile of Construction Managers

This

Occupation

All

Occupations

Vancouver Island and Coast 13 I 17

Lower Mainland Southwest 1 63 I 60

Thompson Okanagan I 14 I 11

Kootenay 1 4 I 4

Cariboo I 2 I 4

North Coast Nechako andNortheast

4 4

Workforce Characteristics

Employed size of occupation IIFull time Salary full yearI working full time full year II of employees who are women

Employment by Region

Flare 1 Mao of Regions within OC

1 This Occupation10 380183233

7017I

Future Job Growth

Estimated Employment in 2010Projected New Jobs 2010 to 2015Projected Openings due to Retirements 2010 to 2015Future lob Prospects

Please note This appendix is directly quoted from BC Work FuturethttpwwwworlduturesbccawfaviewProfileDetailsdo

Page 24 of 24

February 2010

Comparison to other occupationsAbove Average

Above Average 1Above Average

Below Average

9500

770

1570

Average

Career Paths

Progression to senior management positions is possible with experience


Appendix B Occupational Profile of Construction Managers

Developer Music Department Degree DevelopmentCommittee

Wayne Jeffrey Chair

Faculty Humanities

Dean Mazen Guirguis Dept Music

KwantlenPOLYTECHNICL Y T E C H N I C

U N I V E R S I T Y

Include the following appendices Appendix A Internal Consultations Appendix B External Letters ofSupport Appendix C Recommended Course Sequence Table Appendix D Surveys

A Originating Group


Date 24 March 2010

If joint educational offering name of other institution NA

Note Requirements outlined in the joint educational policy must be met before proceeding to fullprogram proposal

B Basic Information


Bachelor of Music in Musical Arts BMMA


Undergraduate degree in Music 4year see B1


Minimum 4 years


September 2011

85 Is this a cohort selective entry or open access program

Selective Entry audition and placement with typical program entry in Fall semester

Program Concept

Bachelor of Music in Musical Arts

B6 How many students would you expect to enrol In each year of the program How will the program be rolledout if you are not using a cohort model

Year 1 35 FTE Year II 30 FTE Year III 30 FTE Year IV 25 FTE

It is expected that the attrition in year III will be offset by transfer students from Douglas College andelsewhere The program is based on a 22 model diploma minimum 60 credits lowerlevel coursework plus60 or more credits upperyear degree completion The program therefore accommodates two distinct pointsof entry Year I and Year III post diploma The degree will be rolled out with simultaneous Year I and Year IIIBMMA programming in Fall 2011


Program Concept Bachelor of Music in Musical Arts Page 2

C Executive Summary

C1 Explain how this concept adheres to principles and priorities as indicated in ministerial institutionaland academic planning documents Is this concept supportable and sustainable with existing andoravailable resources no more than two 2 pages

The Executive Summary must present in a succinct manner the purpose of the proposal and a summary of thekey objectives and outcomes of the proposed degree program and must include the following information

a An overview of the organizationshistory mission and academic goals

Originally founded as a community college for the South Fraser Region after separating from Douglas College in1981 and subsequently granted university college status in 1995 and university status in 2008 KwantlenPolytechnic University has grown and evolved continually to meet the needs of its communities TodayKwantlen serves approximately 17 000 students each year and is the fifth largest university in British ColumbiaAcross its four main campuses in Cloverdale Langley Richmond and Surrey Kwantlen offers in excess of 130programs spanning diverse educational areas Trades Vocational Preparatory Professional and Academic

Arising from its commitment to provide access to a broad range of lifelong educational opportunities to thepeople of the South Fraser Region Kwantlen has intentionally developed an integrated array of citationscertificates diplomas and degrees that afford students maximum flexibility to pursue over the course of theirlives and careers different educational pathways to further credentials at Kwantlen and elsewhere At presentapproximately 80 of programs ladder into degree credentials at Kwantlen

Kwantlen offers a variety of undergraduate diploma and degree programs professional programs such asinterior design business and nursing arts programs with a wide range of majors minors and double minorsand innovative science programs such as environmental protection All of Kwantlensdegrees are designed toprovide students with the education and skills required to enter both professions and graduate programsKwantlensPolytechnic University mandate to offer programs rich in both theory and practice requires a musicdegree which affords students of music the professionally focused education and training they need Itfacilitates cross disciplinary learning opportunities with students and faculty in other related fine artsdisciplines

Kwantlenscore institutional values and Mission Statement reflect our ongoing history and evolving mandateas a comprehensive teachingled and research informed post secondary institution Our approach to teachingand learning is based on mentorship discovery purposefulness and learner autonomy We provide a teachingenvironment that is collaborative innovative and respectful We prepare students for leadership serviceand success At Kwantlen our student focused curriculum strives to integrate essential skills practicecommunity service opportunities undergraduate andor applied research experience and depth and breadthof content knowledge in each of our many programs In addition KwantlensStrategic Plan sets out a vision forKwantlen as a new kind of university guided by key objectives in student and graduate success program andservice excellence and community service

b Proposed credential to be awarded

Bachelor of Music in Musical Arts BMMA

c Location

Langley Campus

d FacultyIes or schoolsoffering the proposed new degree program

Faculty of Humanities

e Anticipated program start date

The anticipated start date of the program is September 2011 for year 1 and year 3 candidates



f Anticipated completion time in years or semesters

Students engaged in full time study will be able to complete the Bachelor of Music in Musical Arts in four years

g A summary of the proposed program

The Bachelor of Music in Musical Arts degree program will provide students with a comprehensive knowledgein the field of musical arts as well as a broad liberal education emphasizing the development of effectiveacademic writing verbal communication and performance skills The core of the degree is a strong academicand applied curriculum focusing on the ideas and technical processes that lead to a variety of musical skills indiverse settings The proposed degree program will ensure that all music courses address critical thinking andapplied skills in relation to all musical arts Students will have the flexibility to develop an individualizedprogram of study at the upper level that may be wideranging and possibly cross disciplinary BMMA students

will study music theory and aural musicianship performance composition history and will also have theopportunity to study for related career choices such as music education studio pedagogy community musicleadership arts management business music technologies music journalism music information researchand music therapy Most courses will emphasize reading and writing research oral presentationinterpersonal communication and teamwork integrated into the curriculum

Graduates of the proposed Bachelor of Music in Musical Arts will acquire a combination of knowledge corecompetencies and transferable skills that will provide graduates with the benefits typically accruing to studentswith Music degrees The proposed degree will develop innovative and creative thinkers who are flexible andcan adapt to rapidly changing labour markets Recent studies by Statistics Canada 2006 have confirmed thatcultural industries rely on high quality universitybased education to ensure the excellence of its practitionersand facilitators Employers are looking for creative innovative individuals with a well rounded advancededucation that enables them to adapt to various environments Therefore practicum opportunities will beavailable to students during their program of study

Based on present enrolment statistics in excess of 100 per cent 75 FTE for two consecutive years inFoundation Certificate and Diploma programs demand for a Music degree program at Kwantlen is strongQuestionnaires administered to student cohorts in 2007 and 2008 indicated that a large majority of themwould choose to remain at Kwantlen to complete their degrees if appropriate programs were available tothem Reasons cited for wanting to remain at Kwantlen included the high quality of instruction outstandingperformance opportunities professionally active faculty small class sizes lower tuition and the ability to liveat home

Key features of the Bachelor of Music in Musical Arts degree include the following

The development of knowledge core competencies and skills characteristic of Bachelor ofMusic programs

The preparation of students for entry into the cultural industries sector and the labour marketby incorporating essential skills into the curriculum including cross disciplinary applications ofthe theory and practice of various musical arts

Focus on theoretical methodological and applied understanding and skills required foremployment andor further studies

A solid liberal arts background that will prepare students to become contributing members ofsociety and to fit readily into the cultural workplace

A commitment to a student centred teaching environment small class sizes and easy access to

qualified faculty

h Name title phone number and amall address of the institutional contact person in case moreinformation is required

Wayne Jeffrey Chair Music Department Degree Development CommitteeE Mail WavneJeffrev@kwantlenca

Tel 6045993313




D1 What entry requirements should applicants be expected to meet If there are multiple entry pointsplease specify requirements for each Are entrance requirements appropriate Are students likely tobe successful

Entering students must meet the general requirements for admission to the University upgrading will benecessary for those students not entering with a B in English 12 Students intending to enrol in a BMMAprogram will be required to give a performance audition and interview For all instruments except piano thestandard of practical work expected at the time of audition is equivalent to RCM Grade 6 The entrancestandard for piano is equivalent to RCM Grade 10 The Music Entrance Exam or Prior Learning Assessment willdetermine placement in all music courses

D2 Will the structure of the program allow for fulltime parttime evening weekend online mixedmode delivery methods or a combination of any of these Identify each as appropriate

Compared with most postsecondary programs in music the BMMA program will offer students flexible modelsfor completion of degree requirements Students may pursue elements of the program on a parttime basis orin the summer A good portion of the program will be scheduled in late afternoon and evening timeslotsCurrently the appropriateness of online and mixed mode delivery formats is being explored in MusicHistoryTheory courses

Learners will be actively involved in the design and implementation of their learning activities In this sensethey build their own learning schedule and pathways particularly in Years III and IV

D3 Will the structure of the program allow for multiple entry and exit points Be specific use flowcharts for clarity

Multiple entry Years I and III and by transfer

Students continuing into year 3 of the degree program must have completed all requirements for years 1 and 2with an average cumulative GPA of 27 An audition is required

For students entering the program in year 3 upon completion of two years of study the admissionrequirements are met by the following

Completion of a music diploma or equivalent from a recognized college or university with a minimum of60 credits a cumulative GPA of 27 or higherAn audition

Multiple exit Certificate 30 credits Diploma 60 credits degree minimum 120 credits

E Student Profile

E1 Who are your target students age gender educational background work experience Where dothey come from recent high school graduates mature students transfers from other institutionsHow do you plan to recruit or attract these students Are there other characteristics applicants should

have that you identify as important

Students in the Music program at Kwantlen are Highschool graduates transfer students and adult learnersnative to the region South Fraser Fraser Valley and North Fraser east of Burnaby These students areanxious to obtain a degree in Music but are unable to because of distance and the high costs associated withleaving home Based on our 2008 survey other adult mature learnerseg private music studio teachersin the region are waiting for Kwantlen to develop a baccalaureate degree in Music Also among theprospective student groups who seek a fouryear credential are those who have already completed a Musicdiploma at Kwantlen alumni or other academic institutions

This degree attracts music students who want a classical training and allows them the opportunity to exploreoutside artmusic genres The four concentrations of the proposal reflect the employment patterns of the


3

Program Concept Bachelor ofMusic in Musical Arts Page 5

music industry and expressed interests in the regional music community Ongoing recruitment activitiesinclude presenting concerts workshops clinics and festivals of local regional and provincial significance

All applicants require theoretical aural and practical performance skills at a university entrance level

E2 How will the program address the needs of under prepared students How will you get these

students into a qualifying year

Many applicants have strong potential both academically and musically but are not prepared to undertakepostsecondary studies in music because of limited preparation in some areas In addition many young musicstudents are unsure of a specific vocational direction when they begin their program of study At Kwantleneach music student is encouraged to develop a variety of skill sets and discover strengths and passion thatwill lead to wise and often surprising career choices

The proposal makes a strong commitment to ensuring that these students discover success in their musicalstudies Students desiring baccalaureate study in Music will be assessed prior to the beginning of theprogram to determine placement see D1 Based on entrance examinations some students will be requiredto enrol in preparatory courses prior to advancing to degree courses Additionally other degree

requirements outside of music are offered by the University to accommodate Music students ENGQ 1099for example

Access via multiple entry points and parttime studies will facilitate the inclusion of under prepared studentsand mature students who need to catch up in some areas of the program Additionally this degree will focuson innovative instructional techniques and practices thereby allowing mature and under prepared studentsto more easily adapt to the requirementsexpectations of the academic as well as professional environmentIn terms of employability this program fosters both cross disciplinary and applied approaches

E3 How will the program address equity by decreasing systemic barriers Is this type of programtraditionally or historically underrepresented in specific cohort groups eggender andor ageImbalance First Nations How will the program address these issues

This program recognizes the potential of each student rather than simply current attainment or experienceeg RCM examinations In addition every accommodation will be made for all students regardless of agewith physical and learning challenges or of any who desire an education in music


F1 Provide a broad description of the program outcomes and how this program relates to existing orproposed programs at Kwantlen

The Kwantlen music degree will unlock the unique artistic potential of each student in a stimulating musicalintellectual and creative environment The broad based program will continue the mentoring of studentsthrough professional activities and engagement in the vibrant musical life of the Kwantlen communities Thedegree will also develop the abilities needed to succeed in a variety of musical careers by providing diversevocational educational and life experiences ensemble concerts festival appearances practicums forumsThe programscommitment to creativity innovation personal intellectual and performance development willfoster life long learning

We recognize that the musicians of the twentyfirst century will need to be articulate in many aspects of musicand display a strong sense of professionalism In addition to musical skills graduates require writing analyticalbusiness marketing inter personal networking and technological awareness In addition we recognize thattodaysmusician must possess significant entrepreneurial skills in order to deal with a rapidly changingmarketplace Our students will therefore focus on integrating an understanding of the historical andtheoretical developments in music from the past to the present applied performance and pedagogy of the

present and the need for broad based arts advocacy in a twentyfirst century cultural mosaic Students willcraft an individualized program of studyundertaken in consultation with facultythat may be widerangingand may include aspects of business performance compositionsong writing pedagogymusic educationstudies jazzcommercial music studies and world music A practical education in music requires a multi

disciplinary approach integrating the areas of arts business humanities and social sciences The integration of



a multi disciplinary approach to music education will allow students to adapt to rapidly changing musicindustry The outcome of such studies will be to enter the profession as a performer music educator andcomposerarranger


The proposed BMMA will enhance existing Music programs at Kwantlen Polytechnic University providingstudents with additional choices as they move through the degree process The BMMA is built on theframework of existing courses at the Certificate and Diploma levels and will require a successful audition forentry into the third year of study

The degree will augment the attractiveness of a number of programs at the University including Fine Arts andCreative Writing The degree will inspire the development of upper level courses available to all Universitystudents such as those in interdisciplinary creative arts courses cultural studies music therapy and businessThese include World Music History of Jazz History of Pop Music

F3 Identify how the proposed program supports Kwantlensmission core values and strategic objectives Pleaserefer to policyL10 Program Prioritization

The degree combines theoretical training and applied learning to best prepare students for employment in themusic profession This is most apparent in the practicum requirement at the upper level the work in thesecourses will be based on mentorship discovery practicality and learner autonomy The degree will supportlifelong learning by addressing the needs of recent high school graduates as well as mature students returningto upgrade their education The acquisition of now skills will promote leadership and communitybased musicinitiatives as well as allowing career change and development

F4 How will the program ensure educational effectiveness eg retention rates completion rates successrates for progression Does the program create opportunities for students to ladder from current programs

The BMMA program will integrate academic and professional development through one toone instructionensembleteam projects small class sizes and mentorships created via senior student practicum opportunitiesin a variety of emphases including performance music education composition and music technologiesStudents will be encouraged toward autonomous learning through exploration and inquiry in an environmentthat is collaborative creative respectful and above all professional

Learners will engage community and industry pal tners outside the classroom in service education and

practicum opportunities New technologies in music and innovative pedagogies will facilitate learning thatequips students for careers or further study in music education professional arts organizations musicscholarship performance or music production Additionally the BMMA will provide opportunities for musicstudents in twoyear college programs throughout BC to transfer to a fouryear degree

F5 Describe how the proposed program incorporates coop placements work experience practicumclinical practice etc if applicable

Practicum opportunities will be available to students in several streams of the program where establishedartists educators and entrepreneurs will monitor student work in the studio classroom and business settings

F6 Does this program include Prior Learning Assessment PLA as per Policy814 Credit for Prior Learning

See 01 Challenge exams will be available for most courses Eight semesters of applied music lessons andensemble performance are required


The institution must demonstrate that it has the human resources necessary to develop and deliver a qualitydegree program In some cases it may not be feasible for an institution to hire faculty until it receives programapproval In these cases the institution should provide the specific faculty selection criteria that will be used to

ensure new faculty hires have the necessary qualifications for the degree level being offered Excerpt from



DQABsDegree Program Review Criteria and Guidelines 2003

Current faculty are qualified and will cover most of the required curriculum However the Department intendsto make one or two strategic hires These new faculty appointments will be required to cover new areas ofcurriculum specialization particularly in world music jazz studies and popular music All present and futureregularized faculty will provide courseprogram selection support specific to studies in musical arts

G Outcomes

G1 Will this program allow students to continue with further studyDescribe laddering bridging or postcredential continuation of education

The current structure of the Music Foundation Certificate 30 credits and Diploma in Music 60 credits willladder to the BMMA degree Students will therefore have multiple entry points to the fouryear degree TheBachelor of Music in Musical Arts will be recognized by graduate schools of music in Canada and the USA andwill seek accreditation membership in undergraduate organizations within the profession such as CanadianUniversity Music Schools CUMS and the National Association of Schools of Music NASM USA With carefulcourse planning students will be eligible for entrance into a Professional Development Program PDP aftergraduation

G2 What Is the nature of the work students are being prepared for Include current labour market data thatshows a demand for this type of graduate

Of all provinces in Canada British Columbia has the greatest percentage of its labour force in arts and cultureoccupations 108 accounting for065 of total earnings in the provincial labour force 25900 individuals 1in 27 people are involved in the arts and culture as their primary occupation in BC Stats Canada 2008In two of Kwantlenscatchment areas Surrey and Langley arts and cultural activities have increased 70 and82 respectively between 1991 and 2006 The percentage of arts and culture professionals in BC with abaccalaureate degree or higher is 37 nearly double the rate of the provincial workforce The number of selfemployed individuals in the arts and culture sector is at 47 more than five times that of the overall labourforce in BC making clear the need for professional practice training such as that afforded by a fouryear musicdegree

data derived from Statistical Insights on the Arts Hill Strategies Research March 2009 funded by the CanadaCouncil for the Arts the Department of Canadian Heritage and the Ontario Arts Council

In 2002 total economic output from Canadasculture industries surpassed the 539 billion mark up 37 from 5292billion in 1996 Singh Vic 2002 The impact of the culture sector on the Canadian economy Focus on CultureStatistics Canada Cat No 84004 XPB vol 15 no 1 The unemployment rate In the cultural sector was lower thanthe allindustry average53compared to 81overall on average between 1996 and 2001 The most recentreport from the Conference Board of Canada August 2008 entitled Valuing Culture Measuring and UnderstandingCanadasCreative Economy Economic Performance and Trends 72 p is a current source of data for labour marketdemand in Canadascultural sector

The cultural sector in Canada now employs about 609000 workers and comprises 33of the overall labourforce Universityeducated arts and culture professionals earn 38 more than artists with a high schooleducation The high incidence of self employment and multiple job holding exemplifies emerging labour markettrends and calls for Innovative approaches to training and development Students need the breadth and flexibilityoffered by a fine arts program that teaches technical skills while also developing students awareness of criticalthinking knowledge of history literacy skills and theory Robert Allen Liberal Arts Merit The Globe and Mail June17 1997 The importance of a career focused curriculum that supports a high percentage of self employedindividuals in the cultural marketplace is an obvious focus for a Kwantlen Music degree the BMMA willtherefore be mandated to uniquely facilitate learners to implement flexible skill sets and lifelong strategies foreconomically rewarding careers in arts and culture

Fonn updatcd January 2009



111 With whom have you consulted internally regarding this proposal What were the results of theseconsultations Please provide names dates and summary of feedback Refer to Appendix A

See APPENDIX A where the summaries are located

H2 With whom have you consulted externally regarding this proposal What were the results of theseconsultations Please provide names dates and summary of discussions

Richard Kurth Professor and Director UBC School of Music 6048225436 richardkurth@ubcca

Dr Harald Krebs Professor and Head of Theory University of Victoria 2507217905 hkrebs@uvicca

Patrick Carpenter Chair Music Department Vancouver Island University PatrickCarpenter@viuca

Richard Haack Principal Western Conservatory of Music

Mar Berinbaum Professor retired UBC School of Music mpberinbaum @shawca

Gloria Wong Associate Director Vancouver Recital Society 604 602 0363

Michael Conway Baker OBC Composer mconwayb @shawca

These consultations include community industry and educational stakeholders In addition statistical data

from the SurreyLangley School District and Kwantlen music students appears in Appendix D

1 Institutional Resources Degree FPP section 8 Program Resources

11 What expertise equipment facilities and library resources will the program require to supportstudent learning Ensure that any required new resources in these areas are identified in the Costssection J

Expertise faculty includes academic specialization in jazz studies music education and compositionarranging 15 RegularNR2 FTE Additionally more applied music faculty will be required to teach studioperformance and conduct small ensembles

Equipment and FacilitiesSpace See Section land Appendix D2 for detail on faculty hires and space andinfrastructural requirements for program implementationLibrary Resources Kwantlen University Library supports in principle the development of a Bachelor of Music inMusical Arts The current music collection is strong However it was built in order to support the existingprograms Monographs recordings videos and DVDs as well as periodicals and reference collections would allrequire some upgrading and development in order to serve the proposed new courses The library doesrecognize that several of the applied courses will not require a large number of new materials but we are alsomindful that superior core collections in specific subject areas within music will need further growthOur existing Library collections in Music would need supplementation in order to support this degree

12 Outline anticipated requirements for equipment specialized space etc classrooms labs shopsgeneral space

There is already dedicated infrastructure to support a fouryear Music degree at the Kwantlen Langley CampusHowever addition of third and fourth year programming to the existing certificate and diploma programsresulting in an anticipated enrollment increase of 45 FTE the BMMA degree will require additional dedicated

classroom performance studio and rehearsalpractice space as well as space for integrated digital media labsand production studio See Section which outlines the facilities required


3

Item Estimated cost No of items Total

Retrofit 2 multipurpose rooms like

room 1230 as dedicated space toaccommodate academic courses small

ensemble rehearsals masterclasses

and additional private instructionwithin a larger cohort 120 FIE

30000 per space 1 60seat dividableclassroom with

total sound

separation OR 230seat classrooms

Dean 60000

Facilities minimum

600000

Add 4 teaching studios for appliedmusic lessons currently the

department has only ONE appliedstudio teaching space room 1236 thefour will correct a longstandingproblem and accommodate the largercohort The new studios could also

double as larger faculty office space formultiple parttime and regularinstructors each teaching 12

daysweek

7500 per space 4 acousticallytreated spacesadequate spacefor concert uprightor grand pianodesk chair music

stand filingcabinets for music

computer

playback soundequipment phone

Dean 30000

Facilities minimum

360000

Add an electronic studio space at

present none exists but it is anessential component of all 21 centurymusic departments It will house theMichael Conway Baker donation 15

sq m minimum

NA

Min 45000

Add 7 practice rooms with adequatesound proofing like room 1203

TOTAL

Min 147000

Add storage space the correct space

will be maximized but new space willbe required for the larger cohort

10000 15000

Add a student lounge students

require a restingpreparation spacebetween classes and rehearsals At

Min 150000


Time release required for programcurriculum development to bedeveloped by regular faculty

10000 1 section release to

complete the fullprogram proposal

10000

Faculty recruitment with research NA 0

Service courses if applicable NA 0

TOTAL 10000

Program Concept Bachelor of Music in Musical Arts


a nonrecurring ONETIME startup costs egequipment costsother


Page 9

J CoStS to be prepared by DeanAssociate Dean in consultation with developer Please see Appendix D for supportingdocumentation

a ONE TIME capital costs facilities Please refer to Appendix D2 for details of Capital and Infrastructurecosts outlined in previous FY10 Capital budget submission

present they typically occupy the main

hallway


Faculty FTE usingcurrent teaching

modes and salaryformula

Increase of20

NR1 hires for

applied ensemble teaching10 NR2Regular hires forupper level courseinstruction 10

Applied studio musicinstruction NR1 contracts perstudent

74518

Ensemble FTE 2 section

equivalents 20000

Upper level specializationNR2Regular 120000

214518

Coordination basedon student FTE of 120

and faculty FTE from425 625

Increase of 1 course release

from 2 310000 10000

Technical support

Grand piano24000

Upright 57000

4 Pianos for studio

teaching spaces

45000

Administrative support 05 GEU

Program Advising

20000 520000

Service support NA Admissions assistant

1094740

0

Library

see LibraryAssessment Template

Appendix B

Total Estimated Annual Costs

14435

0

present they typically occupy the main

hallway

2 sound systems with securedspeakers and cabinets for storage ofequipment

2 eclassroom infrastructures

mounted data projection screen andremotewWiFi for new classrooms

Sound Systemcabinet 54000

Eclassroom data

projectionscreen8500

8000

17000

2 Digital Piano Keyboards for newclassrooms

Digital Keyboard2500

2 Keyboards 5000

Pianos for teaching studios onesmall grand piano and three uprightsincluding maintenance plan

Grand piano24000

Upright 57000

4 Pianos for studio

teaching spaces

45000

Library start cost 11500 library budget 0

Auditorium Sound System audio

recording and playback and creation

or redesign of soundcontrol booth

Board 15000speakers 55000booth

construction

525000

Should be covered

by Langley retrofitandor throughreplacement

budget

0

TOTAL 552200051500000and higher


b operating costs INCREASE TO BASE OPERATING


LabStudio operatingcosts

Software Upgrades Music

notation sequencing andsynthesis

Mac Lab servicingincreased piano tuningcosts retainer fees

5000

5000

10000


NA

TOTAL 254518

Program Concept Bachelor of Music in Musical Arts Page I I

Not covered by Music budget Library cost covered by the library budget

The auditorium has become an allpurpose university space with various groups requesting a quality soundsystem and usually a technician for its operation The cost should be covered by a universitywide retrofitnot by any one department or facultyBased on additional 45 FTE 75 45 120 FTE 45 students x 15333 weeks x 2 semesters x 54hour574518

Mazen Guirguis

Fomi updated January 2009





To be completed by developers following consultation with VP Academic as part of long term budget planning

The Faculty of Humanities in consultation with the Office of the VP Academic and Provost would fund thecourse release required to complete the Full Program Proposal over the course of the 2010 academic yearThe program framework is already developed and considerable work has been completed to identify specificupper level course offerings and plan a reasonable scheme of rotation for new program elements A suggestedmeans of integrating existing programs Foundations Certificate and Diploma within the degree framework hasbeen worked out and thirdyear level ensemble coursework has already been offered for two years

New courses will be developed 21 courses to be developed over a period of three years FY11 12 13 withminimal additional funding A majority of these releases will taught by new faculty who will be hired forspecialization in areas where new coursework is required Application will be made to the Curricular GrantsCommittee and other internal sources of funds 6PD Humanities Dean for funding to cover the cost ofreleases for course development as it becomes necessary

J3 Indicate the specific sourcesof funding for delivery both Internal and external

To be completed by developers following consultation with VP Academic as part of longterm budget planning

Music programs at Kwantlen have a current FY10 operational base of 5597600 exclusive of benefits Thisamount includes both regularcontract salaries and annual operating budget Additional capital amountsassigned to music have been marginal ranging between 57000 and 530000 over the past three years Libraryacquisitions account for the remainder of institutional spending in Music

The program concept 11outlines 5174000 in onetime monies and 5254518 in new base ongoing fundingThe institutional cost of supporting a fouryear Music degree as outlined in 11 above is offset in part by thefollowing ongoing sources of revenue

1 The degree program will generate additional student FTE of 45 One FTE is understood to be equivalent to30 credits of coursework Converted to 511880credit there is potential for up to 5160000 in additionalrevenues once there is a complete fouryear cycle of programming It is expected that a majority of currentdiploma students will move through the new degree program additionally if the degree is approved it will beattractive to transfer students from Douglas College Okanagan College Selkirk College and several Albertatwoyear colleges who will make the transition to Kwantlen to complete a fouryear BMMA both because ofthe degree of flexibility and broad based approach afforded by this program and because of its locationappeal as a unique music degree offered in British ColumbiasFraser Valley Additionally students from UFVAbbotsfordMission Chilliwack TWU Langley Surrey SFU BurnabyCoquitlamMaple Ridge and even UBCPoint GreyOkanagan and possibly TRU KamloopsThompson Okanagan constituent areas may come toKwantlen because their schools have no music programs or because they desire a more accessible andsomewhat less conventional and prescriptive program of music study Some may want the convenience ofeasier commutes or are attracted by the competitive affordability and high calibre of KwantlensMusicprograms and faculty

2 Each new FTE brings an increase in block funding to the institution in this case 50 of 160000 580000

3 Over 536000 based on the current Music FTE of 75 per academic year is recouped by the institution inadditional fees that are charged for music lessons ranging from 575 for 30minute lessons to 5125 for 60minute lessons to 175 for 90 minute lessons and small ensembles 5100 With an increased cohort thatrequires an additional four semesters of lessons and ensembles the fees generated will be in excess of35000year Fees should tied in budget planning to the courses for which they are charged and applieddirectly as revenue that offsets costs associated with delivering programs for which fees are assessed

4 In the proposed degree structure only 20 credit offerings of the current 30credit Foundation Certificate willbe retained for the purposes of preparing students for diploma and degree work Because the FoundationCertificate will now be awarded as one of a number of exit credentials within the new degree structure there isa total of 10 credits of coursework equating to 417 faculty FTE that can now be moved to cover upper level

teaching This is found money approximately 40000 currently residing in the Music Department budget



that will be reassigned to deliver the degree program

At maximum capacity 125 FTE revenues from new and required 3 and4courses in the degreeprogram should exceed new base budget requested in the concept proposal to cover faculty and supportsalaries Onetime monies for space refurbishment and infrastructure startup will be more of a challenge tofund as will ongoing operational demands such as the eventual faculty costs associated with mentoring andsupervising music practicum projects but there are some possible sources of entrepreneurial funding thatcould be developed as a professional approach to integrating theory and praxis through practicum experience

These include but are not limited to

student chamber ensembles that could be managed by students completing practicums in musicmanagement groups of senior students could be hired for gigs all over the Lower Mainland withproceeds going to scholarships and to funding the chamber music program

master classes given regularly by faculty and visiting artists could be open to the public so thatstudents in performance programs have more informal opportunities to perform and communitymusic teachers and young performers could benefit from the expertise and open critiques offered byspecialists groups like the Registered Music Teachers Association chapters across the Lower Mainlandcould be offered special rates for a series of master classes proceeds from these could support theKwantlen Concert Series and contribute to the performance program establishing competitions andscholarships

converting the considerable resources of Kwantlenschoral and instrumental programs into a lendinglibrary that charges nominal fees for scoreparts rental to amateur choirs and instrumental ensemblesin schools churches and community organizations providing Kwantlen music students with practicumexperience in music resource management with rental proceeds contributing to acquisition of musicalscores for ensemble performance

developing a business plan for rental of the Auditorium to external performance groups andindividuals where the venue and production support sound reinforcement lighting audiovideocapture house management ticket booth are offered by students as a service practicum for artsmanagement Kwantlen could set up a revenuesharing arrangement whereby Music becomes themanaging partner in a full service venue and Musics share of profits could be designated to offsetcosts of major music productions in the space

utilizing the gift of Michael Conway Baker a complete film score compositionrecording studio andthe mobile computing lab as a joint instructionalcommercial enterprise that not only trains studentsand community participants in digital composition and arranging but also operates as a recording andproduction facility for emerging artists and professional groups where students gain practicalfacilitative experience in music production composition and arranging and program expenses such assoftware and hardware upgrades are underwritten as profits from the commercial side of theenterprise are funnelled back into the academic operation


