Resubmission Report: Bachelor of Applied Business (e ...

Resubmission Report:

Bachelor of Applied Business (e-Business Supply Chain Management)

Application for Renewal of Ministerial Consent

Ontario Colleges of Applied Arts and Technology

Date of Submission: September 15, 2014

Submitted To: Ministry of Training, Colleges and Universities (MTCU) & Postsecondary Education Quality Assessment Board (PEQAB)

2

Resubmission Report September 2014: Bachelor of Applied Business (e-Business Supply Chain Management) Application for Renewal of Ministerial Consent

Table of Contents Introduction ..................................................................................................................................... 3

PEQAB’s Rationale for Recommendation Statement .................................................................... 4

1. Faculty Credential Requirements ............................................................................................ 6

TABLE 1: Core Faculty in the Bachelor of Applied Business (e-Business Supply Chain Management) .............................................................................................................................. 6

TABLE 2: Faculty Reassignments............................................................................................. 7

TABLE 3: 2014-15 Course Schedule ......................................................................................... 8

2. Curriculum Revisions ............................................................................................................ 12

a. Course Alignment and Rigour ........................................................................................... 12

TABLE 4: Curriculum Map ...................................................................................................... 14

b. Utilization of petSIM in the Program ................................................................................ 19

c. Reinforcement of Supply Chain Management Theories .................................................... 20

d. Evaluation of Student Learning ......................................................................................... 20

e. Use of SAP in the Program ................................................................................................ 22

f. Research and Scholarship .................................................................................................. 23

3. Strategic Curricular Activities ............................................................................................... 23

a. Content Clarification .......................................................................................................... 24

b. Faculty Development ......................................................................................................... 24

c. Research, Scholarship and Professional Activities ............................................................ 25

d. Additional ERP Systems .................................................................................................... 25

4. Update to the Response to the Quality Assessment Panel (QAP) Report ............................. 26

Concluding Remarks ..................................................................................................................... 26

Appendix A – Position Postings ................................................................................................... 27

Appendix B – Curricula Vitae ...................................................................................................... 33

Appendix C – Course Outlines ................................................................................................... 104

Appendix D – Sample Course Section Information (CSI) Document ........................................ 245

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Introduction This report presents a fulsome update and details regarding activities that Algonquin College has undertaken to review, revise and enhance the Bachelor of Applied Business (e-Business Supply Chain Management) degree program. The report will take into account PEQAB’s Rationale for Recommendation to address the faculty complement, including the hiring and staffing plan for 2014-15, and efforts made towards addressing the concerns related to the curriculum in meeting the degree level standard. The resubmission contains both an update to the QAP Report Response, as well as details of the extensive activities related to strengthening the program’s curriculum and faculty complement. As both activities are extensive and require planned short and longer-term strategic implementation, this report presents an update towards both efforts supported by appendices containing position postings, the faculty curricula vitae and the program’s course outlines. An Interim Resubmission Report was provided on June 30th, 2014 to both the Ministry and PEQAB staff. This report provided an update on the commitments that Algonquin College made in its QAP Report Response submitted May 31st, 2013, as well as provided an overview of the activities begun to address concerns raised in PEQAB’s Rationale for Recommendation statement. This Resubmission Report incorporates the interim update, and where appropriate, provides a further update.

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PEQAB’s Rationale for Recommendation Statement

February 12, 2014 Algonquin College’s application for renewal of consent to offer a Bachelor of Applied Business (e-Business Supply Chain Management) was reviewed in accordance with the Board’s criteria and procedures identified in its Handbook for Ontario Colleges, 2010. During the course of the review, and on the panel’s recommendation, Algonquin requested that the nomenclature be changed to Bachelor of Commerce (e-Business Supply Chain Management). Briefly, this process entailed: • A four-member expert panel, consisting of a member of the Board’s standing Organization

Review Committee, two subject-matter experts, and a member of the Board’s standing Breadth Committee, was struck to review the renewal application against the Board’s standards and benchmarks for Colleges of Applied Arts and Technology. Their review included a visit to the site (1385 Woodroffe Avenue, Ottawa), where the panel met with members of the college community (including students, faculty, and senior administration), and toured facilities.

• The panel provided its review to the Board, and the Board in turn provided the panel report to the college for its response.

• The college prepared for the Board its responses to the issues identified by the panel. • In formulating its recommendation, the Board considered the college submission (and any

additional information relevant to the application), the panel report, the college responses to the report, and the commitments made by the college during the course of the review.

Rationale for Recommendation

The Board found that Algonquin’s Bachelor of Applied Business (e-Business Supply Chain Management) program does not meet its requirements pertaining to faculty qualifications, degree level education, breadth curriculum, and program evaluation. The Board requires that at least half of the faculty in degree programs hold the terminal credential. Less than one-quarter of the instructors teaching the core curriculum of this program hold a terminal credential in a field related to the courses they are assigned to teach. The Board also requires that all faculty hold graduate credentials. Two faculty members have only undergraduate degrees and four lack any degree. Exceptions to any benchmarks pertaining to faculty must be based on the absence of a related program credential in a university or other extraordinary circumstances, and be justified in writing with specific reference to the Board’s Capacity to Deliver standard. Although the applicant supplied exception statements for the six above-mentioned faculty members, the Board was not satisfied that there is a general lack of “related credentials.” Nor was the Board persuaded that other extraordinary circumstances warrant the delivery of an undergraduate degree program by instructors who either have not studied at the degree level or who do not possess a degree higher than that being taught.

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The requirement that faculty members hold a degree higher than that being taught is fundamentally connected to the capacity to meet the degree level standard. The expert panel that reviewed this program noted a lack of scholarly activity or research; this limits the faculty’s capacity to maintain currency in the field, enrich the program, and deliver degree-level education. Degree level programming must provide students with both depth and breadth of knowledge as well as enough exposure to scholarship and research to produce conceptual and methodological awareness. The panel found that the program’s narrow focus does not verse students adequately in the theory of supply chain management. The breadth expert for this review found some areas of concern, specifically that students’ ability to acquire more than introductory knowledge in a subject area outside the core subjects is limited, grading in the breadth subjects seems out of line with degree level standards, and samples of student work did not meet the criteria under the Degree Level standard pertaining to depth of understanding. The Board’s Program Evaluation standard requires that institutions have policies and procedures for conducting their own ongoing, internal quality assurance. Internal quality assurance must involve a program evaluation and a report by experts, including “senior academic peers” from outside of the program. Although the college has appropriate program evaluation policies, implementation of those policies failed to meet the Board’s requirements. The Program Evaluation standard ensures that the college has mechanisms to identify weaknesses and make improvements to the program. Algonquin acknowledged the guidance regarding the implementation of the required program evaluation policies and its commitment to apply that guidance has been recognized.

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1. Faculty Credential Requirements Algonquin College has revised its faculty staffing and assignments in an effort to achieve the benchmark that all faculty teaching in the main field of study hold an academic credential at least one degree higher than that offered by the program in the field or in the closely related field/discipline, as well as overall meeting the terminal credential requirement. The faculty teaching in the main field of study for the Bachelor of Applied Business (e-Business Supply Chain Management) are identified in Table 1. CVs for all faculty members are provided in Appendix B.

TABLE 1: Core Faculty in the Bachelor of Applied Business (e-Business Supply Chain Management) Name Highest Credential Earned Status Nadim Abboud PhD (Industrial Engineering and

Operations Research) Full-time Professor (effective August 1, 2014)

Ian Knowles PhD (Psychology) Full-time Professor Sadiq Abbas PhD (Information Technology) Full-time Professor Valerian Tibu PhD (Mathematics) Full-time Professor Al Pilcher MBA (Technology Management) Full-time Professor Maryann Sullivan MBA Full-time Professor Catrina McBride MA (Language and Professional Writing) Full-time Professor Robert Weeks PhD (Physics) Part-time Professor Darryl Poyner MBA (Marketing and Logistics) Part-time Professor Zaid Al-Mulla M.Acc. Part-time Professor Asghar Gill PhD (Physics) Part-time Professor Yvon Parizeau M. Electronic Commerce Part-time Professor Allan Cutler MBA (Management and Change) Part-time Professor Amir Khataie PhD (Industrial Engineering) Part-time Professor Muayad Mohammed Ahmed

PhD (Computer Engineering) Part-time Professor

James Bowen PhD (Management) Part-time Professor Algonquin was successful in its posting for a new full-time professor and selected a PhD in Industrial Engineering and Operations Research, Dr. Nadim Abboud, who joined the School effective August 1, 2014. In addition to teaching in the program, he is assigned to engage in the long-term curricular efforts to strengthen the program detailed in the Strategic Curricular Activities section in this document. For the 2014-15 Academic Year, Dr. Abboud has been assigned a slightly reduced teaching workload to allow him to focus on those efforts as well as afford him a smoother transition into his new position.

As well, in April 2014, the College posted for and recruited two part-time professors: Zaid Al-Mulla, M.Acc., who will teach the program’s Accounting and Finance courses, and Chris Tan, M.Law., who will teach the non-core Law course.

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We have also redeployed within the College one full-time professor with an MBA, Maryann Sullivan. The program was able to secure additional part-time faculty in specialized areas related to Management, Industrial Engineering and Computer Engineering in an effort to more closely align the relationship of teaching assignments between course content and faculty expertise.

With the staffing complement above, effective the 2014-15 Academic Year, 56% of all faculty teaching in the main field of study will hold the terminal academic credential in the field or in a closely related field/discipline. Of the 16 faculty members identified to teach core courses in the Bachelor of Applied Business (e-Business Supply Chain Management) program, 9 hold the terminal credential in the field or in a closely related field/discipline.

As a result of the recent hiring efforts, we have been able to eliminate past exceptions of the minimum qualifications for professors who do not have a Master’s or Doctorate degree. As of the 2014-15 Academic Year, the program is committed to no faculty exceptions to the terminal credential requirements. The School of Business is confident in their ability to maintain this commitment. We do acknowledge that credential alignment can be further strengthened for a few courses within the current course schedule and we will endeavour to do so for the 2015-16 Academic Year.

Given the above staffing efforts, courses for which we identified exceptions in our Application for Renewal of Consent have been reassigned to professors who meet the minimum credential requirements for the program. Additionally, certain courses have been reassigned to better align faculty credentials to the course discipline. Table 2 details these course reassignments. Table 3 that follows provides the Course Schedule with all teaching assignments for the 2014-15 Academic Year.

TABLE 2: Faculty Reassignments Course(s) Faculty Law (non-core) Chris Tan (MLaw) Financial Accounting Managerial Accounting Business Finance

Zaid Al-Mulla (MAcc)

Purchasing Management Master Planning and Scheduling

Maryann Sullivan (MBA) Maryann Sullivan (MBA)

Human Resources and Communications Project Management Allan Cutler (MBA)

Business Analysis I and II Asghar Gill (PhD) Lean Principles Amir Khataie (PhD) Logistics Strategic Supply Chain Management (Title revised to: ERP Integration Management)

Nadim Abboud (PhD)

Quality Management Robert Weeks (PhD) Basics of Supply Chain Management Customer Relationship Management (CRM) Darryl Poyner (MBA)

TABLE 3: 2014-15 Course Schedule

Year and Semester Course Title

Total Core Course

Semester Hours

Total Non-Core Course

Semester Hours

Course Prerequisites and Co-requisites Instructor(s)

Highest Qualification Earned and

Discipline of Study

YEAR 1 Semester 1

Marketing 45 Bowen, J. PhD (Management) Financial Accounting 45 Al-Mulla, Z. MAcc Microeconomics 45 Tibu, V. PhD (Mathematics) Communications and Academic Writing 45 Randall, S. PhD (English)

Business Fundamentals 45 Abboud, N. PhD (Industrial Engineering)

Spreadsheet Applications 45 Abbas, S. PhD (Engineering Information Technology)

YEAR 1 Semester 2

Management Information Systems 45 Pilcher, A. MBA (Technology

Management) Logic and Critical Thinking 60 William, J. PhD (Philosophy) Macroeconomics 45 Tibu, V. PhD (Mathematics) Business Processes and Systems 45 Abbas, S. PhD (Engineering

Information Technology) Managerial Accounting 45 Financial Accounting Al-Mulla, Z. MAcc Introduction to Sociology

60 Communications and Academic Writing; Logic and Critical Thinking

Knowles, I. PhD (Psychology)

YEAR 2 Semester 3

Basics of Supply Chain Management 45 Poyner, D. MBA (Logistics &

Marketing) Human Resources and Communications Project Management

45 Cutler, A. MBA

9



Total Core Course

Semester Hours


Semester Hours



Discipline of Study

Business Analysis I 45 Business Processes and Systems Gill, A. PhD (Physics)

e-Business Concepts 45 Sullivan, M. MBA Introduction to Database Management 45 Abbas, S. PhD (Engineering

Information Technology) Career Management 45 McBride, C. MA (Language and

Professional Writing)

YEAR 2 Semester 4

Purchasing Management 45

Management Information Systems; Basics of Supply Chain Management

Sullivan, M. MBA

ERP Business Configuration 45

Management Information Systems; Financial Accounting

Pilcher, A. MBA (Technology Management)

Introduction to Research 45

Communications and Academic Writing; Logic and Critical Thinking

William, J. PhD (Philosophy)

Business Analytics 45 Knowles, I. PhD (Psychology) Object Oriented Programming using Java 45 Spreadsheet Applications Abbas, S. PhD (Engineering

Information Technology) Business Analysis II 45 Business Analysis I Gill, A. PhD (Physics)

YEAR 3 Semester 5

Master Planning and Scheduling 45


Sullivan, M. MBA

10



Total Core Course

Semester Hours


Semester Hours



Discipline of Study

Technology Integration Using SAP

45

Introduction to Database Management; Object Oriented Programming Using Java; Management Information Systems

Abbas, S. PhD (Engineering Information Technology)

Public Sector Procurement 45 Basics of Supply Chain Management Cutler, A. MBA

Interpersonal Communications 45 Communications and Academic Writing Hall, C. PhD (English)

Logistics 45


Abboud, N. PhD (Industrial Engineering)

Computer Networks & Data Communications 45 Management Information

Systems Ahmed, M. PhD (Computer Engineering)

YEAR 3 Semester 6

Project Management

45

Management Information Systems; Human Resources and Communications Project Management

Pilcher, A. MBA (Technology Management)

Quality Management 45 Weeks, R. PhD (Physics) Lean Principles 45 Khataie, A. PhD (Industrial

Engineering) Free Elective I 45 As appropriate As appropriate Business Finance 45 Financial Accounting Al-Mulla, Z. MAcc Business Process Integration I 45 ERP Business Configuration Pilcher, A. MBA (Technology

Management)

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Total Core Course

Semester Hours


Semester Hours



Discipline of Study

YEAR 4 Semester 7

Business Intelligence and Data Warehousing Architecture 45

Technology Integration Using SAP Abbas, S. PhD (Engineering

Information Technology) Advanced Business Analytics 45 Business Analytics Knowles, I. PhD (Psychology) e-Business Applications 45 e-Business Concepts Abboud, N. PhD (Industrial

Engineering) Enterprise Architecture I 45 Parizeau, Y. M. Electronic Commerce Business Process Integration II 45

Business Process Integration I Pilcher, A. MBA (Technology

Management) ERP Integration Management (formerly Strategic Supply Chain Management)

45


Abboud, N. PhD (Industrial Engineering)

YEAR 4 Semester 8

Law 45 Tan, C. MLaw eSCM Degree Project 45 Pilcher, A. MBA (Technology

Management) Customer Relationship Management 45

Management Information Systems Poyner, D. MBA (Logistics &

Marketing) Navigating Canada’s Political Landscape 60 TBD TBD

Free Elective II 45 As appropriate As appropriate Enterprise Architecture II 45 Enterprise Architecture I Parizeau, Y. M. Electronic Commerce

SUBTOTAL COURSE HOURS 1755 450 TOTAL PROGRAM HOURS 2205

2. Curriculum Revisions Algonquin College takes very seriously the feedback provided both by the panel reviewers in their Quality Assessment Panel (QAP) report in February 26, 2013, and in the feedback provided by PEQAB in its Rationale for Recommendation statement in February 2014. While the QAP report concluded that the Program “ensures appropriate balance of theory and practice”, they also indicated that there were concerns about the narrowness of some courses, and the need for more context and rigour in others. More specifically, there was a noted concern on the focus on SAP, and on the reliance on petSIM, a supply chain management simulation, throughout the course of the program. Further feedback from PEQAB linked these concerns more broadly to the Degree Level Standard (Standard 1), and highlighted areas for improvement that included the program’s complexity, depth and breadth of understanding, theory and specialization in supply chain management.

To address these concerns, Algonquin College has proceeded in a multi-pronged and staged fashion in order to ensure that we are reviewing and enhancing the program both through its individual elements and holistically. The intention is to enhance the courses through both appropriate levelling and alignment, as well as collectively as a program of study. The following presents the activities undertaken over the last eight months, those planned for this academic year, and those planned for the longer term that will contribute towards this iterative process in addressing the QAP Report and PEQAB’s Rationale statement.

a. Course Alignment and Rigour Following receipt of PEQAB’s Rationale for Recommendation statement, faculty in the program were engaged in a review of all core courses. Faculty were brought together on several occasions in the spring to engage in a review of course levelling and constructive alignment exercises. Focusing primarily on the pedagogical aspects of their courses, faculty were paired with curriculum consultants to review and strengthen the alignment between all aspects of their courses, including their course descriptions, texts, learning activities and evaluations of student learning. At this time, faculty were also validating that the courses were providing a progression of learning of increasing complexity, both in theory and practice, as well as building on expectations of student learning. This activity was meant to also clarify and provide additional information on the course outline that heretofore at Algonquin College is provided to students on separate Course Section Information (CSI) documents. The CSIs typically provide a detailed weekly schedule of required and suggested readings, topics for each class date, detailed information about assignments and dates of student assessments. The QAP Report observed that outlines for some courses were missing crucial information which we later came to understand were provided on the CSIs, and that are typically distinct from the course outlines. Given this feedback, faculty clarified and consolidated relevant information from their CSIs into their course outlines, although this does not include the extent of detail as provided on a typical weekly schedule. An example of a CSI is provided in Appendix D where this supplementary information is noted.

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Additionally, the College proactively decided to pursue an informal desk audit of the program to ensure that both the specialization of the degree and the collective courses are appropriately balanced in theory and practice. We engaged Dr. Mitali De, a professor at the School of Business and Economics at Wilfrid Laurier University, who is also the Director of the Centre of Supply Chain Management and holds a PhD in this area of specialization. Dr. De provided constructive feedback on each of the program’s core course outlines. This feedback provided crucial validation of the courses, including their focus, scope of content, level in the program and appropriate evaluations of student learning. Faculty were again engaged to review this additional feedback and reconcile it in their course outlines. In the majority of cases, we were heartened to see that the feedback provided confirmation of the course validating the suitability of examined elements and offered minor suggestions for improvement. In some cases, the feedback did identify gaps in content or posed questions that allowed faculty to provide additional clarity in their course outlines. Although limited to a review of core course outlines, this activity did provide us with some insights regarding content redundancies in the program that we addressed through adjustments in course outlines, but which we will also address more substantially over the next year. While this review was limited to the core courses of the program, the overall assessment indicates that the curriculum is robustly designed, provides both conceptual frameworks of study and applied knowledge and skills. An additional aspect of our activities entailed updating the program’s curriculum map to incorporate these consolidated revisions. Given that we were enhancing course outlines and discussing relationships between courses, we had the opportunity to revisit the mapping and ensure that it accurately captured the consolidated revisions to the curriculum. This revised curriculum map (Table 4) provides deeper context and understanding of the role of each course within the curriculum, the relationship between courses in building on existing content and skills, and the culminating activities that provide feedback to both students and faculty on their achievement of the program’s overall learning outcomes.