DEPARTMENT


Is this concept supported by the department Will this program have an impact on another program or viceversa Have you contacted those departments and have arrangements been made re service courses Has theproposal been approved by the Faculty Council

Creative Writing

The proposed Music degree will embody and reflect Kwantlensevolution toward a truly innovativeinterdisciplinary and engaging Polytechnic institution The degree will support many learners seeking careersand further education in arts and performance arts culture media expressive arts therapies and a widerange of associated activities that hinge upon the integration of Music with many other fields The Musicdegree will be a valuable asset to Kwantlensemergence as a university devoted to learner engagementpurposefulness and creativity

The Department of Creative Writing and the Department of Learning Communities fully support andendorse this degree proposal

Ross Laird

Chair Creative Writing

Fine Arts

I strongly support the Kwantlen Polytechnic University Music DepartmentsBachelor of Music in Musical Artsdegree concept proposal I believe this degree will greatly benefit the City of Langley and all communitiessouth of the Fraser The BMMA will enhance and expand the dynamic cultural base already existing in theseareas It will also supply a very important option for students who are unable to move to Vancouver or

commute over 4 bridges for 3 hours a day Most importantly it is imperative that studentsartists are able tofinish their postsecondary education within their own community

The Faculty at KPUs Music Department is professional dedicated and extremely talented in their givenspecialties I believe their degree would in time become a destination program for many students in thelower mainland and beyond

Sincerely

Scott McBride

Chair of Fine Arts

Counselling


CONTACT

support services anticipated for program students etc Development and Success


LOCAL

Director Student 2467

This looks like a wonderful program that provides students with breadth and depth in music knowledge anddevelopment I am responsible for Counselling and Learning Centre support services as well as Student Lifeand Development These supports could contribute to the student experience in your program in the followingways

E1 Counsellors could assist students with career planning helping to identify individual interests values andstrengths that are in line with various opportunities for graduatesE2 Please note that UNIV 1100 is not currently being offered however students would be very welcome toaccess the tutoring services and learning skills workshops conducted by Learning Centre faculty and staff Inaddition Counselling offer workshops and seminars to assist with personal organization persistencecommunication and motivation


All the best with this programLyn Benn

Director Student Development and Success

Registrar Services Director Registrar Services 2463Admissions Records Graduationplanning for program admission registration impact onscheduling etc1 With regard to the stated Admission requirements year one entry requirements are outlined as thegeneral university admission requirements in addition to an audition and an interview

You may be aware that Kwantlen requires a firstyear English course excluding English 1099 as a requirementfor graduation for all Kwantlen degrees Im not sure if this requirement has been incorporated into therequired coursework for the program but as a degree program it will need to be so I wanted to ensure youwere aware of the requirement With respect to the English requirement I wanted to point out that if you havethe yearone admission requirements set at general university admission requirements you would berequiring applicants to have a C in English 12 or equivalent The prerequisite for any of the undergraduatelevel English courses is English 12 with a B or equivalent Students can still be granted admission to theprogram under your stated requirements but they will not necessarily have the English prerequisite that theyneed to access the firstyear English requirement needed for graduation You can 1 leave the admissionrequirements as is and note within the program requirements that upgrading may be necessary for thosestudents not entering with a B in English 12 or 2 you can increase the yearone admission requirement toEnglish 12 with a B Either is fine I just wanted to outline both scenarios for you as one has an implicationaround admission and the ability to recruit while the other has an implication around progression and thepotential that students may need an additional 3 credits if they do not enter the program with the Englishprerequisite

2 You mention the degree will have a year three entry point but there are no specific admissionrequirements noted for yearthree entry you indicate minimum 60 credits lower level coursework but norequirements more specific than that These requirements will need to be outlined either at the ProgramConcept or the Full program proposal stage To provide you with an example the BBA in EntrepreneurialLeadership lists the following as specific year3 entry requirements

For students entering the program in the third year upon completion of two years of study the admissionrequirements are met by one of the following

Completion of a business related diploma from a recognized college or university with a minimum of 60credits a cumulative GPA of 27 or higher and a C or higher in Accounting and StatisticsCompletion of 60 transferable credits at the undergraduate level from any recognized college includingthe required six bridging courses listed below or transferable equivalents with a minimum cumulativeGPA of 27 and with a C in Accounting and Statistics

In addition it is important to note any continuance requirements you may require for students who haveentered the program at yearone As an example here is what the Fashion program requires for continuance ofthird year students

Students continuing into year 3 of the degree program must have completed all requirements for years 1 and 2with an average cumulative GPA of 27 or higher with a final grade of B or greater in FASN 2200 DesignDrawing II and FASN 2220 Drafting and Sewing IV

3 One small note in section E2 you mention UNIV 1100 in the second paragraph This course has recentlychanged to LCOM 1100

4 Lastly the Concept document you sent does not include section J of the concept template the sectionoutlining costs Within section 1 there is an area under operating costs that includes service supportTypically Student Services includes an estimate for the resources required to provide the necessary support for



the program As an example given the projected student numbers for the BMMA and the fact that it is aselective entry rather than open access program we would need to have a dedicated Admissions Assistantlooking after this program for first year admissions thirdyear continuance and third year transfer studentsBased on the number of students you have projected over the next four years Admissions would require a025 FTE Admissions Assistant to manage the program The cost salary and benefits associated with a 025 FTEis1094730 Could I ask that you please indicate this in the operating cost portion of the grid in Section 1 Thisis not a cost that the Music Department would incur this is an operational cost the university needs to beaware of in the delivery of this new program

Zena Mitchell Director Registrar Services

Enrolment Services Director Enrolment 2474

program advising student loon eligibility Services

Ive reviewed the proposal and made a couple of notes questions regarding transfer credit and third yearentry Tim incorporated the notes into the body of the document

Tim Ashcroft Manager Enrolment Services

BA Advisor

for BA degrees only verify that program conforms withBA FrameworkNA

Enrolment Support Retention

scheduling and registration Support Retention

Looks very exciting I have a couple of comments for you do with them what you need to

1 The FTE growth Year 1 50 FTE Year II 35 FTE Year III 25 FTE Year IV 20 FTE represents growth ofyour area Have you anticipated space requirements yet

2 The admissions requirements state students intending to enroll in a BMMA program will be required togive a performance audition and interview Is there a quantitative measurement that can be attached tothis requirement or do they get in if they show up It might be especially useful to extend the admission

requirements to relate either specifically to the Certificate program eg students not ready for the degreeprogram can enter upon completion of the certificate This can help accelerate your admissions cycle if we seea lot of students coming into the degree program by doing a qualifying year first3 There is no mention of whether students can qualify for entrance to PDP program after graduation Willthey This might be an important drawing factor if the degree program meets the requirements of the PDP

Good luck

Warren Stokes Director Enrolment Support and Retention


2009




planning re software needs system capacity and limitations

The new degree program looks very exciting and provides numerous opportunities for both Kwantlen and thestudents involved I looked over the technology requirements and the EClassroom additions are budgetedcorrectly and will be installed and supported by IET as long as there is sufficient lead time for the build outactivities The additional software requirements IET will also support if there is sufficient consultation with theMusic department to make sure the software and hardware are compatible and there is also sufficient leadtime for any development and installation activities 1 noticed that some of the classes will be held at night andIET have no onsite support Technologist after400 PM and our Servicedesk shift is until 800 PM MF Anyincidents that cannot be resolved over the phone before 8 PM it will not be addressed until the next businessday depending on the severity IET has limited MAC knowledge at the Servicedesk and with the on siteTechnologists because the University is primarily PC based computing and will not be able to provide completesupports services in these areas

Robert Ball

Manager IET Technology Services

Learning Technology The Centre for Academic Manager Learning 2114

GrowthIET Technology

planning re elearning pedagogy Webbased tools forteaching and learning

Sounds like an exciting programme and one where technology could play an important role in attracting andretaining students especially in the delivery of audio and video resources In reading about your plans here aresome thoughts and suggestions

Work with your faculty members to coordinate and plan for how the institutionslearning managementsystem Moodie could be used in a consistent way across all courses in the program Moodie can be a veryeffective way to engage students beyond the classroom The library is currently working on ways to deliverprogram or discipline specific resources through Moodiefor example access to the Naxos Music Libraryor other licensed databases We feel it is better for students if these resources are available in a consistent

way across a programme rather than available in some courses and not others There is also theopportunity to set up a programme site Moodie calls these metasites for common resources that youwant to make available to all students in the your programme We are happy to work with your faculty tocoordinate training and support for thisYou mention that you are currently exploring the potential for possible online or mixed mode delivery Iam attaching some information about gearing up for teaching online The Centre for Academic Growthcan work with faculty members to discuss specific learning objectives and how these could be achieved inan online environment

We are currently exploring the potential for using iTunes U and a related product called Podcast Producerfor the creation and delivery of audio and video podcasts This might be useful for both students andfaculty to be able to record and share performances guest speakersperformers etc We will beginworking with this technology this fall and hope to be ready to implement in January

You may also want to discuss with Robert any specific classroom technologies that you have in mind or areconsidering The more lead time we have the better we will be able to plan and budget for any trainingsupport or infrastructure requirements outside of the standard hardware and software IET supports

I hope this helps Please contact me if you would like to discuss any of the above in further detail

I wish you every success with the new degree

Meg Goodine

Manager Learning Technology



Institutional Analysis Planning Director 3127

Via Research Assistant

The Music department reviewed the degree with Kathleen Rigsby Director Institutional Analysis Planningregarding their research on the degree viability Three main areas were covered labour market currentstudents and competition We received various data to assist our planning


collections AV needs etc

See below


0

Online databases3350

Audio visual materials 5000

Periodicals

11500

Reference titles

Monographs2000

Recordings500

Total annual costs 14325

Monographs 9500

Recordings 2000

Total startup costs 11500



Name of Program

Date

Summary

Kwantlen University Library supports in principle the development of a Bachelor of Music in Musical ArtsThe current music collection is strong However it was built in order to support the existing programsMonographs recordings videos and DVDs as well as periodicals and reference collections would all requiresome upgrading and development in order to serve the proposed new courses The library does recognize thatseveral of the applied courses will not require a large number of new materials but we are also mindful thatsuperior core collections in specific subject areas within music will need further growth Our existing Librarycollections in Music would need some supplementation in order to support this degree

Summary of Onetime Startup Costs

Ongoing Costs

Support For Program Proposal

Bachelor of Music in Musical Arts

August 11 2009

Prepared by

Signed


Elaine Samwald

I support this collection assessment Yes El

Zdenek Skoumal

Program developer Signature

SSCC liaison Librarian Date


No

Aug 31 2009

11Aug09

12Aug09


Dr Richard Kurth The University of British Columbia14 August 20091

Thank you for asking me to comment on the proposal for a Bachelor of Music inMusical Arts BMMA degreeprogram at Kwantlen Polytechnic University I believe that a thriving fouryear music program at Kwantlenwould be a worthwhile and productive addition to the postsecondary educational opportunities available inBritish Columbia in particular if the program is designed to address educational perspectives and emphasesthat are not currently available to students in the province That is clearly the intent of the Kwantlen BMMAproposal and so I respond positively to the proposal on fundamental grounds The Kwantlen MusicDepartment also has excellent faculty members who are fine teachers and accomplished musicians andscholars and they already possess the core experience and skills needed to build and sustain a fouryearprogram The current Kwantlen program has proven its ability to attract students and advance theireducational goals and achievements Now is an appropriate time to consider a complete degree programdesigned to complement existing programs in the province

Among the strengths of the proposal I note in particular the aim to support broad based arts advocacy This isan important aim because arts advocacy is an activity needed for the development and enhancement of thecultural sector in BC not only in the various communities that make up the Lower Mainland but alsothroughout the province Cultural activities and industries are recognized as important components in adiversified local and regional economy They need to be promoted and developed because they can intensivelycreate and multiply economic activity within the community in a sustainable way and with numerous collective

benefits economic social and cultural An emphasis on arts advocacy can also build suitably on the talentsand prospects of the kind of students who are drawn to the Kwantlen program The proposal repeatedlyemphasizes contribution and service to the community and there is a plan to engage community and industrypartners outside the classroom in service education and practicum opportunities This is a worthwhile goalbut it will require organization of partnerships that meet the pertinent criteria on a sustainable ongoing basisand for a potentially increasing cohort of students These opportunities need to be in place as soon as possiblesince they are essential to the identity of the proposed Kwantlen BMMA and will determine to some extent

how many students the program can accommodate Organizing these practicum activities will itself involve asignificant amount of arts advocacy and sustainability needs to be borne in mind from the outset Thepracticum aspect of the program also seems vitally important in connection with the acknowledgement thatthe program is geared to admit students who have insufficient training for admission to other Bachelor ofMusic programs Such students will of course make progress while studying at Kwantlen but they need aunique training opportunity in order to be competitive with graduates of existingBMus programs

The proposed program aims to provide a unique kind of flexibility to address the needs and interests of itsstudents This is an excellent idea in principle but a flexible program will require very diverse resources andinstructors with very broad expertise or who are willing to teach very irregularly as demand arises How willan appropriate balance between Flexibility and quality of instruction be maintained in such diverse areas asarts management performance compositionsong writing pedagogymusic education studiesjazzcommercial music studies and world music With a relatively small cohort of students how will it bepossible to offer courses in all these areas economically and with the regularity needed to meet studentsinterests and graduation requirements Furthermore most Bachelor of Music programs involve four years oflarge ensemble experience in addition to weekly lessons and chamber music activities Does Kwantlen havethe resources to provide these learning experiences and will the instrument and skill distribution in thestudent cohort allow for viable large ensembles

The Canadian University Music Society has formulated guidelines for BMUS curricula and resources and thesecan provide a helpful background for such considerations which are also relevant to the aim of making theKwantlen BMMA viable as a stepping stone to graduate programs at Canadian and US universities I point outthese practicalities because the university must understand the kind of support and resources that will beneeded to realize the goals of the proposal The success of the program depends on the universitysconfidencethat it can provide everything needed to make a Bachelor of Music program thrive If there is any ambivalenceon that count then the university might consider recasting the program as a Bachelor of Arts in Music it could


Appendix BExternal Consultations

0


be one that is enhanced by individual lessons though it might not entail the extensive ensemble experiencethat is the other distinctive component of all BMUS programs

Given these considerations I suggest that the program should carefully plan for a target cohort sizedetermined through detailed logistical considerations of all aspects of sustainable curriculum delivery Thecohort size should reflect the minimal critical mass needed to develop and maintain a thriving new program

that gives students the opportunities experiences and resources they need in order to succeed in the programand beyond This cohort size may exceed the number of Kwantlen diploma students currently interested tocontinue into the new BMMA program and if so a plan for recruitment should be developed andimplemented Getting the new program to critical mass quickly will be essential for its success

All the preceding comments are intended in an entirely constructive sense and I hope you find them useful asyou work at this pivotal stage to develop and implement your new program I wish you every success in thisventure and it will be very gratifying to see a distinctive new music program in BC serving the needs andinterests of students

I am confident that the faculty and administration at Kwantlen have the vision experience and skill that will beneeded to meet the challenges of establishing and maintaining a distinctive new fouryear program in music

Yours sincerely

Richard Kurth PhDProfessor and Director

UBC School of Music

richardkurth@ubccatel 6048225436

fax 604 8224884

Dr Harald Krebs The University of Victoria15 August 2009

The members of the faculty of the Music Department of Kwantlen Polytechnic University whom I hold in highrespect have developed a fouryear Bachelor of Music in Musical Arts program 1 have reviewed the planningdocument and am very impressed with the proposed program

One of its admirable features is its flexibility in accommodating students needs and interests it will allowstudents in consultation with faculty members to craft individual programs that may include aspects ofbusiness performance compositionsong writing pedagogymusic education studies jazzcommercial musicstudies and world music At the same time the program will not neglect the ingredients of traditional BMusprograms music theory history performance studies The proposed format will not only enrich studentsexperiences during their studies at Kwantlen but will significantly expand their opportunities for further studyand for employment graduates will be equipped to proceed into MMus programs across North America butwill also be prepared to embark on careers or further education in fields such as arts management orcommercial music depending on their individual choices during the BMMA program This is exactly the kind

of program that is needed during a time when some of the traditional career options for music students forexample orchestral performance and university teaching are threatened

Another attractive feature of the proposed program is the inclusion of practica with community and industrypartners Such practica will be vitally important in students preparation for a variety of careers in the fine artsFurthermore liaisons with the community and with relevant industry partners cannot but benefit KwantlenPolytechnic University The Department of Music is to be commended for actively pursuing such liaisons

There is every indication that there would be a demand for this program Students are happy with theeducation they currently receive at Kwantlen and are likely to embrace the possibility of continued studies atthe same institution Once the BMMA program is established Kwantlen Polytechnic University is also likely tobecome an attractive haven for transfer students from other institutions

Fonn updaxcd January 2009


Some strategic hiring will be necessary to launch this program Such hiring is difficult to finance in the current

economic climate but in my opinion this program would be worthy of such support

I wish my colleagues at Kwantlen well in the mounting of the BMMA program

SincerelyDr Harald Krebs

Professor and Head of Theory

Patrick Carpenter Professor Music Department Vancouver Island University1 October 20091

The Program Concept document for a Bachelor of Music in Musical Arts degree proposed by the MusicDepartment at Kwantlen Polytechnic University presents a very comprehensive model for a degree which hasexcellent potential for success

While offering students a vehicle to develop their musical knowledge core musical competencies and skills in away similar to other Bachelor of Music programs in this province the Kwantlen BMMA proposal creates aunique opportunity for its upper level students not readily available at most other institutions by allowingthem the opportunity to craft an individualized program of study undertaken in consultotion with faculty thatmay be wideranging and may include aspects of arts management performance compositionsong writingpedagogymusic education studies jazzcommercial music studies and world music

It prepares students for entry into the cultural industries sector and the labour market by incorporatingessential skills into the curriculum including cross disciplinary applications of the theory and practice of variousmusical arts

There is a focus on theoretical methodologicol and applied understanding and skills required for employmentandor further studies a realistic component necessary for success in todaysworld The proposal will providethe opportunity for students to engage community and industry partners outside the classroom in serviceeducation and practicum opportunities New technologies and innovative pedagogies will facilitate learning

that equips students for careers or further study in music education professional arts organizations musicscholarship performance or music production

I fully endorse this proposal with its unique approach to music education It describes a degree with anecessary component of practicality and realism that will greatly enhance the postsecondary music degreeofferings now available in the province of British Columbia

Yours truly

Patrick Carpenter ProfessorMusic Department Vancouver Island University

Richard Haack Western Conservatory of MusicIangley5 August 2009

It is with great pleasure that I have learned that Kwantlen Polytechnic University will be proposing to grant aBachelorsof Music in Musical Arts BMMA As a long time music educator in Langley and having seen many ofour students from Western Conservatory of Music go to Kwantlen for the start of their postsecondaryeducation it would be highly advantageous and convenient both economically and physically for students toremain at the Langley campus to complete a bachelor degree

I feel the Flexibility of the proposed BBMA will suit the community and its needs greatly Allowing the studentsto do concentrations on arts management pedagogy performance jazz composition etc will certainly makethis a marketable degree and fulfill the needs of many music students

Font updated January 2009


I am pleased to see that Kwantlen will be taking a leadership pertaining to the community arts education inLangley and the greater Fraser Valley area and I will certainly continue to recommend our students to attendthe University

Congratulations on this decision and I hope it becomes reality for the academic year of 2011 2012 You maycontact me at your pleasure

Yours truly

Richard E Haack

PrincipalWestern Conservatory of Music

Gloria Wong Vancouver Recital SocietyAugust 2009

As the Associate Director of the Vancouver Recital Society I have on a number of occasions been introduced to

individuals who have expressed an interest in pursuing a career in music quite apart from performance In thepresent universitycollege system music students who may not be suited to performing at a professional levelupon graduation but who still wish to remain involved in the arts have been offered limited exposure to themany different areas that encompass employment in that sector and the alternate ways in which one cancontribute to a rich and varied life connected to music Even in the case of performance majors there is no

guidance on actual portfoliopresentation skills or artistarts management issues and little to prepare themfor the professional challenges that lie ahead

On behalf of the Vancouver Recital Society 1 wholeheartedly support Kwantlen Polytechnic Universitysproposed program Bachelor of Music in Musical Arts BMMA and endorse the essential elements asoutlined in the proposal which prepares students for professional work in a wide variety of fields outside ofperformance In addition our organization will be most pleased to participate as a mentor for the students inthe Program At the conclusion it is hoped that participants will not only gain intensive handson experiencebut have access to valuable contacts in the arts community individuals to whom they can turn for consultationresources advice and networking for employment opportunities

With the many challenges facing the arts today it is vitally important that musicians and those with a passionand commitment to the arts be given the necessary wherewithal to become a strong and knowledgeable voiceIt is our sincere wish to see Kwantlen Polytechnic Universitysproposal become a reality

Respectfully submitted

Gloria WongAssociate Director

Vancouver Recital Society

304 873 Beatty Street Vancouver BC V6B 2M6T6046020363 F 6046020364

Michael Conway Baker ComposerAugust 2009

Here are a few of my thoughts about your proposed degree a Bachelor in Musical Arts BMMA

First off you are proposing some really exciting and innovative ideas which if implemented would putKwantlen on the map as a truly unique educational institution Needless to say the implementation of theseideas will pose a lot of problems which may be very difficult to address In order to implement your wish list Iwould first ask what Kwantlen has or will have in the way of human resources My view has always been thatan educational institution is only as good as its faculty You will have to scrutinize your current faculty to



determine who will be capable of dealing with the many disciplines you hope to offer prospective studentsIndeed who will be willing to teach these additional courses I would guess that many will feel they are simplynot qualified Im not telling you anything you haventdiscussed Im certain at length All I can do is offersome suggestions which you may feel are feasible

1 Given Kwantlen does not have the resources to implement your ambitious programs 1 would suggest youlook at the VCC model of finding qualified people to teach and ask them if they would be willing or able togive tutorials in the various music and related fields you outline in your proposal The last I heard was thatVCC will consider offering a subject if enrollment is high enough to pay the instructors fee This seems apractical way of offering courses beyond the fundamentals without the University incurring unaffordableexpenses

2 Given that at present there is not enough classroom space to accommodate these additional courses itmight be entirely feasible to ask the instructor of the tutorial if they would be willingable to teach the studentsin their home In fact I took all my composition lessons with Jean Coulthard not in the music school at UBC

but in her home

It may be that your idea of providing mentorships is along the same line as my reference to tutorials In anycase I feel that your ideas may work by going to the community at large to find qualified people willing toteach the various interdisciplinary courses you wish to offer

I would be happy to discuss all this with you both at some future time

Sincerely

Michael Conway Baker0BC

Martin Berinbaum Retired music professor The University of British ColumbiaAugust 2009

I have reviewed the program at length and I think that it fulfills your mandate on paper In practice I have nodoubt you will be able to deliver the program to one extent or another but the inherent problem all musicprograms face in this geographical area is a shortage of qualified students Perhaps the nature of your programand the accessibility which Kwantlen is known foi will allow you enough full time students to make the classessuccessful You seem to have a lot of classes and I wonder how many students you will need in order to runthem

Martin Berinbaum



Appendix CRecommended Course Progression

Bachelor of Music General Studies

General Studies Major 120 Credits

General Studies Major with Concentration 134 137

Preparatory courses to be taught by nonregularized NR 1 faculty as qualifying courses


Page 25

Theory History Aural Studio

Lesson

Ensemble Keyboard Music Course

Electives

Non Music

Courses

Electives

Rudiments 1 Music in Ear Rhythm Studio Prep 92cr Civilization 1 Training 1 2cr Lesson 1

3a 2cr

Rudiments II Music in Ear Rhythm Studio Prep 92cr Civilization 11 Training II 2cr Lesson 11

3E 2a

Theory 1 3a Music History 1 Ear Rhythm Studio Ensemble Keyboard Skills 1 English or 163a Training 111 2cr Lesson 1 2a lcr Writing 18

2u Intensive

3a

Theory 11 3a Music History 11 Ear Rhythm Studio Ensemble Keyboard Skills Introduction to English or 17

3cr Training lV 2cr Lesson 11 2cr 11 lcr the Music Writing2cr Industry la Intensive

3cr

Theory 111 3cr Music History Ear Rhythm Studio Ensemble Keyboard Skills English or 16III 3a Training V 2cr Lesson 111 2u III 1u Writing

2a Intensive

3cr

Theory lV 3a Music History Ear Rhythm Studio Ensemble Keyboard Skills English or 16IV 3a Training VI 2a Lesson IV 2u IV lcr Writing

2cr Intensive

3u

Concentration Concentration

Jazz Pop History of Jazz Studio Ensemble Concentration Conducting 1 2cr Non Music 15

Theory 3a Pop Music Lesson 2cr 2cr Elective 3cr 183a

Contemporary World Music Studio Ensemble Concentration Business of Music NonMusic 16

Theory 3a Lesson 2cr 2a 3a Elective 3a 193a

Concentration Studio Ensemble Concentration Music Elective NonMusic 10Lesson 2u 2u 3cr Elective 3a 16

Concentration Studio Ensemble Concentration Music Elective NonMusic 10Lesson 2cr 2cr 3cr Elective 3a 16


Appendix CRecommended Course Progression

Bachelor of Music General Studies

General Studies Major 120 Credits

General Studies Major with Concentration 134 137

Preparatory courses to be taught by nonregularized NR 1 faculty as qualifying courses


Page 25

r

ITheory History Aural Stu o Ensemble Keyboard Music Course NonMusic

Lesson Fretboard Electives Courses

Electives

Theory I 3cr Music Ear Large Keyboard English or 17

History I Rhythm c Ensemble Skills I lcr Writing3cr Training

li

2 cr Intensive

3cr

Theory 11 3cr Music Ear Stu Large Keyboard Introduction to the English or 18

History II Rhythm Les Ensemble Skills 11 lcr Music Industry Writing3cr Training 3c 2 cr lcr Intensive

IV 2cr 3cr

Theory III 3cr Music Ear Stu L0 Large Keyboard English or 17

History III Rhythm Le Ensemble Skills III Writing3cr Training V 3 2 cr lcr Intensive

2cr 3cr

Theory IV 3cr Music Ear Stu Large Keyboard English or 17

History IV Rhythm Less Ensemble Skills IV Writing3cr Training 3c 2 cr lcr Intensive

VI 2cr 3cr

IEnsemble

Jazz Pop History of Stu Large Chamber NonMusic 17

Theory 3cr Jazz Less Ensemble Ensemble Elective

Pop 4cr 2cr 2cr 3cr

Music

3cr

Contemporary World Stud Large Chamber Business of Music NonMusic 20

Theory Music Less Ensemble Ensemble 3cr Elective

3cr 3cr 4cr 2cr 2cr 3cr

Stud s Large Chamber Psychophysiology NonMusic 14

Less Ensemble Ensemble of Music 3cr Elective

4cr i 2cr 2cr 3cr

Stud Large Chamber Music Electives NonMusic 14

Less Ensemble Ensemble 3cr Elective

4cr 2cr 2cr 3cr


Bachelor of Music Performance Generic

Degree 138

Lower Level 73 credits 1 Upper Level 65 credits

o Only open to music students whose performance level is RCM Grade 8 or higher in First yearo Students may be admitted into the Performance Program until the beginning of the 3 year

Piano majors are not allowed to take Keyboard skills There credits are not required to be made up



Appendix DSurveys

1 Business Survey Summary 2007

Tapestry Music White Rock

Dave Sabourin Owner

Students are musically very strong in this area Parents down here Asian especially have strong beliefsregarding the importance of music education for their children

When the customer speaks it is the truth When the retailer speaks it is questioned until a relationship isestablished

As an end user I cant find qualified instructors

There is so much demand for good teachers Not just a classical training but also teachers who can alsoplay by ear play for fun Has to reflect current world

In post secondary education there is so much theory but not enough practical

Trends are bound by budgets

Technology becomes obsolete very quickly Need to have continuous financial support

Programs are getting back to being simple because the money just isnt there

Bring more practicality in course design

It is irresponsible to put kids on a career path doomed to fail

Kwantlen must give students every opportunity to explore career options

Jazz adding to breath of self fulfillment

Kwantlen must have a black and white mission statement Know who you arel

Tom Lee Music ILanglev

Ron Koyanagi Manager

Langley is quite a thriving music community Of all the contacts in terms of private teachers we have all ofthem are full

Cap College and VCC have defined themselves in one specific area Created their personalities because ofspecialties


Program Concept Bachelor of Music in Musical Ans Page 28

If jazz was offered locally no one would go to Cap It is the teachers who have always drawn students in thatgenre Students want to learn how to be a pro

Define themselves in ways that set themselves apart

A jazz program would draw people

If you dont change you are dead You have to welcome change You have to grow as the community we servechanges

Because there are so many strong piano teachers in the area they have very high caliber students but they gotto feel there is a very defined program

Kwantlen must act purposefully Get to know the influential people in the local community Kwantlen musthave personal contact

One of the biggest battles is image What do grade 12 students think of Kwantlen Networking with localsreally helps

Long McQuade Music Langley

Steve Martin Manager

Balanced sales Different areas popular at different times of yearsGrowth very good

Out of 100 people maybe 10 take it to the extent that they can

We have a responsibility to make students aware that they are going to need to know certain things if they aregoing to make a living

Have to know both sides of the recording glassExpected to be producer arranger etc AND performer

Kwantlen should definitely consider digital production ie Audio theory to mixers and including video

Build tech course around certain standards so students will be able to adapt to latest programs



2 Current KUC Students 2007

What year and Program are you in

30

25

20

15

10

5

0

What is your principal instrument

14

12

10

8

6

4

2

0


Student Responses

1st Qtr

Music Fou ndation

1st Yea r

2nd Year

Voice

Piano

Guitar

TrumpetTrombone

Clarinet

SaxophonePercussion

Other


How long have you been playing your instrument


Average Years Playing

Experience

Violin

Voice

Trombone

Cello

Guitar

El Trumpet

Saxophone

Tuba

Euphonium

Percussion

El Flute

El Clarinet

Oboe

Bass Clarinet

Double Bass

El French Horn


Which of the following learning objectives reflect your personal educational goals List in order of priority 1 23 etc

A Help me think effectively through activities including observing listeninganalyzing and synthesizing

B Provide me with knowledge and skills that enables me to make a living

C Provide personally enriching experiences that allow me to discover myself

D Help me learn about the great works and discoveries of the musical world

E Help me make the world o better place through the discussion and analysis ofcontemporary social issues in the music industry