TABLE 4: Curriculum Map

Grad

uate

s will

be

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know

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to a

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Year and Semester Course Title 1 2 3 4 5

YEAR 1 Semester 1

Marketing T TA T T Financial Accounting T TA Microeconomics T T T T Communications and Academic Writing

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

Business Fundamentals TA T T Spreadsheet Applications T TA T

YEAR 1 Semester 2

Management Information Systems T T

Logic & Critical Thinking This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

Macroeconomics T T T T Business Processes & Systems TA TA T Managerial Accounting T TA TA Introduction to Sociology This course is a non-core course that contributes to a breadth of knowledge outside the main field of

study.

15


Grad

uate

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to a

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Grad

uate

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Gr

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whi

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Gr

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ntin

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YEAR 2 Semester 3

Basics of Supply Chain Management TA TA T T

Human Resources and Communications Project Management

T TA T T

Business Analysis I TA TA T TA e-Business Concepts TA T T TA TA Introduction to Database Management T TA T

Career Management TA T T TA

YEAR 2 Semester 4

Purchasing Management T TA T T ERP Business Configuration T TA T T Introduction to Research This course is a non-core course that contributes to a breadth of knowledge outside the

main field of study. Business Analytics TA TA T TA Object Oriented Programming using Java T TA T TA

16


Grad

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Grad

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Business Analysis II TA T TA T Co-op Work Term I A A A

YEAR 3 Semester 5

Master Planning and Scheduling TA T TA TA TA

Technology Integration Using SAP TA TA T TA

Public Sector Procurement TA TA CP TA Interpersonal Communications This course is a non-core course that contributes to a breadth of knowledge outside the main field of

study. Logistics TA TA TA TA Computer Networks & Data Communications TA T

Co-op Work Term II A A A

YEAR 3 Semester 6

Project Management TA T TA T Quality Management T TA TA T Lean Principles TA T TA TA TA

17


Grad

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Grad

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Free Elective I Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study.

Business Finance TA TA T Business Process Integration I TA T T

Co-op Work Term III A A A

YEAR 4 Semester 7

Business Intelligence and Data Warehousing Architecture TA TA A

Advanced Business Analytics TA TA A e-Business Applications TA TA A Enterprise Architecture I TA TA A A Business Process Integration II TA TA A ERP Integration Management (formerly Strategic Supply Chain Management)

CP CP A

YEAR 4 Semester 8

Law This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

eSCM Degree Project CP CP CP CP CP

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Customer Relationship Management T CP CP CP

Navigating Canada’s Political Landscape

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

Free Elective II Students choose a non-core course that contributes to a breadth of knowledge outside the main field of study.

Enterprise Architecture II CP TA A CP T=Taught, A=Assessed, C=Culminating Performance

To facilitate a balanced program of study, in addition to the informal desk audit of the program, the School of Business has provided some teaching release to its new full-time faculty member in the program, Dr. Nadim Abboud, to familiarize himself with the program and provide curriculum oversight as the revisions to the courses are implemented. Along with a curriculum consultant, Dr. Abboud has reviewed the program’s core courses through the lens of a subject matter expert who has both an academic background and industry experience working in various organizations that have been utilizing Supply Chain Management (SCM), such as Canada Post. He will also provide continuing oversight and guidance for the activities planned over the coming year as part of the long-term plans of the program. Finally, the program provides students with learning opportunities that prepare them for various certification exams, such as from the Project Management Institute and the Association of Operations Management. Recently, the Chair, Marketing and Management Studies and coordinator have engaged in discussions with the Supply Chain Management Association (SCMA) that could allow students the benefit of additional certifications. The SCMA is continuing to review the program’s curriculum in order to establish the requisite articulation agreement. Following the outcome of this review, a few courses may need to be adjusted slightly in order to maximize transfer credit potential for students. Taken together, these activities culminate in revised course outlines (contained in Appendix C: Course Outlines) that attend to curriculum changes related to both the pedagogical aspects of the program and the disciplinary content. These activities and revisions enhance the program’s overall alignment, complexity and rigour and provide for more consistency in student evaluation practices. These changes are immediately implemented in the program as of the 2014-15 Academic Year.

b. Utilization of petSIM in the Program When the petSIM project was conceived, it was originally with the intention to eventually ‘gamify’ the tool to allow flexibility in altering the scenarios by inputting different parameters. Multiple phases of development were planned, with each adding different dimensions such that the simulation could be implemented in a variety of assignments throughout the program. The feedback provided in the QAP Report advised caution on using this tool to support the program. We wish to clarify that the tool was never intended to fully support the program, and that multiple cases, tools and resources are utilized throughout the program in addition to petSIM. In the last year, we became aware of other products on the market that could replace this simulation and we are currently investigating these options. In the meantime, the program faculty actively use other cases, games and simulations to engage students in complex problem-solving scenarios. Given that the program will be piloting other simulations, we have halted the development of petSIM, and we do not intend to further develop it as previously envisioned in our program response last year.

20


The program continues to utilize petSIM in various assignments and presentations in a few courses to allow students to engage in a complex team-based simulation throughout their program of study. The courses that are currently utilizing petSIM include: ESC 4201 Management Information Systems, MGT 4203 Human Resources and Communications Project Management, and MGT 4703 Enterprise Architecture I.

c. Reinforcement of Supply Chain Management Theories In the QAP Report, the Panel concluded that “overall the Programs meets the Program Content Standard” related to Benchmark 2.1. However, concerns were cited that identified the need to address the narrowness of certain courses, improving the rigour in others and offering more context through better use of texts and readings. Given the extensive course outline reviews that have taken place over these past 8 months, there was constant consideration of providing students with a degree that offers a balance of theory and practice. We believe that this is a fine and complex balance that we remained mindful of in making course outline enhancements for this academic year. Furthermore, we are confident that both the informal desk audit and our internal review of courses have strengthened this aspect of the program such that courses are appropriately balanced, provide sufficient context and complexity, and reinforce the theory and specialization in supply chain management. The Chair, Marketing and Management Studies has also engaged the School’s new faculty member, Dr. Nadim Abboud to offer structured guidance and oversight on the curriculum over the next year. With revised course outlines and curriculum mapping, it is a priority for management to continue to engage with faculty in the program to ensure that supply chain management theories remain explicit and reinforced to students. The School of Business has begun exploring other possible models of program design for business degrees, including a two-year common core followed by a two-year specialization. The longer-term goal for this program is to apply this design, or components thereof, to this degree and building a specialization in e-supply chain management for the final two years of the program. Dr. Abboud will be instrumental in the design and development of the renewed program. Should this vision go forward, the Ministry/PEQAB will be consulted as to the considerations and requirements relative to Ministerial Consent.

d. Evaluation of Student Learning In the QAP Report, the Panelists noted inconsistencies with respect to Benchmark 2.10 regarding the type and frequency of student assessments, particularly in the evaluation of group work and in the assessment of student participation. Overall, the recommendation was to establish consistency in the evaluation of student learning across the program. As per our QAP Report Response, clear criteria for the assessment of student participation were developed. The maximum allowable mark for participation in the program was set to 20%, beginning in 2013-14. Assuming the maximum 20% is used in a course, the following are the criteria that are communicated to students on every core course outline:

21


In order to succeed in this course, your participation is essential. 20% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below: - 16-20 points: students consistently participate by asking questions or suggesting responses that are important to the understanding of the topic. They attend all classes, have thoroughly prepared for class and willingly share ideas. - 11-15 points: students are present and attentive but do not choose to actively participate in discussions until called upon. Their contributions are limited. - 6-9 points: students in this range seem to rely mainly on attendance as a reflection of their interest and participation. They almost never make a contribution, their lack of preparation for class is evident and they have several unexplained absences. - 0-5 points: students have many absences, do not participate, are not prepared for class when they do come and are often late.

The criteria points are prorated depending on the participation marks allotted in individual courses. With respect to the evaluation of group work, in 2013-14 the program implemented a more structured program orientation as part of the new student orientation wherein the program held an open discussion that included faculty and senior students to discuss the importance of group work and student responsibilities. As students are introduced to group work in their first year, the information provided at the outset prepares them, as well as provides the necessary guidance and information for success in their studies. Over the past eight months, the need for clear criteria for the evaluation of group work was reinforced with faculty. As part of the ongoing effort to enhance clarity of criteria, addressing consistency of group work evaluation was a critical component of the curriculum revision activities with faculty as course outlines were finalized. It is the intent of the program to have an enhanced balance of group and individual student evaluations. To achieve this balance, the mandatory Team Assignment Plan (TAP) is being implemented in the 2014-15 Academic Year. The Team Assignment Plan (TAP) is used in any course for which group work represents at least 5% of the final grade. The TAP requires that students must complete a contract submitted at the start and end of a group project that identifies the tasks as they were delegated amongst the group at the outset and the individual contributions to the final product. A notation has been added to all core course outlines that specifies the following:

Group project work is an important part of the learning process in the program since it is a common aspect of any work place. It is up to each team member to carry out their assigned tasks, provide work on time and support the other team members. In order to facilitate a fair and equitable means of grading, for any group work project worth 5% or more of the final grade, each team must complete the Team Membership Contract at

22


the start and end of any group project. Additional documents may be required as part of group projects to facilitate the group learning process and evaluation of student learning.

Discussions with faculty during the review of their course outlines identified a variety of ways that faculty are assessing group work, much of which is valid and specific to the individual projects. It is difficult to implement a one-size-fits-all solution to this; however, the program endeavours to address this holistically this year through professional development activities for faculty, the development of resources and templates and ongoing support through the coordinator and Academic Team Support. The Centre for Organizational Learning (COL) and Curriculum Services will be consulted to ensure that appropriate pedagogical principles underpin these critical student assessment activities.

e. Use of SAP in the Program The QAP Report indicated a concern in Benchmark 2.7 that the program is too narrowly focused on SAP with a recommendation that the program “expose the students to some other ERP systems”. In the response to the Report, the program feels strongly that exposure to SAP and the opportunity for students to write the SAP TERP10 certification in their 4th year is a desired strength of the program. This is supported by strong KPI results that indicate that graduates are finding employment in this area of specialization. As well, the Program Advisory Committee, which includes representation from both the public and private sectors, supports SAP in the program largely due to the prevalence of SAP in Ottawa-area organizations. This is further supported by the co-operative education placement opportunities available to students as a result of this unique skillset. Students are taught and have opportunities to explore the fundamental concepts and theories that underpin all ERP systems. This is a central premise of the program. Students apply this knowledge using SAP constructs. Students are exposed to other ERP systems throughout the program in a limited capacity though we have strengthened this exposure for the upcoming year. During the last year, we investigated the viability of incorporating other ERP systems into the program. While we experienced some difficulty with Oracle Higher Education in a 2009 pilot, we had reinitiated a review of this system with a report and recommendation submitted in Summer 2014. The review has highlighted challenges that bring to question whether the addition of another ERP system into this program is a viable option. This is a complex issue that requires resources and careful deliberation of the curriculum. There will be added costs for licencing agreements and staff training that need to be reviewed by the College before any formal decisions are made. Notwithstanding the College is committed to this ongoing exploration. Reviewing the integration of SAP in the program is an integral component of the ongoing curriculum review efforts of the program. While we see the benefit of SAP capacity in our students on their future employment, we appreciate that this needs to be balanced throughout the degree. The program is moving forward with expanding the exposure students receive to other ERP systems through both curricular and extra-curricular activities. The primary courses in which students will be exposed to other ERP systems include MGT 4201 Business Processes and Systems, ESC 4300 Basics of Supply Chain Management, ESC 4400 Purchasing Management,

23


and MGT 4702 e-Business Applications. The range of activities planned includes assignments, guest speakers, presentations and student research. Additional opportunities will be made available to students through extra-curricular activities, where possible. Algonquin currently has a student-run chapter of the Association for Operations Management (APICS), a professional association for supply chain and operations management, which organizes events on campus for students in this program. The Chair, Marketing and Management Studies and coordinator will jointly collaborate with this group to provide additional support for events, including a speaker’s series, to further expose students to other ERP systems. As the program considers a different model of degree development dependent on a common first two years with other business programs, the strategic integration of SAP and other ERP systems will need to be examined in light of all the considerations. The intention moving forward is to maintain a balance such that students have both a fundamental understanding of the logic and theories underpinning all ERP systems within Supply Chain Management (SCM) theoretical frameworks and direct, applied experience using SAP along with varied exposure to other ERP systems.

f. Research and Scholarship The Chair, Academic Development, was hired in Fall 2013, with the express purpose of providing support to existing degree programs and to assist with the development of new degrees. One of the priority areas identified was the support for research and scholarship, and in particular, working with existing faculty to explore and support efforts towards this benchmark in the context of Algonquin College. To that end, a document was drafted that expanded the definitions of ‘research, scholarship and creative activity’ and provided examples of activities that would be considered scholarly. This was shared with the Department Chairs of our degrees and with degree faculty. In Winter 2014, a working group of the College Degree Operating Group that reports to CCVPA, of which the Chair Academic Development was a member, expressly worked to elaborate on the recently approved footnote to PEQAB’s definition of ‘research, scholarship and creative activity’. Work is ongoing to clarify this definition with faculty, and to provide support for engagement in various forms of scholarship. For 2014-15, we are actively exploring the options for a community of practice, providing support for grant-writing, conference proposal writing, as well as partnering with other units on campus, such as the Office of Applied Research and Innovation, on other initiatives.

3. Strategic Curricular Activities The program has made a significant investment of time, thought and action to improving the issues raised in PEQAB’s Rationale for Recommendation statement. While much was able to be completed to strengthen the program over the past eight months, given the timelines, these activities were primarily focused on enhancing existing courses. Principally, these were pedagogical in nature focusing on clarifying and strengthening the alignment between all aspects of a course, including the course descriptions, texts, learning activities and evaluations of student learning. These activities validated that the courses were providing a progression of learning of increasing complexity, both in theory and practice, as well as building on expectations of student learning. A revision to the curriculum map further clarified the role of

24


each course in the program, the relationships between courses, and the culminating activities for students. Finally, the informal desk audit provided additional feedback that included both pedagogical and disciplinary perspectives. The majority of feedback, whether it was the suggestion of a text or an inquiry into the assessments, was able to be implemented in each of the courses immediately for the 2014-15 Academic Year. These curriculum activities taken as a whole identified a number of opportunities for enhancing the program that will require additional time and consideration to address. These longer-term plans include the following activities.

a. Content Clarification Over the last eight months, through the various collaborative activities undertaken to revise their course outlines, the faculty have identified a number of opportunities to optimize the program content. Faculty identified overlapping content in certain courses that could be refocused to better build on their relationship. Wherever possible, overlap was immediately addressed in course outline revisions for the 2014-15 Academic Year. In other cases, courses were identified for which the relationship could be strengthened through aligning the content more closely. A key aspect of these revisions will be to ensure that each course remains rooted in supply chain management theoretical frameworks and that increasing complexity is more clearly articulated throughout the program of study. Additionally, the Chair Marketing and Management Studies is seeking opportunities for students to receive some transfer credit towards designations offered by the Supply Chain Management Association (SCMA). This is in addition to existing certification exams that students may already be eligible to write. Taken together, slight modifications to courses may be required to facilitate these opportunities. The faculty will remain mindful to keep these content modifications balanced with the goals of the program while maintaining the degree level standard. This will likely entail some course title and description changes to better reflect the content addressed in any courses for which the content has been modified. The Chair, Marketing and Management Studies has assigned the School’s new faculty member, Dr. Abboud to guide the work to be undertaken this year towards content revisions to the program. Curriculum consultants will also be assigned to better facilitate these revisions holistically. We anticipate this work will result in refinements to the program that will strengthen the focus of the program and also enhance the student learning experience. Commencing this fall, faculty will begin to refine course and program content, culminating in changes that will be reflected in the 2015-16 program of study.

b. Faculty Development As new faculty have been introduced into the program as a result of eliminating faculty exceptions, it is a priority for the Chair, Marketing and Management Studies this year to invest in faculty development efforts beginning this academic year. These include opportunities for team-building and mentoring, and providing support to all new faculty members such that they feel sufficiently guided and confident in their roles. With a stronger emphasis on consistent practices in grading, faculty will be provided with workshops, research and best practices with a focus on supporting and equitably assessing

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student group work. As the program minimally requires students completing group work projects to complete a contract in each course for which group work is at least 5% of the final grade, faculty will be encouraged to seek out and utilize other means of supporting group work, including peer and self-evaluations. As faculty in the program have been using group projects for a considerable amount of time, we hope to leverage their knowledge and resources created to ensure that all faculty members can benefit from best practices. Furthermore, this year the program will be implementing Academic Team Support (ATS) to provide assistance to students in understanding their role and responsibilities in group work by addressing and providing resources to mitigate common problems. These include time management skills, the development of plans and establishing timelines and milestones, conflict management and effective communication strategies, and interpersonal differences. The Chair, Marketing and Management Studies has tasked this to the coordinator, who in conjunction with Student Success Specialists in the School of Business, will provide comprehensive support to students in this program.

c. Research, Scholarship and Professional Activities In addition to the support provided by the Chair of Academic Development, the advent of the Faculty Performance Development Program at the College provides an opportunity to more formally include research and scholarship within faculty’s professional development plans. The Chair of Marketing and Management Studies will use this opportunity to review and develop individual strategies for increasing the breadth of scholarly activities in which faculty engage. This may include increased links with the Office of Applied Research, conference attendance and presentations at relevant annual meetings, such as those held by the SCMA and APICS, and other opportunities to engage in the scholarship of teaching and learning. As well, efforts will be made to provide increased funding for these activities. As faculty are evaluated on a three-year cycle, these plans will be reviewed and reported on annually, but more formally established as per the Faculty Performance Development Program cycle.

d. Additional ERP Systems Finally, as the program endeavours to provide students with more exposure to other ERP systems other than SAP, faculty will be encouraged to engage in outreach activities, and establish and build on relationships with organizations that utilize ERP systems other than SAP. These may be locally sourced, which might also have the side-benefit of potentially creating opportunities for additional co-operative education placements for students, or from organizations farther afield. As stated previously, several faculty members are new to the College. It is imperative that these faculty members are encouraged to create connections and partnerships that will benefit both them and their students.

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4. Update to the Response to the Quality Assessment Panel (QAP) Report

Since receiving and responding to the Quality Assessment Report on May 31, 2013, the program has implemented the changes recommended. Please refer to the Update to the Response to the Quality Assessment Panel Report document.

Concluding Remarks Algonquin College has made significant efforts to address the concerns raised in the Quality Assessment Panel (QAP) report, as well as those noted by PEQAB in their Rationale for Recommendation provided in February 2014 regarding the Bachelor of Applied Business (e-Business Supply Chain Management) degree program. This report has provided a comprehensive account of these activities, highlights of which include the success in hiring a full-time faculty member with a PhD in the program discipline, the elimination of faculty exceptions, and the immediate and longer-term activities that the College has already undertaken, or projects, in the ongoing review, revision and enhancement of the curriculum. The College is confident that the extensive curriculum enhancements implemented for the 2014-15 Academic Year have responded to concerns, strengthened the program, and ensured the appropriate balance of theory and applied learning expected of an honours degree program. The longer-term revisions to the curricula that will be guided by the newly hired PhD, present further opportunity to strengthen the program so as to continue to optimize students’ experiences and graduate employability. Algonquin College looks forward to the Ministry’s response as to the status of our application for Renewal of Ministerial Consent.

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Appendix A – Position Postings This section provides a summary of both full-time and part-time position postings associated with the faculty hiring discussed in Section 3 - Algonquin College’s Update to Address Faculty Credential Requirements.