F Help me clarify my own beliefs and values which will enable me to guide myselfthrough life

16

14

12

10

8

6

4

2

01 2 3 4 5 6

Thhk

Effectively

Think Effectively

1 16

2 15

3 14

4 1

5 5

6 7

25

20

15

10

5

0

1 2 3 4 5 6

bb Skills

Job Skills

1 192 21

3 104 3

5 56 2



14

12

10

14

12

10

8

6

4

2

0

8

6

4

2

0

1 2 3 4 5 6

1 2 3 4 5 6

20

15

10 i i i Worii a

Better Pace

5

0

1 2 3 4 5 6


0 FbrsonallyEnrichingExperiences

Survey GreatWorks

Personally Enriching Experiences

1 9

2 11

3 12

4 13

5 9

6 2

Great Works

1 10

2 8

3 124 7

5 126 6

World A Better Place

1 4

2 4

3 4

4 18

5 13

6 13


Name 3 musical skills you wish to develop while at Kwantlen University College

Fomi updated January 2009

Page 33

20

15

10

IT it1 2 3 4 5 6

O BelefsValues

Beliefs Values

1 7

2 4

3 12

4 8

5 7

6 17


Farm updated January 2009

Performance

Theory

Aural Skills

Technique

Composition

Sight Reading

History

Teach Music

Ensemble Playing


What mid or longterm career or personal goals are you wanting Kwantlen University College to help youachieve

16

14

12

10

8

6

4

2

0


Page 35

Music Educator

UniversityTransfer

Performer

Discover what I

want to do

Recording

Accompanist

Foundation of

musical knowledge


If Kwantlen University College were to offer a Bachelor of Music Degree what 3 majors or concentrations doyou think would best meet your personal or professional goals

40

35

30

25

20

15

10

5

0

Forth updaied January 2009

r 1

Performance

Education

Jazz Studies

TheoryComposition

History

Music Therapy

Recording

ConductingMusic ComputersGeneral Studies

30

25

20

15

10


If Kwantlen University College were to offer a Bachelor of Music Degree what 3 majors or concentrations doyou think would be most popular or interesting

5

01111E11

11 EMI11

liII RINI0 I IN

If Kwantlen University College were to offer the opportunity to study different styles of music what percentageof your time would you like to devote to the following styles of music If you do not think we should offercertain styles strike it out with a line


Performance

Education

Composition

Jazz

History

Music

Computers

Music Therapy

Orchestra

World Music

General Studies

Conducting


60

50

40

30

20

10

0

1 Classical 55

2 Jazz Blues 19

3 PopRock144 World Music 9

5 Other3a Movie Soundtracks

b 21 Century composersc Countryd Electronic Music

e Church Music

Classical JazzBlues PopRock It would be awesome if these were offered 2

AllEverything 2


Classical

JazzBlues

PopRockWorld

Other


45

40

35

30

25

20

15

10

5

0

If Kwantlen University College were to offer the opportunity to study different styles of music what sequenceorder would you wish to explore them or would you like to study them concurrently Please number them1 2 3 4 or list C for concurrently If you dont think you should study a certain style of music strike it outwith a line

1 4

All Concurrently 3Classical and JazzBlues Concurrently 3JazzBlues PopRock Concurrently 2Classical and World Music Concurrently 1

Classical

JazzBlues

PopWorld

Should technology be taught as a separate subject or should it be incorporated into the delivery of othersubjects eg learn to use Finale in a theory class to complete assignments or should we have a course dealingspecifically with different notation programs Explain



Summary

Student opinion appears to be evenly divided amongst three options separated incorporated and acombination of the two that requires students to possess the basic skills addressed by one course which can

be challenged while a second optional upper level course examines advanced concepts and programs forthose interested

Please add any ideas andor comments you would like the Music Degree Development Committee to consider

The amount of practice rooms available is absolutely bad at the moment This must change regardless ofwhatever you choose to install a degree program or not It certainly feels stressful when you have severalpieces to learn every week and you have trouble getting a room to practice even it you manage to get oneother students are not so fortunate will periodically open the door and disturb your practice in the desperatehope that no one will be in there

The timetable is somewhat unpractical several gaps in between classes makes students schedules for work andother things less flexible especially choir 7 l0pm I understand you do this to make it more accessible tocommunity but they are generally people who have day jobs where as the students who generally dont havevery comfortable incomes and rely on the evenings to work Even though I am very pleased you have openedyour doors to the community it doesntseem fair to the tuition paying students to be 2 priority PS IF it ispossible a four day week would be good

Earlier in the survey I emphasized the importance of other kinds of music other than classical This is because

even though classical music is much more scholarly contemporary music is much more realistic for the musicalworld of today What percentage of the mass population pours money into classical compared with how muchmoney the general population contributes to contemporary

Acceptance of mature studentsPart time students taking degree studies over a longer period Summer sessionat Kwantlen

It would be nice to have more stringwind players so that a formaltraditional orchestra could be formed

The standard should want excellence and should be devoted to making every student involved in music be apart of a professional excellent school education program

Credit Large Ensembles outside the School eg Fraser Valley Symphony

Also music production would be an interesting topicsubject people want to record their music and often dontknow how

Also if I was to continue my studies here having longer hours or being open 24 hours would be a hugeconsideration

Music Marketing should be offered as a course this has no relevance to Business of Music Course can offerideas to marketing oneself in the real world like marketing 1100

Maybe a class on music therapy Introducing what it is to see if I would be interested in seeking a career

It would be interesting to have courses on sound systems learning how to use different recording systems Itwould be helpful for individualgroup workConducting Course

It would be great to focus on both classical and jazz music at the same time while working towards a Bachelors

Dorm updated January 2009


Have a more extensive jazz programI hope school can consider to have Music Education program

Offer a Music Therapy program

Education with music combined in one vein Eg Teaching Music 1100

I believe if Kwantlen offered a BA degree you would attract more students Some dont like to transfer butprefer to stay at the same university

There should be mandatory ensembles because that way people learn to work in smaller groups and thatmakes working in larger ensembles more enjoyable

Due to rumours I have already been anticipating and looking forward to this Hopefully this can beimplemented within the next two or three years so we dontmiss out

There should be a 2 year program where people are broken into 16 person setsFirst year Basic theory knowledgeSecond year complete focus on one of the following

Instrumental studies

Performance

Recording TechniquesAdvanced theory Music HistoryClassical Studies

Jazz Studies

Contemporary Studies

I am taking the certificate program and plan to take the twoyear Diploma program as well but I dont think Iwould finish my degree here

3 Music Department Faculty Survey Summary Report

Educational Goals

Identify the main objectives our program should pursue

Which of the following objectives do you believe we should focus on to help students meet their educationalgoals

Summary of Faculty Responses

Regardless of whether students wish to pursue professional or personal goals we are here to help themdevelop their musical knowledge and skills We are here to help students take the next step in theirmusical journey whatever that next level is How they will use those skills is secondary

Content

What products should we offer In other words what does the marketplace need from us




Our degree should provide a broad foundation giving students a comprehensive understanding of musicand its history as well as introducing students to the breadth of the music industry

What is our specialty and in what ways or areas can we extend to address the other needs in the market weserve AND within the context of the goals of the Department


We are a small school adept at helping those who are talented but less prepared for postsecondaryeducation

What percentage of attention should our program devote to the following

6 Classical

7 JazzBlues

8 PopRock9 World Music


Although classical training is the foundation of our program the degree must give a significant amount ofattentionnot just lip serviceto other styles of music

Should we allow students to choose their own coursesprograms or should the Department prescriberequirements


Students are unaware or do not understand all that is entailed in the study of music It is important they

have knowledge in the core areas before choosing a concentration

Students

What are your perspectives of the students we serve

1 Their musical experience and background2 Post secondary preparedness3 Natural abilities and skills

Form updatcd January 2009



Students choose to enter a music program because of their positive experiences in high school or privatestudy Most have raw talent but are not prepared for postsecondary education at large well establishedmusic schools They are looking to Kwantlen to help them take the next step in their musical journeywhether that be for personal fulfilment or explore career options


Page 43


What are our clients needs


Students need a solid foundation in the core courses of music theory aural training historyperformance In addition students need help in developing the personal skills to pursue their musicalstudies

What do our students want


Although students love music they do not know what they want to do They are looking to Kwantlen tohelp them explore their options

What is in it for them What is the payback


The dream is to have a career in music Kwantlen must help them explore their career options On apersonal level students wish to be able to fully express themselves freely on their chosen instrument

What do you see as the greatest challenge to teaching these students


Although there are practical hurdles to an education eg commuting parttime jobs lack of musicalknowledge etc the most challenging problem is helping students overcome their lack of maturity andinept personal skills that enable individuals to pursue the study of music at a high level

Delivery

Should technology be taught as a separate subject or should it be incorporated into the delivery of othersubjects eg Use of Finale in a composition class or should we have a course dealing specifically with differentnotation programs




For those students who lack experience with music software programs eg Finale an introductorycourse should be available However the bulk of the program should use technology as a tool to studymusic not an end to itself

Which of the following do you feel our program should be developed around1 Discipline Centred Teaching2 Instructor Centred Teaching3 StudentCentred Teaching


A balance between disciplinecentred and student centred teaching addresses the requirements of the

discipline while at the same time recognises the current level and experience of the students we areserving

As an instructor what assistance from the university college do you need to do your job well


Faculty are beginning to buckle under the heavy burden of administrative work being downloaded ontotheir workload Key workeg marketing of music program concert promotion etc in the MusicDepartment requires extensive time financial and human resources which is not part of the regularduties of faculty but essential in the running of a music program

What sequenceie order should we introduce content


A curriculum that surveys a wide spectrum of musicnot just classical as an introduction to the study ofmusic recognizes the students background and experience Although not unanimous it is viewed by ahigh percentage of faculty that education should start with what is familiar to the students and show theconnections to the less familiar

Evaluation

How should we be accountable in the delivery of our program and how should these be measured regarding

1 Students

2 The Community3 The Administration




We are accountable to our students by offering a program that reflects the present day of the musicindustry offers a degree that is recognized and by preparing students adequately for their musical lifeafter Kwantlen

We are accountable to the community by presenting concerts and offering workshops and classes open to

the general community

We are accountable to the Administration for offering an indemand Degree having high studentretention preparing students for post graduate work or helping them enter workplace

4 SurreyLangley Fine Arts

The survey existed in online format open and hard copy format 400 copies only

The number of invitation postcards for online survey distributed to Langley households throughpartnership with the Langley School District office 18500 and number of hard copies of surveydistributed through community centres and libraries 400

The exact number of online respondents 318 translating to roughly21 rate of return we dontknow how many of the postcard invitations for online survey made it home with school children wewould estimate that roughly 15000 of these invitations were seen by heads of households exactnumber of hard copy respondents 28 translating to 7 rate of return

Of the 346 surveys received responses came from Langley households including homeschoolfamilies 968 Langley artists or arts organizations 32 Langley School District Principals andTrustees This part PrinTrust is hard to determine as 1 have no knowledge of how todistinguish them

Weve heard from 300 of 346 received or 867of all catchment areas in the School District our

survey was widely distributed and had far reaching response

What 48 of 234 good responses 205of respondents favour moredifferent arts and cultureprogramming in the Langleys including general age groups if possible

55 and over 7

Cooking

cultural presenters first nations artshistoryetc

fiber arts weaving spinning

Music Appreciation

slumping fusing of glass

stain glass wood carving

Under 55 25

botany feng shui meditation

calligraphy book binding glass works

Cooking

cultural presenters first nations artshistoryetc

Fabric Art quilting etc


a


fabric arts

Fiber crafts knitting weaving spinning dyeingFibre arts courses

fused glass

Graphic Design Web Design CSS

interior decoration mixed media arts woodworking metalworkingMixed media classes

musical theatre performance

pottery

pottery clay

slumping fusing of glassStained Glass

textile weaving quilting

TV Scripts Improv

woodworking

Youths 18

Drama

fashion

guitar

inlay wood working fine woodworking

interior design architecture

interior design fabric and design

makeup application

manga

masks oil watercolor painting stain glass

musical theatre performance

natural pigments extraction dye

paper making silk screening

Percussion

slumping fusing of glass

woodworking metalworking

Children 13

art appreciation art using recycled materials

artistic techniques

Drama

fabric art knitting quilting

guitar

Highland Dancing English Country Dancing Scottish Country Dance

Improv Comedy

video game design

whether accessibility andor affordability of existing programming is a factor that prohibits peoplefrom participating


No

Extremely Somewhat Neutral Not Very Not At All Response

Location 113 104 12 3 0 2

Cost 114 101 17 2 0 0

Length 35 130 48 17 0 4


there is an appetite for programming of various kinds list the classesworkshops for which there isgreatest demand within each age demographic

Course or Program 55 Over Under 55 YouthsTeens Children Overall Total

Acting 2 20 73 57 152

Animation 3 24 75 55 157

Art Appreciation 10 43 34 20 107

Break DanceHip Hop 1 8 47 60 116

Ceramics 9 58 40 42 149

Digital Art 2 36 74 37 149

Drawing or Painting 10 60 63 83 216

Ensembles vocal or inst 2 26 50 37 115

Fiction 8 62 73 47 190

JazzSwing 6 39 41 17 103

Jewellery Making 8 57 43 32 140

Music Lessons Indiv Instr 6 32 57 77 172

Non fiction 5 50 39 21 115

Paper Arts 7 55 33 37 132

Photography 12 80 81 35 208

Print Making 4 42 34 23 103

Sculpture 6 34 49 37 126

Video Editing 3 23 64 23 113

Video Production 3 22 66 19 110

Writing for TVScreen 3 25 64 20 112

BallroomLatin 10 51 30 7 98

Film Studies 3 19 58 18 98

Summer music camp 1 2 36 57 96

Voice and Movement 3 19 34 38 94

Stagecraft 1 21 54 17 93

ChoreographyMusical Theatre 3 8 38 38 87

Poetry 3 23 36 17 79

BalletTap 3 11 22 38 74

Concert series subscription 11 30 14 16 71

DirectingProducing 1 18 36 12 67

Other 7 26 19 14 66

Workshops Music TechMusic

Bus 5 18 25 11 59

Classes in music theoryhistory 3 11 26 16 56

CompositionMusic Tech 0 11 30 14 55

Puppetry 1 8 12 25 46

CountryWestern Dances 6 21 14 2 43

Music Teaching Methods 2 12 17 7 38

whether there is a perceived need for a culturalperformance venue to attend performances as apatron or to participate more fully in arts and cultural programming


Appendix D


Letters of Support Hardcopies

Farm updated January 2009

Planning Data for Bachelor of Music Degree Proposal

Enrolments bet Academic Years

Enrolments in Music programs at Kwantlen increased by 30 from 76 to 99 students over the threeyear period from t number of enrolments has consistently been in the

Diploma program

Chart 1 music ear 200506 200708

200708

200607

200506

18

153

62

7

82

8

99

0 10 20 30 40 50 60 70 80 90 100

Data Source Academic Years 200506200708Comparison Report Primary Residence by Program Institutional Analysis Planning

About three quarters of students enrolled in Music programs at Kwantlen live within the Kwantlenregion mostly in Surrey and Langley Of those from outside the region about half live in Abbotsford orMaple Ridge see Table 1 Apart from Musics higher representation of Langley residents thesenumbers are consistent with those for Kwantlen registrants overall

Table 1 Registrants in Kwantlen Music programs by city of residence academic years 200506 to 200708

Data Source Academic Years 200506 200708 Comparison Report Primary Residence by Program Institutional Analysis PlanningNote Percentages may not total 100 due to ounding

Planning Data for Bachelor of Music Degree ProposalInstitutional Analysis Planning Kwantlen Polytedtnic University

Page 1

August 2009

Count of Registrants Percent of Regist ants

200708

200506 200607 200708 200506 200607 200708

Surrey 30 27 37 40 31 37

Langley 15 21 28 20 24 28

Delta 7 9 5 9 11 5

Richmond 4 10 7 5 12 7

Total In Kwantlen region 56 67 77 74 78 77

Abbotsford N

0

M

ee

0

m

7 7 7

Burnaby 1 1 0

Coquitlam 4 2 3

Maple Ridge Pitt Meadows V N 5 2 4

New Westminster 0 1 1

Vancouver 0 4 4

Other 5 4 0

Unspecified 4 1 3

Total out of Kwantlen region 20 19 22 26 22 22

All Kwantlen Music students 76 86 99 100 100 99




Diploma program


200708

200607

200506

18

153

62

7

82

8

99

0 10 20 30 40 50 60 70 80 90 100






Page 1

August 2009

200506 200607 200708

Diploma in Music General 53 62 82

Certificate in Music 17 18 15

Associate of ArtsMusic 6 6 2

Total Music Students 76 86 99




Diploma program


200708

200607

200506

18

153

62

7

82

8

99

0 10 20 30 40 50 60 70 80 90 100






Page 1

August 2009

Enrolled in

Music at

Kwantlen

Location in the following term

Not enrolled

in a BC

Public P51 BCIT CAPU DOUG KWN UFV VCC UBC UVIC Total

Fall 2005

Fall 2006

Fall 2007

23

14

20 1

N

1 37

48

54

m

o

el

rl

N

el

N

Q

1

4ct

N

64

74

92

Credentials Awarded in Academic Years 200506 200708

Between 200506 and 18 the number of s enrolled in Music

programs at Kwantlen increased by ten percent from 19 to 21 Within this number though there was adramatic shift in the proportion of Music diploma credentials awarded from roughly 32 of all Musiccredentials in 200506to 91 in 200708 see Table 2

Table 2 Number and percent of credentials awarded in Music academic years 200506 200708

Data Source Academic Years 200506200708 Comparison Report Credentials Aw rded by Program Institutional An lysis PlanningNote Percentages may not total 100 due to rounding

Mobility of Kwantlen Music Students within the BC Public Post secondary System

The Student Mobility Database tracks the movement of students enrolled within the BC public post

secondary system Students mobility ie transfers within the system or no further enrolments withinthe public postsecondary system are tracked by the fall term in which they were last registered at aninstitution and where if anywhere they were registered in the following term The followingdiscussion and tables track the destinations of Kwantlen Music students who left after the fall terms

2005 2006 and 2007 respectively Data on transfer credits and GPA ranges are provided only forstudents who were last registered at Kwantlen in the fall term 2007

Destination

Over the three year period from the fall of 2005 to the fall of 2007 the proportion of Music studentswho were no longer enrolled in the public postsecondary system in the following term decreased from36 to 22 Only two students are recorded as having transferred to another program either at

Kwantlen 1 or another institution 1 between the fall 2005 term and the following term

By contrast a total of 72 Music students from the fall 2007 term continued their studies either atKwantlen or another public postsecondary institution in the following term Of these students 75continued at Kwantlen either in the same or another program approximately 13 transferred to eitherUBC or UVIC and the remaining 12 transferred to another institution within the college and institutesector of the public postsecondary system see Tables 3 and 4

Table 3 Number and location of Kwantlen Music students in following term fall 2006 fall 2008

Data source BC Student Mobility Database

10f these 72 students 71 were in a Music program and one was in an Arts and Science program

Planning Data for Bachelor of Music Degree ProposalInstitutional Analysis Planning Kwantlen Polytechnic University

Page 2

August 2009

3

Count Percent

200506 200607 200708 200506 200607 200708

Associate of Arts Degree 6 6 2 32 30 10

Certificates 7 5 0 37 25 0

Diplomas 6 9 19 32 45 90

Total credentials awarded 19 20 21 101 100 100

Credentials Awarded in Academic Years 200506 200708

Between 200506 and 18 the number of s enrolled in Music

programs at Kwantlen increased by ten percent from 19 to 21 Within this number though there was adramatic shift in the proportion of Music diploma credentials awarded from roughly 32 of all Musiccredentials in 200506to 91 in 200708 see Table 2

Table 2 Number and percent of credentials awarded in Music academic years 200506 200708

Data Source Academic Years 200506200708 Comparison Report Credentials Aw rded by Program Institutional An lysis PlanningNote Percentages may not total 100 due to rounding

Mobility of Kwantlen Music Students within the BC Public Post secondary System

The Student Mobility Database tracks the movement of students enrolled within the BC public post

secondary system Students mobility ie transfers within the system or no further enrolments withinthe public postsecondary system are tracked by the fall term in which they were last registered at aninstitution and where if anywhere they were registered in the following term The followingdiscussion and tables track the destinations of Kwantlen Music students who left after the fall terms

2005 2006 and 2007 respectively Data on transfer credits and GPA ranges are provided only forstudents who were last registered at Kwantlen in the fall term 2007

Destination

Over the three year period from the fall of 2005 to the fall of 2007 the proportion of Music studentswho were no longer enrolled in the public postsecondary system in the following term decreased from36 to 22 Only two students are recorded as having transferred to another program either at

Kwantlen 1 or another institution 1 between the fall 2005 term and the following term

By contrast a total of 72 Music students from the fall 2007 term continued their studies either atKwantlen or another public postsecondary institution in the following term Of these students 75continued at Kwantlen either in the same or another program approximately 13 transferred to eitherUBC or UVIC and the remaining 12 transferred to another institution within the college and institutesector of the public postsecondary system see Tables 3 and 4

Table 3 Number and location of Kwantlen Music students in following term fall 2006 fall 2008


10f these 72 students 71 were in a Music program and one was in an Arts and Science program


Page 2

August 2009

3

Credits

earned as of

Fall 2007

Not enrolled in

a BC Public PSI

British

Columbia

Institute of

Technology

CapilanoUniversity

Kwantlen

PolytechnicUniversity

University ofthe Fraser

Valley

Vancouver

CommunityCollege Total

l To 15

16 To 30

31 To 45

46 To 60

61To75

76

Q

to

m

1 1

1

19

14

10

6

2

3

N

1

1

26

15

17

11

7

7

Public PSI

Total 20 1 2 54 4 2 83

Program Area Entered at Receiving Institution

Location in the following termEnrolled in

UVIC

Music at

KwantlenNot enrolled

in a BC

46 To 60 1 1

Visual Performing Arts Music 1 To 15

46 To 60

61 To 75

76

N

M

N

m

m

Total

Public PSI BCIT CAPU DOUG KWN UFV VCC UBC UVIC Total

Fall 2005 36 0 296 5896 2 X

X

X

N

M

Q

2 10296

Fall 2006 19 096 m 0 6596 X 196 5 100

Fall 2007 2296 196 096 5996 296 5 9996

Program Area Entered at Receiving Institution Credits Transferred UBC UVIC Total

Arts and Sciences 46 To 60 1 1

Visual Performing Arts Music 1 To 15

46 To 60

61 To 75

76

N

M

N

m

m

Total 4 5 9

Table 4 Percent and location of Kwantlen Music students in following term fall 2006 fall 2008

Data source BC Student Mobility Database Note Percentages may not total 100 due to rounding

Transfer Credits

Of the nine students who transferred to a research university after the fall 2007 term three transferredwith 60 or fewer credits the remaining six transferred with more than 60 credits Table 5 below showsthese data in detail

Table 5 Number of students by range of transfer credits and university program area

diploma completion or equivalent credits Data source BC Student Mobility Database

Of the students who either transferred into another institution within the college and institute sector or

did not appear in the public postsecondary system after fall 2007 49 had 30 or fewer credits 34 hadearned between 31 and 60 credits and the remaining 17 had earned more than 60 credits Among the54 students who remained at Kwantlen 61 had 30 or fewer credits 30 had between 31 and 60

credits and 9 had more than 60 credits see Table 6

Table 6 Number of Kwantlen students by credits and location transfer destination

Location in the following term

U diploma completion or equivalent credits Data source BC Student Mob lity Database


Page 3

August 2009

GPA at Kwantlen

in Fall 2007

Not enrolled

in a BC

Public P51

British

Columbia

Institute of

Technology

Capilano

University

Kwantlen

Polytechnic

University

University ofthe Fraser

Valley

Vancouver

Community

College Total

Less than 200

1

Visual Performing Performing Arts

2

Q

N

m

m

n

0

T

O

N

N

200 299 8

I4 m

300 366 N 15

NA

367

Total 4

2

9

GPA not available 1 27

Total 20 1 2 54 4 2 83

Program Area Entered at ReceivingInstitution Sending GPA UBC UVIC Total

Arts and Sciences 267299 1 1

Visual Performing Performing Arts

Q

N

m

Music 267299

367399 I4 m

400433

NATotal 4 5 9

G Point Average

Of ntlen music students who transferred 1 2007 termtwo ansferred with ween 267 an GPA of 367

or he GPA was not for one student Table 7 shows these data for the GPA rangestransferred program area at the receiving institution

Table 7 Number of Students by GPA Range and University Program Area


Among the 83 students in Table 6 who either remained within the college and institute sector or didnot appear in the public postsecondary system after fall 2007 36 had a GPA of less than 200 20had a GPA between 200 299 24 had a GPA between 300 366 and 11 had a GPA of367 orhigher GPA data was not available for 34 41 of these students Among the 54 students whoremained at Kwantlen GPA data was not available for 27 50 4 had a GPA of less than 200 15had a GPA between 200 299 28 had a GPA between 300 366 and almost 4 had a GPA of 367or higher see Table 8

Table 8 Number of Students by GPA Range and Transfer DestinationLocation in the following fall term


Former Student Outcomes

Information about Kwantlen former students outcomes is collected annually through the DiplomaAssociate Degree and Certificate Student Outcomes DACSO Survey The provincewide surveycontacts students who left their institution in the previous year except Baccalaureate students seepage 7 and had completed all or a significant portion of their program requirements


Page 4August 2009

l

Three year trend data on further education and employment outcomes from the 2008 2007 and 2006surveys are displayed in the following tables Given the small number of respondents in each yearscohort 11 9 and 15 in 2008 2007 and 2006 respectively the data should be interpreted with caution

Further Studies

All respondents were asked whether they had taken further studies since leaving Kwantlen The percentof former students who responded to the survey and had taken further education ranged from 56 to82 between 2006 and 2008 as illustrated in Table 9

Table 9 Further studies

Since leaving your Institution have you taken any further studies

2008 2007 2006

Yes 82 56 67

rNorResponses

Source BC College and Institute Student Outcomes

18 44 33

11 9 15 1

Among the students who reported they had taken further studies the proportion who indicated thattheir further studies were very related to their program at Kwantlen ranged from 22 to 100between 2006 and 2008 see Table 10

Table 10 Relation of further studies to program at KwantlenHow related to your program at your institution wereare your further studies

Respondents who have taken or are taking further studies

rVery relatedSomewhat related

Not vory related

Not at all related

Responses

2008 2007 2006

22 100 90

22 0 10

22 0 0

33 0 0

9 5 10

Source BC College and Institute Student Outcomes Note Percentages may not total 100 due to rounding

Among the students who went on to further studies at an institution outside of the BC public postsecondary system one individual continued studies at the University of Lethbridge and a total of sixindividuals 2 in 2008 4 in 2007 chose to continue their studies at a private institution including theVictoria Conservatory of Music and the Art Institute of Vancouver

Employment OutcomesFormer students who responded to the DACSO survey were also asked whether they worked and if sothe type of work they were doing and the extent to which it was related to their music program studiesat Kwantlen The majority of respondents in 2006 2007 and 2008 said they were working Table 11

Table 11 Respondents currently workingAre you currently working at a job or business

I 2008 2007 2008Yes 10070 87

No 30 0 13

10 8 151Source BC Diploma Associate Degree and Certificate Student Outcomes Survey


Page 5

August 2009

The majority of respondents across all three years reported that their main job was not at all related totheir music studies at Kwantlen as shown in Table 12

Table 12 Relation of work to studies

How related Is your main Job to your studies

2008 2001 L 2008Very related 14 1396 31

rSomewhat related 14 13 15

Not very related 0 0 0

r Not at all related 71 751ITh

rResponses 7 8I 13

Source BC College and Institute Student Outcomes Note Percentages may not total 100 due to rounding

Respondents who indicated that their main job was not related to their studies were asked why this wasthe case Whereas individuals from the 2006 cohort indicated they had either not been looking for atraining related job 43 or that the training was inadequate to get a job related to their program29 the majority of respondents in the2007 cohort reported they were unable to find jobs related totheir program 60 and most respondents 60 in the 2008 group reported they were still in schoolsee Table 13

Table 13 Reasons for divergence of work from study disciplineWhy are you not In a main Job which Is more related to your training at our Institution

Respondents currently employed In a non program rottedJob2008 2007 2006

Better pay In present Job 0961I 2016 0

Could not find training related job 20 60 14

r Training was inadequate to get a Job 0 056 29

Tried training related Job and did not like It 0 0 0

Did not complete training 0CI 096 0

Still enrolled In school 6096 20 1496

Haventbeen looking for training related 201 0 4356

Job IOther 0 0 0

ifResponses 5 5 7

The types of work obtained by former Kwantlen music students include music instruction resident careattendant food servers in restaurants dispatchers retail clerks and shipperreceivers


Page 6

August 2009

0

r

Baccalaureate Graduate Survey Outcomes

The Baccalaureate Graduate Survey BGS collects information about further education and employmentoutcomes from former students who completed a Bachelorsdegree and were awarded the credentialtwo years and five years later Table 14 provides information on the education and employment

outcomes of music students who graduated in 2006 or 2004 with a Bachelorsdegree from either UBCor UVIC and responded to the 2008 and 2006 surveys respectively As with the DACSO survey data thenumbers of music program graduates who responded to the surveys are quite small and must thereforebe interpreted with caution

Table 14 Outcomes data for Bach of Music CIP 50090103 students from the Baccalaureate Graduate OutcomesSurvey Graduates are surveyed 2 years following their graduation year


Institutional Analysis Planning Kwantlen Polytechnic UniversityPage 7

August 2009

Baccalaureate Graduates in Music

UBC UVIC

2008 2006 2008 2006

Number of Graduates 70 99 37 32

Number of Respondents to Survey 25 44 15 21

Respondents who have taken further studiessince graduation

Yes 80 73n32 67n10 67n14

No 20 27 33 33

Type of further education taken n20

Undergraduate Degree 60 25 50 50

Masters Degree 15 50 20 21

Doctoral Degree 5 3 0 0

College applied Program Certification 5 6 20 7

Professional Association Certification 10 9 0 7

Other 5 6 10 14

Number of graduates in the labour forces n22 n39 n12 n18

Labour Force Status of graduates in the labourforce

Employed 91 92 92 94

Have a paid job lined up 5 5 8 0

Unemployed 4 3 0 6

Of those who are working relatedness of mainjob to studies n20 n36 n11 n17

Very Related 45 58 45 59

Somewhat related 30 14 18 12

Not very related 10 3 9 6

Not at all related 15 25 27 24

working or looking for work

r

Baccalaureate Graduate Survey Outcomes

The Baccalaureate Graduate Survey BGS collects information about further education and employmentoutcomes from former students who completed a Bachelorsdegree and were awarded the credentialtwo years and five years later Table 14 provides information on the education and employment

outcomes of music students who graduated in 2006 or 2004 with a Bachelorsdegree from either UBCor UVIC and responded to the 2008 and 2006 surveys respectively As with the DACSO survey data thenumbers of music program graduates who responded to the surveys are quite small and must thereforebe interpreted with caution

Table 14 Outcomes data for Bach of Music CIP 50090103 students from the Baccalaureate Graduate OutcomesSurvey Graduates are surveyed 2 years following their graduation year


Institutional Analysis Planning Kwantlen Polytechnic UniversityPage 7

August 2009

Institution Program Name Department Name Length

The University of BritishColumbia

Bachelor of Music The School of Music 4 years

Bachelor of Arts with a Major Minor or Honours inMusic

4 years

Simon Fraser University Bachelor of Fine Arts in Music The School for the

Contemporary Arts

4 years

Extended Minor in Music BA general degree withtwo extended minors

4 years

Capilano University Bachelor of Music in Jazz Studies Fine Applied Arts 4 years

Bachelor of Music Therapy Health Education 4 years

Diploma in Jazz Studies Fine Applied Arts 2 years

Diploma of Music Bachelor of Music TransferProgram

2 years

Conducting in Music Certificate Program 1 year

Douglas College The University Transfer Music Program leading to aBachelor of Music or Bachelor of Arts degree

Music Department 2 years

The Basic Musicianship Program 1 year

Community Music School

individual courses which are accessible to thecommunity

Community MusicSchool

Vancouver Community

CollegeThe Music Diploma Program School of Music 2 years

The Bachelor of Applied Music 2 yearsCommunity Courses Program individual courseswhich are accessible to the community

Diploma and Degree Programs in Music Lower Mainland BC

Planning Data for Badielor of Music Degree ProposalInstitutional Analysis Planning Kwantlen Polytechnic University

Page 1

August 2009

LookingAhead A 10Year Outlook for the Canadian Labour Market 20062015Source Human Resources and Skills Development Canada

Employment Growth by Industry

Employment by Industry 1987 2005

The information culture and recreation group which includes wireless and satellite telecommunicationservices broadcasting Internet and cable services has experienced moderate growth in recent years Inthe mid 1990s when many of these services were just starting up they swept the market at lightning

speed Since 2002 however a number of services in this group have begun to mature while otherswere hit hard when the technology bubble burst especially in the telecommunications Internet andbroadcasting sub sector As a result employment growth has slowed considerably in this industry since2002 Since the beginning of the present decade only two sub sectors have had strong growth the

entertainment gambling and recreation industry and the performing arts thanks to the increase inhousehold disposable income As some of these industries mature and others recover the rate of GDP

growth in this sub sector 28 is expected to equal that of the overall economy between 2006 and2015 However many technological changes in this sector will favour productivity gains overemployment which should limit job growth to 11 annually

Planning Data for Bachelor of Music Degree ProposalInstitutional Analysis 8 Planning Kwantlen Polytechnic University

Page 2August 2009

Employment 000s Change 19882005AAGR

Share 20051987 2005

IAII Sectors 123330 161697 15 1000

Goodsproducing sector 36339 40024 05 248

Agriculture 4645 3437 17 21

Forestry fishing mining oil and gas extraction 2871 3065 04 19

Construction 7266 10195 19 63

Utilities 1148 1253 05 08

Manufacturing 20410 22074 04 137

Service sector 86992 121673 19 752

tirade 19820 25746 15 159

jfransportation and warehousing 6340 7936 13 49

Finance insurance real estate and leasing 7658 9878 14 61

Professional scientific and technical services 4898 10500 43 65

Management administrative and other support services 2726 6544 50 40

tEducational services 7766 11061 20 68

Health care and social assistance 11520 17346 23 107

Information culture and recreation services 5111 7351 20 45

Accommodation and food services 7167 10045 19 62

Other services 6331 6934 05 43

Public administration 7654 8331 05 52

SourceStatistics Canada Labour Force Survey

AAGR average annual growth rate

LookingAhead A 10Year Outlook for the Canadian Labour Market 20062015Source Human Resources and Skills Development Canada

Employment Growth by Industry

Employment by Industry 1987 2005

The information culture and recreation group which includes wireless and satellite telecommunicationservices broadcasting Internet and cable services has experienced moderate growth in recent years Inthe mid 1990s when many of these services were just starting up they swept the market at lightning

speed Since 2002 however a number of services in this group have begun to mature while otherswere hit hard when the technology bubble burst especially in the telecommunications Internet andbroadcasting sub sector As a result employment growth has slowed considerably in this industry since2002 Since the beginning of the present decade only two sub sectors have had strong growth the

entertainment gambling and recreation industry and the performing arts thanks to the increase inhousehold disposable income As some of these industries mature and others recover the rate of GDP

growth in this sub sector 28 is expected to equal that of the overall economy between 2006 and2015 However many technological changes in this sector will favour productivity gains overemployment which should limit job growth to 11 annually

Planning Data for Bachelor of Music Degree ProposalInstitutional Analysis 8 Planning Kwantlen Polytechnic University

Page 2August 2009

Gross Domestic Product GDP Employment and Productivity Growth by Industry

Ave age AnnualGrowth

20012005

Ave age AnnualG owth

20062010

Ave age AnnualG owth

20062015

GDP Emp Prod GDP Emp Prod GDP Emp Prod

Alllndustry 26 18 07 28 14 14 28 11 16

Goodsproducing sector 09 08 08

Agriculture 00 16 17 23 01 21 22 03 19

Other Primary 30 22 08 36 17 19 29 10 19

Logging and Forestry 29 43 76 13 01 12 04 06 10

Fishing Hunting and Trapping 05 18 23 14 08 06 14 04 10

Mining except Oil and Gast 22 16 39 28 06 22 23 02 21

foil and Gas Extraction 15 82 61 47 31 14 37 20 16

Support Act for Mining and Oil Gas 111 109 03 36 30 06 31 19 12

Construction 53 47 06 24 17 07 21 13 08

Manufacturing 06 04 10 34 03 32 34 06 28

Food and Beverage Products 20 26 06 24 03 21 25 04 21

Wood Product Manufacturing 32 05 27 10 12 23 15 06 21

Pulp and Paper 13 26 14 11 14 26 11 09 20

Printing 21 05 16 21 09 28 16 05 21

Manufactured Mineral Products 23 14 38 42 08 33 39 06 32

Rubber Plastics and chemicals 28 11 16 42 09 33 42 13 28

Metal fabrication and machinery 17 19 02 50 12 38 44 11 32

Computer Electronic and Elect Prod 62 62 02 58 20 36 67 29 35

Motor vehicles trailers and parts 10 02 13 17 03 21 19 01 20

Other transportation equipment 18 14 01 51 28 20 44 24 18

Other manufacturing 11 21 10 25 10 35 27 02 30

Utilities 07 17 10 31 05 25 28 01 27

Service producing sector 21 16 12

Commercial Services 34 20 13 28 16 12 28 11 16

Wholesale trade 52 22 29 33 19 14 31 11 20

Retail trade 46 24 22 33 22 11 29 12 16

Transportation Storage 26 05 20 25 14 10 25 10 15

Finance Insurance and Real Estate 34 29 05 22 10 11 24 07 17

Professional business services 19 21 01 32 19 12 33 16 17

Computer System Design Serv 42 13 28 46 24 21 48 26 22

Other Professional Services 10 41 30 36 21 14 38 21 16

Manag Adm and Other Support 46 40 05 31 17 15 31 15 16

Information culture and recreation 40 21 18 28 11 16 28 11 17

Accommodation and food 07 14 06 27 15 13 27 12 14

Other services 33 01 31 10 02 08 17 03 14

Non Commercial Services 19 27 08 31 20 10 28 16 12

Educational services 14 26 11 19 11 08 18 08 09

Health services 22 28 05 39 26 13 35 20 14

Public administration 21 15 05 21 07 14 21 07 15

iSource HRSDC SPRD Labour Market and Skills Forecasting and Ana ysis Unit 2006 Reference Scenario


Institutional Analysis Planning Kwantlen Polytechnic University

Page 3August 2009

Employment by ThreeDigit Occupations 19872015

Employment by ThreeDigit Occupations 1987 2015

Occupations listed under NOC 513 Creative and performing artists5131 Producers Directors Choreographers and Related Occupations5132 Conductors Composers and Arrangers5133 Musicians and Singers5134 Dancers

5135 Actors and Comedians

5136 Painters Sculptors and Other Visual Artists

Shelly Fields book Career Opportunities in the Music Industry Fifth Edition provides the most upto

date information on over 80 jobs in the music field It is the most comprehensive resource available on

every aspect of the music industry such as the recording business radio and television music retailing

instrument repair and restoration and education Detailed descriptions of each job include current

statistics on salary ranges advancement opportunities and the latest trends in a particular field

Positions profiled include Record ProducerIrogram Director Video Jockey Piano Tuner Technician

Conductor Orchestra Manager Elementary School Music Teacher Music Therapist and Choir Director

Source http searchbarnesandnoblecomCareerOpportunitiesinthe Music IndustryShelly

Fielde9780816059966


Page 4

August 2009

0Non student Emp oyment

000s

Past Growth 1988

2005 AAGRFuture Growth 2006

2015AAGR1987 2005 2015

000 Total 112429 145660 162637 14 11

412 University professors andassistants

514 830 1014 27 20

413 College and other vocationalinstructors

564 781 886 18 13

414 Secondary and elementary schoolteachers and counsellors

2384 4066 4409 30 08

513 Creative and performing artists 534 I i 901 961 29 06

1523 Announcers and otherII performers

112 127 135 07 06

Source HRSDC Strategic Policy Research Directorate 2006 Scenario Reference

AAGR average annual growth rateNECnot elsewhere classified

Employment by ThreeDigit Occupations 19872015

Employment by ThreeDigit Occupations 1987 2015

Occupations listed under NOC 513 Creative and performing artists5131 Producers Directors Choreographers and Related Occupations5132 Conductors Composers and Arrangers5133 Musicians and Singers5134 Dancers

5135 Actors and Comedians

5136 Painters Sculptors and Other Visual Artists

Shelly Fields book Career Opportunities in the Music Industry Fifth Edition provides the most upto

date information on over 80 jobs in the music field It is the most comprehensive resource available on

every aspect of the music industry such as the recording business radio and television music retailing

instrument repair and restoration and education Detailed descriptions of each job include current

statistics on salary ranges advancement opportunities and the latest trends in a particular field

Positions profiled include Record ProducerIrogram Director Video Jockey Piano Tuner Technician

Conductor Orchestra Manager Elementary School Music Teacher Music Therapist and Choir Director

Source http searchbarnesandnoblecomCareerOpportunitiesinthe Music IndustryShelly

Fielde9780816059966


Page 4

August 2009

0

Developer Heather Harrison Warren Faculty Social Sciences and Humanities

Bourgeois PhilosophyDepartment

Greg Millard Political ScienceDepartment

Paul Richard Environmental

Protection TechnologySinisa Vujovic Economics

Department

Ari Goelman Business

Department

Dean Mazen GuirguisRobert Adamoski


Include the following appendices Appendix A Internal Consultations Appendix B Library Assessment

Template Appendix C Development Implementation Timetable Additional material may also be includedas appendices For information about submitting the completed concept document please contact the Chair ofSSCC

A Originating Group



If joint educational offering name of otherinstitution

Note Requirements outlined in the joint educational policy must be met before proceeding tohill program proposal

B Basic Information


Sustainability and Policy Analysis


Bachelor of Arts


4 year degree


September 2011


Program Concept

Sustainability and Policy Analysis

Program Concept BA in Sustainability and Policy Analysis Page 2

BS Is this a cohort selective entry or open access program

The proposed BA in Sustainability and Policy Analysis would be a Selectiveentry openregistration program Students admitted to the program will be granted priorityregistration Other students with appropriate prerequisites will also be able to register inthese courses if seats are available

Lowerlevel courses that are part of the BA SUPA will be offered through a selective entrymodel with the proviso that students admitted to the degree will receive priority It isexpected that students with initial intentions to transfer courses to another program oruniversity may eventually opt for the BA SUPA as has been the experience in other BA

offerings It is therefore key ensure priority registration for SUPA students but not torestrict courses to SUPA students exclusively

B6 How many students would you expect to enroll in each year of the program How will theprogram be rolled out if you are not using a cohort model

Projecting enrolment in non cohort degree programs like the BA is complex At all year

levels BA courses serve a mix of program and non program students It is clear

nonetheless that a number of current students are positioned to enter the proposedprogram when it launches The large majority of lower division courses which willconstitute the degree are currently on offer and running near capacity We expect thatinitial demand for the BA in Policy Analysis will draw from these existing students andthat it will increase once the program is established

Our enrolment based on the experience of the EPT program is anticipated as

Year 1 20 students Year 2 25 students Year 3 35 students Year 4 35 students


O


C Executive Summary

C1 Explain how this concept adheres to principles and priorities as indicated in ministerialinstitutional and academic planning documents Is this concept supportable and sustainablewith existing andor available resources no more than two 2 pages

Kwantlen Polytechnic University as the only Polytechnic University in BC has anopportunity to play a unique role in the community and thereby offer a novel learningexperience to our students The Bachelors of Arts in Sustainability and Policy Analysis isperfectly suited to fulfill this role The degree is multidisciplinary bringing together theperspectives of Philosophy Political Science EconomicsBusiness and EnvironmentalProtection Technologies in a way that allows each to retain the essence of its disciplineHence the students will be given the opportunity to understand policy analysis anddevelopment through the distinct lenses of each This also means that the degree willconsist primarily of courses already offered in Humanities Social Sciences Sciences andBusiness and Economics All but eight required and recommended courses for the fouryear

degree currently exist These courses were selected on the basis of applicability to thedegree We estimate that approximately eight courses 24 credits outside of Social Sciencesand Humanities will be required for the 4 year degree 120 credits

The degree program aims to encourage and nurture a sense of community among theparticipants To this end the degree is designed around eight courses to which the SUPAstudents will be given priority registration These eight cohort courses consist of oneUmbrella course and one Applied course for each year for the four year degree EachUmbrella course will be designed and offered through one of the four participatingdisciplines and will expose the students to policy analysis and sustainability from theperspective of that discipline The umbrella courses are primarily theory courses In the firstyear for example the Philosophy Department will familiarize students with conceptualanalysis of the notion of sustainability will discuss whether or not we have an ethicalobligation to engage in sustainable practices what the basis for these obligations might beand begin the process of teaching crucially important critical thinking skills

This degree is designed as well to meet Kwantlen Polytechnic Universityscommitment toapplied degrees First the degree requires that the students take one applied course ineach of their four years These courses will be taught by professionals who are activelyengaged in policy development and implementation and will give the participants theopportunity to learn about policy analysis at various levels of government as well as theprivate and non profit sectors In addition the studentsperformance will be evaluated onthe basis of applied projects Second the degree will allow capable and qualified studentsto compliment their studies with Coop employment This program will enhance the

1 Visiting instructors will be hired to teach these courses In the first year of the program we will require onefirst year course to be taught by a visiting instructor In the second year we will require a first year and asecond year course to be taught and so on When the degree is fully developed we anticipate that we willneed a one halftime visiting instructor In order to ensure that students receive instruction on policydevelopment in different levels of government as well as from NGOs and the private sector and since it isessential that each instructor be current in that instructorsparticular area of policy analysis it is necessary thatthis not be a permanent regular position Experts currently working in the field moreover will be importantcontacts for full time and Coop employment of our studentsForm updated January 2009


students learning experience but will also allow us to partner with potential permanentemployers and potential instructors for the applied courses while building support for thedegree in the community

Mature students upgrading their credentials who have life and career experience indeveloping policy or expertise in sustainability will be able to seek prior learning assessmentand credit for relevant experience

Serving the community is also included in the design of this degree The South FraserRegion faces serious local challenges to sustainability While this area has rich andproductive agricultural land there has been long term pressure to use this resource toprovide affordable housing And at a time when policy analysis concerning food security andtransportation is increasingly crucial to issues of sustainability these challenges will providerich learning experiences for our students Kwantlen as a Polytechnic University is uniquelypositioned to take a leadership role in our community by examining learning from andhelping to solve these serious local problems


D1 What entry requirements should applicants be expected to meet If there are multiple entry pointsplease specify requirements for each A graphic representation of this may be attached as AppendixC Are entrance requirements appropriate Are students likely to be successful

This is a four year degree program with two key entry points Students may apply for andenter into the first year of the degree provided that they meet the standard entrancerequirements for the Bachelor of Arts These requirements are

Principles of Math 11 with a C andEnglish 12 with a B

Students may also enter into the program directly into third year upon completion of 60credits including the standard entrance requirements for the third year of the BA providedthat the right electives were selected Allowable course combinations will be outlined in

the FPP Students are not limited to enrolling in this program during any particular yearprovided they adhere to the required courses structure including all prerequisites

D2 Will the structure of the program allow for fulltime parttime evening weekend onlinemixedmode delivery methods or a combination of any of these Identify each asappropriate

Both fully on line and mixed mode courses are contemplated for the SUPA program With elevenyears of experience in course design and delivery using both the Lotus Notes and Moodie platformswe are ready

We would maximize flexibility in delivery by offering not only fully online courses where appropriatebut also mixed mode courses For students who are not self starters or less inclined to work on linethe mixed mode course makes scheduling possible while allowing the students an easier entry intothe techniques of online learning Courses could be offered in evenings and on weekends



D3 Will the structure of the program allow for multiple entry and exit points Be specific useflow charts for clarity

The entrance requirements into first year are consistent with the BA framework

Entrance into third year follows the standard third year entrance requirements for BA whichare a minimum of

0 6 credits of English ENGL 1100 and ENGL 1200 level or equivalent0 2 Quantitative courses from approved list http wwwkwantlencacalendarquantitativehtml0 Language to Grade 11 or 6 credits postsecondary language On the same language or equivalent0 Principles of Math 11 with a C or equivalent ie MATQ 1099 MATP 1011 MATH 1093 ABEM 0011B 12 of 24 credits of Breadth requirements0 All lower level 1st and 2nd year Major program course requirements

0 Cumulative GPA of200 with a minimum grade of C in required courses

Within the current BA framework students must also complete either a language 11 through high school ieFREN 11 SPAN 11 OR 6 credits 2 courses of a second language in the same language

Transferring students would be required to complete first and second year umbrella coursesin their first year of the program that is in year three Since these umbrella courses coverdifferent topics and need not be taken in consecutive sequence students entering into thirdyear would not be at a disadvantage provided that the courses they bring into the programare among the recommended electives or required courses

Students who complete the full program would be awarded a Bachelor of Arts inSustainability and Policy Analysis

E Student Profile

E1 Who are your target students age gender educational background work experienceWhere do they come from recent high school graduates mature students transfers fromother institutions How do you plan to recruit or attract these students Are there othercharacteristics applicants should have that you identify as important

The Sustainability and Policy Analysis Program will attract postsecondary studentsprimarily from the humanities and social sciences who are looking for a program thatfocuses on a specific career in industry government or education Kwantlen currently hasover3000 of these undeclared majors who are looking for a direction in their studies Inaddition the EPT program routinely turns away students that fail to meet the necessaryscience requirements These students will also be targeted To date although SUPA isonly a rumour to students three students have already asked if and when they couldenroll in SUPA courses Sustainability students at other institutions like SFU who wish toupgrade their credentials may be able to enter the program with advanced standing SFUnow offers for example a new program the Sustainable Community DevelopmentCertificate Mature students seeking a change of career will also value a program whichallows them both opportunities for advancement and a chance to make a difference

How do you plan to recruit these studentsWe will seek support from Marketing and Communications to present the program in thecontext of an emerging group of sustainability programs at Kwantlen This branding



together with our outstanding physical plant will emphasize Kwantlen as a centre forSustainability At the other end of the scale we will not neglect posters and word ofmouth during registration Email notification of prospective students will be used ifpossible We will work through online social networks like Face Book

We will seek out and recruit opinion leaders among graduating secondary students Asmall cohort of students with leadership skills and a service orientation will promote theprogram and could ultimately make this degree a flagship

E2 How will the program address the needs of under prepared students How will you getthese students into a qualifying year

How will you get these students into a qualifying year

Students lacking the entrance requirements to the BA Sustainability and Policy Analysisprogram can take the BA Qualifying Year to help them improve English and Math skillsStudents who are successful in completing the BA Qualifying Year within two semestersand achieving the required grade level in English Math and LCOM 1100 will receiveguaranteed admission into a BA program as a selectiveentry student see KwantlenCalendar University Qualifying Studies

Other support services are provided at Kwantlen such as tutoring through the LearningCentre accommodation and services for students with disabilities Academic Counselingand Study Skills Seminars through Counseling Services and library orientations andassistance for student research through Library Services

The first year offerings will incorporate some elements of introductory critical thinkingskills to help students who are on the cusp of being able to work at the 1000 levelStudents who are not there yet will have access to prep courses already available atKwantlen The philosophy department is contemplating a prep course on thinkingargumentation and research which could be mounted if there is sufficient demand from

this program and others For students not quite ready for the scientific and quantitativeaspects of the program special sections of PHIL 1145 Understanding Scientific Reasoningmay be offered While these elements are presented in courses accessible to arts

students there are some who will need the extra background that can be supplied by suchcourses

E3 How will the program address equity by decreasing systemic barriers Is this type of programtraditionally or historically underrepresented in specific cohort groupseggender andorage imbalance First Nations How will the program address these issues

We will in recruiting students emphasize Sustainability as a common goal of all humanityFirst Nations students have stewardship of the land as a cultural heritage that can becelebrated within the program

Given the ideals which drive this program we expect a rainbow effect will be created allare welcome



How will the program address these issuesAll disciplines will be able to support a common human goal This greatly diminishes thechance that any group will be alienated for cultural religious or political reasons Shouldsuch alienation occur there will be multidisciplinary meetings of the teaching faculty todesign ways of breaking down barriers


F1 Provide a broad description of the program outcomes and how this program relates to existingor proposed programs at Kwantlen

The BA in Sustainability and Policy Analysis will enable students to integrate perspectivesfrom Philosophy Political Science EconomicsBusiness and EPT for a multifacetedunderstanding of the issues and skills relating to policy and sustainability Students will learnhow to apply effective research writing and oral skills to solve specific problems anddevelop into innovative critical and creative thinkers who can readily adapt to changinglabour markets in these expanding policy fields

With regard to its relation to existing programs the degree will substantially increasecommunication and cooperation among the several departments integral to itsimplementation These include Philosophy Political Science EconomicsBusiness and EPTWith its emphasis upon the policy dimensions of Sustainability it will also provide a perfectcomplement to the proposed Bachelor of Science in Sustainability Science recommended bythe Task Force Report of the Faculty of Science Mathematics and Applied ScienceDecember 2008 This program outcome is particularly desirable in the humanities andsocial sciences since it will help unify them and establish their role as part of a polytechnicuniversity A good number of polytechnics are developing degrees having to do withsustainability


The strongly multidisciplinary nature of the program means that the BA in Sustainability andPolicy Analysis cohorts will be integrated into a wide range of courses in other programsparticularly but not exclusively Philosophy Political Science EconomicsBusiness and EPTWe expect that these will contribute to strengthening those courses and programs

F3 Identify how the proposed program supports Kwantlensmission core values andstrategic objectives Please refer to policy L10 Program Prioritization

The Bachelor of Arts in Sustainability and Policy Analysis is perfectly suited to help fulfillKwantlensunique role as the only Polytechnic University in BC The degree is innovativeand multidisciplinary bringing together the perspectives of Philosophy Political ScienceEconomicsBusiness and EPT in a way that allows each to retain the essence of its disciplineThis will give students access to the theoretical and critical insight necessary to be engagedand sophisticated contributors whether ultimately as professionals in policy analysis andsustainability in graduate work or as citizens of their region country and planet Theprogram will allow students to integrate this learning with practice through its significantapplied dimension which requires that students take one applied course in each of theirfour years These courses will be taught by professionals actively engaged in policyFomi updated January 2009


development and analysis and will give participants the opportunity to learn about publicpolicy at various levels of government as well as policies of the private and non profitsectors The degree will also include a Coop placements see F4 further enhancing studentlearning and allowing the program to partner with potential permanent employers whilebuilding support for the degree in the community

Finally the BA in Sustainability and Policy Analysis will allow Kwantlen to build on itsdeveloping reputation as a regional leader in sustainability as evinced by the LEED GoldCertification for the Cloverdale Campus and other high profile campus design initiativesCoupled with the proposed Bachelor of Science in Sustainability Science recommended bythe Task Force Report of the Faculty of Science Mathematics and Applied Science

December 2008 and our successful program in Environmental Protection the degree willcontribute to defining Kwantlen as the institutional leader in sustainability in highereducation in British Columbia

F4 How will the program ensure educational effectiveness egretention rates completion ratessuccess rates for progression

Does the program create opportunities for students to ladder from current programs

The degree program is designed to encourage and nurture a sense of community among theparticipants being built around eight required courses that all program participants willcomplete These eight cohort courses consist of one Umbrella course and one Appliedcourse for each year for the four year degree To help students feel that they belong as partof a cohort working on the degree umbrella courses for all students in the program will bedesigned and offered through one of the four participating disciplines and will expose thestudents to policy and sustainability issues from the perspective of that discipline TheApplied courses will be taught by professionals who are actively engaged in policydevelopment and analysis giving participants the opportunity to learn about policy atvarious levels of government and in various sectors In addition part of student

performance will be evaluated on the basis of applied projects The degree will allow capableand qualified students to augment their studies with work semesters

Kwantlen offers a range of opportunities to integrate certificate diploma and associatedegree credentials with Bachelor Degrees creating more options for students to ladderwithin current programs Because the degree program incorporates a substantial number ofexisting course offerings in other programs laddering will be facilitated by the fact thatmany of the proposed required courses for years one and two of the BA in Sustainability andPolicy Analysis are likely to have been taken by students in the BA General Studies or in the

AA streams in Political Science Philosophy and Economics programs or related programsin the Social Sciences and Humanities

F 5 Describe how the proposed program incorporates coop placements work experiencepracticum clinical practice etc if applicable

The degree requires that the students take one applied course in each of their four yearstaught by professionals in policy development and analysis This will offer studentsimportant access to an applied perspective in the field We hope that capable and qualifiedstudents will have the opportunity to participate in a Co op program which will bothenhance the students learning experience and enable us to build relationships withForm updated January 2009


potential permanent employers Municipalities in particular are a likely source of coopplacements based on our initial exploration of opportunities

F6 Does this program include Prior Learning Assessment PLA as per Policy B14 Credit for PriorLearning

As the program develops we expect interest from mature students upgrading theircredentials who have life and career experience in developing policy or expertise in

sustainability and who will seek prior learning assessment and credit for relevantexperience Students requesting credit for prior learning will be asked to fulfill requirementsas per the Policy B14


The BA in Sustainability and Policy Analysis combines the development and delivery ofcohort umbrella and applied courses with a more traditional multidisciplinary degreestructure incorporating existing courses in Philosophy Political Science EconomicsBusinessand some from Environmental Protection Technology not requiring science prerequisitesThe four applied courses will be taught by visiting instructors with professional experienceand expertise in the field of policy regarding sustainability In order to ensure that studentsreceive instruction on policy development in different levels of government as well as NGOsand the private sector and since it is essential that the instructor be current in his or herparticular area of policy it is essential that this not be a permanent regular position In thefirst year of the program we will require one firstyear course to be taught by such aninstructor In the second year we will require a first year and a second year course to betaught and so on by the fourth year of the program we will require that four courses betaught by a visiting instructor

Faculty in all programs integral to the BA in Sustainability and Policy Analysis either haveareas of specialization which coincide with existing and proposed new courses to beintegrated in to Degree or else are willing to acquire sufficient expertise to be able tocontribute to courses within the program The latter can take the form of the design andimplementation of the limited number of new courses that departments will need toimplement as part of their participation in the program more commonly it will take theform adaptations of existing courses which will be integrated into the BA in Sustainabilityand Policy Analysis program in light of the priorities of the degree

As the program combines efforts and expertise primarily from Humanities and SocialSciences the program will be the joint responsibility of Humanities and Social SciencesHowever the program will require an instructorcoordinator that will be responsible formanaging faculty workload course rotation championing space needs and resourceacquisition dealing with student issues acting as a resource for instructors teaching appliedcourses who may not have experience as teachers and managing timetables In the initialyear of the degree we anticipate the Program Coordinator would need a 38 release fromteaching responsibilities This would be reduced to 28 in subsequent years Hiringinstructors to teach the applied courses will be done by a Search Committee consisting oftwo instructors from the program the Program Coordinator and a Dean of Humanities orSocial Sciences

Forrn updated January 2009


G Outcomes

G1 Will this program allow students to continue with further study

Describe Iaddering bridging or post credential continuation of education

This is primarily a policy analysis degree As such it will prepare students for graduate studyin policy and sustainability programs SF Us public policy graduate program requires abachelorsdegree of non specified orientation and will be attractive to students interestedin pursuing graduate options We believe that our graduates rooted in public policy issues

and policy analysis for NGOs and private industry will be better prepared to take on suchgraduate studies than students from programs which place less or no emphasis on policyanalysis

G2 What is the nature of the work students are being prepared for Include current labour marketdata that shows a demand for this type of graduate

Organizations in both public and private sectors increasingly expect their employees tomonitor the effect that their business has on sustainability to develop and implementpolicies for corporate responsibility CR in sustainability area and to communicate theirsustainability agenda to their citizens stakeholders shareholders and customers TheProgram Developers will continue to document the existence of this demand in BC and

Canada through letters from specific potential employers as the program moves through thisapproval process

The programsinnovatively multidisciplinary and applied focus offers a number of careertrajectories In both the public and private sectors organizations increasingly expect theiremployees to monitor the effects of their practices upon sustainability develop andimplement policies for corporate responsibility in the sustainability area and communicate

their sustainability agenda to their citizens stakeholders shareholders and customersPotential employers may thus include but are not restricted to a appropriate departmentsof federal provincial and municipal governments eg urban planning departments naturalresources and fisheries departments etc b Chambers of Commerce c large naturalresource and forestry companies d large public utilities e large real estate developers flarge manufacturers g environmental NGOs h labour unions and others

While we are well aware that there are many employment opportunities for students withthe expertise this degree will provide current labour market information will be of limiteduse in determining existing labour demand since the current classification does not include

the titles sustainability officer and sustainability analyst

Tentatively we can expect the nature of work to include setting achievable sustainabilitygoals analyzing barriers to achieving goals researching available policy solutions applyingappropriate sustainability measures conducting analysis of budgets and policy proposalswith special emphasis on sustainability etc

However the proposed degree will contribute to educational outcomes for students whichgo beyond employability by developing citizenship and ethical professional tracks which willprovide non monetary sources of professional satisfaction for students




H1 With whom have you consulted internally regarding this proposal What were the results ofthese consultations Please provide names dates and summary of feedback Refer toAppendix A