Posting Number

Competition

ACA-010-14 Professor, Bachelor of Applied Business, e-Business Supply Chain Management

ACA-013-14 Part-time Professor, Law ACA-012-14 Part-time Professor, Accounting/Finance ACA-074-14 Part-time Professor, Marketing

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Notice of Job Competition

ACA-010-14 Job Title: Professor, Bachelor of Applied Business, E-Business

Supply Chain Management Department/Campus: Marketing and Management Studies, Woodroffe Reports To: Chair, Marketing and Management Studies Salary Range: $58,946 to $102,186 per annum, established in terms of relevant educational

qualifications and experience. The College also offers a complete range of fringe benefits.

Job Posted On: March 6, 2014 Job Posted Until: April 4, 2014 (12:00 noon EST) Posting Type: Internal/External (Employees who are full-time internal candidates, as defined by

the Academic Collective Agreement, will be given first consideration.)

Job Description Under the direction of the Chair, Marketing and Management Studies, the Professor, is responsible for facilitating and guiding learning and providing an effective learning environment for all students. The professional responsibilities include: The design/revision/updating of courses, including: • Consulting with program and course administrators and other faculty members, advisory committees and a

variety of potential employers and students; • Defining learning outcomes and evaluating and validating these outcomes; • Specifying and approving learning approaches, necessary resources, etc.; • Incorporating educational technologies to meet the learning needs of 21st Century students; • Reviewing and revising curriculum and participating in professional development activities during non-teaching

periods. The teaching of assigned courses, including: • Delivery of regularly scheduled instruction in the Fall, Winter, or Summer terms in home department or across

departments; • Ensuring student awareness of course learning outcomes and evaluation techniques; • Providing tutoring and academic advising for students both in and out of class; • Providing a learning environment which makes effective use of available resources including educational

technologies; • Evaluating student progress/achievement and assuming responsibility for the overall assessment of the student’s

work within assigned courses; • The development and creation of a learning environment that is conducive to success for all students. The provision of academic leadership, including: • Providing guidance to students and to part-time professors relative to the professors’ teaching assignments; • Participating in the work of curriculum and other consultative committees, and departmental/ faculty meetings; • Liaising with community members, engaging in program, School of Business, and College promotion; • Remaining current in the field of study and maintain awareness of emerging trends and practices related to

teaching and learning in higher education; • Modeling the College values – Caring. Learning. Integrity. Respect. Required Qualifications • Doctoral degree (PhD or DBA) in Supply Chain Management, Operations Management, or a closely-related

discipline; • Minimum 2 years of teaching experience, or equivalent, preferably in a post-secondary setting; • Minimum 5 years practical experience related to the field of study;

29


• Demonstrated knowledge of student success strategies in a postsecondary setting; • Demonstrated knowledge and experience in the use of educational technologies; experience in the development

and delivery of hybrid and online curriculum is considered an asset; • Must have expertise in purchasing with an ERP system; • Highly effective communication, presentation, and organizational skills; • Demonstrated skill in Algonquin College’s preferred teaching competencies as set out in the Professor of the

21st Century document: http://www3.algonquincollege.com/col/files/2012/01/The-Professor-of-the-21st-Century-Framework_final_May_2011.pdf;

• Evidence of commitment to the success of all learners.

http://www3.algonquincollege.com/col/files/2012/01/The-Professor-of-the-21st-Century-Framework_final_May_2011.pdf


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ACA-013-14 Job Title: Part-time Professor, Law Department/Campus: Business Administration & Service Courses / Woodroffe Campus Reports To: Chair, Business Administration and Service Courses Salary Range: To be determined. Job Posted On: March 14, 2014 Job Posted Until: April 4, 2014 (12:00 noon EST) Posting Type: Internal/External

Job Description This is a part-time professor position requiring the incumbent to deliver a 45-hour course on Law to degree program students. Responsibilities will include course preparation, delivery and assessment of student work in accordance with College policies. The course description follows: This course prepares the student for a business environment increasingly impacted by laws. It teaches the student to have an appreciation for how laws must be understood and applied by business organizations in the conduct of business. It also provides students with the ability to analyze a business issue from a general legal perspective. Emphasis is placed on intellectual property, employment law and other laws related to the workplace, contracts, torts, business organizations, debtor/creditor/bankruptcy and insurance law. We are looking for an enthusiastic and energetic individual with a passion for teaching and facilitating learning in Law. The course will be offered May 5 through August 16, 2014. The successful applicant must be available to teach any time between 8am to 10pm on a specific weekday to be determined. Required Qualifications

• Doctoral degree (PhD) in Law or a related discipline is the preferred credential; Master’s in Law or a related discipline is the minimum credential considered.

• Demonstrated knowledge of student success strategies in a postsecondary setting • Demonstrated knowledge and experience in the use of educational technologies; experience in the

development and delivery of hybrid and online curriculum is considered an asset • Highly effective communication, presentation, and organizational skills • Comfortable with the use of computer and educational technologies to align with the teaching competencies

as set out in the Professor of the 21st Century document: http://www3.algonquincollege.com/col/files/2012/01/The-Professor-of-the-21st-Century-Framework_final_May_2011.pdf

• Evidence of commitment to the success of all learners



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ACA-012-14 Job Title: Part-time Professor, Accounting/Finance Department/Campus: Finance, Office & Legal Studies / Woodroffe Campus Reports To: Chair, Finance, Office & Legal Studies Salary Range: To be determined. Job Posted On: March 14, 2014 Job Posted Until: April 4, 2014 (12:00 noon EST) Posting Type: Internal/External

Job Description This is a part-time professor position requiring the incumbent to deliver a 45-hour course on Business Finance to degree program students. Responsibilities will include course preparation, delivery and assessment of student work in accordance with College policies. The course description follows: Students acquire the language, concepts and techniques for analyzing and solving financial problems faced by businesses. Topics covered include business organizations, taxation, financial statement and cash flow analysis, financial forecasting and planning, time value of money, valuation of stocks and bonds, capital budgeting, efficient market theory and risk/return analysis. We are looking for an enthusiastic and energetic individual with a passion for teaching and facilitating learning in Business Finance. The course will be offered May 5 through August 16, 2014. The successful applicant must be available to teach any time between 8am to 10pm on a specific weekday to be determined. Required Qualifications

• Doctoral degree (PhD) in Accounting or Finance is the preferred credential; Master’s in Accounting or Finance is the minimum credential considered.

• Demonstrated knowledge of student success strategies in a postsecondary setting • Demonstrated knowledge and experience in the use of educational technologies; experience in the

development and delivery of hybrid and online curriculum is considered an asset • Highly effective communication, presentation, and organizational skills • Comfortable with the use of computer and educational technologies to align with the teaching competencies





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ACA-074-14 Job Title: Part-time Professor, Marketing Department/Campus: Marketing and Management Studies / Woodroffe Campus Reports To: Chair, Marketing and Management Studies Salary Range: To be determined. Job Posted On: June 30, 2014 Job Posted Until: July 14, 2014 (12:00 noon EST) Posting Type: Internal/External

Job Description This is a part-time professor position requiring the incumbent to deliver a 45-hour course on Marketing to degree program students. Responsibilities will include course preparation, delivery and assessment of student work in accordance with College policies. We are looking for an enthusiastic and energetic individual with a passion for teaching and facilitating learning in Marketing. The course will be offered for 15 weeks from September 2 through December 12. Required Qualifications

• Doctoral degree in Business or Marketing, or a related discipline is required • Demonstrated knowledge of student success strategies in a postsecondary setting • Demonstrated knowledge and experience in the use of educational technologies; experience in the delivery

of hybrid curriculum is considered an asset • Highly effective communication, presentation, and organizational skills • Comfortable with the use of computer and educational technologies to align with the teaching competencies





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Appendix B – Curricula Vitae Name Highest Credential Earned Status Abbas, Sadiq PhD (Information Technology) Full-time Professor Abboud, Nadim PhD (Industrial Engineering and

Operations Research) Full-time Professor

Ahmed, Muayad Mohammed PhD (Computer Engineering) Part-time Professor Al-Mulla, Zaid M.Acc. Part-time Professor Bowen, James PhD (Management) Part-time Professor Cutler, Allan MBA (Management and Change) Part-time Professor Gill, Asghar PhD (Physics) Part-time Professor Khataie, Amir PhD (Industrial Engineering) Part-time Professor Knowles, Ian PhD (Psychology) Full-time Professor McBride, Catrina MA (Language and Professional Writing) Full-time Professor Parizeau, Yvon MEC (Master of Electronic Commerce) Part-time Professor Pilcher, Al MBA (Technology Management) Full-time Professor Poyner, Darryl MBA (Marketing and Logistics) Part-time Professor Sullivan, Maryann MBA Full-time Professor Tibu, Valerian PhD (Mathematics) Full-time Professor Weeks, Robert PhD (Physics) Part-time Professor

34


Abbas, Sadiq Education: PhD Information Technology (Dr. Eng. Information Technology) Institute for Biomedical Engineering and Computer Science Dissertation Topic: Creating Medical Expert System for Diabetes using Fuzzy Neural Network. The system is considered as Artificial Intelligent Tool which mimics the knowledge of medical experts and loaded into pocket calculator to handle Insulin usage for diabetic patients. M.Phil. in Computer Science (System Management and Analysis) Department of Computer Science

Dissertation Topic: Information System Management – Medical Record System for large scale database. The system used in King College Hospital – London.

Postgraduate Diploma – Microprocessor Application and Computer Science Department of Computer Science, Essex University B.Sc. Mathematics University of Basra

1995

Germany

1985 London, England

1982 England

1974 Iraq

Employment history: Professor Algonquin College – School of Business – eCommerce Contract Professor Ottawa University – Faculty of Engineering SW System & Business Analyst OZ Optics Limited Test – Software Engineer JDS UNIPHASE

2002 – Present,

2002 – 2011

January 2002 –

August 2002

February 2000 – January 2002

35


Abbas, Sadiq Lecturer University of Freiberg – Germany Research and teaching the following topics:

1. Artificial Intelligence 2. Advanced programming in C++ 3. SW application for chemical applications 4. Neural Network using fuzzy set theory

1993 – 2000

Scholarly and professional activities: Participant, Professional Development Programs & Workshops Algonquin College Using Camtasia Relay with Accessibility in mind Overview of using e-Texts in Academic programs Giving students feedback: Just enough and Just-in-time Create your own Digital Activities – It’s as easy as 1-2-3! Blackboard 9.1 (SP11) AODA, UDL, and MLP’s – It’s a package deal Blackboard 9.1 (SP8) Participant, Professional SAP Training SAP Business Intelligent - California State University SAP Business Reporting/Business Object University of Milwaukie – Wisconsin SAP Analytics - California State University SAP Business Object SAP Certificate Business Intelligent BI and Data Warehouse DW SAP Certificate (ERP-SIM Certified Trainer) SAP Certificate (Data Warehousing & BW System Handling) SAP Certificate (ABAP – Customization SAP R3/SAP) SAP Certificate (PLM Project Management – mySAP Product lifecycle Management R3/SAP) Member of following organizations: Ontario Public Service Employees Union (OPSEU) Association of Part Time Professor – University Ottawa (APTUO) Canadian – Iraqi Professionals Association (CIPA) Nomination to the American Society of Civil Engineers (ASCA)

2009 - Present

2014 2013

2012 2011 2010 2009 2007 2006 2004

Ongoing 2002-2011

2006-Present 2011

Research funding: Innovation funding for the Multi Year Project – Algonquin College (Team Work)

2012

Publications: Industrial Reports and Papers: Sadiq Abbas, Fiber Optics Delay Line – Hardware Test Software and configuration Software, Internal Papers (confidential to OZ-Optics Fiber Optics Company), March 2002.

Sadiq Abbas, Fiber Optics Delay Line – Hardware Test Software and configuration Software, Internal Papers (confidential to OZ-Optics Fiber Optics Company), March 2002.

Sadiq Abbas, Extinction Ratio meter – Fiber Optics Application; Software Simulation Software and creation of ActiveX Components to the test device, Internal Papers (confidential to OZ-Optics Fiber Optics Company), April 2002.

Sadiq Abbas, Fiber Optics Mode Field Diameter – Network management and control System of Fiber Optics components product, JDS Uniphase Light Source 2001. Published Papers and Posters: G Schwichtenberg. S Abbas; Interactions between semiconductor melts and the corresponding gas phases in µG crystal growth system, Poster in the 12th. International conference on crystal growth, Freiberg - Germany, July 26 - 31, 1998. (Software Simulation Packet) G Schwichtenberg, S Abbas, Wechselwirkungsprozesse zwischen Gasphase und Schmelze bei der Kristallzüchtung unter Mikrogravitationsbedingungen; in the 49. BERG- UND HÜTTENMÄNNISCHER TAG; Germany, 18 und 19 Juni 1998. (The effect of phases interchanges process among Gas, Liquid and Crystal phases of semiconductors - Software Simulation and Dynamic Graphical representation )

Abbas S. J. Computer Model for the Thermodynamic Kinetic Simulation of the Crystal Growth, in the 49. BERG- UND HÜTTENMÄNNISCHER TAG; 18 und 19 June 1998.

F. Ehrentreich, Abbas S J. IR-Spectroscopy-Computer Program for Interpretation of Infrared-Spectrum, in the 49. BERG- UND HÜTTENMÄNNISCHER TAG; 18 und 19 June 1998 (Graphical Simulation).

Abbas S. J., Henning G. Fuzzy Relational Product as a mathematical approach for analysis and management of medical/clinical System; diabetic data base as implementing example, (Artificial Intelligence aspect) In: Proceedings 4th International workshop CIFT’94 June 1-3, 1994 Trento Italy.

Abbas S. J., Henning G. Fuzzy Logic Controller (FLC) model for insulin dose proposals for diabetic patients, (Hardware and Software System) In: Wissenschaftlische Zeitschrift der TU Dresden 42 (1993) Heft 3 PP 91-95. (Artificial Intelligent System)

A Stadelmann A, Abbas S. J., DIABETEX Decision module-2 calculation of Insulin dose proposals and situation recognition by means of classifier, (Artificial Intelligence aspect) In: Computer Methods and Programs in Biomedicine, 32 (1990) 333-337.

O. Habib, Abbas S. J., Evaluation and management of Immunisation programme in Basrah with reference to the National Campaign of Immunisation. In Med J. Basrah Univ., 1987 Vol. 6, 23-34.

37


Al-hakim M., Abbas S. J.; Salivary versus Serum cortisol determination in normal subject in Basrah, using a simple modification of radioimmunoassay kit method for serum cortisol. In: Journal of the Faculty of Medicine, Baghdad, Vol. 29, No. 3 1987, 245-252.

Al-hakim M., Abbas S. J.; Simple Adaptation of radio immunoassay. (Management of the system by Computer graphical simulation) In: Clinical Chemistry (USA) 1987); Vol. 33, No. 1: 191-192.

Al Thamery, Abbas S. J.; Management of Infectious disease in Basrah Epidemiological perspective of hospital based enquiry. In: Journal of Tropical Paediatrics, (London) Vol. 30 Feb. 1984 PP 56-64.

Al Thamery, Abbas S. J. A pilot study on growth pattern of children in a rural Iraqi community Med. Journal Basrah Univ., No. 1, Vol. 4, June 1981.

Al-saigh, Abbas S. J., The problem of pregnancy wastage from an epidemiological perspective: An exploratory study in Basrah, Iraq. In: Med. J. Basrah Univ. 1980, 3-1; 5-24.

Al- saigh, Abbas S. J., The prevalence of infertility and level of fertility in an urban community in Basrah, Iraq. In: Medical J. Basrah Univ. 1980, 3-1; 5-24.

Al kafajie A., Abbas S. J., Demographic and Health characteristics of rural Iraqi population. International Journal of Epidemiology (LONDON) 1980 9-3; 5-24.

Books: Litreatises on Health care 1982, Basrah Univ. (25 Contributor)

Evaluation of Clinical Medical System using Fuzzy set theory, M.Phil. Dissertation, Brunel Univ. London, England 1985.

Fuzzy logic approach to analysis of medical systems and medical decision processes; diabetes as medical implementing example, Dr. Eng. Dissertation, Faculty of Automation and computer Science, Ilmenau Technical Univ. Germany.

Abboud, Nadim E.

Education: PhD Industrial Engineering and Operations Research Virginia Polytechnic Institute and State University Dissertation: Spares Provisioning Problem with Parts Inventory MS Industrial Engineering and Operations Research Syracuse University Project Title: Perturbation Analysis and Queueing Networks BS Industrial Engineering and Operations Research Virginia Polytechnic Institute and State University

1990 Blacksburg, VA

1984 Syracuse, NY

1983 Blacksburg, VA

Employment history: Professor, Algonquin College School of Business Responsible for teaching courses in the Bachelor of Applied Business (eBusiness Supply Chain Management) degree program Member of Global Faculty Network Hult International Business School Deliver graduate courses in Hult’s MBA program; such as, supply chain management, operations management, and managerial decision making. Being part of Hult’s network, courses could be delivered in any of Hult’s campuses in Boston, San Francisco, London, Dubai, and Shanghai. Associate Professor American University of Beirut Responsibilities include teaching graduate and undergraduate level courses in industrial engineering and operations research in the Master of Engineering Management Program, advising graduate EM students, and carrying theoretical and applied research in various areas of interest. Assistant Professor American University of Beirut Delivered graduate and undergraduate courses in the Master of Engineering Management Program as well as conducted research in various areas of interest.

2014-present Ottawa, ON

2009-2011 Boston, MA

1997-2000 Beirut, Lebanon

1991-1997 Beirut, Lebanon

39


Abboud, Nadim E.

Instructor Virginia Polytechnic Institute and State University Taught undergraduate courses in the Department of Industrial Engineering and Operations Research, and the Department of Management Science. The subjects taught were in engineering economy, mathematical programming, decision analysis, project management, production and inventory control, probability and statistics, and facilities layout and material handling. Network Design Specialist Canada Post Corporation Member of the network design team that is responsible for documenting, analyzing, and optimizing the ground and air transportation network of CPC throughout Canada.

1985-1990 Blacksburg, VA

2011-2014 Ottawa, ON

Management Consultant Meirc Training and Consulting Responsible for designing and delivering corporate training programs for a wide range of organizations in the Middle East region. In addition to training, the scope of work also included undertaking consulting projects mainly in the areas of logistics and supply chain management. Director Agility Lead the effort in establishing a performance management framework to implement strategic initiatives for the Middle East region, including improving operations efficiency and productivity, as well as the development of curriculum for training providers located globally. Director EXE Technologies/SPAN-SNS Main responsibilities included logistics and supply chain management consultancy as well as technology implementation and integration services throughout the Middle East region. Operations Research Staff Analyst United Airlines Member of the Research and Development staff at United Airlines responsible for all areas of operations in order to improve productivity, reduce costs, and increase revenue.

2008-2011

Dubai, UAE

2004-2008 Sulaibia, Kuwait

2000-2004 Dubai, UAE

1990-1991 Chicago, IL

40


Abboud, Nadim E.