Wayne Tebb Assc Dean School of Business Inst Admin Business

Elaine Decker Dir Educational Development Educational Development Admin

Brian Carr Dean Faculty of Science

Kent Mullinix Dir Sustainable Horticulture and Food Institute Sustainable Horticulture

Arthur Falick Dir Sustainable Urban Systems Institute Sustainable Horticulture

Mark Hamilton Journalism Instructor Applied Design

Bill BurgessJohn Rose Geography Instructor GeologyGeography

Don Matthewson Physics Instructor Faculty of Sciences

Seema Ahluwalia Chair Department of Sociology

Mirela Djokic Information Literacy Librarian Library

Sarah Hickinbottom LCOM Instructor Learning Communities

Panteli Tritchew Communications Instructor School of Business

Warren Stokes Director Enrolment Support and Retention

Elaine Samwald Collections Development Librarian Library

Jody Gordan Assc VP Stud ServRegistrar Office of the Registrar

Lyn Benn Dir Student Dev Success Enrolment Registrar Sery AdminJoshua Mitchell Dir Enrolment Services Office of the Registrar

Zena Mitchell Dir Registrar Services Enrolment Registrar Sery Admin

Arleigh Reichl Psychology Instructor Social Sciences

Roger Tweed Psychology Instructor Social Sciences

H2 With whom have you consulted externally regarding this proposal What were the results ofthese consultations Please provide names dates and summary of discussions

Eric Kaye Senior Policy Advisor Energy Efficiency Building Analyst for BC Government

Quote from E mail Response September 23 2009

Ive taken a quick read and it is pretty high level looks positive overall Not sure whatI can add to it at this point If you like I can pass it on to a couple of colleagues herewho are more directly involved in education initiatives they might have somecontacts at the Ministry of Advanced Education to provide to you

Joan Sawicki Public Policy Consultant and former Environment Minster for BC

Quotes from Email response July 23 2009

1 Overall I think this is a very exciting much needed initiative The focus and intent is clear andgrounding it in multi departmental responsibility and courses that already exist at Kwantlen is

Forrn updated January 2009


probably the only pragmatic approach albeit not the ideal one in my opinion

2 I think section F1 of the CP paints a reasonable picture of the increasing demands within publicand private sectors and NGOs for employees who understand sustainability and can use itsprinciples its tools and its inherently integrated way of thinking for both problem solving andas a function of their everyday work

3 SUPA SUPA degree graduates can potentially play a role in hastening the transformation andtransition of both private and public sectors and NGOs towards more Sustainabilitybasedthinking and action

4 There is a good point made in E1 about mature students or others looking for a careerchange potentially valuing this program However a well designed Kwantlen SUPA degreecould also be a valuable upgrade program to assist current professionals who come to realizetheir expertise has limited their ability to pull it all together

Philip Austin Associate Professor Earth and Ocean Sciences and Geography at UBCSummary of Inperson Meeting

1 There is a lot of policy out there more than we need What we need are people who canapply policy to specific problems and people who can address the problem of getting votersand consumers to accept Sustainability policy in a significant way

2 Sustainability degree in the arts stream ran into problems To avoid the same problems thedegree cant graduate dumbed down science majors Rather emphasize the strengths thatLiberal Arts bring to the field

Mike Harcourt Associate Director of UBC Continuing Studies Centre for Sustainability and former Premier of BCSummary of Inperson Meeting

Vancouver post secondary institutions are organizing to meet the estimated demand of20000 green jobs created by Vancouver City CouncilsGreenest City on Earth initiativeSurrey currently is engaged in a similar kind of initiative It is only logical that KwantlenPolytechnic University design these kinds of degrees to meet the needs of Surrey citycouncilscommitment to make Surrey a more sustainable community

Marc Lee Economist Canadian Centre for Policy Alternatives

Summary of Email Response June 8 2009

1 Overall it looks very thoughtful of the different disciplines and perspectives needed for arounded degree

2 A few things might add to the proposal from a CCPA potential employer perspective We arelooking for excellent writing skills clear and accessible writing above all a good understandingof statisticsquantitative methods and an understanding of how research can engage with awide audience To the extent that these can be specifically addressed in the proposal it wouldbe stronger I think



3 This may just be a Kwantlen thing but I find the merging of business and economicsproblematic They are quite different

William Rees Professor at UBC former director of Community and Regional Planning School

Summary of InPerson Meeting November 2 2009

Like all multidisciplinary degrees this program will need to ensure that there is somesubject area that the students achieve sufficient depth in order to qualify as an area offocus I suggest that this be accomplished by having a thread that ties all of the umbrellacourses together For me this would mean focusing on the most difficult challenge forpolicy namely how can policy effect the necessary changes in peoples behavior to achievesustainability Answering this question will require an inter disciplinary approach but willprovide a significant focus for the degree I would love to teach such a course

Graham Kissak Sustainability Specialist Catalyst Paper Corporation

Quote from E mail Response February 21 2010

Good looking curriculum I have no doubt that youll attract students who will definitelyfind work in this growing and unpredictable field especially given the current carbon policydiscussions Companies today get this stuff and more and more need trained experts onstaff to align their soft interests with their businesses

Maggie Baynham Campus Climate Network Organizer Sierra Youth CoalitionQuotes from Email Response November 15 2009

I had a read through the exec summary and it sounds great I love theumbrellaapplication model and I think youll be hitting a great niche with having coursesthat are geared toward experiential learning something that most other schools at leastthe big schools which have so far been the leaders on sustainability miss altogether I alsolove the multidisciplinary nature with a lot of content being drawn from existing coursesand the fact that the core courses will foster a sense of community amongst the students

in the program

As for sending out the survey here is a quick brainstorm on where we can send itgoBEYONDPostSec

BC Campus Climate Network Listsery 400peopleCCN Daytoday Listserve people more active volunteersgoBEYOND Campus Organizer List 15 people each with access to their owncampus listserves Likely reaching 1500 people altogether if they all send them outbut we would need to ask and see if it is a legitimate use of the lists they have accessto

Sierra Youth Coalition would need to ask Tria not sure about the list size

For these send me the email that you would like to have it sent out with and I can put itthrough the listsForm updated January 2009


Highschool

Check Your Head Sustainable Schools Sean Mageesustainableschools @checkvourheadorg6046856631Sustainable High Schools I think funding got cut from this so Im not sure who thecontact person is anymore shs @sierraclubbcca

Bruce Ford BruceFord@metrovancouverorg works in Education at MetroVancouver and likely has access to some lists for all of the lower mainland as well asconnections to other school districts

Emily Menzies EmilyMenzies@govbcca used to work with 5115 now works for

the CRD and has lots of contacts with many many youth people

Institutional Resources Degree FPP section 8 Program Resources

As mentioned in C1 the applied portion of the degree will require that we hire a limitednumber of contract instructors who work in analyzing and developing policyIn consultation with IET it was determined that little or no additional computer ortechnical support or equipment would be necessary for the degree

Given that this will be a new area of study we anticipate that we will require additionallibrary services Clearly the program will require a budget for the purchase of books andresource material and will in this sense use additional library resources However giventhat the bulk of the required and recommended courses are already being offered atKwantlen even this expense will be limitedAn important learning outcome for graduates of a policy analysis degree is the ability todo effective research We are designing modules with the help of the InformationLiteracy Librarian to make use of our librarianteachers throughout the students fouryear program This series of modules would complement the applied courses to ensurethat this outcome is achieved

11 What expertise equipment facilities and library resources will the program require tosupport student learning Ensure that any required new resources in these areas areidentified in the Costs section 1

One of the main advantages to this degree is that it requires no equipment or labsA dedicated classroom for the eight cohort classes would help create a sense ofcommunity among our students In addition dedicated general space that allowedstudents to congregate would also be optimal Facilities estimates that renovation an

existing space would cost between L00 5150 per square foot while new constructionwould cost between 200 and 250 per square foot However these can be developedonce the program is up and running

12 Outline anticipated requirements for equipment specialized space etc classrooms labs shops

general space


Item


Faculty FTE 6000 4 24000

Coordination 12500 2 25000

Technical support

Administrative support Y FTE Provided by Z Mitchell 10947

Service support

Sub total 37500

Librarysee Library Assessment

Template Appendix B

Lab operating costs


12000 2 24000

Other

Sub total 83947

Grand total 5142447


Time release required for programcurriculum development

12500 1 12500

Faculty recruitment with research

1000 1 1000

Service courses if applicable

Coordination Start up 12500 2 25000

Sub total 37500


Adman office and student lounge 200 square foot 20000

Computer 1000 1 1000

Sub total 21000

Program Concept BA in Sustainability and Policy Analysis

J Costs to be prepared by DeanAssociate Dean in consultation with developer


a non recurring startup costs egequipment costsother

Page 15

b capital costs facilities

c operating costs

In the first year of the program only one sessional instructor will be required increasing by one every year upto year fourThis assumes that the ECON Umbrella course and the ENVI Umbrella courses will be offered and funded out of Humanities ar

one year only Subsequent offerings will be funded out of theirrespective Ed Plans






NA

13 Indicate the specific sourcesof funding for delivery both Internal and external

NA


DEPARTMENT


Is this concept supported by the deportment Will this program have an impact on another program or viceversa Have you contacted those departments and have arrangements been made re service courses Has the

proposal been approved by the Faculty CouncilYes

Counselling Director Student 2467

support services anticipated for program students etc Development and Success

I like the open approaches to the degree and would like to suggest that my division of Student Developmentand Success can support students in this degree in the following ways

Counselling can assist students with clarification of career options which complement the valuesknowledge and skills developed within the degree and with making adjustments to universitylifereturning to study In addition of course the regular personal counselling and specialised learningassistance is provided by the counsellorsLearning Centres staff faculty and tutors can assist through tutoring support in writing mathstatsquantitative reasoning study strategies We are working on online supports but these are in the early

stages of development at present

Student Life and Development may support the program through working with students to developgroups or clubs such as a mature student support groupclub or a special club that promotes theideals or provides activities associated with sustainability

Registrar Services

Admissions Records Graduationplanning for program admission registration impact onscheduling etc

Ive had another look and this is now much more straightforward and workable from an Admissions andGraduation perspective

Thanks for considering our feedback

Enrolment Services

program advising student loan eligibility Services

Thanks for submitting your program concept document for my perusal At this point the only issue that I wouldlike to raise is the admission and progression language in section D3 I would eliminate the sentence beginningwith However it is not essential as I think it may be more confusing to make a statement about progressionrequirements which dont exist rather than simply remaining silent on it Also in the same paragraph I wouldsimply refer to year 3 as year 3 even for transfer students



CONTACT LOCAL

Director Registrar Services 2463


2009


BA Advisor

for BA degrees only verify that program conforms withBA FrameworkSection D 3

In keeping with the BA framework third year admission to the BA in Sustainability Policy Analysis wouldinclude completion of

0 6 credits of English ENGL 1100 and ENGL 1200 level or equivalent0 2 Quantitative courses from approved list http wwwkwantlencacalendarquantitativehtml0 Language to Grade 11 or 6 credits postsecondary language in the same language or equivalent0 Principles of Math 11 with a C or equivalent ie MATQ 1099 MATP 1011 MATH 1093 ABEM 00110 12 of 24 credits of Breadth requirements0 All lower level 1st and 2nd year Major program course requirements0 Cumulative GPA of 200 with a minimum grade of C in required courses

Under D3 it also states that completion of 1 language course is required Within the current BA frameworkstudents must complete either a language 11 through high school ie FREN 11 SPAN 11 OR 6 credits 2courses of a second language in the same language

Enrolment Support Retention Director Enrolment 3230

scheduling and registration Support Retention

B5 Amended in proposalI believe you are identifying that the BA SUST is a Selective entry open registration program Admittedstudents will register with the same registration priority as all BA students Only those students in limitedregistration programs will register earlier and as they have a restricted set of courses in which to register willnot interfere with the BA SUST registration

D3 Amended in proposal

I believe the cumulative GPA is 200 two point zero zero not 200

Do we already have an Associate of Arts degree in Sustainability If not then there is probably a proposalmissing to create that program as well

E2 Reference to Certificates removed from proposalIs there certificate programs already Program proposals

F7 Amended in Proposal

four such halftime visiting instructors Isnt it four such parttime 1 course visiting instructors

G1 Forwarded to IAP

If youre interested in another example UVic has an MPA program

Course Requirements Document Addressed in Matrix

Will the Applied Courses PPD 1101 2101 3101 4101 be a different topic each time they are taught If socan a student repeat for additional credit if the topic is different Note that Category A yrs 34 lists AppliedCourses PPD 3100 4100 should it be 31014101




planning re software needs system capacity and limitations

Telephone conversation with Robert Ball No additional IET services would be needed

Institutional Analysis Planning

Report forwarded Via Research Assistant

NOTE The report prepared by IAP must be attached in full as an appendix


collections AV needs etcSee Appendix B

Report forwarded


Director 3127

BA Sustainability and Policy Analysis

Courses by semester

New courses themes not titlesSUPA llxx Philosophy and sustainabilitySUPA 21xx Political science and sustainabilitySUPA 311x Psychology and sustainabilitySUPA 312x Sustainability policy seminar 1

SUPA 41xx Economics and sustainabilitySUPA 42xx Sustainability policy seminar 2POLI 31xx Green Political Thought

O O

Curriculum Matrix 25 Nov 09

O

Year 1 Year 2 Year 3 Year 4

Fall

COOP 1101

ENVI 1121 Env Issues Q

POLI 1120 Can Politics

SUPA llxx Phil core

Elective

Elective

COOP 2101 optional

ECON 1150 Micro econ Q

PHIL 1122 Envi phil

SUPA 21xx Polisci core

Elective

Elective

ECON 3260 Envir econ

ENVI 3112 Env society

POLI 31xx green thought

SUPA 311x Psych core

SUPA 312x Applied seminar 1

COOP 2301 optional

ENVI 3212 Urban env Q tba

PHIL 3118 or 4117 EthicsSocial

SUPA 41xx Econ core

Elective

Elective

Spr

ENGL 1100 Intro English

PHIL 1155 Sci Reasoning Q

POLI 1123 Municipal PoliticsBUST 1215 Or behaviourBElective

BUSI 2465 negotiations

ECON 1250 Macro econ Q

PHIL 2117 Soci poll phil

Elective

Elective

COOP 3210 workterm optionor

5 Elective courses

or

International exchange

CMNS 3100 Applied commPOLI 4420 Poli issues

SUPA 42xx Applied seminar 2Elective

Elective

SumCOOP 1110 workterm option

COOP 3210 workterm optionor

5 Elective courses

or

International exchange135cr 10 courses Coop 10 courses Coop 10 courses Coop 10 courses Co op

BA Sustainability and Policy Analysis

Courses by semester

New courses themes not titlesSUPA llxx Philosophy and sustainabilitySUPA 21xx Political science and sustainabilitySUPA 311x Psychology and sustainabilitySUPA 312x Sustainability policy seminar 1

SUPA 41xx Economics and sustainabilitySUPA 42xx Sustainability policy seminar 2POLI 31xx Green Political Thought

O O

Curriculum Matrix 25 Nov 09

O

Electives

7 electives in Years One and Two

9 electives in years Three and Four

These electives must be selected so as to meet the general BA requirements and the specific BA SUPA restricted electivesrequirements

Restricted electives

a One of ENGL 1202 or 1204b Two science literacy electives Suggested

PHYS 11xx Physics for non science newENVI 1216 Earth science

ENVI 2310 Solid waste managementGEOG 1110 Atmospheric scienceBIOL 1112 Biology todayHORT 1110 Sustainable horticulture

HORT 1119 Landscape and environmentCHEM 1101 Chemical sciences investigation

c Three communications and awareness electives SuggestedCMNS 1140 Communications

ENGL 2300 Writing and research skillsENGL 3380 Popular writingJRNL 1100 Mass media

MRKT 1199 MarketingCRIM 4301 Community advocacy

d Two critical thinking and ethics electives SuggestedPHIL 1150 Basic logicPHIL 1145 Critical thinking

POLI 1110 Ideology and politicsANTH 2160 Culture and environment

PHIL 3109 Morals

PHIL 3145 Ethics topics

e Three governance electives SuggestedENVI 2405 Environmental law

CRIM 1170 Canadian legal systemsBUSI 1215 Organizational behaviour

SOCI 3345 Policy in context

ENTR 3310 Advanced org behaviourPOLI 1123 Municipal politicsPOLI 2235 BC Politics

POLI 3145 Borderlands

POLI 3160 International organizationsECON 2255 Globalization

f Five of the above electives must be from senior level courses courses numbered 3000 and higher

6 free electives

BA General requirements

a 2 english courses ENGL 1100 and 1202 or 1204b 3 Quantitative courses including 1 from Science and Horticulture facultyc 8 breadth courses

Proposed requirements for entry into year 3

60 credits including the following bridging coursesECON 1150 Microeconomics

ECON 1250 Macroeconomics

ENGL 1100 Introduction to EnglishPHIL 1155 Scientific reasoning

SUPA llxx Philosophy and sustainabilitySUPA 21xx Political science and sustainability

1 Year Philosophy Umbrella Course Philosophy and Sustainability

Calendar Description

Students will be introduced to techniques of critical thinking conceptual analysis and ethicaltheory all in relation to sustainability and the policies that may further it A range of concepts ofsustainability will be analyzed with a view to their interrelation with concepts such asintergenerational justice environmental stewardship and balancing the common good withindividual rights Students will evaluate arguments concerning the merits of these conceptsAttention is given to ethical implications of policies through the lens of some major ethicaltheories More general consideration of the rationality of goals and beliefs will also be broughtto bear on specific sustainability policies and their implementation

2nd Year Umbrella Course Environmentalism and Politics in Canada


Students will examine debates around environmentalism ecologism and sustainability inCanadian politics They will survey the relationship between green ideas and Canadian politicalculture the evolution of the environment as a policy field in Canada the development and

impacts of environmental social movements and interest organizations in Canadian politics andthe ramifications of globalization and other transnational and international factors for Canadianefforts to manage the environment In the process students will engage specific debates suchas arguments surrounding climate change and deepen their understanding of one of the greatissueareas of 21century Canadian politics

3rd Year Umbrella Course Economic and Business Perspectives on Sustainability


Students will learn to apply a variety of economic and business tools to the analysis ofenvironmental social and economic sustainability The first term will focus on a range ofeconomic perspectives from microeconomic analyses of environmental economic policies suchas cap and trade regimes and emission taxes to discussions on externalities asymmetric andimperfect information and other sources of market failure and potential remedies In additionmacroeconomic topics such as the promise and contradictions inherent to a nogrowtheconomic model will be introduced

At the end of the term each student will prepare a final project paper Students will be requiredto demonstrate competency in analyzing the economic and social impact of a givenenvironmental ill eg climate change the pine beetle infestation as well as the impact of theproposed remedy upon the business or industry of their choice Students will further examinethe extent to which a specific measure generates benefits and costs to society and individualfirms as well as the methods through which these benefits and costs might be allocated

differently The paper will also include applications of the tools presented to a series of businessgovernment and non profit case studies examining the impacts of both environmentaldegradation and policy remedies on individuals firms and society

4th Year Umbrella Course Ecosystems management

Calendar description

Students will learn the basic concepts of ecology and ecosystems management through a seriesof case studies They will evaluate current and past approaches to ecosystem managementincluding current regulatory practice in BC from the context of ecology and natural resources

Summarized contents

1 Overview of ecology the organism and its environment Energy and nutrient cyclesCompetition predation and other relationships Carrying capacity concepts Phasediagrams system states stability and resilience concepts

2 Terrestrial ecosystems forestry and agriculture overview Ranching hunting and wildresources Invasive species issues Impacts from fire and extractive industriesEcosystem valuation

3 Aquatic and marine systems fisheries management Impact of land use on aquatichabitat Landbased and seabased aquaculture Managing with uncertainty wild fishinventories and fisheries pressure Pollution impacts on habitat

4 The BC situation local case studies Statutes and regulation concerning land use waterlicenses public land management fisheries hunting etc


U N I V E R S I T Y

Bachelor of Arts in Sustainability and Policy Analysis


Office of Institutional Analysis PlanningKwantlen Polytechnic University

March 2010

httpwwwkwantlencaiaphtml

Table of Contents

Executive Summary 3

1 Competitive Environment 5

2 Student Demand 8

3 Labour Market Demand 13

4 General Comments 18

Associations and Other Sources of Interest 20

Links to Resources Used 21

Appendix A What is Higher Education for Now 23

Appendix B As Colleges Add Green Majors and Minors Classes Fill Up 31

Appendix C Sustainability Conies of Age 32

Appendix D Research from Best Employers in Canada Study Builds Business Case for Investment in

Corporate Social Responsibility 34

Appendix E Types of Jobs for Environmental Sustainability Students 35

Appendix F List of Environmental Occupations not an exhaustive list 36

Appendix G ECO Canada Job Board Environmental Job Postings on March 12 2010 39

Appendix H Links to Job Descriptions of Sustainability related Jobs at Selected Postsecondary Institutionsin Canada and the USA 41

Bachelor of Arts in Sustainability and Policy Analysis


Executive Summary

The Bachelor of Arts in Sustainability and Policy Analysis degree program proposal was reviewed by the Office ofInstitutional Analysis Planning in FebruaryMarch 2010 The present document presents the key findings

In general the data and other information the Office of Institutional Analysis Planning provides are designedto provide a gauge of the practicability of the program from the perspective of its ability to attract sufficientstudents and to suggest potential ways of improving its viability This report consists of four main sections 1Competitive Environment 2 Student Demand 3 Labour Market Demand and 4 General Comments

A similar degree program is not currently being offered at any of the public postsecondary institutions in BCMoreover most policy analysis and sustainability degree programs at the public postsecondary institutions inCanada are graduate level programs However there is an increasing focus by postsecondary institutions on

incorporating sustainability concepts into teaching research and operations all around the world According tothe Association for the Advancement of Sustainability in Higher Education AASHE an association of American

colleges and universities that are working towards a sustainable future at least 100 majors minors orcertificates in energy and sustainability were created at the postsecondary institutions in the USA in 2009

Due to the lack of comparable programs to the proposed program in BC the overall enrolments and credentialsawarded in Bachelor of Arts degree programs are presented in this report Enrolments in the Bachelor of Artsdegree programs at British Columbiascollege institute and regional universities increased by 5 in the threeyear period from 200607 to 200809 Enrolments in the Faculties of Social Sciences and Humanities programs atKwantlen increased by 16over the same period The largest number of enrolments at the Faculty of SocialSciences has consistently been in the Associate of Arts Degree unspecified Associate of Arts Degrees inCriminology and Psychology and Bachelor of Arts Degree in General Studies programs The largest number ofenrolments at the Faculty of Humanities has consistently been in the Associate of Arts Degree in English FineArts Diploma and Music Diploma programs

The proposed degree program identifies Kwantlen Faculties of Social Sciences and Humanities students whohave yet to declare a major applicants who have been rejected by the Environmental Protection Technologyprogram and adults working in the sustainability field as its three major target markets In the 200809academic year the number of Faculty of Social Sciences students who were studying towards an associatedegree and have yet to declare a major was3199 Fifteen students in Fall 2007 13 in Fall 2008 and 11 in Fall2009 were rejected admission to the Environmental Protection Technology Program however it is not possibleto determine whether they were rejected as a result of not meeting the science requirements of the programKwantlen Regionspopulation is aging The median age of the region has increased to 401 in 2006 from 378 in2001 The population of 1821 year olds is projected to decline between 2006 and 2016 in every college region inthe Lower Mainland Over the same period the population of 2544 year olds is forecasted to increase in almostevery college region in the Lower Mainland Although the program plans to target the growing adult market itdoes not have features designed to attract the mature student currently working in a related field Addition ofsuch features would expand the potential student audience for the program

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityExecutive Summary

Page 3 of 41March 2010

The current industry coding system used by Statistics Canada which is the North American IndustryClassification System NAICS is not fine enough in detail to report the industry sectors in sustainabilityMoreover the environmental employment is a new field with emergent new occupations therefore the currentoccupational coding system National Occupational Classification NOCS used by Statistics Canada does notinclude occupations relating to the field of environmental protection and sustainability However environmentalemployment is forecasted to increase considerably over the next several decades Many countries around theworld have already realized the significance of environmental conservation for a competitive economy and arein the process of developing policies to create a behavioral change towards environmental protection

More and more organizations in Canada including private and public postsecondary institutions and corporationsare showing a growing interest in sustainable practices The results of the 2010 Best Employers in Canada studyshowed higher employee engagement in organizations with a higher degree of corporate social responsibility Alldepartments of the Canadian Government are encouraged to develop their own sustainable developmentinitiatives and contribute to federal governmentspolicy development efforts in sustainable development Theneed to strengthen ongoing efforts and support new efforts is likely to create a demand for sustainabilityprofessionals at different levels of the provincial and federal governments

An estimated 530414 workers in Canada have an occupation related to environmental protection andconservation preservation of environmental sustainability In 2006 Ontario had the largest percentage ofenvironmental employees at 425and it was followed by BC at 18 It is estimated that there are 22537establishments in British Columbia that employ at least one environmental employee ECO Canadas2007environmental sector labour shortages study identifies Natural and Applied Science Policy ResearchersConsultants and Program Officer as one of the 11 out of 529 environmental industry occupations that are inshort supply The number of green jobs in the USA is projected to grow from 750000 to 42 million over thenext three decades

Those academic institutions which proactively upgrade their curriculum to reflect the new realities of the 21century economy will be amongst the leaders forging a new path to a more sustainable society while ensuringtheir course and program offering are more relevant to the employer and employee of the future SustainabilityLabour Market Trends A Canadian and International Perspective UBC p19


Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University

Executive Summary

Bachelor Degree Programs

Province Postsecondary Institution Program Name CoOp Discipline

BC The University ofNorthern British Columbia

Bachelor of Planning No Environmental Planning

The University of Victoria Bachelor of Arts with major inEnvironmental Studies

No Environmental Studies

NL Memorial University Bachelor of Resource Management in

Sustainable Resource Management

No Resource Management

NS Dalhousie University Bachelor of Management with major inSustainable Resource and Environmental

Management

No

Business Administration Managementand Operations Natural ResourcesManagement and PolicyBachelor of Management with major in

Environment Sustainability and Society

No

Bachelor of Arts in Environment

Sustainability and Society

Yes Environmental Studies

Bachelor of Science in Environment

Sustainability and Society

Yes Environmental Studies

Science Technology and Society

ON University of Toronto Bachelor of Arts in Environmental

Management

No Natural Resources Management andPolicy General


The purpose of this section is to identify Canadian postsecondary education institutions offering degrees similarto the proposed degree

A similar degree program is not currently being offered at any of the public postsecondary institutions in BCMost policy analysis and sustainability degree programs in Canada are graduate level programs

There is an increasing focus by postsecondary institutions on incorporating sustainability concepts into teachingresearch and operations all around the world see Appendices A B C In British Columbia The University ofBritish Columbia UBC is one of the institutions that are actively engaged in sustainability initiatives Theuniversity has a series of centers and interdisciplinary programs that address critical sustainability issues UBCsInstitute for Resources Environment and Sustainability IRES is an interdisciplinary research institute with afocus on a wide range of environment and sustainability issues The Okanagan Sustainability Institute of UBC isdedicated to longterm sustainability of the Okanagan region The Continuing Studies Centre of Sustainabilityoffers innovative courses and develops programs to respond to the emerging trends in the field The School ofCommunity and Regional Planning is wellknown for its integrated approach to planning for community andregional development The Centre for Interactive Research in Sustainability which is scheduled to open in spring2011 is expected to be a hub for sustainability research and teaching

Simon Fraser UniversitysCentre for Sustainable Development which was established in 1989 focuses onteaching and research of sustainable development of communities British Columbia Institute of Technology isengaging environmental issues on three levels Education operations and community BCIT offers a range ofcourses on sustainability in its Sustainable Resource Management Diploma Program and focuses on advancingthe state of practice in sustainability through applied research projects

Table 1 provides a comprehensive list of the Canadian public postsecondary institutions that offer certificatediploma and degree programs in which sustainability issues or sustainable development topics are a majortheme

Table 1 Canadian Postsecondary Institutions with Undergraduate and Graduate Programs in Sustainable Development

Planning Data for Bachelor of Arts In sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University1 Competitive Environment


Undergraduate and Graduate Level CertificateDiploma ProgramsProvince Postsecondary Institution Program Name

Sustainable Resource ManagementDiploma

CoOpNo

DisciplineSustainable Resource ManagementBC British Columbia Institute

of Technology

Simon Fraser University Sustainable Community DevelopmentCertificate Program

No Sustainable Development

Post Baccalaureate Diploma Program in

Sustainable Community Development

No

Development Studies Graduate Certificate No

The University of BritishColumbia

Sustainability Management Program No

SustainabilityDecision Making for Climate ChangeCertificate Program

No

Royal Roads University Sustainable Tourism Graduate Certificate No Tourism and Travel Services

ManagementON York University Bachelor of Environmental Studies in

Urban SustainabilityNo Civil Engineering Technology

Technician Environmental Studies

Graduate Diploma in EnvironmentalSustainability Edcation

No Environmental Studies

Masters Degree ProgramsProvince Postsecondary Institution Program Name DisciplineBC Simon Fraser University Master of Urban Studies Urban StudiesAffairs

Master of Public Policy Public PolicyThe University of BritishColumbia

Master of Arts in Planning

Master of Science in PlanningCommunity and Regional Planning

Master of Arts in Resources Environmentand Sustainability

Environmental Protection and Sustainability

Master of Science in Resources

Environment and SustainabilityMaster of Business Administration with a

specialization in Sustainability andBusiness

Business Administration

The University of Victoria Master of Arts in Environmental Studies Environmental Studies

Master of Public Administration Public Administration

Master of Arts in Community

Development

Master of Arts in Dispute Resolution Peace Studies and Conflict Resolution

ON The University of WesternOntario

Master of Science in Environment and

Sustainability IIEnvironmental Science

Master of Arts in Environment and

Sustainability IMaster of Environmental Studies in

Environment and SustainabilitySK University of

Saskatchewan

Master of Sustainable Environmental

ManagementNatural Resources Management and PolicyNatural ResourcesConservation

SK University ofSaskatchewan

Master of Environment and Sustainability11

Natural Resources Management and PolicyNatural ResourcesConservation

PhD Programs

Province Postsecondary Institution Program Name I DisciplineBC The University of British

Columbia

PhD in Planning Community and Regional PlanningPhD in Resources Environment and

SustainabilityEnvironmental Protection and Sustainability

The University of Victoria PhD in Public Administration Public Administration

ON University of Waterloo PhD in Social and Ecological Sustainability EcologyON The University of Western

OntarioPhD in Environment and Sustainability Environmental Science

SK University ofSaskatchewan

PhD in Environment and Sustainability Natural Resources Management and PolicyNatural ResourcesConservation

Source Association of Universities and Colleges of Canada and postsecondary institution webslles


Planning Data for Bachelor of Arts in Sustainability and Polity AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University


Below is a list not an exhaustive list of polytechnic institutions in the USA Australia and New Zealand withbachelorsdegrees that focus on policy and the environment Most of these degree programs offer courses thatdeal with various facets of sustainable development

USA

Polytechnic Institute of New York University BSc in Sustainable Urban EnvironmentsVirginia Polytechnic Institute and State University BSc in Environmental Policy and Planning

Virginia Polytechnic Institute and State University BA in Public and Urban AffairsUniversity of Wisconsin Stout BSc in Sustainable Management

Rensselaer Polytechnic Institute BSc in Science Technology and Society

Georgia Institute of Technology BSc in History Technology and SocietyGeorgia Institute of Technology BSc in Science Technology and Culture

Georgia Institute of Technology BSc in Public PolicyRochester Institute of Technology BSc in Public Policy

Rochester Institute of Technology BSc in Urban and Community StudiesNew Jersey Institute of Technology BSc in Science Technology and Society

New Zealand

Southern Institute of Technology Bachelor of Environmental Management

Australia

Queensland University of Technology Bachelor of Urban Development

According to the Association for the Advancement of Sustainability in Higher Education AASHE an associationof American colleges and universities at least 100 majors minors or certificates in energy and sustainabilitywere created at the postsecondary institutions in the USA in 2009 see Appendices B C Below is a list not anexhaustive list of interdisciplinary Bachelor of Arts programs in Sustainability in the USA

Acadia University BA in Environmental and Sustainability Studies

Appalachian State University BA in Sustainable DevelopmentArizona State University BA in Sustainability

Baldwin Wallace College BA in Sustainability

Dalhousie University BA in Environment Sustainability and Society

Dominican University of California BA in Sustainable CommunitiesDrew University BA in Environmental Studies and Sustainability

Lipscomb University BA in Sustainable PracticeJohns Hopkins University BA in Global Environmental Change and Sustainability

San Francisco State University BA in Environmental Sustainability and Social JusticeStony Brook Southampton BA in Sustainability Studies

Source Association for the Advancement of Sustainability In Higher Education

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University1 Competitive Environment


2 Student Demand

The aim of this section is to explore the extent of student demand for the proposed degree mainly by examiningthe historic participation rates in similar degree programs The Central Data Warehouse the Student MobilityDatabase and the results of the Baccalaureate Graduate Survey BGS Diploma Associate Degree andCertificate Student Outcomes Survey DACSO and Apprenticeship Student Outcomes Survey APPSO of theMinistry of Advanced Education and Labour Market Development are used to provide enrolment and credentialinformation in similar programs

Due to the lack of comparable programs to the proposed program in BC this section reports the overallenrolments and credentials awarded in Bachelor of Arts degree programs Since the proposed degree programidentifies Kwantlen students who have yet to declare a major students who have been rejected by theEnvironmental Protection Technology program and adults working in the sustainability field as its three majortarget markets the characteristics of KwantlensFaculties of Humanities and Social Sciences students and the

rejected applicants of KwantlensEnvironmental Protection Technology program are included The informationon green jobs and environmental employees is presented in the labour market section of this document

Enrolments

Enrolments in the Bachelor of Arts degree programs at British Columbiascollege institute and regionaluniversities increased by 5 in the three year period from 200607 to 200809 see Table 2

Table 2 BC College Institute and Regional UniversityBA Headcounts Academic Years 200607 200809

Source Central Data Warehouse Minis ry of Advanced Education andLabour Market Development

Please note that reliable historical enrolment data for Bachelor of Arts degrees is not available for researchuniversities in British Columbia

Kwantlen Polytechnic University currently offers the following degrees in Bachelor of Arts

Bachelor of Arts Double Minor

Bachelor of Arts Minor in Anthropology

Bachelor of Arts Minor in Creative Writing

Bachelor of Arts Minor in CriminologyBachelor of Arts Minor in Economics

Bachelor of Arts Minor in English

Bachelor of Arts Minor in GeographyBachelor of Arts Minor in History


Bachelor of Arts Minor in Mathematics

Bachelor of Arts Minor in PhilosophyBachelor of Arts Minor in Political Science

Bachelor of Arts Minor in PsychologyBachelor of Arts Minor in Sociology

Bachelor of Arts in EnglishBachelor of Arts in General Studies

Enrolments in the Faculties of Social Sciences and Humanities at Kwantlen increased by 16 over the three yearperiod from 200607 to 200809 Of the students in the Faculties of Social Sciences and Humanities 9 wereworking towards a bachelorsdegree in 200607 Academic Year and 15 in 200809 Academic Year Theproportion of Faculties of Social Sciences and Humanities students enrolled in associate degree programsdecreased from 70 in 200607 Academic Year to 67 in 200809 Academic Year see Table 3

Planning Data for Bachelor of Arts In Sustalnabillty and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University

2 Student Demand

Academic Years II

Credential Type 200607 200708 200809

Bachelors degree 10055 10163 10579

2 Student Demand

The aim of this section is to explore the extent of student demand for the proposed degree mainly by examiningthe historic participation rates in similar degree programs The Central Data Warehouse the Student MobilityDatabase and the results of the Baccalaureate Graduate Survey BGS Diploma Associate Degree andCertificate Student Outcomes Survey DACSO and Apprenticeship Student Outcomes Survey APPSO of theMinistry of Advanced Education and Labour Market Development are used to provide enrolment and credentialinformation in similar programs

Due to the lack of comparable programs to the proposed program in BC this section reports the overallenrolments and credentials awarded in Bachelor of Arts degree programs Since the proposed degree programidentifies Kwantlen students who have yet to declare a major students who have been rejected by theEnvironmental Protection Technology program and adults working in the sustainability field as its three majortarget markets the characteristics of KwantlensFaculties of Humanities and Social Sciences students and the

rejected applicants of KwantlensEnvironmental Protection Technology program are included The informationon green jobs and environmental employees is presented in the labour market section of this document

Enrolments

Enrolments in the Bachelor of Arts degree programs at British Columbiascollege institute and regionaluniversities increased by 5 in the three year period from 200607 to 200809 see Table 2

Table 2 BC College Institute and Regional UniversityBA Headcounts Academic Years 200607 200809

Source Central Data Warehouse Minis ry of Advanced Education andLabour Market Development

Please note that reliable historical enrolment data for Bachelor of Arts degrees is not available for researchuniversities in British Columbia

Kwantlen Polytechnic University currently offers the following degrees in Bachelor of Arts

Bachelor of Arts Double Minor

Bachelor of Arts Minor in Anthropology

Bachelor of Arts Minor in Creative Writing

Bachelor of Arts Minor in CriminologyBachelor of Arts Minor in Economics

Bachelor of Arts Minor in English

Bachelor of Arts Minor in GeographyBachelor of Arts Minor in History


Bachelor of Arts Minor in Mathematics

Bachelor of Arts Minor in PhilosophyBachelor of Arts Minor in Political Science

Bachelor of Arts Minor in PsychologyBachelor of Arts Minor in Sociology

Bachelor of Arts in EnglishBachelor of Arts in General Studies

Enrolments in the Faculties of Social Sciences and Humanities at Kwantlen increased by 16 over the three yearperiod from 200607 to 200809 Of the students in the Faculties of Social Sciences and Humanities 9 wereworking towards a bachelorsdegree in 200607 Academic Year and 15 in 200809 Academic Year Theproportion of Faculties of Social Sciences and Humanities students enrolled in associate degree programsdecreased from 70 in 200607 Academic Year to 67 in 200809 Academic Year see Table 3


2 Student Demand

Degree Level

AC

YEAR

AC

YEAR

AC

YEAR

4CHANGE

OVER

PAST YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

3 YEARS

PROGRAM TITLE 200607 200708 200809 ROW ROW ROW

Associate of Arts Degree Unspecified 3163 3188 3199 11 0 1

Associate of Arts Degree in Criminology 689 720 707 13 2 3

Associate of Arts Degree in Psychology 573 526 485 41 8 15

Bachelor of Arts Degree in General Studies 110 107 92 15 14 16

Other Degree Programs 2196 2438 2350 88 4 7

Overall Total 6731 6979 6833 146 2 2

Degree Level

Academic Year

200607 200708 200809

Associate Degree 4743 4758 4672

BachelorsDegree 664 803 1049

Certificate 98 93 103

Diploma 495 361 307

Unspecified 653 895 617

Total 6653 6910 6748

Overall Total 7124 7393 7239

Degree Level

Academic Year

200607 200708 200809

Associate Degree 213 215 210

BachelorsDegree 4 22 45

Certificate 66 68 73

Diploma 188 178 163

Total 471 483 491

Table 3 Faculties of Social Sciences and Humanities Registrant Counts byDegree Level Academic Years 200607 to 200809

Humanities

Social Sciences

Source 200607 to 200809 Academic year Comparison Report Registrant Counts by Faculty and

Degree Level of ProgramPlease note Headcounts are unduplicated within each degree level students may be counted

across more than one degree level 11 they are registered In multiple programs

The largest number of enrolments at the Faculty of Social Sciences has consistently been in the Associate of ArtsDegree unspecified Associate of Arts Degrees in Criminology and Psychology and Bachelor of Arts Degree inGeneral Studies programs see Table 4 The largest number of enrolments at the Faculty of Humanities hasconsistently been in the Associate of Arts Degree in English Fine Arts Diploma and Music Diploma programssee Table 5 on next page

Table 4 Kwantlen Polytechnic University Faculty of Social Sciences Program Headcounts Academic Years 200607200809

Source 200607 to 200809Academic Year Comparison Report Registrant Count by College and ProgramPlease note Headcounts are unduplicated within each program students may be counted across more than one program If they are registered In

multiple programs

Planning Data for Bachelor of Arts In Sustainablllty and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University2 Student Demand


PRIMARY RESIDENCE

ACYEAR

200607

I

ACYEAR200708

ACYEAR

200809

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

Faculty of Social Sciences andHumanities Headcount 7026 7297 7076 221 3 1

Domestic 6860 7078 6905 173 2 1

International 166 219 171 48 22 3

Kwantlen Polytechnic UniversityOverall Headcount 17133 17551 17672 121 1 3

Domestic 16301 16741 16738 3 0 3

International 832 810 934 124 15 12

PRIMARY RESIDENCE

AC

YEAR

200607

AC

YEAR200708

AC

YEAR

200809

it CHANGE

OVER PAST

YEAR ROW

CHANGE

OVER PAST

YEAR ROW

CHANGE

OVER PAST 3

YEARS ROWDelta 769 755 716 39 5 7

Langley 544 1 545 520 25 5 4

Richmond 1222 1281 1266 15 1 4

Surrey 2941 3125 3254 129 4 11

Total within Kwantlen Region 5476 5706 5756 SO 1 5

Total out of Kwantlen Region 1313 1365 1045 320 23 20

PROGRAM TIME

AC

YEAR

200607

AC

YEAR2

AC

YEAR

200809

O CHANGE

OVER PAST

YEAR ROW

CHANGE

OVER PAST

YEAR ROW

CHANGE

OVER PAST 3

YEARS ROW

Associate of Arts Degree English 153 151 152 1 1 1

Fine Arts Diploma 126 97 85 12 12 33

Music diploma 62 81 78 3 4 26

Other Degree Programs 131 154

472 9 483177

492

23

9

15

2

35

4Overall Total

Table 5 Kwantlen Polytechnic University Faculty of Humanities Program Headcounts Academic Years 200607200809

Source 200607 to 200809 Academic Year Comparison Report Registrant Count by College and ProgramPlease note Headcounts are unduplicated within each program students may be counted across more than one program If they are registered In

multiple programs

The number of international students enrolled in the programs at the Faculties of Social Sciences and Humanitiesincreased by 32 from 166 to 219 students between 200607 and 200708and decreased by 22 from 219 to171 students between 200708 and 200809 see Table 6

Table 6 Kwantlen Polytechnic University Faculties of Social Sciences and Humanities Headcounts Academic Years200607 200809

Source 200607 to 200809Academic Year Comparison Report Registrant Count by FacultyPlease note Headcounts are unduplicated within each program of study students may be counted across more than one program it they are registered in

multiple programs

Between 200607 and 200809 academic years there has been a 5 increase in the number of Faculties of and

Social Sciences and Humanities students residing within the Kwantlen Region and a 20 decrease in the numberof students residing outside of Kwantlen region see Table 7

Table 7 Registrants in KwantlensFaculties of Social Sciences and Humanities Programs by City of ResidenceAcademic Years 200607200809

Source 200607200809 Academic Year Comparison Report Registrant Count by Prog am and Primary ResidencePlease note Faculty totals may differ slightly from overall fa ulty counts due to use of residence at earliest term


Planning Data for Bachelor of Arts In Sustainabllity and Policy Analysisinstitutional Analysis and Planning Kwantlen Polytechnic University

2 Student Demand

GENDER

AC YEAR AC YEAR AC YEAR

4 CHANGE

OVER

PAST YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

3 YEARS

PROGRAM TITLE 200607 200708 200809 ROW ROW ROWEnvironmental Protection Technology 3 2

1

2 100 100

Environmental Protection Technologywith Coop Option 41 34 40 6 18 2

Total 44 36 40 4 11 9

GENDER

Fall

2005

Fall

2006

Spring2007

Fall

2007

Fall

2008

Summer

2009

Fall

2009

Spring2010

Summer

2010

Fall

2010

DISCONTINUED 5 5

Male

10 9 1 10 3 2

PENDING 29 11 1 1 10 13

NOT ADMISSABLE 15 13 11

GENDER

ACYEAR

200607

ACYEAR

200708

ACYEAR

200809

4 CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

Female 4419 4553 4520 33 1 2

Male 2603 2735 2548 187 7 2

The number of male students in the Faculties of Social Sciences and Humanities at Kwantlen decreased by 2

over the three year period from 200607 to 200809whereas the number of female students increased by 2during the same time period see Table 8

Table 8 Faculties of Humanities and Social Sciences Headcounts by Gender Academic Years 200607 200809

Source 200607 200809 Academic Year Comparison Report Registrant Count by Gender

One of the target markets of the proposed degree is the applicants who were rejected by KwantlensEnvironmental Protection Technology Program The number of students enrolled in the EnvironmentalProtection Technology Program decreased by 9 from 44 students in 200607 academic year to 40 students in200809 academic year see Table 9

Table 9 Faculty of Sciences Environmental Protection Technology Program Headcounts Academic Years 200607 200809

Source 200607200809 Academic Year Comparison Report Registrant Count by Program

Fifteen students in Fall 2007 13 in Fall 2008 and 11 in Fall 2009 were rejected admission to the EnvironmentalProtection Technology Program however it is not possible to determine whether they were rejected as a resultof not meeting the science requirements of the program

Table 10 Environmental Protection Technology Program Non admissions

Source Banner

Please note Pending may mean that the additional information requested by Kwan len was neve delivered

Credentials Awarded

Between 200607 and 200809 academic years there has been a 3 increase in the number of credentialsawarded to students enrolled in Bachelor of Arts degree programs see Table 11

Table 11 Number of BA credentials awarded by BC CollegesInstitutes and Regional Universities Academic Years 200607 200809

Source Central Data Wa ehouse Ministry of Advanced Education andLabour Market Development

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University2 Student Demand


Academic Years

Credential Type 200607 200708 200809

Bachelor of Arts 936 917 968

The number of male students in the Faculties of Social Sciences and Humanities at Kwantlen decreased by 2

over the three year period from 200607 to 200809whereas the number of female students increased by 2during the same time period see Table 8

Table 8 Faculties of Humanities and Social Sciences Headcounts by Gender Academic Years 200607 200809

Source 200607 200809 Academic Year Comparison Report Registrant Count by Gender

One of the target markets of the proposed degree is the applicants who were rejected by KwantlensEnvironmental Protection Technology Program The number of students enrolled in the EnvironmentalProtection Technology Program decreased by 9 from 44 students in 200607 academic year to 40 students in200809 academic year see Table 9

Table 9 Faculty of Sciences Environmental Protection Technology Program Headcounts Academic Years 200607 200809

Source 200607200809 Academic Year Comparison Report Registrant Count by Program

Fifteen students in Fall 2007 13 in Fall 2008 and 11 in Fall 2009 were rejected admission to the EnvironmentalProtection Technology Program however it is not possible to determine whether they were rejected as a resultof not meeting the science requirements of the program

Table 10 Environmental Protection Technology Program Non admissions

Source Banner

Please note Pending may mean that the additional information requested by Kwan len was neve delivered

Credentials Awarded

Between 200607 and 200809 academic years there has been a 3 increase in the number of credentialsawarded to students enrolled in Bachelor of Arts degree programs see Table 11

Table 11 Number of BA credentials awarded by BC CollegesInstitutes and Regional Universities Academic Years 200607 200809

Source Central Data Wa ehouse Ministry of Advanced Education andLabour Market Development

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University2 Student Demand


Table 12 presents the number credentials awarded by several BC research universities to the graduates ofdegree programs that deal with various facets of sustainable development between the calendar years 2006 and2008

Table 12 Number of Credentials Awarded by BC Research Universities to Graduates of Sustainability relatedDegree Programs Calendar Years 20062008

Source BC Headset

Between 200607 and 200809 academic years there has been a 1 decrease in the number of credentialsawarded by the Faculties of Social Sciences and Humanities at Kwantlen Fewer students are getting credentialsin the 2year Associate Degree and more in the 4 year BachelorsDegree see Table 13

Table 13 Credentials Awarded by Kwantlen Polytechnic UniversitysFaculties of Humanities and Social Sciences Academic Years 200607 200809

Source 200607 to 200809 Academic Year Compar son Report Credential Count by College and Program

Between 200607 and 200809 academic years there has been a 71 decrease in the number of credentials

awarded to the Environmental Protection Technology students see Table 14

Table 14 Credentials Awarded by Faculty of Sciences to the Graduates of Environmental Protection Technology ProgramAcademic Years 200607200809


Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University

2 Student Demand

AC YEAR I YEAR AC YEAR

CHANGE

OVER

PAST YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

3 YEARS

PROGRAM TITLE 200607 00708 200809 ROW ROW ROW

Environmental Protection Technology 5 3 1 2 67 80

Environmental Protection Technology

with Coop Option 12 3 4 1 33 67

Total 17 6 5 1 17 71



Source BC Headset









2 Student Demand

Calendar Year

Institution Program Namd l 2006 2007 2008

The University of British Columbia Bachelor of Planning 0 2 4

The University of Victoria Bachelor of Arts in Environmental Studies na na na

Simon Fraser UniversitySustainable Community DevelopmentCertificate Program

14 11 6

Simon Fraser UniversityPost Baccalaureate Diploma Program inSustainable Community Development

3 1 0

Simon Fraser University Master of Urban Studies 1 10 5

Simon Fraser University Master of Arts in Environmental Studies na na na

Royal Roads University Sustainable Tourism Graduate Certificate na na na



Source BC Headset









2 Student Demand

ACYEAR

200607

ACYEAR

200708

ACYEAR

200809

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

YEAR

CHANGE

OVER PAST

THREE YEARS

Certificate 28 21 31 10 50 11

Diploma 68 65 68 3 5 0

Associate Degree 201 148 171 23 16 15

Bachelors Degree 80 111 105 6 5 31

Total Number of Credentials Awarded

by the Faculty of Humanities and SocialSciences 377 345 375 30 9 1

Total Number of Credentials Awarded by

Kwantlen Polytechnic University 2049 1777 1749 28 2 15



Source BC Headset









2 Student Demand


The purpose of this section is to provide an informed view of the labour market trends in BC and Canada for allthe occupational groups that fall under the postsecondary field of study of the proposed degree Unfortunatelythe current industry coding system used by Statistics Canada which is the North American Industry ClassificationSystem NAICS is not fine enough in detail to report the industry sectors in sustainability Moreover theenvironmental employment is a new field with emergent new occupations therefore the current occupationalcoding system National Occupational Classification NOCS used by Statistics Canada does not includeoccupations relating to the field of environmental protection and sustainability

Please note that the terms green jobs and environmental employment are used interchangeably throughout thissection of the report International Labour Organization ILO defines environmental or green jobs as work inagricultural manufacturing research and development RD administrative and service activities thatcontribute substantially to preserving or restoring environmental quality Specifically but not exclusively thisincludes jobs that help to protect ecosystems and biodiversity reduce energy materials and water consumptionthrough high efficiency strategies decarbonize the economy and minimize or altogether avoid generation of allforms of waste and pollution Green lobs Towards Decent Work in a Sustainable Low Carbon World p3

Environmental employment is forecasted to increase considerably over the next several decades The reasonsbehind this expected growth are

Environmental regulationGrowing public and consumer awarenessBusiness need to reduce costs and liabilities

Baby boomer retirementsIncrease in energy and commodity pricesGrowth in emerging economies such as China and IndiaGrowth in clean tech investingDeteriorating infrastructureSmart growth development with population growth and city migrationGrowing interest in ecosystem services

Declining natural resources and need for ecoefficiencyTechnological innovation Sustainability Labour Market Trends Report UBC 2009

Many countries around the world have already realized the significance of environmental conservation for acompetitive economy and are in the process of developing policies to create a behavioral change towardsenvironmental protection The Organization for Economic Cooperation and Development OECD measuresranks and tracks the environmental progress of its member countries on indicators that cover a broad range ofenvironmental issues A countrysrank is based on its average rank for all 29 environmental indicators with thebest performance given a 1 and the worst a 30 The chart below presents the environmental performance ofCanada in some of the key measurements

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University3 Labour Market Demand


Chart 1 CanadasRanking in Key OECD Environmental Measurements

Water Consumption per capita

Volatile Organic Compounds per capita

Energy Consumption per capita

Environmental Pricing of GDP

Sulfur Oxides per capita

Greenhouse Gas Emissions per capita

Low Impact Renewable Energy

Recycling

Pesticide Use

Timber Harvest to Forest Growth Ratio

Source David Suzuki Foundation

Last 25 20 15 10 5 First

Canada lags behind OECD countries in almost every one of the 29 indicators In 2002 for the 29 environmentalindicators measured by OECD Canadasoverall ranking was 28 out of 30 OECD nations Canada is one of thethree worst countries on eight environmental indicators More importantly Canada did not show muchimprovement on any of the indicators between 1992 and 2002 Canadas2002 overall ranking was the same as itwas in 1992 According to a report prepared by the University of Victoria in collaboration with OECD thepossible reasons for Canadasdismal environmental performance include

ineffective environmental laws and policiesinadequate resources for environmental protection and enforcementgovernment bias favouring economic growth over environmental protectiongaps in coverage due to jurisdictional disputes between federal and provincial governmentsa continued reliance on resource and energy intensive industries andfailure to incorporate environmental limits values and costs into the economic system Canada vs the OECDAn Environmental Comparison p35

David Suzuki Foundation also identifies the lack of policies on national sustainability as one of the main reasonsbehind Canadas inferior performance and its failure to improve it over the years Significant improvements insustainability can only be achieved with the right public policy A comparison of Canada to OECD countries withsimilar characteristics but superior environmental performance clearly shows the role of public policy inachieving sustainable development The Maple Leaf in the OECD Comparing Progress Toward Sustainability2005

More and more organizations in Canada including private and public postsecondary institutions and corporationsare showing a growing interest in sustainable practices Hewitt Associates a global human resources consultingand outsourcing firm in collaboration with the Canadian Business for Social Responsibility CSBR conducts anannual Best Employers in Canada survey The 2010 study was undertaken to determine the relationship betweenemployee engagement and perceptions of corporate social responsibility The results showed high employeeengagement in organizations with a higher degree of corporate social responsibility The most frequently usedcorporate social responsibility initiatives in Canadian organizations were reported to be community investmentwaste reduction business travel reduction and responsible purchasing see Appendix D


Planning Data for Bachelor of Arts In Sustalnabillty and Policy Analy sisInstltutlonal Analysis and Planning Kwantlen Polytechnic University


3

O

3

9

1

Iill t

tit

Chart 1 CanadasRanking in Key OECD Environmental Measurements

Water Consumption per capita

Volatile Organic Compounds per capita

Energy Consumption per capita

Environmental Pricing of GDP

Sulfur Oxides per capita

Greenhouse Gas Emissions per capita

Low Impact Renewable Energy

Recycling

Pesticide Use

Timber Harvest to Forest Growth Ratio

Source David Suzuki Foundation

Last 25 20 15 10 5 First

Canada lags behind OECD countries in almost every one of the 29 indicators In 2002 for the 29 environmentalindicators measured by OECD Canadasoverall ranking was 28 out of 30 OECD nations Canada is one of thethree worst countries on eight environmental indicators More importantly Canada did not show muchimprovement on any of the indicators between 1992 and 2002 Canadas2002 overall ranking was the same as itwas in 1992 According to a report prepared by the University of Victoria in collaboration with OECD thepossible reasons for Canadasdismal environmental performance include

ineffective environmental laws and policiesinadequate resources for environmental protection and enforcementgovernment bias favouring economic growth over environmental protectiongaps in coverage due to jurisdictional disputes between federal and provincial governmentsa continued reliance on resource and energy intensive industries andfailure to incorporate environmental limits values and costs into the economic system Canada vs the OECDAn Environmental Comparison p35

David Suzuki Foundation also identifies the lack of policies on national sustainability as one of the main reasonsbehind Canadas inferior performance and its failure to improve it over the years Significant improvements insustainability can only be achieved with the right public policy A comparison of Canada to OECD countries withsimilar characteristics but superior environmental performance clearly shows the role of public policy inachieving sustainable development The Maple Leaf in the OECD Comparing Progress Toward Sustainability2005

More and more organizations in Canada including private and public postsecondary institutions and corporationsare showing a growing interest in sustainable practices Hewitt Associates a global human resources consultingand outsourcing firm in collaboration with the Canadian Business for Social Responsibility CSBR conducts anannual Best Employers in Canada survey The 2010 study was undertaken to determine the relationship betweenemployee engagement and perceptions of corporate social responsibility The results showed high employeeengagement in organizations with a higher degree of corporate social responsibility The most frequently usedcorporate social responsibility initiatives in Canadian organizations were reported to be community investmentwaste reduction business travel reduction and responsible purchasing see Appendix D


Planning Data for Bachelor of Arts In Sustalnabillty and Policy Analy sisInstltutlonal Analysis and Planning Kwantlen Polytechnic University


3

O

3

The concept of sustainable development has been integrated into Canadasfederal legislation in 1995 Alldepartments of the government are encouraged to develop their own sustainable development initiatives andcontribute to federal governmentspolicy development efforts in sustainable development Below are thedepartments that are currently developing or updating strategies to contribute to Canadassustainabledevelopment

Atlantic Canada Opportunities AgencyCanada Border Services Agency

Canada Revenue Agency

Canadian Environmental Assessment Agency

Canadian International Development AgencyCorrectional Service of Canada

Department of Agriculture and AgriFood

Department of Canadian HeritageDepartment of Citizenship and ImmigrationDepartment of the EnvironmentDepartment of FinanceDepartment of Fisheries and OceansDepartment of Foreign Affairs and International TradeDepartment of HealthDepartment of Human Resources and Social Development

Department of Indian and Northern Affairs

The need to strengthen ongoing efforts and support new efforts is likely to create a demand for sustainabilityprofessionals at different levels of the provincial and federal governments Moreover efforts to makesustainability a standard practice are becoming increasingly prevalent in many countries around the world

An estimated 530414 workers in Canada have an occupation related to environmental protection and

conservationpreservation of environmental sustainability see Table 15 In 2006 approximately 80 of theenvironmental employees were employed on a full time basis compared to the Canadian average of 82 across

all occupations In 2006 female environmental employees made up 37 of the environmental workforce Profileof Canadian Environmental Employment 2007 ECO Canada

Table 15 Number of Environmental Employees by Major Industry GroupPROPORTION OF WORKFORCE

REPRESENTING ENVIRONMENTAL

INDUSTRY GROUP EMPLOYEES NUMBER Of EMPLOYEES CANADA

AamIritratbn and 5upPNL WlSteManagement and Remealattn

Agriculture Farxry FMIng and nuntlrq

Professional Scicnlfk andrrtnnkal errKa

roars AdmJnctntbn

Mining and 131 and Oa ExtractionConstruction

OtAer services Icuent NblkAdmlreUratbnl

Arts Recreation Accommodation andFond Semite

Wild le transportation and Warehouse

Mrlufacturbg

Education Health and Seca Assistance

Wt ItRtta3 Trade

UAWGNMENtAL

SURVEY ESTIMATES TOIAL WORKFORCE EMPLOYEES

1220 651829 00290

746 464922 34433

6406 1091167 69925

4206 844522 52372

4A 213 374 9639

2906 1052611 1273

105 703911 2454

2906

136

1016

19

19

0906

Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University3 labour Market Demand

1326003

920411

1125878

2410900

1623633

149aQ2

Department of Industry

Department ofJusticeDepartment of National DefenceDepartment of Natural Resources

Department of Public Works and Government ServicesDepartment of Transport

Department of Veterans Affairs

Department of Western Economic Diversification

Economic Development Agency of Canada for the Regions of QuebecOffice of the Auditor General

Parks Canada Agency

Public Health Agency of CanadaPublic Safety Canada

Public Service Human Resources Management Agency of CanadaTreasury Board of Canada Secretariat

34679

23217

416

55945

44106

Irdorr l0r RNKS Tanana Peal

Estate and Management err Cpmlan6

10121 Weighted Dab 3206 16448633 630414

IOWA 0Y Of w IIaaterr r e It T nTtn CM n tR papIReYnemet1Cypnt ray ramCRY

3914515nth IVWnkewC2InOUlan 1t7c WW Tart 11 WV2 7030 aR WWIInPwrrvwok0 rosino nIE

13542


Source ECO Canada Canadian Environmental Employment 2007

In 2006 Ontario had the largest percentage of environmentalemployees at 425and it was followed by BC at 18Measuring Green Collar Jobs in British Columbia BCStats

January 2010 Twenty two percent of the environmentalemployees were in public services 18 in environmental

consulting and 15 in service industries SustainabilityLabour Market Trends Report UBC 2009

Table 16 presents estimates of the number of establishmentswith environmental employees and the number ofenvironmental employees for the three industries with thehighest percentage of environmental employees in BritishColumbia It is estimated that there are 22537

establishments in BC that employ at least oneenvironmental employee Sustainability Labour MarketTrends Report UBC 2009

2972 18869

3559 7453

3mrae ECO Canada

Table 16 Estimated Number of Establishments Employing Environmental Employees for SelectedIndustries in British Columbia

NUMBER OF ESTABLISHMENTS WITH NUMBER OF ENVIRONMENTALINDUSTRY GROUP ENVIRONMENTAL EMPTOYEES EMPLOYEES

Mmitstration and Support WasteManagement and RemedUCon

Agrotl lure Foatry Fishing andHunting

Construction 931 15925

Total All Industries 22537 93462

laz a ne dw cf Own in nth nluny tnparan at Ion ern nrrvc7bwtSturm SvtzuoQnyd Canadian Enca Aremyl204 1Sore of tnKCrtrul Lnaplannrns r M kerbnit COG