Scholarly and professional activities: Academic Service Committee Member, American University of Beirut

• Total Quality Management Committee of the Faculty of Engineering and Architecture

• University Equivalence Committee • University Research Committee • Student Affairs Committee

Member, Research and Development Committee, Association of Lebanese Industrialists Member, Organizing Committee, AUB/ICC Workshop on Productivity, Chamber of Commerce-Beirut Referee for Scientific Journals

• Computers & Operations Research • Journal of Applied Mathematical Modelling • IIE Transactions • Journal of Operations & Logistics • Computer & Industrial Engineering

Membership in Professional Organizations

• Institute of Industrial Engineers (IIE) • Institute for Operations Research Society and the Management Sciences

(INFORMS) • Council of Supply Chain Management Professionals (CSCMP) • American Production and Inventory Control Society (APICS) • Warehousing Education and Research Council (WERC) • The Lebanese Association for the Advancement of Science (LAAS)

1991-2000

1999-2000

1998

1995-2008

1991-2011

Research funding: Abboud, N. E. and Chaaban, F. B., “Feasibility Study for Power Plants Emissions Reduction,” NCSR Grant, Beirut, August 1995 to July 1996. Industry Projects MEDEVCO Zouk, Lebanon Developed a spreadsheet package to determine the forecasts of demands and

1995

1999-2000

41


Abboud, Nadim E.

the cost minimizing stocking policies of 15,000 different spare parts that will simultaneously maintain a prescribed service level. Light Metal Products Choueifat, Lebanon Prepared ISO 9000 documentation and setup a statistical process control system for the printing and lacquering section of the plant. SIPCO Gandour Beirut, Lebanon A study was performed to make recommendations on material handling systems that would increase the plant’s overall productivity. Uniceramic, Inc. Bekaa, Lebanon Analyzed the production transfer lines that manufacture ceramic tiles, and made recommendations on the number, locations and sizes of buffer stocks to increase output while minimizing the cost of buffers. Publications: Refereed Journal Publications:

1997-1998

1996

1994-1995

Maddah, B. S., Jaber, M. Y. and Abboud, N. E., 2004, “Periodic Review (s, S) Inventory Model with Permissible Delay in Payment,” Journal of the Operational Research Society, Vol. 55, No. 2, pp. 147-159. Salameh, M. K., Abboud, N. E., El-Kassar, A. N. and Ghattas, R. E., 2003, “Continuous Review Inventory Model with Delay in Payments,” International Journal of Production Economics, Vol. 85, No. 1, pp. 91-95. Jaber, M. Y. and Abboud, N. E., 2001, “The Impact of Random Machine Unavailability on Inventory Policies in a Continuous Improvement Process,” Production Planning & Control, Vol. 12, No. 8, pp. 754-763. Khoury, B. N., Abboud, N. E. and Tannous, M. M., 2001, “The Common Cycle Approach to the ELSP Problem with Insufficient Capacity,” International Journal of Production Economics, Vol. 73, No 2, pp. 189-199. Abboud, N. E., 2001, “A Discrete-Time Markov Production-Inventory Model with Machine Breakdowns,” Computers & Industrial Engineering, Vol. 39, No. 1-2, pp. 95-107. Abboud, N. E., Khoury, B. N., Nuwayhid, R. Y. and Abou Ibrahim, O. R., 2000, “The Application of a Computational Model for MSW Management in Greater Beirut,” International Journal of Environmental Studies, Vol. 3.

42


Abboud, N. E., Chaaban, F. B. and Tabanji, W. E., 2000, “The Economic Evaluation of Alternatives to Reduce SO2 Emissions from Power Plants,” International Journal of Environmental Studies, Section B, Vol. 57, pp. 225-238. Abboud, N. E., Jaber, M. Y. and Noueihed, N. A., 2000, “Economic Lot Sizing with the Consideration of Random Machine Unavailability Time,” Computers & Operations Research, Vol. 27, No. 4, pp. 335-351. Abboud, N. E. and Daigle, J. N., 1997, “A Little’s Result Approach to the Service Constrained Spares Provisioning Problem,” Operations Research, Vol. 45, No. 4, pp. 577-583. Abboud, N. E., 1997, “A Simple Approximation of the EMQ Model With Poisson Machine Failures,” Production Planning & Control, Vol. 8, No. 4, pp. 385-397. Abboud, N. E. and Sfairy, R. G., 1997, “Time-Limited Free Backorders EOQ Model,” Journal of Applied mathematical Modelling, Vol. 21, No. 1, pp. 21-25. Abboud, N. E., 1996, “The Markovian Two-Echelon Repairable Item Provisioning Problem,” Journal of the Operational Research Society, Vol. 47, No. 2, pp. 284-296. Abboud, N. E., 1994, “The Spares Provisioning Problem With Parts Inventory: Analysis of Two Extreme Inventory Policies,” Arabian Journal for Science and Engineering, Vol. 19, No. 3, pp. 403-419. Abboud, N. E. and Salameh, M. K., 1987, “How Machine Unavailability Affects Optimal Production Quantity for the Finite Production Inventory Model,” Production and Inventory Management, Vol. 28, No. 1, pp. 38-44. Refereed Conference Proceedings: Salameh, M. K., Abboud, N. E., El-Kassar, A. N. and Ghattas, R. E., “Continuous Review Inventory Model with Delay in Payments,” Proceedings of the International Conference on Industrial Engineering and Production Management, Vol. II, Quebec, Canada, August 20-23, 2001, pp. 1216-1222. Abdul-Malak, M-A. U., Abboud, N. E. and Chehab, G. R., “Purchasing and Payment Policies for Building Construction Materials,” Proceedings of Construction Congress VI: Building together, ASCE, Orlando, Florida, February 21-23, 2000. Abboud, N. E., “The Two-Product Economic Lot-Scheduling Problem with Insufficient Capacity,” Proceedings of the International Conference on Industrial Engineering and Production Management, Vol. II, Glasgow, Scotland, July 12-15, 1999, pp. 80-84. Abboud, N. E., “Production Lot Sizing With Machine Breakdowns: A Simulation

43


Study,” The Proceedings of the First LAAS International Conference on Computer Simulation, Beirut, Lebanon, September 1-4, 1995, pp. 263-268. Abboud, N. E. and Remeily, H. E., “An Approximate Model to the Production Lot-Sizing Problem with Poisson Machine Breakdowns and Low Failure Rate,” Proceedings of the International Conference on Industrial Engineering and Production Management, Vol. I, Marrakech, Morocco, April 4-7, 1995, pp. 33-42. Conference Presentations: Abboud, N. E., Saade, J. C. and Tannous, M., “Analysis of the Transfer Line at Uniceramic,” The First Conference on Industrial Research and Development, organized by The Lebanese National Council for Scientific Research and The Association of Lebanese Industrialists, Beirut, Lebanon, October 1997. Abboud, N. E. and Remeily, H. E., “Production Lot Sizing With Poisson Machine Failures and General Repair Times,” The 12th Science Meeting of The Lebanese Association for the Advancement of Science in Beirut, Lebanon, May 1994. Abboud, N. E., “The Two-Echelon Repairable Item Provisioning Problem: A Little’s Result Approach,” ORSA/TIMS Joint National Meeting in Phoenix, Arizona, October 1993. Supervised Masters Projects: (At American University of Beirut) Demashkieh, Z. A., “Justifying Investment in Industrial Automation,” 2000. Khoury, W. T., “Determining the Optimum Ordering Strategy for Spare Parts at MEDEVCO,” 2000. El-Baba, J. M., “Optimal Allocation of Rooms Among Different Classes and Services in Hospitals,” 1998. Jureidini, N. J., “A Feasibility Study for the Expansion of a Printing Press in Lebanon,” 1998. Mohammad, M. A., “Standardizing the Statistical Quality Control Process in Accordance with ISO 9000: The Case of Light Metal Products,” 1998. Abu Ibrahim, O. R., “A Computational Model for Solid Waste Management Applied to the Greater Beirut Area,” 1997. Abou Nehme Sawaya, A. S., “A New Regenerative-Based Algorithm for Closed Jackson Networks,” 1997. Tabanji, W. E., “Environmental Impacts of Power Generation: Assessment and Solutions,” 1996.

44


Bachour, N. V., “Productivity and Materials Handling Improvement at SIPCO Gandour: A Paper Manufacturer,” 1996. El-Khalil, F. A., “A New Computational Algorithm for Cyclic Queues with Exponential Servers,” 1995. Kakish, A. F., “The Economic Lot Scheduling Problem: A Review,” 1995. Habbal, S. M. A., “The Insensitivity of the Spares Provisioning Problem with Parts Inventory,” 1995. Noureddine, S. H., “Transfer Lines with Unreliable Machines and Finite Buffers,” 1995. Rizk, B. F., “Regenerative Approach to the Availability Constrained Spares Provisioning Problem for Repairable Items,” 1995. Sfairy, R. G., “Time-Limited Free Backorders EOQ Model,” 1995. Daher, R. Y., “Effect of Random Machine Unavailability Time on the Finite Production Inventory Model,” 1995. Hanna, E. E., “Booking Policies for Flights with Two Legs,” 1995. Remeily, H. E., “Production Lot Sizing With Poisson Machine Failures and General Repair Times,” 1994. Kadi, R. O., “The Two-Echelon Markovian Repairable-Item Problem with a Service Level Constraint,” 1994. Abou Hamad, H. H., “The Spares Provisioning Problem With Parts Inventory: Analysis of Finite Inventory Policy of Parts,” 1994. Sayde, C. H., “Production Lot Sizing With Machine Breakdowns: A Simulation Study,” 1993. Karam, A. G., “The Spares Provisioning Problem With Parts Inventory: Analysis of Extreme Inventory Policies,” 1993.

45


Ahmed, Muayad Mohammed

Education: PhD, Computer Engineering, The title is “Performance Improvement of C/A code GPS receiver” University of Technology Master Degree, Guidance and Control, Military College of Engineering B.Sc. in Control and System Engineering, Military College of Engineering

2003 Baghdad, Iraq

1996 Baghdad, Iraq

Baghdad, Iraq, 1981

Employment history: Research Associate University of Ottawa Courses taught include: Wireless Body Area Networking (IEEE802.15.4, IEEE802.15.6), Wireless Standards - 802.11a, 802.11b/g/n, and 802.11ac, EEG Digital Signal Processing, and Embedded System Design Part-time Lecturer Algonquin College Courses taught include: NET4501 Computer Networks and Data Communications, MATH8101 Differential Calculus, SCI8510 Math and Science for the Trades I, and SCI8511 Math and Science for the Trades II Course Developer Algonquin College Courses developed include: MAT8203 Linear Algebra and MAT8204 Differential Equation Full-time Professor University of Bahrain, School of Information Technology Courses taught include: Data Communication and Networking, Digital Design, Digital Signal Processing, Computer Network, Calculus 1 & 2, Linear Algebra, and Operations Management Part-time Lecturer University of Technology, Department of Computer and System Engineering. Al Rafidean College, Information Technology Department Courses taught include: Data Communication and Networking, Computer Network, Parallel Processing, Digital Signal Processing, Advance Control System, Computer Architecture, Linear Algebra, and Numerical Analysis




Kingdom of Bahrain

2007-2012

Baghdad, Iraq 2003-2006

46



Industry Projects: I have worked on the design and implementation of various products with industry partners:

1) Moving Map Indicator based on GPS, 2002 2) Digital Black Box for helicopter, 2002 3) Car Crash Recorder , 2001 4) A navigation system for helicopter based on GPS information, 2000 5) Navigation system based on GPS information with Arabic alphabet

screen, 1999 6) Controller to CNC machine (Wire cut machine and Spark machine),

1993 7) Syncro transmitter receiver actuator system, 1993 8) Establish strain and pressure gauges measurement laboratory, 1991 9) Establish site equipped with required instrumentations, wiring, sensors

fixation, signals conditioning, digitizing and algorithms to manage and analyze the required parameters. The site purpose was to measure pressures, strains for mechanical parts under unique severe environments, 1989

10) A prototype Digital Lab, 1984

Scholarly and professional activities:

• Six professional development workshops (student-centered teaching and learning), University of Bahrain, Kingdom of Bahrain

• Four professional development workshops, University of Technology, Baghdad, Iraq

• Training workshop, Hadland, United Kingdom • Training workshop, SRC, Austria • Workshop, Printed Circuit Board design procedure in Electronic

Complex Factory under supervisory of Thomason CSF Cooperation, Baghdad, Iraq

• Training courses (Teaching methods, how to write technical courses), Thomason CSF Cooperation, Paris, France.

• Intensive course under German experts, for pressure, fluid rate, humidity and temperature measuring, conversion and monitoring.

2007-2012

2003-2007

1990 1989 1983

1982-1983

1981

Research funding: N/A

47



Publications: Muayad M. Ahmed, and AL-Faysale M.S "Design of an Autonomous Guided Vehicle" Engineering. Referenced journal published by College of Engineering, University of Baghdad Vol.3,No.4 Des, 1997. Conference Proceedings: Muayad M. Ahmed “Real Time Tracking Teenagers Driving Behavior System through GSM/GPRS Network”. World Academy of Science, Engineering and Technology conference Venice/Italy 2010. Muayad M. Ahmed “Efficient GPS Navigation Algorithm”. World Academy of Science, Engineering and Technology conference Venice/Italy 2010

48


Al-Mulla, Zaid

Education: Master of Accountancy and Taxation (MAcc), Brock University Bachelor of Commerce (Honours); Accounting & Economics Carleton University Awards and Distinctions: Mindtrust scholarship, Carleton University Entrance scholarship, Carleton University Professional Designations/Credentials: Chartered Accountant (CA), Institute of Chartered Accountants of Ontario Canadian Securities Course (CSC) Certified Professional Accountant (CPA)

2007 St. Catharine’s, ON

2006

Ottawa, ON

2006 2003

2011

2006 2008-present

Employment history: Faculty Algonquin College Courses taught:

• Financial Accounting • Managerial Accounting • Business Finance

Managing Director Al-Mulla CAs Professional Corporation Al-Mulla CAs provides a wide range of financial solutions including specialty as well as online services. Our specialty services include assurance (audits and reviews), complex tax matters and management advisory consulting. Our online services include compilations, bookkeeping, personal and corporate tax compliance and software hosting. Senior Accountant DNTW Chartered Accountants, LLP An integral member in this chartered accounting firm that provides compilation, assurance and taxation services for individual and corporate clients including non-profit, small public companies and owner-managed businesses.

May 2014 - present

2012 – present Ottawa, ON

2009 – 2012 Markham, ON

49


Al-Mulla, Zaid

Tax Analyst – International Tax Deloitte & Touche LLP Hired by this leading Canadian professional services firm, providing auditing, tax, financial advisory and consulting services, to maintain a cross functional leadership role serving on four progressive teams to drive efficiency and client satisfaction performing tax analysis and processing throughout regular and peak seasons.

2008 – 2009 Ottawa, ON

Scholarly and professional activities: Professional Development:

• CPA-ON seminars on Accounting, Audit and Tax • Deloitte Tax Conference, 5 days • Deloitte Audit Conference, 5 days

Professional Activities:

• Asian Business Management Program, co-ordinated by York University, taught a course on taxes to the Shandong, China Local Tax Department.

2012, 2013, 2014 2009 2008

October 27-28, 2013


Publications: N/A

50


Bowen, James

Education: PhD Management Carleton University Dissertation Topic: Growth of Hi-Tech Product Firms Master of Management Studies Carleton University Thesis: A Fraud Expert System Bachelor of Commerce Carleton University Professional Designations or Certifications Project Management Professional (PMP) certification, Project Management Institute Certified Management Consultant (CMC), Association of Management Consultants

2002 Ottawa, ON

1992 Ottawa, ON

1985 Ottawa, ON

2003-present

2005-2009

Academic Employment: Professor, Part-time Algonquin College, School of Business Teaching Marketing in Bachelor of Applied Business (e-Business Supply Chain Management) program Instructor University of Gdańsk Taught course on entrepreneurship Instructor University Canada West Teach online undergraduate Strategic Leadership and International Business course, Business ethics/corporate Social Responsibility final year project and, MBA consulting practice Faculty University of Fredericton Adjunct Faculty Nipissing University

Fall 2014 Ottawa, ON

2014

2012-present

2009-present Fredericton, NS

2009-present Nipissing, ON

51


Bowen, James

Instructor Laurentian University, School of Commerce and Administration Adjunct Professor/Part-time Professor University of Ottawa, Telfer School of Business Assistant Professor (Part-time) Royal Military College, Department of Business Administration Industry Employment: Associate Kingsford Consulting Advisor and Mentor Exploriem Venture Partner and Mentor Hatchbands Start-up company accelerator and investment fund Writer National Capital Scan Ottawa’s monthly newspaper for the technology industry with a readership of 16,500. Monthly column on different topics involving technology and entrepreneurship plus markets such as government, defense, and environment. Management Consultant DoyleTech Corporation Provided market direction and mentoring service for a start-up technology product company Co-Founder Kestrel Management and Investment Group Chief Technology Officer Infracycle Ltd. Volunteering in an advisory capability as Chief Technology Officer for a "start-up" municipal land development software product company.

2007-present Sudbury, ON

2002-present

Ottawa, ON

2006-2009 Kingston, ON

2011-present

2011-present

2011-2012




2001-2005

Ottawa, ON

52


Bowen, James

Vice-President and Co-Founder CompEngServ Ltd. Responsible for business development activities in areas such as internet-based computing, artificial intelligence/expert systems (AI), knowledge management and software product outsourcing. Implemented corporate information systems and involved in corporate software engineering and organizational process redesign.

1983-2004

Ottawa, ON

Scholarly and professional activities: Coach, University of Ottawa Relationship Marketing Team, Happening Marketing Competition

Organizer, Wes Nicol Entrepreneurship Competition, University of Ottawa

Subject Matter Expert and Digital Adoption Methodological and Subject Matter Expert, Evaluation of the Digital Technologies Adoption Pilot Program (DTAPP),

National Research Council, Government of Canada

Participant, Case Teaching Workshop, Ivey School of Business, Western

2014

2013

2012-2013

2006

2005-2014

Research funding: Data Collection for Possible New Entrepreneurial Trend, University of Ottawa Research Grant: School of Management Research Fund

2007

Publications: Books: Bowen, J.E., et, al, “Entrepreneurial Effect - Waterloo”, Invenire Books, 2011. Bowen, J.E., et, al, “Entrepreneurial Effect”, Invenire Books, 2009. Bowen, J.E., “Global Wolves are at the Door: Be the Future or be History”, Productive Publications, Toronto, Ontario, 2006. J.E. Bowen, "The Maelstrom Effect: Building Hi-Tech Product Companies", South Western Publishing, Mason, OH, 2004.

53


Bowen, James

Conference Presentations or Papers: Georgs Mote, James Bowen, Janis Vanags, Ineta Geipele, “Implementation of the Concept of Impression Evaluation Method”, World Scientific and Engineering Academy and Society, Harvard, Cambridge, USA , January, 2012. Georgs Mote, James Bowen, Janis Vanags, Ineta Geipele “Concept of Impression Evaluation Method”, World Scientific and Engineering Academy and Society, Harvard, Cambridge, USA , January, 2012. Georgs Mote, James Bowen, Janis Vanags, Ineta Geipele, “Impression Management: Impression Conceptual Definition and Model”, World Scientific and Engineering Academy and Society, Harvard, Cambridge, USA , January, 2012. Georgs Mote, Janis Vanags, Ineta Geipele and J.E. Bowen, “Development of Mathematical Model of Concept of Subjective Emotional Aspect of Valuation”, The Eleventh International Symposium on the Analytic Hierarchy Process, ISHAP2011, June 15-18, Sorrento, Naples, Italy, 2011, http://204.202.238.22/isahp2011/ Georgs Mote and J.E. Bowen, Emotional Acceptance of Projects, PMI, Research and Education Conference, Washington, D.C., 2010. Bowen, D.G., A. Hlibowicki, N. Link, J.E. Bowen, G. Singer, R. Kruk, and B. Welch, "IDEAS - a project for Intelligent Virtual Reality with Application to Space and Defence", DND Workshop on Advanced Technologies in Knowledge-based Systems and Robotics, October, 1995. Bowen, J.E., D.G. Bowen and W. E. Bowen, "The Need for Intelligent Virtual Reality in the Military", The Seventh Symposium/Workshop: Applications of Expert Systems in DND, May, 1995. Bowen, J.E. and D.G. Bowen, "Using Military Standards and ISO 9000-3 as Guidelines for the Development of Intelligent Systems", The Sixth Symposium/Workshop: Applications of Expert Systems in DND, p 1-14, May, 1994. B.A. Bowen, J. Liu and J.E. Bowen, "A Design Methodology for Intelligent Command and Control or Battle Management Applications", The Sixth Symposium/Workshop: Applications of Expert Systems in DND, pg. 170-184, May, 1994.

http://204.202.238.22/isahp2011/

54


Bowen, James

Bowen J.E., J.Liu and B.A. Bowen, "Hybrid Artificial Intelligence and Military Applications", DND Workshop on Advanced Technologies in Knowledge-based Systems and Robotics, pg. 375-382, November, 1993. Invited Paper. Liu, J., J. Nugent, D. Bowen and J. E. Bowen, "Intelligent OCR Editor, Canadian Conference on Electrical and Computer Engineering, Engineering Institute of Canada, pg. 9-11 vol.1, September 1993. Legakis, L., J. Nugent, D. Bowen and J. E. Bowen, "Intelligent Subject Matter Classification and Retrieval, Canadian Conference on Electrical and Computer Engineering, Engineering Institute of Canada, pg. 15-18 vol.1 September 1993. Bowen J.E. and U. Kumar, "Knowledge-Based Technology Transfer: Hybrid Architectures with Rules, Case-base Reasoning and Neural Nets", Canadian Conference on Electrical and Computer Engineering, Engineering Institute of Canada, pg. 12 – 14, September 1993. Bowen J.E. and V. Kumar, "Frames And Case-Based Reasoning: Applications in Manufacturing," ASAC'93, Production and Operations Management Division, Administrative Sciences Association Conference, Volume 14, no. 7, pg. 12 – 14, June, 1993. Bowen J.E and U. Kumar, "Technology Transfer: An Expert System for Adoption of Innovation Decisions", The Second International Conference On Artificial Intelligence Applications On Wall Street, Software Engineering Press: Gaithersburg, MD, pg. 29-39, April, 1993. Bowen J.E., "Devising Battle Plans with Case-Based Reasoning," The Fourth Symposium/Workshop: Applications of Expert Systems in DND, Royal Military College of Canada, April 1992. Bowen J.E., "Marketing and Artificial Intelligence: With Neural Network Market Segmentation Example," The First International Conference On Artificial Intelligence Applications On Wall Street, IEEE Computer Society, Oct. Pg. 251 – 256, 1991. Bowen J.E, "Using Neural Nets for Predicting Several Subsequent and Subsequential Future Values from Time Series Data," The First International Conference On Artificial Intelligence Applications On Wall Street, IEEE Computer Society, pg. 30 – 34 Oct. 1991. Bowen J.E., "Formulating Decisions and Handling Uncertainty in Military Expert Systems," The Third Symposium/Workshop: Applications of Expert Systems in DND, Royal Military College of Canada, May 1991.

55


Bowen, James

Bowen J.E., "Model Based Reasoning in Expert Systems: Decision Analysis Theories and Uncertainty Measurement Methods," 7th IASTED International Symposium: Expert Systems Theory & Applications, The International Association of Science and Technology for Development (IASTED), pg. 71-74, December 1990. Bowen J.E., "Using Neural Nets for Predicting Future Values Based Upon Time Series Data: Stock Market," Canadian Conference on Electrical and Computer Engineering, Engineering Institute of Canada, September 1990. Bowen J.E., "A RFI Diagnostic System for Radio Communication Systems," The Second Symposium/Workshop: Applications of Expert Systems in DND, Royal Military College of Canada, May 1990. Bowen J.E., Bowen W. E., "Neural Nets vs Expert Systems: Predicting in the Financial Fields (ABM)," The Sixth IEEE Conference on Artificial Intelligence Applications (CAIA), IEEE-Computer Society, pg. 118-124, March 1990. Bowen J.E., Bowen B.A., "EMIR: An Expert System for Electromagnetic Interference Resolution," The Second International Conference on Industrial & Engineering Applications of Artificial Intelligence & Expert Systems (IEA/AIE-89), ACM/SIGART, pg. 73-78, June 1989. Articles / Monographs: Bowen, J. E., “Cleantech and Wireless – Creating Revolutions”, Telecom Journal, Issue 4, Volume, pg. 11-12, 200 Bowen, J.E., "An E-Business Framework", Encyclopedia of Library and Information Science, Marcel Dekker Inc., New York, Volume 72, pg. 127- 134, 2002. J.E. Bowen, “The Commander’s Expert System Advisor: An Intelligent Computerized Evaluation and Prioritization of Plans”, Encyclopedia of Library and Information Science, Marcel Dekker Inc., New York, Volume 70, pg. 57-76, 2002. J.E. Bowen, “Commerce in Cyberspace: Academic Research Directions - Update 2000”, INFORMS, College of Marketing, 32- 35, Fall 1999. J.E. Bowen and R.K. Doull, “Emergency Management/Disaster Recovery Systems: Evolving Technology, Disaster Recovery Journal, Summer, pg. 72-74, 1999. J.E. Bowen, “Conducting Research on the Internet”, A. Kent (ed.), Encyclopedia of Library and Information Science, Marcel Dekker Inc., New Yorkpg.1999.

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Bowen, James

J.E. Bowen, “Co-operation: A 21st Century Management Approach”, HR Today, Institute of Professional Management, Ottawa, pg. 24-26, April, 1998 . J.E. Bowen, ”Real-Time Situation Management - A Java Application”, A. Kent (ed.), Encyclopedia of Library and Information Science, Marcel Dekker Inc., New York, Volume 39, pg. 195-204, 1998. Reprinted by request in, A. Kent (ed.), Encyclopedia of Computer Science and Technology, Marcel Dekker Inc., New York, pg. 285-293, Volume 62, 1998. Bowen, J.E, "Neural Nets in the Financial Field", A. Kent (ed.), Encyclopedia of Library and Information Science, Marcel Dekker Inc., New York, pg. 227-236, Volume 60, 1997. Bowen, J.E. and D.G. Bowen, "VR re-defines the Organization", VR World, Miller Freeman Publishers, CA, Spring, pg. 9-16, 1995. Bowen, J.E., "Artificial Intelligence Approaches for Fraud Investigators", A. Kent (ed.), Encyclopedia of Library and Information Science, Marcel Dekker Inc., New York, pg. 1-30, Volume 57, 1995. Bowen, J.E. and D.G. Bowen, "Developing Intelligent Systems", AI Expert, Miller Freeman Publishers, CA, pg. 34-41, August, 1994. Bowen J.E., "An Expert System for Police Investigators of Economic Crimes," Expert Systems with Applications: An International Journal, Pergamon Press, NY, Volume 7, No. 2, pg. 235-248, 1994. Bowen, J.E., “The Maelstrom Effect: The Next Generation”, 2004, http://www.refresher.com/!jbwmael.html Bowen, J.E., “Y2K: Emergency Response Preparedness - Preemptive Action”, published on the International Association of Emergency Managers (IAEM), Jan 1999 and the Canadian Center for Emergency Preparedness (CCEP) Dec 1998, News E-zine. Bowen, J.E., “Future of Emergency Management/Disaster Recovery Systems”, published by the Canadian Center for Emergency Preparedness (CCEP) Nov 1998, News E-zine. Editorial Appointments or Boards: Bowen, J.E., "Neural Net Design Road-map", NeuroVe$t Journal, Haymarket, VA, Sept./Oct., pg. 7-11, 1994.

http://www.refresher.com/!jbwmael.html

57


Bowen, James

Bowen, J.E., "Distributed Intelligent Systems", NeuroVe$t Journal, Haymarket, VA, Volume 2, Number 1, pg. 6-7, 1994. Presentations: “Startups” Young Engineers Forum, Faculty of Engineering, University of Ottawa, 2011. “E-commerce: Today and tomorrow” RBS – American Chamber of Commerce Executive Seminar, March 2008. http://www.amcham.lv/page.php?cat=454&id=1506. 20 Strategies to make Local companies Happen in the Global Economy, Banking Institution of Higher Education 9th International Conference 2007, Business and Finance Excellence in Emerging Market Economies, 27th September, 2007, Latvia. Commercializing R&D: Entrepreneur’s Perspective, AFCEA, August 16, 2007. Managing Leading Edge Technology Companies to Gain Competitive Advantage in Today’s Dynamic Business Environments: The 6 Rules about Technology, 8th International Conference 2006: Riga as an International Financial Center: Exploring Opportunities and Challenges, Banking Institution of Higher Education, October, 2006, Riga, Latvia http://www.ba.lv/conference2006/. Invited Talk, Plenary Session, "Hybrid AI and Military Applications", DND Workshop on Advanced Technologies in Knowledge-based Systems and Robotics, November, 1993. Invited Talk: "Conflict Resolution Expert System for Air Traffic Control", Canadian Operational Research Society - Ottawa Chapter, March, 1993. Bowen J.E., "Marketing and Artificial Intelligence: With Neural Network Market Segmentation Example," The Canadian Operational Research Society Conference, Canadian Operational Research Society, May 1991. Bowen J.E, "Using Neural Nets for Predicting Several Subsequent and Subsequential Future Values from Time Series Data," The Canadian Operational Research Society Conference, Canadian Operational Research Society, May 1991. Bowen J.E., "Model Based Reasoning in Expert Systems: Decision Analysis Theories and Uncertainty Measurement Methods," 1990 Expert Systems

http://www.amcham.lv/page.php?cat=454&id=1506

http://www.ba.lv/conference2006/

58


Bowen, James

Workshop, NATO Working Group TTCP/HTP-7, September 1990. Real-time and Temporal Issues of Expert Systems in ATC, 1990 Expert Systems Workshop, NATO Working Group TTCP/HTP-7, September 1990.

59


Cutler, Allan

Education: MBA Concentration in Management and Change, Carleton University, 2012 BA Economics, Carleton University 1974 Awards and Distinctions: Queen Elizabeth II Diamond Jubilee Medal Golden Whistle Award, For service to Canada in the pursuit of truth in government. A program of POGG Canada to recognize Integrity, Courage, Resolve in the service of Peace, Order and Good Government To The Top Canada Award, An award to recognize a Canadian who through their individual effort made Canada a better place Five Who Made a Difference, The Ottawa Sun salutes Allan Cutler for making a difference to Ottawa “Government/Politics” in 2005 One of the Top 50 People in Ottawa, Ottawa Life magazine

Ottawa, ON

2012

Ottawa, ON 1974

2013

2010

2006

2005

2005

Employment history: Professor Algonquin College, School of Business HR and Communications Project Management Public Sector Procurement President Allan Cutler & Associates

• Advises firms on proposal writing, responding to an RFP • Developed and taught course, Ethical Procurement and

Sustainability to various groups in all areas of Canada (2008 – 2011)

• Developed and taught a course on Responding to an RFP at Carleton University (2008 to Present)

• Taught a course on Project Management at Algonquin College (2011 to Present)

Ottawa, ON

2012 – present

Ottawa, ON 2006 – present

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Cutler, Allan

Various Roles, Public Works and Government Service Worked in public procurement in various capacities increasing in responsibilities over the years.

1974 - 2006

Scholarly and professional activities: Member, Project Management Institute Member, Canadian Society for Senior Engineers Past Vice-President Operations, Federation of Canadian Brazilian Businesses Advisor, Algonquin College, e-Business Supply Chain Management Advisory Committee President, Canadians for Accountability Executive Director, Center for Excellence in Ethics and Integrity Member, The Ethics Practitioner’s Association of Canada Member, Transparency International Member, Mensa Canada, Member, Canadian Institute for Procurement and Material Management Past Chair, Parks and Recreation Advisory Committee, City of Ottawa Member, Parks and Recreation Advisory Committee, City of Ottawa Speeches and Presentations “Accountability in Public Procurement”, Trinidad and Tobago Transparency International Anti-Corruption Conference, Trinidad and Tobago, “When the Workplace Doesn’t Work”, Institute of Public Administrators of Canada (IPAC) National Conference, Victoria BC, “Ethics in Public Procurement”, Canadian Public Procurement Forum. “Responding to an RFP”, webinar for Association of Registered Graphic Designers of Ontario “Whistleblowing and Moral Courage”, Conestoga College Institute of Technology and Advanced Learning, Kitchener “The Sponsorship Scandal and the Culture of Corruption”, St. Paul’s University, Ottawa “Whistleblowing and the Culture of Corruption”, Corruption Forum hosted by Calgary University “Moral Courage and the Sponsorship Scandal”, Mensa Canada 2009 “Moral Courage”, RCMP Police College

2012 – present 2012 – present

2011-2012

2007 – present

2006 – present 2006 – present 2006 – present 2006 – present 2004 –present

2002 – present 2009

2006 - 2009

2011

2011

2010 2010

2010

2009

2009

2009 2009


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Cutler, Allan

Publications: Cutler, Allan, 2010, How to Respond to an RFP, Winning Proposal Writing Cutler, Allan, 2010, How to Respond to an RFP, Understanding the Bid and Proposal Process Ruth McKay, Francois Brouard, Allan Cutler, 2012, Sprott School of Business, Carleton University, The Canadian Sponsorship Scandal, The Whistleblower’s Perspective

62


Gill, Asghar

Education: PhD Solid State Physics Quaid-I-Azam University Dissertation: Characterized deep energy levels caused by transition metals in silicon and Gallium Arsenide materials. The effective use of these diodes as switches and sensors

Professional Designations or Certifications Project Management Professional (PMP), Project Management Institute Lean Six Sigma Black Belt – GPRD Business Excellence, Chicago, IL Managing Change and Transitions, Algonquin College, Ottawa, ON, Advanced Communicator Bronze, Toastmaster International CAPA (Corrective and Preventative Actions) certified, Abbot Quality College Project Management Certified Professional – Learning Institute, Ottawa, ON Customer Service, Rockhurst University, Shawnee Mission, KS Team Building/Mentoring – Abbott Point of Care, Ottawa, ON Getting the Right Things Done: A Leaders Guide to Strategy Development, Lean Enterprise Institute Learning to See: A Value Stream Mapping strategy, Lean Enterprise Institute Problem Solving Techniques - Abbott Point of Care, Ottawa, ON

1993 Toronto, ON

2012 2011 2011 2011 2010 2009 2009 2007 2007

2006 2006

Employment: Senior Engineer Abbott Point of Care

Member of the “Wafer Fab Strategic Projects” team. Responsible for Lean Six Sigma and strategic business initiatives in manufacturing of biosensors. Supporting the manufacturing processes aligned with customer or business requirements. Manufacturing Engineer ST Microelectronics

Responsible for process improvements, introduce new processes, trouble shoot problem/low-capability processes in a manufacturing environment of ULSI (Ultra Large Scale Integrated) semiconductor devices. Create quality compliance processes and documentation, train new sustaining engineers to support operation.

2005-present Ottawa, Ontario

2000-2001 Ottawa, Ontario

63


Gill, Asghar

Process Engineer Nortel Networks

Responsible for day to day issues in operation for manufacturing of semiconductor devices. Process improvements; introduce new processes, trouble shoot problem/low-capability processes in a manufacturing environment of ULSI (Ultra Large Scale Integrated) semiconductor devices. Create quality compliance processes and documentation, train new sustaining engineers to support operation. Research Associate Carleton University

Investigated the lifetime of minority carriers in Si-Ge layered HBTs (Hybrid Transistors) which was significantly lower than its theoretical lifetime. Characterized the active recombination centers, the probable cause of the shortening of the response time of devices. DLTS (deep level transient spectroscopy) study revealed near mid-gap level most likely acting as the recombination center. Lecturer QA University

Taught Solid State Physics courses to BS and MS students. Prepared and Delivered Lab courses and instruction manuals for BS students. Conducted and Lead research work on sensor/switch technologies Research Associate Lund’s University

Studied the impurity effects of transition metals on prefabricated Si/GaAs devices and bulk semiconductor materials. Characterized the impurity states by using different techniques such as Dark Capacitance Transients, Photo Capacitance Transients, IR Spectroscopy, and EPR techniques.

1995-2000

Ottawa, ON

Jan – Dec,1994 Ottawa, ON

1985-1987 Pakistan

1995-2000

Sweden

Scholarly and professional activities: Member of PMI (Project Management Institute) Member of ASQ (American Society of Quality) Member of RAP (Regulatory Affairs Professionals) Webinars Attended: 1. Security Considerations for EVM Projects, Earned Value Management

Community of Practice

2. Leadership when the Project Crashes, Leadership in PM Community of

3 years 3 years 2 Years

31-Jul-2014

23-Jul-2014

64


Gill, Asghar

Practice

3. Leadership in Program Management, Leadership in PM Community of Practice

4. Utilizing EVM to Combat Corruption in ID Organizations; International Development Community of Practice

5. Key Soft Skills for The Project Leader, Leadership in PM Community of Practice

6. Project Risk Mgmt from a Financial Risk Mgmt Perspective, Project Risk Management Community of Practice

7. Leading Virtual Project Teams, Leadership in PM Community of Practice

8. Diversity and Risk Management , Global Diversity Community of Practice

9. Leaders as Mentors and Coaches, Leadership in PM Community of Practice

10. The Four C's of Communicating Risk, Project Risk Management Community of Practice

11. Ignoring Schedule Risk Analysis Can Lead to Project Failures, Project Risk Management Community of Practice

27-Jun-2014

26-Jun-2014

29-May-2014

20-May-2014

29-Apr-2014

25-Apr-2014

27-Mar-2014

03-Mar-2014

11-Feb-2014

Research Funding: Carleton University, Research Associate Funding Upsala University International Programs Research Funding

1994 1987

Publications (Journals): Electrical characterization of inadvertent mid-gap level in GaP Co-authors: M. Zafar Iqbal and N. Baber. J. Appl. Phys. 65 3919, 1989 Role of mid-gap level as the dominant recombination center in Platinum doped in silicon Co-authors: N. Baber and M. Zafar Iqbal J. Appl. Phys. 67 1130, 1990 Palladium-related deep levels in silicon. Co-authors: M. Zafar Iqbal and N. Zafar. Semicond. Sci. Technol. 8, 675, 1993. Interaction of a-radiation induced defects with Pd-related deep levels in silicon. Co-authors: N. Zafar, M. Zafar Iqbal and N. Baber.

65


Gill, Asghar

J. Appl. Phys. 75, 7737, 1994. Bleaching of the interstitial iron donor in silicon by transition metal impurities. Co-authors: Ali A., M. Zafar Iqbal and N. Baber. Semicond. Sci. Technol. 11, 129-132, 1996.

List of Publication (Conferences): Transient capacitance measurements on a mid-gap deep electron level in GaP Co-authors: N. Zafar and M. Zafar Iqbal. Proceedings of Regional Conference on Semiconductors and Physics of Materials, Kuala Lumpur, Malaysia, 1987 The effect of Sr substitution at the Y site in the 1-2-3-like superconductors Co-authors: M. K. Anis, S. A. Hayat, M. Zafar Iqbal, K. E. Lipinska-Kalita, B. H. Ma, F. C. Matacotta, M. M. Salih, C. U. Segre and P. Stastny. Italian High Temperature Superconductivity Conference, Parma, Italy, 1991 Alpha-radiation induced levels in un-doped and Pd-doped n-type silicon. Co-authors: N. Zafar and M. Zafar Iqbal. Proceedings of 5th National Conference on Solid State Physics Published by J. Natural Sciences and Mathematics 33 , 227, 1993. An inadvertent mid-gap level in silicon P+n junction diodes Co-authors: Akbar Ali, N. Baber and M. Zafar Iqbal. Proceeding of the Pakistan Institute of Physics Annual Conference, 1993. Interaction of iron donor with transition-metal impurities in silicon Co-authors: Akbar Ali, N. Baber and M. Zafar Iqbal. Proceedings of the 18th-International Conference of Defects in Semiconductors, 689-693, 1995

66


Khataie, Amir

Education: Doctor of Philosophy, Industrial Engineering Concordia University Dissertation: Activity-Based Costing in Supply Chain Cost Management Decision SupportSystems

2011 Montreal, QC

Employment: Faculty Algonquin College Courses teaching:

• Lean Principles Manager Canada Post Corporation, Network and Transportation Contribute to the corporate strategic projects as a supply chain cost management expert. Lead logistics and supply chain continuous improvement projects. Part-time Faculty University of Ottawa, Telfer School of Management Course Instructor of Operations Management (3rd year undergraduate) Course Instructor of Operations Management (MBA) Course Instructor of Managerial Accounting Information and Decisions (MBA) Course Instructor of Management Control Systems (4th year undergraduate – Accounting) Process Engineer and Analyst Canada Post Corporation Define and implement network and transportation optimization initiatives. Define new operational strategy model for lettermail and parcel business Part-time Faculty Concordia University, Department of Mechanical and Industrial Engineering Course Instructor of Engineering Management (3rd year undergraduate – Industrial Engineering) Teaching Assistant Concordia University, John Molson School of Business Production and Operations Management Managerial Accounting Business Statistics

January 2015 Ottawa, ON




2008-2010 Montreal, QC


67


Khataie, Amir

Teaching Assistant Concordia University, Department of Mechanical and Industrial Engineering Inventory Management & Control Facility Planning Stochastic Models in Industrial Engineering Statistical Quality Control & Reliability Consultant, Project Manager Iranian Society of Engineering Design & Assembly (IRSEDA) Contribute to the development of the master plan for Iran’s machinery industry using different strategic management tools such as SWOT analysis and conduct empirical studies. Evaluate various feasibility study projects in machinery and infrastructure.