Source ECO Canada Canadian Environmental Employment 2007

Natural and Applied Science Policy Researchers dnsultants and Program OfficersInspectors in Public and Environmental Health and Occupational Health and SafetyAgricultural Representatives Consultants and SpecialistsArchitecture and science managers

GeologistsGeochemists and GeophysicistsBiologists and Related Scientists

Forestry Professionals

Civil EngineersUrban and Land Use Planners

Biological Technologists and Technicians

Civil Engineering Technologists and Technicians


British Columbia ranked second in the country in2006 in terms of environmental employment

Quebec173

ECO Canada in its 2007 study of labour shortages in Canadasenvironmental sector identified the following 11out of 529 environmental industry occupations as the ones that are in short supply

An ECO Canada 2008 poll of students revealed sustainable development as the most exciting field ofenvironmental study Sample size is not available ECO Canada Environmental Careers Organization of Canadawhich was established in 1992 with a focus on determining the specific skills and human resource needs of

Canadasenvironment industry has the largest environmental job board in Canada Please refer to Appendices Eand F for a list of environmental occupations Appendix G for job opportunities that were posted on ECO Canada

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Ksrantlen Polytechnic University


Idule ar Uleell JUL uy IVId1Ur lAlebVry 111 Lilt wM GCVO

11 Engineering Legal Research and Consulting 4187152 Renewable Power Generation 1272463 Agriculture and Forestry 575464 Construc0on and Systems Installation 87415 Manufacturing 606996 Equipment Dealers and Wholesalers 62057 Government Administration 71900Total 751051

Job Board on March 12 2010 and Appendix H for links to job descriptions of sustainability related jobs atselected postsecondary institutions in Canada and the USABelow are the links to the American Association for the Advancement of Sustainability in Higher Educationssalary and position report on higher education sustainability officers and sustainability and environmentalcoordinators

EFSWest Salary Survey of Sustainability and Environmental Coordinatorshttp wwwaasheorddocumentsresourcespdfEFSSala rySurvev2005 pdf

Higher Education Sustainability Officer Position and Salaryhttpwwwaasheorgdocumentsresourcespdfsustainability officer survey 2008pdf

The estimated number of green jobs in the USA was 750000 in 2006 see Table 17 A majority 56 of thesejobs was in engineering legal research and consulting and 10 were in government administration The totalnumber of green jobs in the USA is expected to reach 42 million in the next three decades

Source Sustainability Labour Market Trends Report UBC 2009

The City of Vancouver recently drafted an action plan to achieve environmental sustainability and makeVancouver the greenest city in the world by 2020 The City of Vancouver plans to create 2000 green jobsannually and 20000 green jobs by 2020 One of the longterm goals of the Vancouver 2020 A bright GreenFuture Action Plan is that Vancouver will be internationally recognized as a mecca of green enterpriseVancouver 2020 A Bright Green Future 2009 p17 In addition to development of strategies to attract greenenterprises to Vancouver The City of Vancouver plans to promote and support existing businesses in theirefforts to greening their establishments Several cities in the world already have green business promotionprograms in place and in a recent study conducted in San Francisco almost half of the green businesses reportedan increase in their business upon getting their best practice recognition Vancouver 2020 A Bright GreenFuture 2009

Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University3 Labour Market Demand


Region 2010 2013 2016 2018

change20102018

Delta 1347 1243 1 1016 25

Langley 1577 1533 1485 1510 4

Richmond 2046 1932 1743 1759 14

Surrey 5298 5356 5236 5207 2

Kwantlen Region 10268 10064 9570 9492 8

BC 47366 45846 43607 42914 9

4 General Comments




The Kwantlen Region the GVRD and BC had a growth of 56 in Grade 12 enrolments between 2003and 2006 However Grade 12 enrolments in the Kwantlen Region and BC are projected to decline 8and 9 respectively between 2010 and 2018 see Table 17


Source Projection Report for Public School Headcount Enrolments 200809 Report 1558A

Table 18 presents the projected population changes in selected college regions in British Columbia Thepopulation of 18 21 year old age group is projected to decline between 2006 and 2016 The highestdecline 169 is expected in the Vancouver College Region and the lowest in the Fraser Valley CollegeRegion 09 Over the same period the population of the 30 44 year age group is forecast to increasein all five regions The highest increase 145 is expected in the Fraser Valley Region and the lowest09 in the Capilano College Region Kwantlen Polytechnic University 2008 Environmental Scan p10

Table 18 Projected Population Changes in Selected College Regions 2006 2016

Source Kwantlen Polytechnic University 2008 Environmental Scan

Please note that Appendix B Library Assessment was not complete at the time the Bachelor of Arts inSustainability and Public Policy program proposal was reviewed by IAP

Planning Data for Bachelor of Ans In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University

4 General Comments

0

0

0

11 Age Groups20062016 1821 2224 2529 3044

British Columbia 76 46 145 80

Kwantlen College Region 28 I 05 188 132

Capilano College Region 23 159 437 09

Douglas College Region 23 24 197 143

Fraser Valley College Region 09 33 81 145

Vancouver College Region 169 275 51 92

4 General Comments




The Kwantlen Region the GVRD and BC had a growth of 56 in Grade 12 enrolments between 2003and 2006 However Grade 12 enrolments in the Kwantlen Region and BC are projected to decline 8and 9 respectively between 2010 and 2018 see Table 17


Source Projection Report for Public School Headcount Enrolments 200809 Report 1558A

Table 18 presents the projected population changes in selected college regions in British Columbia Thepopulation of 18 21 year old age group is projected to decline between 2006 and 2016 The highestdecline 169 is expected in the Vancouver College Region and the lowest in the Fraser Valley CollegeRegion 09 Over the same period the population of the 30 44 year age group is forecast to increasein all five regions The highest increase 145 is expected in the Fraser Valley Region and the lowest09 in the Capilano College Region Kwantlen Polytechnic University 2008 Environmental Scan p10

Table 18 Projected Population Changes in Selected College Regions 2006 2016

Source Kwantlen Polytechnic University 2008 Environmental Scan

Please note that Appendix B Library Assessment was not complete at the time the Bachelor of Arts inSustainability and Public Policy program proposal was reviewed by IAP

Planning Data for Bachelor of Ans In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University

4 General Comments

0

0

0

Clarification Required

It is dear nonetheless that a number of current students are positioned to enter the proposed programwhen it launches Program Concept Section 86p2 Is there any evidence that supports thisstatement

Section C1 Executive Summary explains the interdisciplinary nature of the degree program and providesinformation on the structure of the programWhy is the curriculum that was included in the previous version of the concept document not includedas an Appendix in this version of the program concept document A visual representation of thecurriculum is helpful in understanding the interdisciplinary nature of the proposed degree and its overallstructure

All but eight required and recommended courses for the fouryear degree currently exist These courseswere selected on the basis of applicability to the degree We estimate that approximately eight courses24 credits outside of Social Sciences and Humanities will be required for the 4 year degree120credits

Program Concept Section C1p3Which courses are the ones that currently exist Are these courses currently being offered at theFaculties of Social Sciences and Humanities Or are they the eight courses that will be offered incollaboration with other departments

In addition the studentsperformance will be evaluated on the basis of applied projects Program

Concept Section C1p3The following footnote is attached to the above sentence

Visiting instructors will be hired to teach these courses In the first year of the program we will require one firstyear course to be taught by a visiting instructor In the second yew we will require a first year and a secondyear course to be taught and so on When the degree is fully developed we anticipate that we will need a onehalftime visiting instructor In order to ensure that students receive instruction on policy development indifferent levels of government as well as from NGOs and the private sector and since it is essential that eachinstructor be current in that instructorsparticular area of policy analysis it is necessary that this not be apermanent regular position Experts currently working in the field moreover will be important contacts for fulltime and Coop employment of our students

Should the footnote be a part of the sentence preceding the above sentence

The Sustainability and Policy Analysis Program will attract postsecondary students primarily from thehumanities and social sciences who are looking for a program that focuses on a specific career in

industry government or education Program Concept Section E1pS

Will the new program target the existing student body at Kwantlen If the program targets students whoare already enrolled in a program at KwantlensFaculties of Social Sciences and Humanities there will bea shift between programs however the overall enrolments of the institution will not increase unlessstudents who plan to graduate with an associate degree decide to join the program at 3 yearThis section of the program concept document does not mention whether the applicants who wererejected admission into KwantlensEnvironmental Protection Technology will be targeted If the

program intends to target this group of individuals it should be included in this section

We will have certificate programs for those who are not ready to do the entire degree Program ConceptSection E2p6Section D3 the section about the entry and exit points of the proposed degree program discusses onlyone exit point which is the Bachelor of Arts in Sustainability and Policy Analysis credential that will be

Planning Data for Bachelor of Arts in Sustainabillty and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University4 General Comments


of 41March 2010

awarded to students who complete the full program If the program intends to offer students the optionto exit with a certificate this option should be included in section D3 of the proposal

The prep courses and the entry by way of the certificate will be used to raise students who have beenheld back by any such barriers Program Concept Section E3 p7What is meant by the entry by way of the certificate Which certificate does this section refer to

Coupled with the proposed Bachelor of Science in Sustainability Science recommended by the Task ForceReport of the Faculty ofScience Mathematics and Applied Science December 2008 and our successfulprogram in Environmental Studies the degree will contribute to defining Kwantlen as the institutionalleader in sustainability in higher education in British Columbia Program Concept Section F3p8Which program does Bachelor of Science in Sustainability Science refer to Is it the Bachelor ofSustainable Science in Sustainable Agriculture degree proposed by the Faculty of Science andHorticulture Which program does Environmental Studies refer to Is it the Environmental ProtectionTechnology Diploma Program offered by the Faculty of Science and Horticulture

We hope that capable and qualified students will hove the opportunity to participate in a Coop programwhich will both enhance the students learning experience and enable us to build relationships withpotential permanent employers Program Concept Section FSp9What exactly is meant by capable and qualified students Is co op going to be a voluntary option forthe students of the program

What opportunities are there for people working in the field who have some postsecondary education

to enter at 3 year How does the program plan to attract mature students already working in a relatedfield

Typographical Errors in Program Proposal

Since the proposal submitted to IAP was not the full program proposal the typographical errors in theProgram Concept document are not presented here

Associations and Other Sources of Interest

Eco Canada http wwwecocaPortaldefaultaspx

The Natural Step Canada httpwwwthenaturalsteporgencanada

David Suzuki Foundation http wwwdavidsuzukiorg

The Canadian Business for Social Responsibility http wwwcbsrca

The WorldWatch Institute http wwwworldwatchorgtaxonomyterm37

IHS Global Insighthttpwwwihsglobalinsightcom

United Nations Environment Program http wwwuneporg

International Labour Organization http wwwiloorggloballang enindexhtm

Books

State of the World 2010 Transforming Cultures From Consumerism to SustainabilitySource The WorldWatch Institute


4 General Comments

Links to Resources Used

This section provides a list of the external resources used in this report

What is Higher Education for NowSource The World Watch Institute

httpwwwworldwatchorgfilespdfEducationpdf

Sustainable Development Strategy 20072009Coordinating the Fourth Round of Sustainable Development StrategiesSource Government of Canada

http wwwsdinfogccareportsensd guidesd guide epdf

The Maple Leaf in the OECD Comparing Progress Toward SustainabilitySource David Suzuki Foundation

httpwwwdavidsuzukiorgfilesWOLOECD English2FINALpdf

Canada vs The OECD An Environmental ComparisonSource OECD

http wwwenvironmentali ndicatorscomhtdocsPDFCanadaysOECDpdf

Sustainability Labour Market Trends A Canadian and International PerspectiveSource UBC Sustainability Officehttp wwwsasubccawpcontentuploads200904ubesusta i na bi lityca nad is ninternationa Iperspective pdf

Sustainability Labour Market Trends An Employer Industry and Thought Leader PerspectiveSource UBC Sustainability Officehttp wwwsasubccawpcontentuploads200904ubcemployer thought leaderreport finalforweb completeapppdf

Profile of Canadian Environmental Employment 2007Source ECO Canada

http wwwecocapdfLMI Industry Final 2007 ENpdf

Green Jobs Towards Decent Work in a Sustainable LowCarbon World

Source International Labour Organizationhttp wwwiloorgwcrosp5groupspublic dgreports dcommdocumentspublicationwcros 098503pdf

EFSWest Salary Survey of Sustainability and Environmental CoordinatorsSource Association for the Advancement of Sustainability in Higher Educationhtt p wwwaasheorgdocuments resourcespdfE FSSa la rySu rvey200Spdf

Higher Education Sustainability Officer Position and SalarySource Association for the Advancement of Sustainability in Higher Educationhttpwwwaasheorgdocumentsresourcespdfsustainability officer survey 2008pdf

Planning Data for Bachelor of Arts In Sustainahility and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University4 General Comments


Appendix A What is Higher Education for Now

What Is Higher Education for Now

Education does not occur in a vacuum It

begins with different and often unstated preanalytic cultural assumptions about how whyand what people learn and the kind ofaptitudesand skills necessary to support and pass on aparticular kind ofsociety whether theocraticdemocratic industrial or what is now beingcalled sustainable The specific goals of education and the art and science of instruction

further depend a great deal on whether thosebeing educated are presumed to be empty vessels to be filled with knowledge or to haveinborn qualities that can be drawn out and disciplined In general pre collegiate and collegiate education in the United States wasmodeled on the former belief that people areborn ignorant and so must be improved inorder to increase public virtue support democracy provide the skills necessary for economicgrowth and more recently serve the information economy and the development of highand ever higher technology That model hasbecome dominant virtually everywhere

It is now generally accepted however thatthe modern project of economic growth anddomination of nature has gone badly awryThe excesses built into the industrial system

David W Orr

threaten the living systems of the planet moving toward massive biotic impoverishment andpotentially catastrophic climate change It isreasonable to assume that the disordering ofecological systems and Earths biogeochemical cycles reflects a prior disorder in thinkingabout humanitysrole in ecological systems Ifso ecological problems originate in how people think and so are first and foremost problems of education having to do with thesubstance and process offormal schooling andhigher education That recognition in turnrequires comprehension of the problem ofeducation not just problems in educationThe ideas on which modern higher educationworldwide is founded reflect a world that dis

appeared long agoWhen Locke and Rousseau developed their

influential views on education in the seven

teenth and eighteenth centuries world population was perhaps 800 million It is nowapproaching 7 billion When Thomas Jeffersondesigned his academical village the fastestmode of transport was a good horse or a frigatein a strong wind When John Dewey published his treatise on democracy and educationin 1916 the first aircraft were biwing planes

David Orr is the Paul Scan Distinguished Professor of Environmental Studies and Politics at OberlinCollege in Ohio

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix A What is Higher Education for Now

Page 23 of AlMarch 2010

capable of speeds of 125 miles per hourBut rapid technological change is now

reshaping the social cultural and ecologicallandscape everywhere In short order humansare creating a different planet arguably a different human nature and a global culture thatis evolving faster than people can comprehendand adapt ro The challenges of conceiving andbuilding a durable civilization in other wordsare sweeping But the dialogue about sustainability has been almost exclusively focused onhow to arrest emironmenral deteriorationas

if the evolution of machines and prostheticdevices is unrelated and unproblematic

Under these circumstances it is appropriate to ask What is education for Whar kindof education will enable the rising generationto deal with increasingly complex and portentous global issues What do they need toknow and how should they learn it And whatis the role of professional educators and institutions of higher learning in equipping theyoung to live fill and productive lives relevantto the larger topography of their time Whatever the specifics the answer must be the kindof education that enables students to live us

tainably competently and decently in recognition of their dependence on the web of lifeIt would be a kind of education that extends

their sense ofobligation and possibility to a farther time horizon This will require fundamental changes in the curriculum changes inthe design and construction of schools andcampuses and a more expansive view of therole of educational institutions

The Development ofEnvironmental Education

The idea that education ought to be harnessedto advance the related causes of environmen

tal sustainability and justice has gathered considerable momentum in recent years In the

Tbilisi Declaration of 1977 organized byUNESCO and the UN Environment Pro


gramme representatives from 66 countriescalled for the inclusion ofenvironmental edu

cation in national educational programsAmong their recommendations were 12 guiding principles to make education interdisciplinary and a lifelong process that integratedenvironmental science and issues across theentire curriculum

The principles from Tbilisi and similar documents since then have been clearly statedplausible and well intentioned but they havenot led to change commensurate with thescale of the problems They addressed Virtually everything about the modern educationalenterprisefrom teacher training programs tothe stranglehold of disciplines and the procedures for attaining tenure in the modernacademyconspired to undemiine changes orrender them marginal The goals did not fitthe organizational and professional structuresbuilt up over many decades Plus the underlying assumptions of education in generalincluded the unstated belief that the envi

ronment was both too vast to be significantlyaffected by human actions and otherwise useful mostly as a resource to be exploited foreconomic growth

Still against considerable resistance significant progress has been made in the pastthree decades But the purposes of environmental education remain deeply controversialreflecting much of the ambiguity inherent inattempts to define sustainability and chart aplausible course to a more durable decentand just future Many unresolved questionsremain on overall purposes and specific issuessee Box 9 but there is no legitimate question that the human presence in nature isincreasingly precarious and that the biosphereis uncomfortably dose to the threshold ofirreversible changes in Earth systems Even sothere will be no early consensus on the meaning of loaded and complicated words likesustainability or agreement about whatschools colleges and universities should do

Planning Data for Bachelor of Arts In sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University


Box 9 Unresolved Questions in Environmental Education

Is it necessary to love nature or do peoplejust have to have a basic ecological competency in order to live in harmony with itWill the end of the era of cheap fossil fuelssignificantly threaten the systems that provide food energy and materials and sorequire skills necessary to a greater degree oflocal self reliance If so how should practicalskills be induded in the modern curriculum

To what extent does an adequate response toenvironmental deterioration require a

cultural paradigm shift Or can humans berich numerous and in control of the forcesof nature as Herman Kahn once put it andalso be sustainable If so the curriculumwould be mostly more of the same withgreater emphasis on science and technologyTo what extent is nature still natural and

not an artifact of human manipulation Is

about it however it is definedA wide diversity ofenvironmental education

programs are found in US colleges and universities ysith some stressing environmental science and others the social sciences and

humanities See Box 10 Many institutionsnow offer a major in environmental studiesothers only a minor Some like College of theAtlantic and Arizona State University are inte

grating environmental issues and systems thinking throughout the entire institutionInstitutions such as Carnegie Mellon University have developed imaginative crossdisciplinary programs in engineering and architectureAlmost evenwhere institutions are engagingenvironmental issues on nvo levels curriculum

and campus design and operations

Curriculum and Education

In the United States the belief that the environment ought to be given special priority inthe curriculum ofhigher education came ofage

Planning Data for Bachelor of Arts in 5ustalnabillty and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix A What is Higher Education for Now

there something inherently wrong with plastic trees which is to say an increasingly contrived nature and if so exactly what What isnatural and what is not And what difference

if any does that difference makewhat is the purpose of environmentaleducation of any sort when nature is beingradically altered by the twin forces of rapidclimate change and the loss of biological andlandscape diversityIs there any place left for role models likeAldo Leopold Wangari Maathai and RachelCarson Or might natural capitalists carbontraders and entrepreneurs making the bigdeals and the big money suffice to create asustainable future If so environmental education ought to emphasize the managementof carbon

Source See endnote 2

in the 1960s and 1970s with the creation of

environmental studies programs at WilliamsCollege Middlebury and Brown University Indie Tate 1980s Tufts University created thefirst universitywide program encouraging faculty to include environmental issues in coursesacross the curriculum

In October 1990 Tufts University presidentJean Mayer convened a meeting of 22 university presidents and chancellors at TalloiresFrance that culminated in the Talloires Declaration The document included 10 goalsincluding leadership to increase awareness ofenvironmental challenges fostering environmental literacy throughout the campus andchanging operations to reduce environmentalimpacts By 2008 some 360 presidents in 40countries had signed the Declaration

Even with such promising beginnings fewobservers could have imagined the growth ofenvironmental education on college and university campuses worldwide in the followingdecades Today environmental studies pro


Box 10 Maximizing the Value of Professional Schools

To spread cultures of sustainability the transformation of higher education cannot stopat the undergraduate level but will need topermeate professional schools as well Thegood news is that this is starting to happenMore law schools are offering environmentallaw programs agricultural schools are teaching sustainable agricultural techniques andmedical schools are greening their labsallindicators that sustainability is being incorporated into a vast array of professional programs Business schools may be the onesthat are most actively adopting ideas ofsustainability

Many business schools have started torethink what makes a good business managerA few have devoted themselves fully to sustainable management such as the PresidioSchool of Management and Bainbridge Graduate Institute Many others have started toincorporate sustainability into their curriculamore broadly A biannual survey by the AspenInstitute tracks over a hundred business

schools around the world to measure their

commitment to environmental education and

research In zoo7 the survey found that 63percent of business schools required studentsto take a course on business and society upfrom 34 percent in zoo1 And since 2005elective courses on social and environmental

issues have increased by zo percentBusiness students are taking on social and

environmental issues outside of the class

room as well In 2009 more than halfof thegraduating class at the Harvard BusinessSchool took the equivalent of a doctors Hippocratic Oath Students vowed to act with the

grams exist in one form or another on perhapshalf of US campuses and are increasinglyprominent in universities worldwideChalmers University in Gothenburg Sweden has created a partnership with the Mass


utmost integrity not to make choices thatadvance my own narrow ambitions but harmthe enterprise and the societies it servesand to strive to create sustainable economicsocial and environmental prosperity worldwide Within a few months the oaths organizers at Harvard received inquiries from 25schools from around the world and students

from some 115 countries had taken the oathBut this is just the newest twist on a trend

that is nearly a decade old One groupNet Impact has been organizing businessstudents to create positive social andenvironmental change through businesssince 2002 It has more than zoo chapters onsix continents and 15000 members who arebusiness as well as other students businessprofessionals and academics And NetImpact has been working toward its goal inseveral innovative ways Along with standardefforts to teach members how to greentheir campuses the organization providesmembers with tools and guidance on how toencourage school faculty to add sustainabilityand social responsibility courses to theirschools curricula Net Impact also helpsmembers use their business training to makecommunity organizations more effectiveavaluable benefit as these groups tend to lackbusiness trained staff members

Between studentled and institutional

efforts business schools may help develop awhole new meaning of the role of business aswell as a new generation of sustainable business managers

Erik Assodourion


achusetts Instirute of Technology the SwissFederal Institute ofTechnology and the University of Tokyo that annually brings hundreds of scientists together to discussenvironmental issues Individual campuses

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Nwantlen Polytechnic University


such as the Technical University of CataloniaSpain TERI University India and KyotoUniversity have developed imaginative anddiverse environmental curriculum UNESCO

sponsors chairs in sustainable developmentat 45 universities in 27 countries as well as

conferences on Higher Education for Sustainability The success of the InternationalJournal of Srrstainability in Higher Education reflects a growing maturity and selfreflection in the field

But one study shows that there is no common path toward change Rather education for sustainability is flourishing because ofmany factors including committed facultyimaginative leadership student activismresponse to specific opportunities and largersocietal changes

Despite great progress in environmentaleducation there is good evidence that it isclearly an inadequate counterweight to theconventional curriculum and an inadequateresponse to the mounting environmental crisis Thc National Wildlife Federation forexample concluded in its Campus Environment Report 2008 that between 2001 and2008 the amount of sustainability relatededucation in the US did not increase andmay even have declined That conclusion issupported by global poll data that consistently show a majority of the publicincluding college graduatesto be uninformedsometimes misinformed and otherwise confused about the fundamentals of ecology andscience in gencral

Campus Design and Operations

Alongside efforts to increase ecological awareness and literacy arc others aimed to changethe design of campuses by improvingenergy efficiency lowering carbon emissionsreducing waste recycling and building thehigh performance buildings that have becomemainstream virtually everywhere The begin

Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix A What is Higher Education for Now

nings of such efforts arc found in AprilSmithsMasters thesis at UCLA in 1988 InOur Backyard and the Meadowcreek Projects early study of campus food systems atHendrix Carleton and St Olaf colleges in198889

By the mid1990s the first studies of cam

pus ecology had grown into larger studies ofcampus resource flows of food energy materials water and waste in which the campusbecame a laboratory for education and also the

foundation for better campus managementThe National Wildlife Federations campusecology program ably led by Julian Kenirybrought increased awareness of environmental issues to campuses and developed materials useful for improving efficiency andintegrating campus management with curriculum Walter Simpson created and directedthe first successful universitywide energy efficiency program at the State University of NewYork Buffalo Others like Will Toor at theUniversity of Colorado created effective campuswide recycling and low impact transportation programs The emergence oforganizations such as the North AmericanAssociation for Environmental Education and

the American Association for Sustainability in

Higher Education AASHE amplified andcoordinated otherwise disparate campus ecology efforts

In the late 1990s two factors significantlyfocused attention on what Keniry had calledthe campus ecology movement and the designof the campus The first was the rapid growthof the green building movement in the UnitedStates the United Kingdom Europe andAsia Thc result has been an effort to reduce

the environmental impacts of new constructionon college and university campuses Dramaticimprovements in energy and materials technology and the practice of the integrated designnecessary to build low impact high performance buildings created large opportunities toincorporate environmental goals into campus


buildings while lowering costs for operationsand maintenance The first substantially greenbuilding on a US college campus was theAdam Joseph Lewis Center at Oberlin Collegeconstructed in the late 1990s which is still theonly entirely solarpowered zero dischargebuilding on a US college campus Other andlarger more complex buildings including science facilities followed on hundreds of other

campuses so that green building criteria havebecome standard for new academic construc

tion worldwide

Thc second driver in the green campusmovement has been increasing concern aboutrapid climate change The four assessmentreports of the Intergovernmental Panel onClimate Change in 1991 1995 2001 and2007 and a large and growing body of scientific evidence has established beyond legitimate dispute that climate is changing and thathumans are the culprits It is now clear that thespeed scale and duration of climatic changeare at or beyond the worstcase scenarios ofeven a few years ago

The first call for carbonneutral campusesappeared in the Chronicle ofHigher Educationin 2000 But the effort to organize both professional organizations and academic leadershipbegan in earnest with the efforts of 12 collegeand university presidents in collaboration withSecond Nature AASHE and ecoAmerica toget other presidents and professional academicsocieties to publicly commit to move theirinstitutions toward carbon neutrality More

than 600 college and university presidents todate have signed the pledge Thc results couldbe both the reduction of a significant fractionofUS carbon emissions and a sterling example of leadership for other sectors ArchitectEdward Mazria calculates however that theaddition of only four new medium sized coalplants anywhere in the world would eliminatethe gains even if all US institutions of highereducation were to eliminate their carbon diox

ide emissions entirely


Future Initiatives

Despite considerable progress since the Tbilisi Conference in 1977 there is a great dealmore to be done to create the permanent institutional and cultural wherewithal to educate

people around the world about systems andecology and equip them with the capacity tothink across the lines of professional and disciplinary specializations But promising effortsare under way See Box 11

Beyond institutions of higher educationmany diverse organizationsfrom SchumacherCollege in Devon in the United Kingdom tothe Center for Eco Literacy in Berkeley Californiaoffer teacher training expertise incurricular reform and forums for rethinkingcore assumptions underlying education andthe broader culture Formerly UScentricorganizations like the Bionecrs are becomingimportant nodes in the global conversationabout the intersection of ecology educationand justice The authors and organizers of theEarth Charter are similarly creating a transnational dialogue about education rooted ininternational law philosophy and ecology

There are signs of a larger shift in the roleof institutions of higher education in the transition to sustainable economies as well The

Universitat Autonoma de Barcelona has devel

oped collaboration with the Barcelona CityCouncil to enhance the sustainability of public events On a larger scale Judith Rodin aspresident of the University of Pennsylvaniafrom 1994 to 2004 led an imaginative andsweeping transformation of West Philadelphia using institutional investment to leverage several billions ofdollars ofoutside fundsThe efforts reversed urban decline in dozens

of blocks surrounding the university and offera brilliant example of not only urban renewalbut leadership in higher education Joinedto the campus ecology movement collegesand universities everywhere might becomecatalysts for prosperous post fossil fuel


Appendix A What is Nigher Education for Now

Box it A New Focus for Scientists How Cultures Change

It seems dear that unequivocal knowledge ofcivilizationsbiophysical peril alone is insufficient to spark the changes required to avoidits collapse We also need a greater understanding of how cultures change whichunderlines the desperate need for global society to focus its attention on the need for a cultural revolution Providing that focus is thegoal of a Millennium Assessment of HumanBehavior MAHB that is in the early stagesof development

In light of the success of the Intergovernmental Panel on Climate Change a smallgroup of natural and social scientists andhumanists is working on starting the MAHBIt is currently being organized by the GlobalSustainability Alliance with member groups inthe United States Norway Sweden Ghanaand China It will ideally be launched witha global conference involving scholarspoliticians and a broad spectrum of stakeholders This would be followed byworkshops regional conferences worldwide policydebates and research activities

Major roles of the MAHB will include generating public discussion on the causes of self

regional economies while equipping studentswith the analytical skills knowledge andinspiration to design and build a decent fairand sustainable world

The government of Bhutan offers perhapsthe most farreaching example of national leadership in education Having replaced the yardstick of gross national product with onethat measures gross national happinessGNH in 1972 the government is now sponsoring an effort to educate its citizenry forhappiness sustainability justice and peaceLed by Prime Minister Lyonchen Jigmi thefirst goal is to integrate GNH principles suchas the interdependence of humans and naturc

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix A What is Higher Education for Now

destructive behavior such as climate changeand biodiversity loss debating its ethicaldimensions and investigating how cultural evolution can be steered toward creating a sustainable world society That is the direction almostall human beings presumably desirea chancefor their children and grandchildren to leadlives as rewarding as or better than their own

The organizers basic goal is to find waysto reframe peoplesdefinitions of and solutions to sustainability problems and to promote a global discussion about what humangoals should be The MAHB will invite peoplefrom literature and the arts to develop narratives and visual materials as signposts toguide civilization toward sustainability Peopleneed visions of futures that do not include

perpetual growth of consumption or humannumbers the idea that having gadgets is theultimate goal of human life or the notion thatgross domestic product is the best measure ofhuman well being

One of the MAHBsearly tasks will be tosecure governmental buy in and enlist thesupport of key decisionmakers in industryacademia the media religious communities

into the curriculum at all levels The second

goal involves creating a model of GNH incentral Bhutan where civil servants and teach

ers alike can take long and short courses thatrenew their commitment to environmental

protection sustainable economic developmentand responsible and accountable leadershipThe goal is to create a self perpetuating systemthat joins individual psychology with largerecological and cultural systemsfs

Institutions of higher education indeed allschoolsmust aim to create an ecologically literate and ecologically competent citizenryone that knows how Earth works as a physicalsystem and why that knowledge is vitally


Box it continued

foundations and so on It must mobilizeappropriate stakeholders to participate inthe discussion and help accelerate neededchanges in cultural practices and institutionalstructures Indeed the task of assemblingsuch support is at the core of the overall challenge and will determine whether the infantMAHB see mahbstanfordedusurvives totackle its global task

The MAHB envisions establishing anobservatory on humankindscollectivebehavior It would gather evidence on dimensions of cultural change from existing documents and databases as well as from a varietyof global stakeholders The observatory wouldexplore the role of values in wellbeing todetermine what institutional and cultural

barriers stand between declared values and

actual practices It would examine the factorsthat drive human happiness and fulfillmentacross cultures and their implications for ecological sustainability It will use modern communications systems to assess how diversesocieties measure success and happiness todepict the links between global environmentalrisks and lifestyle choices to explore cultural

important to them personally and to the largerhuman prospect There are many challenges toactually making this a reality not the least ofwhich is the very real possibility of growingdespair and nihilism among young people inthe fact of what will likely be a time of increasingly dire news and seemingly unsolvable socialand economic problems

The scientific evidence suggests that theyears ahead will test corning generations inextraordinary ways Educators arc obliged totell the truth about such things but then to

differences in attitudes toward the environ

ment and sustainability and to embed thehuman narrative in a deeper understandingof humankindsrelationship to nature Thebehavioral observatory would include an interactive portal sharing uptodate informationabout particular environmental problemshuman factors relating to these problemsand frameworks to deal with them

Once established the MAHB could be apowerful new tool to mobilize people whohave devoted their careers to studying behavioral change to help solve the largest threathumanity has ever faced unsustainable practices undermining the very systems peopledepend on Natural scientists have alreadyshown the way toward a sustainable future byelucidating the problems and outlining manysolutions Now it is time to figure out how toframe these in ways that will motivate peopleto responda job well suited to the MAHBwhose public outreach and debate functionscould play a major role in generating thechanges needed

Paul R Ehrlich and Anne H Ehrlich


convert the anxiety that often accompaniesincreased awareness of danger to positiveenergy that can generate constructive changesEnvironmental education must be an exercise

in applied hope that equips young people withthe skills aptitudes analytic wherewithal creativity and stamina to dream act and Icadheroically To be effective on a significant scalehowever the creative energies of the risinggeneration must be joined with strong andbold institutional leadership to catalyze a futurebetter than the one in prospect

ource 2010 State of the World Transforming Cultures from Consumerism to Sustainability The W orldWatch Institute


s

Planning Data for Bachelor of Arts In Sustainability and Polity AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic University

Appendix A What i5 Higher Education for Now

Appendix B As Colleges Add Green Majors and Minors Classes Fill UpBy Julie Schmit

Colleges are rapidly adding new majors and minors in green studies and students are filling them fastNationwide more than 100 majors minors or certificates were created this year in energy and sustainabilityfocused programs at colleges big and small says the Association for the Advancement of Sustainability in HigherEducation Thats up from just three programs added in 2005

Two factors are driving the surge Students want the courses and employers want the trained students saysPaul Rowland the associationsexecutive director

Theresa great perception that theres a sweet spot with energy to do good and do well and it appears to bethe place of job growth says Rob Melnick executive dean of the Global Institute of Sustainability at ArizonaState University

The institute started an undergraduate program in sustainability studies with a focus on solar a year and ahalf ago It now has about 600 students whove declared sustainability a major The growth rate isunprecedented even though the program has the toughest admission standards of any school at the universityMelnick says

Other schools are also seeing big demand including

Illinois State University in Normal III The school of 21000 students has 65 majors in renewable energy aprogram started in 2008 with help from a 1 million Department of Energy grant The program has morestudents wanting in than we can handle says Richard Boser chair of the Department of TechnologyNearby employers including those in wind energy hope to hire future graduates Boser saysMassachusetts Institute of Technology In September it launched a minor in energy studies A studentsurvey said 43 of freshmen and sophomores were very or extremely interested in it Thats a very largenumber says Vladimir Bulovic associate professor of communication and technology MITs studentenergy club has 1700 members vs several hundred a few years ago Bulovic saysUniversity of California Berkeley The school has seen student interest in its introductory energy classexplode Ten years ago it attracted 40 or so students Now the class runs 270 says Daniel Kammen

director of the schoolsRenewable and Appropriate Energy Laboratory

The Obama administration has estimated that jobs in energy and environmental related occupations will grow52 from 2000 through 2016 vs 14 for other occupations

Thats partly why budgetstrapped schools are adding energy and sustainability programs even while cuttingother majors Rowland says

Source USA Today December 27 2009

Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix B As Colleges Add Green Majors and Minors Classes Fill Up

Page 31 of alMarch 2010

Appendix C Sustainability Comes of AgeBy Henry Fountain

When Andrew Pattison was looking to pursue a graduate degree in sustainability he drew on his post collegeexperience working as a conservation biologist in upstate New York Butterflies were his thing and he producednumerous recommendations about what should be done to protect them I found that quoteunquoteimportant people who were decision makers would read the reports I filed and then not follow them MrPattison says

Those frustrations led him in a different direction I knew I wanted to study the way decisions were made onenvironmental policy he says He also knew where many of the important decisions were made in cities Withenergy and climate policy he says the problem is global but all politics are local

Mr Pattison 32 is now a doctoral student in the sustainable urban infrastructure program at the University ofColorado Denver Its one of a growing number of graduate programs in sustainability where the issues affectingcities are front and center

Weve seen a growth in programs that are more focused either on a particular geographic area or on adiscipline says Paul Rowland executive director of the Association for the Advancement of Sustainability inHigher Education The organizationsWeb site aasheorg lists nine universities offering doctoral or mastersdegrees in urban sustainability studies and many more programs include the urban environment as a centralpart of their studies

In some ways the shift reflects a comingofage of sustainability as a field away from the backtonature ethosof earlier efforts and toward a realization that there are grittier problems and solutions The environmentalmovement has expanded to understand that people are at the center of these issues Mr Pattison says Itsnot just save the trees for the trees sake

But beyond that sustainability programs are also beginning to better reflect the demographics of their students

Too much of environmental planning and policy focuses on wilderness and rural areas says Julian Agyemanprofessor and chairman of the department of urban and environmental policy and planning at Tufts University inMedford Mass Yet most students lives are lived in the urban environment

Mr Agyemansdepartment is one of the pioneers of urban environmental studies it was founded in 1973 byHerman Field who had been planning director for the universitysschool of medicine from 1961 to 1972Writing some years later about why he created the program he said 1 was appalled by the mindless despoilingof the physical environment essential to any quality of life urban or otherwise

The University of Coloradosprogram began in 2003 with money from the Department of Education butexpanded in 2007 with a fiveyear National Science Foundation grant to finance 26 doctoral students accordingto the programsdirector Anu Ramaswami a professor of environmental engineering The program has aboutthe same number of mastersstudents

In New York City College announced in October that it would begin a mastersprogram in sustainability in theurban environment The plan is to enroll 18 to 20 students the first year says Latif Jiji the programsdirectorand students will be able to focus either on architecture sustainability issues relating to buildings and parksor engineering where recycling and clean power will be major subjects

But as with most such programs the emphasis will be interdisciplinary The philosophy is that the problemsthese people are going to face are really complex Mr lip says They dont fit into nice little categories Wewant people with different backgrounds to work together



Appendix C Sustainability Comes of Age

Like other students in Coloradosmultidisciplinary program Meghan Bernard is working with a city in hercase Broomfield northwest of Denver as she pursues her masters in engineering Much of the work has

involved crunching numbers to come up with a baseline greenhousegas inventory for Broomfield the climaterelated costs of transportation shelter food and other aspects of urban life But now she will be working withresidents to develop an action plan for improving the cityscarbon footprint

I dont see myself as an engineer or a policy person Ms Bernard says I enjoy the hard numbers but theengagement part is important for me as well

Mr Pattisonsarea of concentration is public policy hes been working with the university on analyzing itscarbon footprint and developing a climate action plan and with his class work done he will soon be starting a jobas the universityssustainability officer for its downtown campus But as he put it the program has not involved

just sitting in a room full of policy geeks

Here you are taking classes with engineers and planners and hearing about different things its like Wow

that wasnt even on my radar screen

Source The New York Times January 3 2010

Planning Data for Bachelor of Arts In Sustainability and Polity AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix C Sustainability Comes of Age

Page 33 of AlMarch 2010

Appendix D Research from Best Employers in Canada Study Builds Business Case for Investment inCorporate Social Responsibility

Hewitt and CBSR Data Establishes Strong Relationship between Employee Engagement and Views on CSR

TORONTO Results from the 2010 Best Employers in Canada study indicate that executives of Canadianemployers believe the return on investment in socially and environmentally responsible practices justifies theexpenditure Their instincts are correct there is a strong correlation between employee engagement andemployee views of their employers record on corporate social responsibility

Hewitt Associates the global human resources consulting and outsourcing company that conducts the BestEmployers in Canada study each year partnered with Canadian Business for Social Responsibility CBSR tounderstand the relationships between CSR perceptions engagement and other work environment factorsBetween the Best Employers in Canada study and the companion Best Small Medium Employers in Canadastudy for smaller organizations Hewitt and CBSR gathered opinions from over 100000 employees and 2000leaders at more than 230 workplaces

This is the first largescale quantitative Canadian study to investigate the relationship between employeeengagement and perceptions of corporate social responsibility said Neil Crawford Hewitts leader of the BestEmployers in Canada study The findings demonstrate that organizations with high employee engagement havea higher degree of readiness to focus on CSR as a strategy to improve overall organizational performance andbetter meet the needs of employees and external stakeholders

When executives were asked what they viewed as the potential benefits of investing in or pursuing socially andenvironmentally responsible practices their top three responses were a positive organizational reputationhigher or sustained employee engagement and eliminating wastereducing their impact on the environmentEightysix per cent of employees at organizations with high engagement agreed or strongly agreed with thestatement that they worked for an employer that was socially and environmentally responsible That figure was71 per cent at employers with moderate engagement and only 60 per cent at those with low engagement

The most frequently implemented CSR initiatives for Canadian employers areCommunity investment fundraising and sponsorshipsWaste reduction recycling reduced usageBusiness travel reduction use of videoconferencing or teleconferencingResponsible purchasing equipment and supplies

CSR initiatives least frequently employed includeOffsetting business travel carbon offsetsSubsidizing low carbon travel public transit or parking for alternative fuels vehicles

Not only do the results establish the strong connection between CSR and employee engagement weve learnedthat declining employee perceptions of CSR within an organization can be a significant threat to engagement forover a third of organizations said Barb Steele Director of Membership CBSR Combined initiatives to sustainboth employee engagement and support CSR transformation will likely yield a better return on investment thanindividual non coordinated efforts

Source Hewitt Associates January 25 2010

O

O

Appendix E Types of Jobs for Environmental Sustainability Students

Advocacy Grantmaking and Civic Organizations Environment alternative energy and wildlife organizations requireskilled advocates and PR representatives

Agricultural and Food ScientistsAtmospheric Scientists

Biological ScientistsChemists and Materials Scientists

Conservation Scientists and Foresters

Construction

Construction Laborers

Construction Managers

Engineering and Natural Sciences ManagersEngineering Technicians These people work hand in hand with the engineers and are vital employeesEngineers Environmental Engineers are coming into more high demand than other engineers in the 21st century CivilEngineers are even more in high demand and greatly affect the environment in the planning and revitalizing of citiesand public worksEnvironmental Engineering Technicians These employees modify test and operate equipment and devices toenhance environmental health and develop mew methodologies and components

Environmental Engineers These workers enhance and improve environmental healthEnvironmental Science Health and Protection Technicians

Environmental Science Teachers

Environmental Scientists and Hydrologists Associated with water in the environmentEnvironmental Scientists and Specialists also HealthForest Conservation and Logging WorkersGeoscientists

Interior designers The highly public and growing knowledge of environmental issues is affecting this job title andinterior designers that acknowledge and work in a green methodology will prosperLandscape Architects

Management Scientific and Technical Consulting Services

Medical Scientists including Epidemiologists and Public Health SpecialistsMiningMotor Vehicle and Parts ManufacturingOccupational Health and Safety Specialists and TechniciansPower Plant Operators Distributors and DispatchersRegistered Nurses Occupationalvocational health nurses and Public Health nurses work to prevent job related andenvironmental injuries and illnesses An EXTREMELY HIGH DEMAND occupation more and more will be neededthrough 2100AD and are much used in Travel Nursing which pays premium wages and benefits including rent ormortgage

Science Technicians These include lab and field tests workers and forensic science applicationsSocial Scientists

Statisticians Statisticians work for scientific environmental and agricultural agencies They gather and analyze datato help the agencies as well as the engineers and other environmental workers

Surveyors Cartographers Photogrammetrists and Surveying and Mapping TechniciansUrban and Regional Planners These workers help with Go Green Types of projects and tackle environmental issueslike pollutionWater and Liquid Waste Treatment Plant and System Operators

Source Kwantlen Polytechnic University Department of Cooperative Education March 9 2010

Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix E Types of Jobs for Environmental Sustainability Students


Appendix F List of Environmental Occupations not an exhaustive listSource Sustainability Labour Market Trends Report 2009

Advanced metering infrastructures hardware project managerAir quality auditor engineer specialist technician technologistAssistant plant operatorBiochemist and biophysicist

Biomass plant operator

Biodiesel process engineerBiotechnologist

Building energy analyst

Building material developerClimatologist

Conservation biologistConservation officer

Crop and slab engineer

Crystal growing engineerDesign simulation professional

Ecologist wetland ecologist

Ecotourism operatorEcotoxicologistElectronic test technician

Emergency managerEnergy analystEnergy auditor

Energy engineer

Energy engineerbuilding scientistEnergy modeler

Energy systems controls engineer

Engineer biomass systems integrationEnvironmental chemist

Environmental communications officer

Environmental compliance officerEnvironmental economist

Environmental educator elementary secondary postsecondary teachersEnvironmental enforcement officer

Environmental engineers

Environmental edpidemiologist

Environmental geologistEnvironmental geophysicistEnvironmental health officer

Environmental lawyer

Environmental manager

Environmental monitoring technicianEnvironmental planner

Environmental policy analyst

Environmental psychologistEnvironmental risk assessor impact assessorEnvironmental reporter

Environmental science and protection technicians

Environmental scientist and specialistEnvironmental service technician

Environmental technical salesperson

Environmental techniciantechnologist



Appendix F List of Environmental Occupations not an exhaustive list

Environmental training specialist

Field service engineering technicianForest and conservation worker

Fuel cell test technician

Geophysicist

Geothermal analyst

Geothermal geologist

Geothermal heat pump designerGIS analyst

GlaciologistGreen building analyst

Green commissioning mechanical engineerHazardous materials specialistHazardous waste technician

Home energy and green rating professionalHydrologist hydrogeologistIndustrial waste inspector

Industrial production manager

Landfill engineerLandscape architect

Laser operations technicianLEED AP

LEED certification coordinator

Lobbyist

Logistics managerMaintenance mechanic

Manufacturing supervisorModule manufacturing engineerNaturalist

Occupational hygienist

OceanographerOperating engineer

Packaging scientist

Park interpreterPark warden

Plant and laboratory technician

Plant engineer

Pollution control technologist

Power electronics engineerProcess engineer

Production operatorProduction plannerschedulerProject developers

Program managerQuality insurance manager

Reclamation specialistRecycling coordinatorSenior buyer

Senior property agent

Senior risk management analystSenior software engineer

Silicon crystal growersSite prospector

Site supervisor

Planning Data for Bachelor of Arts In Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix F List of Environmental Occupations not an exhaustive list


Soil conservationist

Soil scientist

Solar PV manufacturingSolar panel and geothermal heat pump installerSustainable architect

Station attendant

Sustainable building engineer

Sustainable interior designer

Test automation engineer

ToxicologistUtility program managerUrban and regional planner

Waste management specialist

Wastewater collection and treatment operatorWater and wastewater plant engineer

Water quality technician technologist

Water treatment and distribution operator

Wildlife biologistWildlife technician technologistWind data analyst

Wind energy developer

Wind energy forecasting and resource assessmentWind energy technicianWind field technician

Wind plant administratorWind plant monitoring technician

Wind power development

Wire technology engineer



Appendix F List of Environmental Occupations not an exhaustive list

Job Title Location

Senior Environmental Engineer Burnaby BC

Operation Save H2O Program Team Leaders City of Surrey BCLab Technician Fort St John BC

Junior Environmental Scientist Smithers BC

Terrestrial Ecologist Plant Ecology Wetlands Scientist Smithers BC

Environmental Leadership Opportunities Western Canada Vancouver Calgary BC

Fish Biologist Senior VancouverSmithers Yellowknife BC

Community Engagement Consultation Specialist VancouverVictoria BC

Wildlife Biologist Senior VancouverSmithers BC

Engineer Atmospherics Vancouver BC

Fish Biologist Intermediate Vancouver BC

Hydrotechnical Technologist Vancouver BC

Intermediate AquaticFisheries Biologist Vancouver BC

Junior Environmental Scientist Vancouver office Vancouver BC

Senior Project Engineer Vancouver BC

Senior Terrestrial BiologistEIA Specialist Vancouver BC

Technical Analyst Vancouver BC

Toba Valley Environmental Manager Vancouver BC

Administrative Assistant Victoria BC

Environmental ScientistEngineer Victoria BC

Technical Services Representative Victoria BC

Sr Underwriter Environmental EdmCalVan Edmonton Calgary Or Vancouver AB

Physical Hydrogeologist Calgary or Edmonton AB

Account Manager Environmental Division Calgary AB

Environmental Advisor Calgary ABJunior to Intermediate Environmental Professional Calgary AB

JuniorIntermediate Reclamation Specialist Calgary AB

JuniorIntermediateSenior Hydrogeologists Calgary AB

Project Coordinator Calgary ABSenior Project Manager Calgary AB

Environmental Technologist Edmonton AB

Junior Intermediate and Senior Environmental Professionals Edmonton AB

Organic GCFID Analyst Edmonton AB

Organic GCMSD Analyst Edmonton AB

Senior Emissions Monitoring Technologist Edmonton AB

Environmental Technologist Air Quality Fort McMurray AB

Project Manager Air Quality System Fort McMurray AB

Project Manager Grande Prairie AB

Junior Environmental Consultant Edmonton Area Office St Albert ABExecutive Director Northern Alberta negotiable AB

Environmental Program Specialist Red Deer AB

Permaculture Specialist Integrated Farming Adviser Nigeria INTEnvironmental Technical Assistant Winnipeg MB

FishWildlife Biologist Yellowknife NT

Campground Attendant Algonquin Prov Park ON

Terrestrial Ecologist Bracebridge ON

Supervisor of Aquatics Cambridge ON

Trees for Mapleton Coordinator CambridgeMapleton ON

Appendix G ECO Canada Job Board Environmental Job Postings on March 12 2010

Planning Data for Bachelor of Arts in Sustainabillty and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix G ECO Canada Job Board Environmental Job Postings on March 12 2010


Job Title Location

Sustainability Specialist Greater Toronto Area ON

Structural Engineer Mississauga ONContract Auditor Position Northern and Central Ontario ONClient Service Coordinator Ottawa ON

Exchange Manager Ottawa ON

Executive Director CWWA Ottawa ON

Executive Director Peterborough ONEnvironmental Manager Sudbury ON

Environmental Services Manager Toronto ON

Gardener Toronto ON

Intermediate Project Manager in Sustainable Building Design Toronto ON

Regional Development Director Toronto ON

Senior Consultant Toronto ON

Senior Program Advisers Toronto ON

Technical Advisor HVAC hydronic leeds geothermal Toronto ON

Senior Manager of Environment Toronto Ottawa or Montreal ON

Environmental Specialist Waterloo ON

Events Manager Waterloo ON

Environmental Economist Montreal QC

Customer Service Representative Regina SK

Environmental Engineer Saskatoon SK

Reclamation Specialist Weyburn SK

Junior Biologist Whitehorse YT



Appendix G ECO Canada Job Board Environmental lob Postings on March 12 2010

Appendix H Links to Job Descriptions of Sustainabilityrelated Jobs at Selected PostsecondaryInstitutions in Canada and the USA

American University Environmental Coordinator

Bowdoin College Coordinator for a Sustainable BowdoinCalifornia State University Chico Sustainability CoordinatorConcordia Universityo Sustainabilitv Coordinator

o EnvironmentR4Coordinator

Cornell University Sustainability CoordinatorDuke University Sustainability CoordinatorDartmouth College Sustainability Coordinator

Emory University Director of Sustainabilitv InitiativesHarvard Universityo Director Harvard Green Campus Initiative HGC11o HGCI Coordinator Communications Finance and Administration

o HGCI Coordinator Green Campus Undergraduate Environmental Programso HGCI Coordinator Longwood Green Campus Initiative

o HGCI Graduate Green Living Program Coordinator

o HGCI Manager High Performance Building Service

o HGCI Program Assistant High Performance Building Serviceso HGCI Program Coordinator FAS Campus Energy Reduction Program

o HGCI Coordinator HGCI Special Projects Assistant

Massachusetts Institute of Technology Deputy Director Sustainability ProgramMiddlebury College Campus Sustainability CoordinatorOregon State University Sustainability CoordinatorPrinceton University Sustainability Manager

Portland State University Sustainability Coordinator

Rice University Sustainability Planner

Santa Clara University Sustainability CoordinatorSeattle University Campus Sustainability Coordinator

Sterling College Sustainability CoordinatorUniversity of British Columbia Director SustainabilityUniversity of Calgary Environmental Management System SpecialistUniversity of Colorado at Colorado Springs Sustainability Officer

University of Oregon Environmental Resource Recycling ManagerUniversity of Prince Edward Island Director of Environmental Studies and SustainabilityUniversity of Torontoo Sustainability Coordinator

o Environmental Project Manager

University of Toronto at Mississauga Sustainability CoordinatorUniversity of Victoria Sustainability Coordinator

Yale University Director Office of Sustainabilitv

Source Association for the Advancement of Sustainability In Higher Education

httpwwwrenewsnetsustainableJobthtm

Planning Data for Bachelor of Arts in Sustainability and Policy AnalysisInstitutional Analysis and Planning Kwantlen Polytechnic UniversityAppendix H Links to Job Descriptions of Sustainability related Jobs at Selected Postsecondary Institutions In Canada and the USA


Reference 1722

Monographs 5000


Periodicals 3000

Audio Visual 1500

TOTAL 16872

Part B

Please attach this section only to the Program Concept



Support for Program ProposaliRevisionName of Program Bachelor of Arts Public Policy and SustainabilityDate November 3 2009

SummaryThe Library supports in the development and implementation of the proposed Bachelorof Arts Public Policy and Sustainability At this time it appears that impact on Libraryprint resources and services should be manageable but our Electronic ResourceCollection ideally should be supplemented in order to provide an acceptable level ofsupport to students enrolled in this programThe Teaching Librarians are excited by the opportunity outlined in the proposal tocollaborate with instructors in teaching research modules for the BA Public Policy inSustainability programThis Library Impact Assessment has been based on the most current informationavailable but it is possible that as course outlines and specific curriculum are developedfurther resources may need to be allocated in support of this program The Library willcontinue to work with the various departments that offer this degree to ensure that theresources and services remain current and effective

Summary of Startup 8 Subsequent Costs

Prepared by

Signed

Elaine Samwald

SSCC liaison Librarian

I support this collection assessment


Yes El No


Please provide reasons for non support of assessment

Nov 5 09

Date

Nov 5 09

d

Before Revision

Semester 1 to 4

Refer to timetables as course offerings may change yearto year

pRLN 1120 Public Relations Writing 3 cr

pRLN 1230 Public Relations Research 15 crpRLN 1140 Computer Skills I 3 crpRLN 1150 Public Relations Practice 3 crJRNL 1100 Explorations in Mass Communications 3 cr

JRNL 1141 Visual Design with Computers 3 crpRLN 1210 Media Relations 3 crPRLN 1220 Writing for Newspapers and Features 3 crpRLN 1236 Visual Presentations 3 crPRLN 1240 Computer Skills 11 15 cr

4RKT 1199 Introduction to Marketing 3 crpRLN 2310 Issues Management Crisis Response 3 crPRLN 2320 Writing for Corporate Communications 3 crpRLN 2331 Event Planning and Sponsorship 15 crpRLN 2340 Computer Skills 111 15 crPRLN 235Q PR Advertising 3 crJRNL 2301 Media and Audiences 3 crPRLN 244 Organizational Communications 3 crPRLN 2431 Event Production and Management 15 cr

pRLN 2450 Public Relations Management 3 crPRLN 2476 Public Relations Work Experience 45 crJRNL 2401 Ethics and the Media 3 cr

TOTAL Credits 60


School of Business

MEMORANDUM

DATE February 26 2010

TO Senate Standing Committee on Curriculum

FROM Terri Smolar Chair of Public Relations departmentWayne Tebb Associate Dean

RE Public Relations Diploma program revision

We are seeking approval for the revision of the Public Relations program The proposed implementation date forthls program change Is September 1 2010 This program change has previously been approved by the School ofBusiness Curriculum Committee and the School of Business Faculty Council

Highlight of the Revision

o Replace JRNL 1100 with ENGL 1100o Replace JRNL 2301 with PRLN 2345o Replace JRNL 2401 with PRLN 3XXX 3000 level number pending confirmation from the Registrarsofficeo Replace JRNL 2450 with PRLN 2455

Please see attachment 1 for a brief description of and rationale for the replacement courses ENGL 1100 PRLN2345 PRLN 3XXX and PRLN 2455

Rationale and Support

Now that the PR Diploma Program has moved into the School of Business it is time to review the program structure so that thecourses that make up the Public Relations Diploma are aligned with the School of Business and build the competencies that willhelp PR students to learn the broad base of knowledge required to be successful in the career of public relations

After Revision

Semester 1 to 4

Refer to timetables as course offerings may change yearto year

PRLN 112Q Public Relations Writing 3 crPRLN 1230 Public Relations Research 15 crPRLN 1140 Computer Skills I 3 crpRLN 1150 Public Relations Practice 3 crENGL 110Q Writing Reading and Thinking AnIntroduction 3 crJRNL 1141 Visual Design with Computers 3 crPRLN 121Q Media Relations 3 cr

pRLN 1220 Writing for Newspapers and Features 3 crPRLN 1236 Visual Presentations 3 crpRLN 1240 Computer Skills II 15 crJRKT 1199 Introduction to Marketing 3 crPRLN 2310 Issues Management Crisis Response 3 crPRLN 232Q Writing for Corporate Communications 3 cr

pRLN 2331 Event Planning and Sponsorship 15 crPRLN 2340 Computer Skills III 15 cr 1pRLN 2345 Essentials of Fundraising 3 cr Neu Ours

PRLN 2350 PR Advertising 3 cr I

pRLN 2441 Organizational Communications 3 crpRLN 2431 Event Production and Management 15 crPRLN 2455 Public Relations Consulting 3 crpRLN 2476 Public Relations Work Experience 45 crPRLN 3XXX Ethics in Communication 3 cr

TOTAL Credits 60

Nee course

N couf

ExistingCourse

Recommended

Action

ProposedReplacement

Course

Description

JRNL 1100

Explorationsin Mass

Comm

Delete from PR

DiplomaReplace withEnglish 1100

Rationale English 1100 is required for all degree programs It introduces students to academicwriting and also provides the basis for advancing to a degree in later years It is more suitablefor the diploma level of the PR program than the Journalism 1100 course

JRNL 2301Media

Audiences

Delete from PR

DiplomaReplace withPRLN 2345

Essentials of

Fundraising

Rationale This new course is designed to give students knowledge and handson experience inthe world of non profit fundraising for charities educational institutions and non profitorganizations The goal is to equip Kwantlen students to successfully compete for the jobs infundraising and development that are currently offered

JRNL 2401Ethics the

Media

Delete from PR

DiplomaReplace withPRLN 3XXX

Ethics in

Communication

Rationale This new course will concentrate on the ethical situations common to professionalcommunicators in corporate communications marketing and public relations A course devotedto ethical situations that are specific to PR is recommended by the Commission on PublicRelations Education which is composed of public relations educators and practitioners whorepresent 12 professional societies in public relations and related fields of communications

PRLN 2450

PR

Management

Delete from PR

DiplomaReplace withPRLN 2455 PR

Consulting

This new course will equip PR diploma grads with the skills to use a freelance consultingbusiness as a job search strategy for permanent work or to assist them in between jobs to bridgegaps in employment Since the nature of PR work is often contractual this course will assist newpractitioners to successfully launch themselves with other members of the PR profession whoare the sources of that contract work and hopefully future full time employment

Proposal for Course Changes within the PR Diploma Program for September 2010

Background

Now that the PR Diploma Program has moved into the School of Business it is time to review the program structure so that the courses thatmake up the Public Relations Diploma are aligned with the School of Business and build the competencies that will help PR students tolearn the broad base of knowledge required to be successful in the career of public relations

Accordingly as Coordinator of the PR Diploma Program I am proposing the following changes for consideration

Page 1 of 1

Attachment 1

Fall Semester 5 Proposed Model

FASN 3100 Textile DesignFASN 3120 Mass ManufacturingFASN 3140 Pattern Grading and ComputerAided DraftingFASN 3150 Preparation for Fashion IndustryInternship

FASN 3100 Textile DesignFASN 3120 Mass ManufacturingFASN 3130 Draping

FASN 3150 Preparation for Fashion IndustryInternship

KwantlenP O L Y T E C H N I C6 U N I V E R S I T Y

MAILING ADDRESS

1266672nd Ave SurreyBC Canada V3W 2M8

TO SSCC

CC S Lee

FROM Barbara Duggan

DATE 19Mar10

SUBJECT Modification to 3rd year fashion design program model

SSCCs approval is requested

cu ct

O 6045992100kwantlenca

MEMORANDUM

At the Faculty of DesignsDecember 2009 Curriculum Committee meeting the modification to Year 3of the Bachelor of Design Fashion Technology degree program model was approved FashionDesign hopes to implement the changes in Fall 2010

Rationale

In 2008 and 2009 the Fashion Design and Technology Program conducted an extensive ProgramReview Based on the feedback from industry the Advisory Board graduates and fashion facultymembers on the necessity of a draping course and the need to update the technical productioncourses the Fashion Program instituted draping curriculum in FASN 3120 this year and beganupdating production curriculum in both FASN 3120 and FASN 3140

Having now determined that draping requires its own course Fashion Design adjusted the curriculumof Year 3 courses WITHOUT adding credits The program plans to discontinue FASN 3140 4 creditsand replace it with FASN 3130 4 credits Some of the content in FASN 3140 will be integrated intoa revised version of FASN 3120 and will be brought forward at a later date

The modifications will not affect current 4th year and current 3rd year who have taken the existingcurriculum in terms of graduating The program will advise those students when filling out thegraduation forms to choose the option to graduate with curriculum that existed when they enrolledas shown below They are

Current 4th years will graduate in Spring 2010 with the requirements that existed when theybegan the old onesCurrent 3rd years will graduate in Spring 2011 with the requirements that existed when theybegan the old onesCurrent 2nd years will be the first to take these new courses and so will graduate with the newcurriculum in Spring 2012

C O N S I D E R C O M P A R E C H O O S E K W A N T L E N

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