2003-2005 Tehran, Iran

Scholarly and professional activities: Member, Manufacturing Research Center, Sprott School of Business Member, CPC University Collaboration Commiete, Canadad Post Corporation

• The committee is responsible for developing research projects and communicate them with Universities

Member, MBA-Part-time redesign program, Telfer School of Management

• I was responsible to redesign the Operations Management course

2014-present

2014-present

2014

Research funding: Vice-President, Research & Graduate Studies Seed Funding – Concordia University Office of Research Interdisciplinary Research on Integrating of Activity-Based Costing is Supply Chain Management

2010

Publications: Referred Journal Articles: Khataie, A.H., & Bulgak, A.A. (2013). A Cost of Quality Decision Support Model for Lean Manufacturing: Activity-Based Costing Application. International Journal of Quality & Reliability Management, 30(7), 751-764. Khataie, A. H., Bulgak, A. A., & Segovia, J. J. (2011). An Innovative Application of Activity-Based Costing & Management in Decision Support Modeling. International Journal of Engineering Management and Economics, 2(4), 369-392. Khataie, A. H., Bulgak, A. A., & Segovia, J. J. (2011). Activity-based costing and management applied in a hybrid decision support system for order management. Decision Support Systems, 52(1), 142-156.

68


Khataie, Amir

Khataie, A. H., & Bulgak, A. A. (2011). A Review on the Role of Activity-Based Costing Information and Cost Structure Integration in Supply Chain and Operations. International Journal of Modeling in Operations Management, 1(4), 382-395. Khataie, A., Defersha, F. M., & Bulgak, A. A. (2010). A multi-objective optimization approach for order management: Incorporating Activity-Based Costing in supply chains. International Journal of Production Research, 48(17), 5007-5020. Conference Presentations or Papers: Niroomand, I., Khataie A., & Rahiminezhad Galankashi, M. (2014). Vehicle Routing with Time Window for Regional Network Services-Practical Modeling Approach. It will be appeared on the proceeding of IEEE International Conference on Industrial Engineering and Engineering Management Segovia, J.J., & Khataie, A.H. (2011). The Financial Performance Effects of Activity-Based Costing/Management in the Telecommunications Industry. Proceeding of SIBR Conference on Interdisciplinary Business & Economics Research (SIBR 2011). Khataie, A.H., Segovia, J.J., & Bulgak A.A. (2011). The Use of System Dynamics as a Cost Management Tool. Proceeding of the 17th International Conference on Information Systems Analysis and Synthesis (ISAS 2011), 215-220. Khataie, A.H., Bulgak, A.A., & Segovia, J.J. (2010). Advanced decision support tool by integrating activity-based costing and management to system dynamics. Proceeding of 10th Portland International Conference on Management of Engineering & Technology (PCIMET 2010). Khataie, A.H., Bulgak, A.A., & Segovia, J.J. (2009). A new mathematical approach in integration of activity-based costing information in supply chain order management. Proceeding of 39th International Conference on Computers & Industrial Engineering (CIE39), 945-950. Khataie, A., Bulgak, A.A., & Defersha, F.M. (2009). Integration of activity-based costing information in supply chain profit oriented decision making modeling. Proceedings of the 29th National Operations Research and Industrial Engineering Congress (YAEM 2009). Khataie, A.H., & Bulgak, A.A. (2009). An activity based costing approach for order management in supply chains. Proceeding of 5th International Conference on Business, Economics and Management (ICBME 2009). Khataie, A., Defersha, F.M., & Bulgak, A.A. (2008). Maximizing supply chain profits by simultaneously fulfilling desirable amount of order and reducing the residual capacity. Proceedings of 6th Annual International Symposium on Supply Chain (SCM 2008). Khataie, A., Defersha, F.M., & Bulgak, A.A. (2008). Maximizing supply chain profits with effective order management. Proceedings of the 28th National Operations Research and Industrial Engineering Congress (YAEM 2008). Books:

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Khataie, Amir

Rashidi, A., Darvishi, A., Haghighi, F., Sharifi, N., Khataie, M., Sadr-Lahiji, H., Alamooty, P., Banoie, A., Eslambolchi, M., Saegh, F., Akhoondi, M., Khataie, A. H., Maknoon, Y., Kashani, M., Jafari, M., & Ghasa, M. (2008). Iran Industries Strategic Studies Collection: Industrial Machinery Section. Tehran, Iran: Industrial Research & Training Center of Iran (in Farsi).

70


Knowles, Ian L. Education: PhD, Psychology Specialization in Applied Social Psychology – Industrial/Organizational Behaviour The University of Windsor Dissertation Topic (Focus Areas: Marketing Psychology & Advanced Statistical Methods) “New Product Concept Generation with Multidimensional Scaling and Unfolding: A Micro-feature Approach” (Knowles, 1992) MA, Psychology Specialization in Applied Social Psychology – Industrial/Organizational Behaviour The University of Windsor Thesis Topic (Focus Area: Advanced Statistical Methods) “Windsort: Development of an Automated Technique for Collecting Sort Data for Multidimensional Scaling” (Knowles, 1987) BA (Honours), Psychology The University of Waterloo Thesis Topic: “Predicting the Vocational Outcomes of the Recently Disabled” (Knowles, 1985) Other Related Education: In the process of completing the APICS Certified Supply Chain Professional (CSCP) Certification Program:

• Completed 10-week APICS course: Detailed Scheduling & Planning (2012)

• Completed 10-week APICS course: Strategic Management of Resources (2012)

• Completed 10-week APICS course: Basics of Supply Chain Management (2012)

1992 Windsor, ON

1987 Windsor, ON

1985 Waterloo, ON

2012

71


Knowles, Ian L. Awards and Distinctions: Ph.D. Dissertation Merit Award – University of Windsor Award for Scholarly Achievement: Ontario Undergraduate Thesis Conference – Toronto Graduate Research Scholarship, University of Windsor

1992

1985

1985

Employment history: Faculty Algonquin College

• Quantitative Research Methods (ESC4304) • Introduction to Supply Chain Management (ESC4100) • Marketing (MKT4101) • CyberLaw (Business Law) (ESC4505) • Government Procurement (Law) (ESC4504, MGT2378 – 2

sections) • Leadership, Governance & Sustainability (ESC4706) • Introduction to Sociology (SOC2000) • Marketing Research Statistics & Data Analysis (QUA1206 – 2009

& 2010) • Advanced Techniques in Marketing Research (QUA1212 – 2010

& 2011) • Business Analytics (MGT4401) • Advanced Business Analytics (MGT4701) • Materials and Operations Management (MGT2320)

Instructor Marketing Research & Intelligence Association (MRIA)

• 402 – Advanced Analysis Techniques • 203 – Marketing Research Studies & Data Analysis

Co-President & Co-Founder Chillwall Incorporated; co-creator and co-manager of Chillwall.com and Chillwall Inc. CEO LemonTree Consulting, Ottawa, ON

• Contractor to large organizations for development of Business Intelligence & Behavioural Modeling Solutions.

August 2009 – Present,

Ottawa, ON

August 2013 – Present

November 2008 – Present

72


Knowles, Ian L. Associate Director -Customer Insight Bell Canada Associate Director – Marketing Scientifics Bell Canada Senior Vice-President & Chief Methodologist POLLARA Senior Vice-President (Contract) Angus Reid Group

• Advanced Applied Quantitative Research Methods and Advanced Statistical Analyses.

Partner & Chief Methodologist Opinion Search Inc., President, OSI Technology Research Group Adjunct Professor University of Michigan, School of Business

• Primary responsibilities included teaching the following courses: Business Analytics, Procurement Law, Project Management, Microeconomics, Macroeconomics, Econometrics, Marketing, Advertising, General Business Law, Finance I, Human Resources, Organizational Behaviour and Business Ethics.

Manager, Marketing Research Studies Bell Canada

February 2007 – November 2008

July 2004 –

February 2007

July 2000 – July 2004

October 1999 – July 2000

September 1995 – October 2000

June 1992 – August

1995

May 1987 – June 1992

Scholarly and professional activities: Current memberships:

• Member: The Association for Operations Management (APICS) • Member: Marketing Research and Intelligence Association

(MRIA) • Board of Directors: Canadian Institute of Procurement & Material

Management (CIPMM) • Editorial Board: Canadian Journal of Marketing Research • CJMR Editorial Board Member responsible for reviewing

academic papers pertaining to new statistical techniques.

73


Knowles, Ian L. 2014

• Canada International Conference on Education (CICE-2014); June 16-19, 2014; Cape Breton University, Sydney, Nova Scotia. Served as a panel member discussing optimal teaching methods pertaining to a variety of post-secondary business courses.

• Effective use of Turnitin (Algonquin College workshop) • Strategies for Assessing Student Presentations (Algonquin

College workshop) • Creating Assessments in Blackboard (Algonquin College

workshop) • National Workshop of the Canadian Institute of Public

Procurement and Material Management, May 5 to May 8, Ottawa Convention Centre.

2013

• Canada International Conference on Education (CICE-2013); June 24-26, 2013; University of Toronto

• How to Use COMMS (Algonquin College workshop) • Workshop: Using the Conference Board of Canada e-Library • Participation in Faculty Mentorship Program, including regular

meetings with a seasoned Algonquin College Faculty Member • Participation in Dragon’s Den Simulation (One of the “Dragons”

for the Algonquin College Language School) • National Workshop of the Canadian Institute of Public

Procurement and Material Management, May 7 to May 9, Ottawa Convention Centre.

2012 • Focus on Learning 2 and related workshops (Spring 2012) • Participation in Faculty Mentorship Program, including regular

meetings with a seasoned Algonquin College Faculty Member • Completed 10-week APICS course: Basics of Supply Chain

Management • Completed 10-week APICS course: Detailed Scheduling &

Planning • Completed 10-week APICS course: Strategic Management of

Resources • Canadian International Conference on Education (CICE, 2012),

Toronto. 2011

• Focus on Learning 1 and related workshops (Summer 2011) • Workshop: Documenting Our Curriculum and its Implementation • What’s New in Blackboard 9.1 (Blackboard Workshop) • Webinar – New Mexico Junior College, Using Student

74


Knowles, Ian L.

Engagement Techniques to Transform Student Success • Webinar – Bryant University, Increasing First-Year Student

Retention 2010

• Canadian International Conference on Education (CICE-2010), Toronto. Conference regarding Adult Education including Business Education as well as other topics.

• Led the creation of curriculum for courses pertaining to quantitative research and statistics for the newly created Marketing and Business Intelligence Research (MBIR) graduate certificate program at Algonquin College.

Research funding (2010 – 2014): BC Hydro ($145,000) Primary research regarding energy conservation and electricity safety behaviours and awareness as related to pertinent advertising campaigns. Industry Canada ($30,000) Primary and secondary research evaluating the competitive state of the Internet Service Provider Industry in Canada.

To date

2002

Publications: Knowles, I.L. (2013). Determining the Optimal Mix of Promotional Softening Messages to Reduce Brand Equity Impact of an Announced Price Increase: A Full Profile Conjoint Analytical Approach. Primary research and Paper presented to BC Hydro. Knowles, I.L. (2012). Minimizing Incentives to Maximize Household Participation in an Electricity Conservation Program. Primary research and Paper presented to BC Hydro. Knowles, I.L. (2012). Investigation of the Design, Execution and Efficacy of an Electricity Safety Advertising Campaign. Primary research and Paper presented to BC Hydro. Knowles, I.L. (2010). Determining the Historic Disparity Between True Population Parameters Compared to Sample Statistics Due to Consumer Household Moves. Primary research and Paper presented to BC Hydro.

75


Knowles, Ian L. Knowles, I.L. (2007). Leveraging Value from Online Value Measurement Techniques. Staying Tuned Conference - Back to the Future of Audience Measurement, Toronto, February 2007 Knowles, I.L. (2006). The Use of Panels for Quantitative Research: Beware! VUE: The Journal of the Marketing Research and Intelligence Association, October 2006, 18-20. Knowles, I.L. (2002). Key Metrics Concerning the Canadian Industry Framework of Internet Service Providers. Primary research and Paper presented to Industry Canada and the Canadian Association of Internet Providers. Knowles, I.L. (2000). Leveraging Online Product Concept Testing. Beyond the Traditional Web-based Surveys and Online Market Research. Conference presentation & paper, Toronto, Canada. Knowles, I.L. (1998) Packaging your Services. Undertakings in Broadcast Distribution. Conference Presentation & Paper, Toronto, Canada. Knowles, I.L., Jarvis, B.C. & Starr, M.W. (1990). WINDSORT: A Fully Automated Technique for Collecting Sort Data for Multidimensional Scaling Analysis. Behaviour Research, Methods, Instruments & Computers, Volume 22, July, 335-336. Knowles, I.L. (1988). Sources of Error in Survey Research. Canadian Psychological Association Conference. Conference Presentation & Paper, Ottawa, Canada, June.

76


McBride, Catrina

Education: MA Language and Professional Writing(Cooperative Program) University of Waterloo Course work option with major paper “Listing Techniques in Plain Language Writing” BA English and Psychology York University Awards and Distinctions: Dean’s List, Faculty of Arts, York University

1997

Waterloo, ON

1995 Toronto, ON

1995

Employment history: Professor Algonquin College, School of Business

• Popular Canadian Literature (Gen Ed Elective) • Career Management (Degree Program) • Communications I and II (Diploma and Degree Programs) • Art of Oratory (Gen Ed Elective) • Speaking and Presentations (Degree Program)

Technical Writer, Promoted to Project Officer Health Canada

• Writing specifications for a web application using the IBM methodology.

• Writing web application test scenarios. • Coordinating web application testing. • Writing and editing communications regarding the launch of the

web application. • Coordinating web application projects including liaising between

business clients and programmers. Communications Consultant Public Works and Government Services A) Information Technology Services (ITS)

• Creating a communications plan for IP Telephony. • Collaborating on the business requirements and business plan

for IP telephony.

September 2005 – Present

Ottawa, ON

April 2004 – November 2006

Ottawa, ON

Sept. 2000 - July 2003

Hull, PQ, and Ottawa, ON

77


McBride, Catrina

• Creating the IP telephony website

(http://publiservice.pwgsc.gc.ca/voiptrial Federal Government access only).

• Creating PowerPoint presentations for executive updates, conferences, & meetings.

• Organizing a special interest group with members from over 20 federal government departments.

• Acting as MC for special interest group meetings. • Assessing federal government interest in and need for IP

telephony through special interest group meetings and questionnaires.

• Formatting and editing technical reports and white papers. • Writing and negotiating the appearance of articles in

government publications. • Designing and supporting a booth at the 2000 and 2001

Government Technology Exhibition and Conference. B) Real Property (RP)

• End-to-end project planning for the Real Property Data Integrity Framework.

• Researching data integrity, RP databases, RP database training, and user acceptance.

• Determining documentation requirements and communications needs for the framework.

• Writing the framework and creating the communications materials.

Marketing Coordinator and Customer Service Misty Isles Lodge

• Creating the resort website (www.mistyisles.ca). • Editing and formatting brochures. • Organizing and attending a booth for the 1000 Islands by

Paddle Show (1999). • Performing customer service.

Marketing Coordinator GAO Research & Consulting Ltd.

• Creating print promotion (media releases, articles, advertisements).

• Writing support for internet promotion. • Organizing and attending trade show booths. • Maintaining the press database.

May 1999 - Sept. 2000

Lansdowne, ON

Nov. 1997 - May 1999

Scarborough, ON

http://publiservice.pwgsc.gc.ca/voiptrial

http://www.mistyisles.ca/

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McBride, Catrina

• Writing and maintaining the marketing plan, schedule, and

calendar. • Editing technical documentation, including user guidelines. • Writing and maintaining sales documentation. • Writing funding proposals/justifications. • Writing internal administrative documentation (policy, training

manuals, etc.). • Proofreading legal documentation. • Planning the company’s move to another office. • Hiring - reading resumes, scheduling interviews, conducting the

first interview for the marketing/sales/ administration group. Promotional and Technical Writer Acoustic Emission Monitoring Services

• Creating the company’s brochure and web site. • Writing the ISO 9000 Quality Control Manual. • Writing funding proposals/justifications. • Writing the marketing and business plans. • Researching sales leads on the Internet.

June - Nov. 1997 Kingston, ON

Scholarly and professional activities: • Participant, College Association of Language and Literacy

(CALL) conference (Humber College) • Participant, Blackboard Collaborate and Join.me (Algonquin

College) • Participant, Publisher E-text session (Algonquin College)

Participant, E-text Strategies (Algonquin College) • Career Management textbook review (Algonquin College) • Participant, Live, Laugh, Learn Retreat (Algonquin College) • Participant, Motivating Learners to Stay on Track • Participant, Managing Learner Technology in the Classroom

(Algonquin College) • Participant, College Association of Language and Literacy

(CALL) conference (Algonquin College) • Participant, Participant, Focus on Learning Part II (Algonquin

College) • Participant, Overview of Blackboard 9 (Algonquin College,

Kaleidoscope) • Participant, Groups in Blackboard 9 (Algonquin College) • Participant, Assignments in Blackboard 9 (Algonquin College) • Participant, Focus on Learning Part I (Algonquin College) • Participant, Dynamic Media (Algonquin College)

2014

2013

2013 2013

2012-2013 2013 2012 2012

2011

2010

2010

2010 2010 2009 2009

79


McBride, Catrina

• Participant, PowerPoint (Algonquin College, Spring 2009) • Participant, Wikis and blogs (Algonquin College, Spring 2009) • Participant, Performance Institute (Algonquin College) • Participant, Writing for the Internet Seminar, Magazines

University • Participant, International Literature Summer School, Oxford

University

2009 2009 2009

1996

1994


Publications: Collaborated Magazine Articles: Gao, F (October 1998). ADSL and V.90 Modems: Standards, Principles, and Integration. Electronic Products Magazine. Gao, F (December 1998). An Introduction to the V.90 (56K) Modem. TechOnline Review. Gao, F (January 1999). Lite Speed. TechOnline Review. Individual Magazine Articles: McBride, C. (Winter 2002). IP Telephony: Messaging with a Difference. Doing Business, 9. McBride, C. (Summer 2002).Voices Carry. Doing Business, 8. McBride, C. (December 2000).Voice Travel. Ensemble, Vol. 8, No. 10. Collaborated Articles for Conference Presentations: Marion, A. (April 1999). ADSL Modem Performance. Article presented at the DSP World Conference in San Francisco, California. Marion, A. (September 1998). High Speed Access Technology for the Last Mile: Integrated ADSL/V.90 Modem. Article Presented at the DSP World Conference in San Francisco, California. Marion, A. (October 1998). Voice Over IP Standards and Software. Article presented at the DSP Germany Conference.

80


Parizeau, Yvon

Education: Executive Master of Electronic Commerce Dalhousie University Research Project: Enterprise Architecture for Complex Government and the Challenge of Government On-Line in Canada Bachelor’s Degree in Business Administration, Québec University a Hull DEC (Diploma in Administration), CEGEP (Collegiate) Hull

Halifax, NS 2002

Hull, QC 1981

Hull, QC

1978

Employment history: Part-time Professor Algonquin College, School of Business Teaching Enterprise Architecture courses in the Bachelor of Applied Business (eBusiness Supply Chain Management) degree program.

Director Program Management Office, Telecom Transformation Program, Shared Services Canada (formerly Public Works and Government Services Canada) My position entails directing the development of the horizontal program management, governance, accountability and reporting frameworks, including all associated policies, procedures, tools and performance measurement and risk management processes. A/Senior Director Oversight and Coordination, IT Shared Services, Public Works and Government Services Canada Maintained oversight of all the operations in line with government contracting regulations as well as human resource and financial policies and procedure. I was also accountable for the strategic planning function including the input into the Management Accountability Framework (MAF) and the annual business planning and operational planning processes.

2007- present Ottawa, ON


Ottawa, ON

81


Parizeau, Yvon

Director Office of the CIO, IT Shared Services, Public Works and Government Services Canada Developed and implemented the Information Management / Information Technology Master Plan and Roadmap to put in place the function of CIO for the IT Shared Services at PWGSC. This required taking over the systems and resources from other sectors while ensuring continuity of the services. Director Enterprise Architecture, Public Works and Government Services Canada I was accountable for developing the PWGSC IM and IT strategies, developing and publishing the PWGSC Enterprise Architecture Plan, integrating the enterprise architecture planning process with the PWGSC planning process, developing a standard program, implementing and chairing the Departmental Enterprise Architecture Committee (DEAC), and providing support to the major business line projects.

Manager IM/IT Strategy, Public Works and Government Services Canada As the Manager, IM/IT strategy for the Chief Information Officer (CIO), I worked on the PWGSC IM/IT business driven strategic plan for improving and aligning services with business/program drivers.

Manager Business Systems Architecture, Public Works and Government Services Canada I was accountable for the overall business system architecture for the Accounting Banking and Compensation Branch (ABCB).

Manager Enterprise Architecture, Public Works and Government Services Canada I managed the Government of Canada Federated Architecture Repository (GoFAR) project. This project involved seven other government departments as well as the Treasury Board Secretariat.

Ottawa, ON

Ottawa, ON

Ottawa, ON

Ottawa, ON

Ottawa, ON

Scholarly and professional activities: Committees Program Advisory Committee, Bachelor of Applied Business (eBusiness Supply Chain Management)

82


Parizeau, Yvon

Conferences

• DPI Conference for IT professionals • GTEC IT conference • Gartner Portals, Content and Collaboration Summit • Forester Technology Leadership Forum • SAP TechEd Conference • Gartner Enterprise Planning & Architecture Strategies Seminar • Gartner Enterprise Architecture Summit • The Ontario Enterprise Architecture Open House conference • Seminar to get an update on my Executive Master of Electronic

Commerce, Dalhousie University • Ontario Enterprise Architecture Open House conference

Speaking Engagements Update on the Telecommunication Transformation Program of the Federal Government at the Transformation, Service Strategy and Design branch All-staff day away meeting

Guest Speaker at Environment Canada’s Computer Science Symposium, topic: Enterprise Architecture

June 2013 October 2013

June 2009 September 2007 September 2007

June 2006 June 2006 June 2005

August 2005

June 2001

January 2014

May 2002


Publications: Enterprise Architecture for Complex Government and the Challenge of Government On-Line in Canada, by Yvon Parizeau (A Research Project Submitted to the Faculty of Computer Science in Partial Fulfillment of the Requirements for the Degree of Executive Master of Electronic Commerce, 2002.)

83


Pilcher, Al

Education: Masters Business Administration, Technology Management Carleton University, Thesis: Factors Affecting Mobile Data Technology (MDT) Adoption by Canadian SME's Bachelor of Commerce, Information Systems Carleton University Professional Designations/Certifications: SAP Consultant Certification Solution Architect ERP: Integration of Business Processes with mySAP

Project Management Professional (PMP),

Masters Certificate in Project Management, Carleton University, Ottawa

2005 Ottawa, ON

2003 Ottawa, ON

2008

2005

2005

Employment history: Faculty School of Business, Algonquin College Courses taught:

• Management Information Systems: W10, W11, W12, W13, W14 • ERP Business Configuration: F08, F09, W09, S10, W11, W12,

W13, W14 • Project Management: W10, S12, S13, S14 • Business Process Integration I: S12, S13, S14 • Business Process Integration II: W13, W14 • Degree Project: S09, S10, S11, S12, S13, S14

Contract Instructor Sprott School of Business, Carleton University Courses taught:

• Management Information Systems Term Faculty Sprott School of Business, Carleton University Courses taught:

• Management Information Systems • Technology Project Management • Programming for Business Students I

Dec 2008 – Present

Ottawa, ON

Sept 2008 – Present

Ottawa, ON

Aug 2004 – Aug 2008

Ottawa, ON

84


Pilcher, Al

Private Consulting

• Business model development • Statistical analysis and report generation • Writing pre-professional Information Systems Study Guide: Certified

Management Accounts (CMA) • Review capacity: ICAO CKE examination IS multiple choice

Business Analyst, Pinpoint Selling Inc. Working with management to align and focus its organizational strategy with its day-to-day operations. Primary responsibility included developing the mechanics of pulling the metrics out of the systems and displaying them through the Balanced Scorecard dashboards.

Founder and Past President Digital Guard Corporation Provided leadership and vision to all activities and services associated with corporation's responsibilities including administration, fiscal management, planning and service delivery and coordination. Developed and maintained relationships with investors, agents and customers.

Student Computer Consultants, Carleton University Hired, trained, payroll administration, scheduling and day-to-day task assignment for 10 to 15 consultants per year. Oversaw technical environment of NT, Unix and Linux. Identified, developed and implemented process improvements. Developed solutions that are both thoughtful and creative.

Aug 2006 – Dec 2008

Ottawa, ON

Nov 2005 – March 2006

Gatineau, QC

Jan 1999 – May 2004

Ottawa, ON

Sept 1997 – April 2004

Ottawa, ON

Scholarly and professional activities: Curriculum Development Algonquin College, School of Business

• Course development for ESC4608 ERP Integration I & ESC4708 ERP Integration II

Algonquin College, School of Business

• Initial group developing six-sigma and Lean certification for Algonquin College

Winter & Summer 2012 – present

2013

85


Pilcher, Al

Carleton University, Sprott School of Business Foundation in Information Systems

• Involved with third evolution of BUSI2400 Foundations of Information Systems

• Key role in course curriculum design • Key role setting up new Student Learning Management System

using Yammer and Moodle Professional Development SAP

• January 3 – 7, 2011: SAP Project Systems Workshop, Huntsville, Texas

• June 8 – 12, 2009: ERPsim workshop, HEC Montreal • March 12 -14, 2009: SAP Curriculum Congress, Operations/Supply

Chain Management, Charlotte, North Carolina • February 19, 2009: Inaugural meeting of the Centre for Supply

Leadership, The Conference Board of Canada, Ottawa • April 17, 2008: ERPsim User Group seminar, HEC Montreal • Feb 27 – March 1, 2008: SAP Business One, Atlanta, Georgia • June 18 – 22, 2007: SAP – Concepts in Enterprise Resource

Planning, HEC, Montreal ASUG

• October 26, 2011: ASUG Ottawa Chapter Meeting - Mobile Solutions for SAP and SAP Business Objects, Ottawa

ASQ

• January 20, 2009: Future of Quality Presentation, RCAF Officers Mess, 158 Gloucester Street

PMI

• Project Management Professional (PMP) Certification renewal: 2011, 2014

Teaching Development Activities: Focus on Learning (FOL) Orientation Program for New Full-time Employees. FOL is a two-part program offered to newly hired full-time faculty. Participants have the chance to learn with peers from Eastern Region colleges.

• August 10-14, 2009: FOL Part 1. College Professors participant to develop learning strategies to maximize student achievement

• May 31 to June 2, 2010: FOL Part 2. College Professors

Fall 2013

2007-2011

2011

2009

2014

2009

86


Pilcher, Al

demonstrating learning environment that support diverse learners in achieving learning outcomes.

Aligning and Building Curriculum (ABC) Eastern Region curriculum development program for College Professors to help participants develop skills to take a leadership role in program review and new program development at their colleges.

• October 21-23, 2009: ABC Part 1 • May 26-28, 2010: ABC Part 2

Workshops Completed:

• Improving Your Hybrid Course, May 4, 2010 • BlackBoard 9 for Early Adopters, April 26, 2010 • Hybrid Course PD Part 1: Hybrid Model/Design and Learner

Engagement, November 30, 2009 • Hybrid Course PD Part 2: Tips/Tools/Strategies for Course

Implementation, Designing & Managing Assessments, November 24, 2009

• Excel-erate: Taking Your Spreadsheets to the Next Level, November 4, 2009

• Getting Started With Creating and Editing Video, November 5, 2009 • Introduction to Camtasia, October 14, 2009 • PowerPoint Lab, December 3, 2009 • Word Up: Adding Flair to Your Documents, November 18, 2009

Leadership Activities:

• Shad Valley International • Sprott School of Business & Management Faculty Member: 2007 to

present • Project Management Institute Ottawa Valley Outaouais Chapter • Faculty Advisor, Algonquin College Student Section program: 2012,

2013, 2014 • Program Coordinator, Bachelor of Applied Business, E-Business

Supply Chain Management: 2012, 2013 • Algonquin College Champion, ASUG (Americas’ SAP Users’

Group): 2009 to present • Faculty Advisor, SAP University Alliance: 2012 to present • Microsoft DreamSpark (formally MSDNAA), School of Business,

Algonquin College Faculty Lead: 2011 to 2013 Board of Directors Director, Cross Country Canada: 2011 to present

• Strategic Planning Committee (2014-2018) • History Board Committee

2010

2009 2010

2009-2010

87


Pilcher, Al

• Volunteer Awards Committee • Contributor to New By-Laws supporting new Not-For-Profit act

Director, Canadian Institute for Procurement and Materiel Management (CIPMM)

Professional Associations • Project Management Institute (PMI), since 2005 • The Association for Operations Management (APICS), since 2008

Intellectual Contribution: Certified Management Accountant (CMA)

• April 2010: Creation of MIS multiple choice questions for CMA applicants wanting to obtain their public accounting certification

Research funding: Algonquin College Innovation Fund To encourage entrepreneurship and innovation within Algonquin College by funding projects that will lead to productivity improvements, enhanced teaching and learning, more engaged employees and student success. Project Title - petSIM - BAB Multi-year Project to develop a simulation to provide students with hands-on experience which is ‘as real as possible in an academic environment’.

2009-2010

Publications: Pilcher, A. (2012) petSIM – Three Stage Model, version 2. Algonquin College Print Shop, ISBN 978-1-55323-446-3 Haag, S., Cummings, M., Pilcher, A., Riordan, R. (2009) Management Information Systems for the Information Age, Fourth Canadian Edition. McGraw-Hill Ryerson Refereed Conference Presentation: Riordan, R., Pilcher, A. (2009), “Teaching IS: Engaging students through petGRO”. McGraw-Hill Ryerson MIS Symposium, Montreal, May

Pilcher, G. A., Riordan, R. (2008), “Teaching Information Systems: Engaging students through petGRO”. Eastern Ontario Symposium on Educational Technology, Ottawa, ON, May 2008. Kumar, V., Pilcher, A., Maheshwari, B. (2007). “Mobile Data Technology (MDT) adoption process in Canadian Micro and Small Enterprises: An Exploratory Study.” 2007 Information Resources Management Association

88


Pilcher, Al

(IRMA) International Conference, Vancouver, B.C. Presentations: February 23, 2012: Topic - Bachelor of Applied Business, eSCM Algonquin College. ASUG Ottawa Chapter Meeting, Ottawa

Textbook Reviews: Magal, S., Word, J. (2012), “Integrated Business Processes with ERP Systems”. John Wiley & Sons Canada

Baltzan, P., Phillips, A., & Detlor, B. (2008) Business Driven Information Systems, Canadian Edition. McGraw-Hill Ryerson (2008) Fundamentals of Information Systems, Canadian Edition. Thomson Nelson Huber, M. W., Piercy, C, A., McKeown, P, C., Norrie, J. (2007). Introduction to Business Information Systems, Canadian Edition. John Wiley & Sons Canada

89


Poyner, Darryl

Education: Master Business Administration (MBA), Marketing and Logistics Michigan State University Bachelor of Science in Business Administration, Marketing and Management University of Akron

East Lansing, MI 1972

Akron, OH

1971

Employment history: Coordinator and Professor Algonquin College, School of Business Coordinator of the Bachelor of Applied Business e-SCM degree program

• Taught: Basics of Supply Chain Management, Operations Management, Detailed Scheduling & Planning, Strategic Management of Resources, Detailed Scheduling & Planning and Capacity Planning & Scheduling

Coordinator of the Supply Chain Management Certificate Program 2011-present

• Taught: Introduction To Purchasing, Introduction To Logistics and Introduction To Transportation

• Developed courses in: Supply Chain Management, Logistics and Transportation, Managing Quality and Advanced Supply Chain Management

Professor University of Guelph Developed and taught a course in Human Resources Professor Algonquin College, School of Business

• Taught: Basics of Supply Chain Management, Marketing, Forecasting, Operations Management, Detailed Scheduling & Planning, Strategic Management of Resources, Detailed Scheduling & Planning, Capacity Planning & Scheduling and Purchasing Management

• Developed courses in Leadership & Project Management, Purchasing Management, Forecasting and Marketing

• Updated 30 hour courses in Master Planning of Resources, Detailed Scheduling & Planning, Execution & Control of Operations and Strategic Management of Resources

Ottawa, ON 2013-present

Kemptville, ON 2011

Ottawa, ON 2004-2013

90


Poyner, Darryl

Consultant Darryl Poyner Consulting Provided consulting services in supply chain management for Canadian and U.S. firms. Started a bookkeeping service for medical professionals. Manager Supply Management Computing Devices Canada Responsible for directing and planning of the purchasing, transportation, Material planning and warehousing functions. Managed a staff of 45 and annual purchases of $275 million. Senior Manager Operations Nortel Managed administrative functions of Information Technology, Facilities, Supply Management, Information Resource Center and training support functions. Directed the development and implementation of a customer interaction process to align services with requirements and achieve 95% customer satisfaction. Director, Supply Management Nortel Global responsibility for purchasing, customs, transportation and material control for the R&D function. Managed a staff of 60 with annual purchases of $400 million. Manager, International Supply Development Nortel Managed the identification, evaluation, development and contract negotiations with offshore suppliers in support of component requirements, joint ventures and international marketing. Director, Profit Improvement BFGoodrich Canada Inc. Implemented a profit improvement process that generated $11 million in annual savings. Director, Support Services BFGoodrich Canada Inc. Managed the purchasing, inventory control, transportation, information technology, facilities and real estate functions.



Montreal, QC 1994-1998


Toronto, ON 1987-1990

Kitchener, ON 1986-1987

Kitchener, ON 1983-1986

91


Poyner, Darryl

Director, Purchasing and Transportation BFGoodrich Canada Inc Managed the purchasing, transportation and inventory control functions with annual purchases exceeding $250 million. Manager, Econometric Systems Development Westinghouse Canada Ltd. Manufacturing Systems Analyst Westinghouse Canada Ltd. Project Manager Systems Research Inc.

Kitchener, ON

1978-1983

Hamilton, ON 1975-1978

Hamilton, ON

1974-1975

Lansing, MI 1972-1974

Scholarly and Professional Activities: Member, Supply Chain Management Association (SCMA, formally PMAC)

• Approved seminar instructor 2010-2014 • Approved instructor in the designation educational program

2010-2013 • Approved instructor in the certification educational program

1991-present Presenter, Supply Chain Management Association of Canada (SCMA) annual conferences:

• Presented on the following topics: Communications & Relational Skills, Effective Business Planning Processes, and Global Sourcing

• Presented on the following topics: Global Sourcing and Effective Business Communications

• Presented on the following topics: Lean/JIT Practices and on Effective Business Communications

• Presented on the following topics: Global Sourcing, Effective Strategic Planning Process

Exam contributor, Certified Supply Chain Management professional designation examination, Supply Chain Management Association of Canada President, Ottawa Chapter of SCMA

1979-present

2013

2012

2011

2010

2010

1995-1996 Research Funding: N/A

92


Poyner, Darryl

Article: Poyner, M. Darryl June 1993 “Supply Management Support In An R&D Environment”, Purchasing Magazine

93


Sullivan, Maryann

Education: Masters Business Administration Ottawa University Bachelor of Applied General Studies Athabasca University Professional Certifications:

SAP Corporation Certifications: • SAP SCM241 Production Planning in ERP for Functional

Consultants • SAP CA095 ASAP Change Management • SAP LO510 Inventory Management • SAP BC460 SAP script • SAP Production Planning Certified Implementation Consultant,

VR3.x • SAP WB915 ASAP

Industry Certifications:

• PMI, Project Management Professional (PMP), in progress • ICCP- ACP, Institute of Certified Computing Professionals,

Associate Computing Professional, Expires: Lifetime, Certificate Number: 231443

• CTC, Advanced Microsoft Project Software Certification • Productivity Point International, Visual Basic Language

Certification • Microsoft Corporation, Windows Programming • Novell Netware, Systems Manager • Novell Netware, Service and Support Consultant Adobe

Systems Corporation, Postscript Language Certification • National Coaching Certification Program • Apple Corporation, Retail Selling

Xerox Corporation Certifications:

• Printing Systems Skills III Certification • Network Systems Training • Systems Reprographics • Systems Administrator • Train the trainer

1997

Ottawa, ON

In progress Athabasca, AB

2014

1999 1999 1998

1998

1998

2003

2001 1995

1995 1992 1991 1991 1987 1982

1993 1991 1990 1987 1986

94


Sullivan, Maryann

Employment history: Faculty Algonquin College, School of Business, Marketing and Management Studies Programs include Information Systems, Bachelor of Applied Business (eBusiness Supply Chain Management), and Business Management and Entrepreneurship Diploma Project Manager Nokia Corporation Project Manager Mobile EBusiness Customer Project -Visa Corporation/WAP implementation Brand Marketing Manager – WordPerfect Office Suite Corel Corporation, Program Manager Word Perfect Office Suite North America, and Linux Operating System Project Manager and SAP MM/PP Implementation Consultant Certified PP. SAP Corporation Canada Implementation consultant on MM/PP and Project Manager for SAP installations and implementations Management Consultant DMR/Fujitsu Corporation Consulting Provided consultation services on IT Projects Owner & Partner Visions Consulting Corporation Project Management, IT, BPR and ERP Contract Consulting, primarily Government of Canada and IT industry Systems Analyst & Trainer Xerox Corporation Facilitated, conducted and developed Business Process Re-engineering projects, Trained clients on computer applications, and conducted large scale IT/Electronic printing systems projects & installations.

August 2001- Present

Ottawa ON

November 2000 - January 2001

Helsinki, Finland

June 1999 to Sept 2000,

Ottawa ON

Oct 1997 to June 1999 Ottawa ON

April 1996 to Oct 1997 Ottawa, ON

July 1994 to April 1996 Ottawa ON

July 1987 to July 1994 Ottawa ON

95


Sullivan, Maryann

Project Coordinator and Events Manager NABU Networks Arranged trade shows and consumer exhibits throughout North America Members Assistant Minister’s Office, House of Commons Fitness and Amateur Sport & Multiculturalism, Public Relations

March 1980 – May

1987 Ottawa ON

June 1978 to March 1980

Ottawa, On


• Member, Personal Digital Assistant Taskforce, Algonquin College, Provided research on trends in mobile computing as it relates to its opportunities and impact on post-secondary education.

• Member, Strategic Planning Committee, Algonquin College • Presenter, Kaleidoscope Conference, Using Multimedia in the

Classroom with EZE-Learn, • Presenter, Kaleidoscope Conference, Enhancing your

PowerPoints with Camtasia Multimedia software. • Project Manager, SAM Software Launch, Algonquin College. • American SAP Users Group (ASUG) Service Award. • Developer, Bachelor of Applied Business (eBusiness Supply

Chain Management) degree program at Algonquin College. Conferences:

• Technology Conference in Vancouver focusing on mobile and e-learning,

• Eastern Region Human Resources Development, Ontario Colleges of Applied Arts and Technology, Focus on Learning.

2009

2008 2007

2007

2005

2001-2002

2010

June 2003


Publications: Member, Personal Digital Assistant Taskforce, 2010; Research papers submitted to the Algonquin College sub-committee on Mobile Computing Reviewed and made recommendations on the use of Blackberry and Apple devices by faculty and students in the classroom.

96


Sullivan, Maryann

Textbook Reviews: Reviewer, Pearson Publishing – various textbooks related to Management Information Systems, 2007-2009 Thomson Learning, Course Technology, Textbook Review, IT Project Management PMBok 2004

97


Tibu, Valerian Education: PhD, Mathematics University of Bucharest Dissertation/Thesis Topic: Spectral Properties of Differential Operators MA, Economics and Finance University of Orleans Dissertation/Thesis Topic: Solvency of Insurance Companies B.Sc. Honors, Mathematics University of Bucharest Professional Designations PRM – Professional Risk Manager, PRMIA

2003 Romania

2004 France

1985 Romania

2006 Employment history: Professor Algonquin College

• Full-time Professor Economics and Finance since Aug 2011 • Courses taught include Statistics for Business, Finance,

Microeconomics, Macroeconomics Instructor Willis College

• Courses taught include Accounting • Coordinated business programs

Financial Advisor Edward Jones and Investors Group, Ottawa ON

• Provided financial advice to investors Assistant Professor University of Oradea

• Courses taught include Mathematics for Engineers, Statistics, Differential Equations, Economics of Insurance

• Project Manager for projects financed by the European Commission (in partnership with University of Orleans, France)

May 2006 – Present Ottawa, ON

Feb 2007 – Aug 2011 Ottawa, ON

Dec 2004 – July 2006 Ottawa, ON

Oct 1991 – Oct 2004 Oradea, Romania

98


Tibu, Valerian Adviser to the President of Romania and Senior Office Government of Romania

• Advised the President and the Prime Minister on socio-economic issues

July 1997 – Jan 2001

Scholarly and professional activities: 2013

• The creative classroom: using technology to engage your students, Dr.Gail Krovitz

• Six secrets to success with predictive analytics, IBM SSPS Predictive Analytics

• Initial Margin – Working with the Consequences, PRMIA • FX Risk – Hedging and Accounting, PRMIA • Pricing Model Validation – Regulations, Best Practices & New

Approaches, Numerix 2012

• Conflict Resolution, Ms. Marnie Jull, Acting Associate Director of the Centre for Conflict Education and Research, Carleton University

• Focus on Learning II, 2012, Kingston • The Future of Global Banking, PRMIA • Risk Governance, Risk Appetite, and Contrarian Thoughts re:

VaR, PRMIA • Investing Between the Lines: How to Make Smarter Decisions

by Decoding CEO Communication, PRMIA • Non-Gaussian Models, PRMIA

2011

• “Appreciative inquiry” - A powerful approach to leading positive change, Jeanie Cockell Consulting

• Focus on Learning I, 2011, Kingston Curriculum Development:

• Introduction to Finance: prepared the algorithmic support for questions and problems assigned

• Business Finance: developed materials to correlate the course in corporate finance with other courses in accounting

Educational Tools Development

• Developed the algorithmic part of Connect (in cooperation with McGraw Hill) for the course Introduction to Finance

• Created an website for Algonquin College students: www.helpingstudents.net

99


Tibu, Valerian

• Created a blog: newinvestmentmyths.com Research funding: ERASMUS Grant, European Commission Studies in the area of economics and finance at University of Orleans, France Leonardo da Vinci Grant, European Commission Coordinator of the project “New competencies in the financial field in the perspective of Basel II and Solvency II Accords”

2003

2004

Publications: 1. “On the extension of linear operators”. Annals of University of

Oradea 1992/tom II (in Romanian) 2. “A radiation estimate for acoustic propagator with long-range

perturbations”. Annals of University of Oradea 2002/tom IX: 71-76 3. “The existence of wave operators for acoustic propagator with

long-range perturbations”. Annals of University of Oradea 2002/tom IX: 77-94

4. “Spectral properties of differential operators”. PhD Thesis 5. “La solvabilité des sociétés d’assurance”. Master dissertation ,

University of Orleans, France Papers Presented At Conferences: An inverse scattering problem: Conference on Applied and Industrial Mathematics (CAIM). 29-31 May 2003. Oradea: University of Oradea, 2003 The conjugate operator method for propagative systems: Sesiunea de comunicari stiintifice a Universitatii din Oradea. 27-29 May 2001. Oradea: University of Oradea, 2001 Interpolation Spaces. Real Interpolation: Sesiunea de comunicari stiintifice a Universitatii din Oradea. 25-29 May 1997. Oradea: University of Oradea, 2001 The conjugate operator method: Sesiunea de comunicari stiintifice a

100


Tibu, Valerian Universitatii din Oradea. 24-30 May 1996. Oradea: University of Oradea, 1996 Perturbations for autoadjoint differential operators: Sesiunea de comunicari stiintifice a Universitatii din Oradea. 26-29 May 1995. Oradea: University of Oradea, 1995 Fundamentals solutions for differential operators with constant coefficients: Sesiunea de comunicari stiintifice a Universitatii din Oradea. 24-29 May 1994. Oradea: University of Oradea, 1994 Considerations on h-norms: The 104th PAMM Conference. July 1993. Debrecen, Hungary: University of Debrecen, 1993 Sequences of Riemann-type sum: Sesiunea de comunicari stiintifice a Universitatii din Oradea. May 1992. Oradea: University of Oradea, 1992 Injective supports for continuous functions: Sesiunea de comunicari stiintifice a Universitatii din Oradea. May 1991. Oradea: University of Oradea, 1991

101


Weeks, Robert

Education: PhD Physics York University CRESS Dissertation: The Interaction of pulsed CO2 laser radiation with aerosol particles B.Sc & M. Sc. Theoretical Physics University of Wales

1975

Toronto, ON

1970 Swansea, Wales, UK

Employment history: Adjunct Professor Algonquin College Photonics/Business

• Laser Systems / Engineering • Quality management, Forecasting

Adjunct Professor University of Ottawa Faculty of Administration

• Quality Systems, Basic & Advanced Quality Tools . • Lean Engineering & Manufacturing (Winter 2002).

Quality Assurance / Test Manager GSI Lumonics Inc Senior Staff Scientist/Product Engineer/ Quality Assurance Manager GSI Lumonics Inc

2003 – Present Ottawa, ON

1999 – 2002 Ottawa, ON

1990 – 2002 Ottawa, ON

1976 – 2002 Ottawa, ON


• Blackboard training, Professional Development, Algonquin College

• Lean Manufacturing /consulting/training, B Con Eng • Development of Green Belt Six Sigma Training Diploma,

Algonquin College • Development and teaching of Value Stream Mapping and

Advanced Quality • Tools (Problem Solving Skills) for Abbott Point of Care.,

Algonquin College • Development and teaching of Lean Six Sigma training materials

for Abbott Point of Care, Algonquin College

Present

April 2014 2013 – 2014

2013

2013

2012

102


Weeks, Robert

Research funding: Applied Research (Algonquin College) & Canada Medical (Ottawa) Technical development and potential business market development of Optical Instruments (Laser Harp etc). IRAP and Applied Research (Algonquin College) Marketing /promotional and technical enhancement of the Cooler Light Product. (Product shown on Dragons Den). Report produced on various potential product enhancements.

2013

2010

Publications:

T. McKee, S. Hastie and R.W. Weeks, "Performance of a Novel Injection Locked Excimer Laser". J. Applied Physics 56 (7), 2170, (1984) T McKee, D. James, W Kip, R W Weeks and C Willis, "Lifetime Extension ofXeCl and KrCI Lasers with Additives". Applied Physics Letters, 36 (12), 943, (1980) R. W Weeks and W W Duley, "Interaction of TEA C02 Laser Radiation with Aerosol Particles". Applied Optics, Vol. 15, No. 11, 2917, (1976) R.W Weeks, "The Interaction of Pulsed C02 Laser Radiation with Aerosol Particles" Ph.D. Thesis, York University, CRESS, (1975) R. W Weeks, W W Duley, "Thermal Radiation from TEA Laser Heated Aerosol Particles". Journal of Applied Physics 45, 4661, 1974, and University of Windsor, Spectroscopy Conference, (1973) R. W Weeks, "Mass Motion of Plasmas/Solar Flares". M.Sc. Thesis, University of Wales Conference Proceedings: Chebbi, B., Grevatt, T., Weeks, R., Mostefa, M., Casey, P., Almuhatadi, W. & Al-Azzawi, A., 2004. From Diploma to Degree in Photonics. Proc. SPIE Photonics North Conference, Ottawa, Canada, Vol. 5578, pp. 730-738.

T. Mirtchev, R Weeks & S . Minko. “Optimizing the feedback control of galvo scanners for laser manufacturing”, Paper 7750-87, Proceedings of Photonics North, SPIE vol 7750, June 2010.

103


Weeks, Robert

R. Weeks, E. Chan & B. Creber “ Optical Monitoring of bio fuel processes”. BIO poster 1-2, Poster paper, Photonics North June 2010.

R.W. Weeks et al., "Comparison of Commonly Used Excimer Laser Pulsed Power Circuitry", IEEE 6th Pulsed Power Conference, June (1987).

W.W. Duley and R.W. Weeks, Co-Editors, "Laser Systems/Engineering for Material Processing". SPIE Proceedings 668, June (1986).

R.W. Weeks et al., Industrial Level Gas and Optic Lifetime for Commercial KrF Excimer Lasers". CLEO/IQEC, San Francisco, June (1986).

R.W. Weeks, "Thvratron Lifetime in Commercial Excimer Lasers". Proceedings IEEE Vth Pulsed Power Conference, Arlington, VA., p 231, (1985). R. W Weeks and W W Duley, "TEA C02 Laser Interaction with Aerosol Particles". CAPConference, York University, (1975) Patents: U.S. Patent 5,081,638 January 1992 for Excimer Laser Preionization

104


Appendix C – Course Outlines


YEAR 1 Semester 1

Marketing Financial Accounting Microeconomics Business Fundamentals Spreadsheet Applications

YEAR 1 Semester 2

Management Information Systems Macroeconomics Business Processes and Systems Managerial Accounting

YEAR 2 Semester 3

Basics of Supply Chain Management Human Resources and Communications Project Management Business Analysis I e-Business Concepts Introduction to Database Management Career Management

YEAR 2 Semester 4

Purchasing Management ERP Business Configuration Business Analytics Object Oriented Programming using Java Business Analysis II

Co-op Work Term I

YEAR 3 Semester 5

Master Planning and Scheduling


Public Sector Procurement

Logistics

Computer Networks & Data Communications

Co-op Work Term II

YEAR 3 Semester 6

Project Management Quality Management Lean Principles Business Finance Business Process Integration I

Co-op Work Term III

105



YEAR 4 Semester 7

Business Intelligence and Data Warehousing Architecture Advanced Business Analytics e-Business Applications Enterprise Architecture I Business Process Integration II ERP Integration Management (formerly Strategic Supply Chain Management)

YEAR 4 Semester 8

eSCM Degree Project Customer Relationship Management Enterprise Architecture II

106


Marketing

Course Number: MKT4101 Professors Eligible to Teach:

Course Hours: 45 Online: up to 33%

James Bowen, PhD (Management)

Year: 1 Semester: 1

Faculty qualifications required to teach/supervise the course: Graduate degree in Marketing, Management or related discipline; PhD preferred

Prerequisites: na Corequisites: na

COURSE DESCRIPTION

Consumers and business professionals are continuously influenced by marketing. Students obtain an overview of the marketing function and its relationship with other business operations. Students analyze fundamental marketing concepts, including strategic product planning and analysis, buyer behavior, trends in retailing, wholesaling, web marketing, market segmentation, target marketing and market research. Students conduct industry analysis and environmental scans and examine the marketing mix in detail consisting of product, price, promotion and distribution channels. Discussions and activities address the needs of organizations in the private and public sectors, as well as not-for-profit organizations.

RELATIONSHIP TO PROGRAM LEARNING OUTCOMES

This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 2. Graduates will be critical and creative thinkers able to analyze situations, draw conclusions and develop innovative and creative products using an accepted decision making model.(T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) T = Taught A = Assessed CP = Culminating Performance

107


COURSE CURRICULUM COURSE LEARNING REQUIREMENTS/EMBEDDED KNOWLEDGE AND SKILLS

(Content Outline by Topic)

Course Learning Requirements: Knowledge and Skills

When you have earned credit for this course you will have demonstrated the ability to:

1. Describe Marketing • Explain capturing customer value • Summarize the marketing process • Describe marketing mix

2 Prepare an environmental scan • Describe the process of environmental scanning

• Define areas in an environmental scan • Create SWOT analysis • Interpret and report on the environment

for a given market / organization 3. Outline ethics in marketing • Define societal marketing

• Summarize individual and organizational ethical standards

4. Summarize business strategy and development

• Define strategy-making and strategy-management

• Categorize the major types of market segmentation

• Describe market targeting and positioning 5 Conduct market research and competitive analysis

• Identify buyer decision processes • Explain the role of marketing research

information in business decision making 6. Analyze product strategy, pricing, channels of distribution, and market communication

• Explain elements of promotional mix • Summarize different pricing methods and the

factors that can influence pricing strategies • Select and give examples of the role and

importance of distribution • Describe the role of advertising, sales

promotion and social media marketing

Learning Resources Textbook: Marketing. Lamb et al, 5th Canadian Edition. Nelson (2012) Video clips illustrating concepts will be used. Activities/simulations that put into practice learning objectives will be used during class. Cases will be presented that enhance the understanding of Marketing challenges and solutions. Classroom Equipment and Requirements

This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course.

108


Learning Activities

Sample learning activities include: • Lectures • Video clips to illustrate concepts and brief cases • Simulations and related activities to put Learning Outcomes into Practice In-class

case study analysis and discussion • Online Discussion forum regarding course subject matter

Evaluation/Earning Credit The following will provide evidence of your learning achievement: Evaluation Method and Frequency

Value

Validates CLR #

Mid-term Exam 30% 1,2 Individual Assignment 15% simulation 15% written assignment document

30% 3

Final Exam 35% 1-6 Participation Posting relevant material to the online discussion forum

5%

Total: 100%

Participation marks note: In order to succeed in this course, your participation is essential. 5% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below: Points Out of 5

Description

4-5 Students consistently participate by asking questions or suggesting responses that are important to the understanding of the topic. They attend all classes, have thoroughly prepared for class and willingly share ideas.

2-3 Students are present and attentive but do not choose to actively participate in discussions until called upon. Their contributions are limited.

1 Students seem to rely mainly on attendance as a reflection of their interest and participation. They almost never make a contribution, their lack of preparation for class is evident and they have several unexplained absences.

0 Students have many absences, do not participate, are not prepared for class when they do come and are often late.

109


Financial Accounting

Course Number: ACC4101 Professors Eligible to Teach:


Zaid Al-Mulla, MAcc

Year: 1 Semester: 1

Faculty qualifications required to teach/supervise the course: Graduate degree in Accounting or related discipline; PhD preferred


COURSE DESCRIPTION

Generally accepted accounting principles are widely used as benchmarks throughout business. Students explore the role of financial accounting from a user perspective. Students also engage with the preparation, use and analysis of financial statements and concepts of accrual accounting, in the context of various forms of business organizations and internal control issues.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

110





When you have earned credit for this course you will have demonstrated the ability to: 1. Prepare and interpret statement of

financial position. • List all of the components of Statement of

financial position • Explain the nature and objectives of each

component • Calculate the following components

- Total assets - Total Liabilities - Total equities

• Prepare the statement of financial position using the appropriate components

• Identify trends while examining the statement of financial position

2. Prepare and interpret statements of comprehensive income and changes in equity.

• Identify all of the components of Statement of comprehensive income and changes in equity

• Clarify the differences between net income and comprehensive income

• Calculate the following components - Revenue - Net Profit - Total expenses - Retained earnings - Dividends - Total equity - Gains and losses

• Prepare the statements of comprehensive income and changes in equity

• Detect various factors that cause fluctuations

111



When you have earned credit for this course you will have demonstrated the ability to: 3. Prepare and interpret statement of

cash flow • Research the importance and the role of

statement of cash flow • Draft the components of Statement of cash

flow • Calculate the following components

- Net earnings - Addition to cash - Net cash from operations - Depreciations - Net increase in cash

• Organize the components in appropriate format

• Interpret the cash flow through using various ratios

4. Identify and record business transactions and events in a paper- based accounting system, including those related to accruals/deferrals, inventory, long term assets and equity.

• Describe the relationships in the accounting equation

• Identify the steps in the accounting cycle • Explain double-entry accounting. • Describe business events using debit/credit

terminology. • Record business events in a financial

statement model, in general ledger accounts, and in general journal format.

• Identify and explain events that involve accruals and deferrals.

• Record adjusting entries • Record inventory transactions under periodic

and perpetual systems. • Identify different types of long-term

operational assets including natural resources.

• Distinguish between tangible and intangible assets.

• Determine the cost of tangible and intangible long-term operational assets

• Describe various amortization methods. • Calculate and record depreciation. • Explain the nature of shareholders equity

and identify and explain the types of corporation shares

• Explain the effects of a declaration and payment of cash dividends, stock dividends and stock splits on a company’s financial statements.

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When you have earned credit for this course you will have demonstrated the ability to: 5. Explain the types and purposes of

internal controls, including applying cash related internal controls.

• Identify the key elements of a strong system of internal control.

• Identify special internal controls for cash and computer systems

6. Prepare a bank reconciliation and record the adjustments to adjust cash.

• Explain the purpose of bank reconciliation • Identify the elements of a bank reconciliation • Ensure accurate cash adjustments

Learning Resources Accounting – Algonquin College, ACC4101 Custom publication based on First Canadian Edition, with Aplia Warren, Reeve, Duchac, Elworthy, Kristjanson Nelson ISBN: 0-17-655298-7 (2010) Classroom Equipment and Requirements

This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities

Sample learning activities include:

• Reading of assigned course material • Group activities • Lectures and classroom problem solving • On-line quizzes • Internet-based self-directed learning


Value

Validates CLR #

On-Line Assignments (4 x 5%) 20% 1,2,3,4,5 Mid-term Test 30% 1,2,3 Homework (2 x 5%) 10% 1,2,3,4 Final Examination (comprehensive) 40% 2,3,4,5,6

Total: 100%

113


Microeconomics

Course Number: ECO4101 Professors Eligible to Teach:


Valerian Tibu, PhD (Mathematics)

Year: 1 Semester: 1

Faculty qualifications required to teach/supervise the course: Graduate degree in Economics, Mathematics or related discipline; PhD preferred


COURSE DESCRIPTION

Microeconomics studies the behavior of individuals and the market to help businesses make decisions on the allocation of resources. Centering on the modern market economy as a system, students explore the principles of microeconomics using economic models to analyze consumer and firm behaviour. Students examine the concepts of resources allocation, demand and supply, market structure and market failure. In addition, students identify the impact of government regulation in markets on economic efficiency, as well as how decisions are made in the business environment.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

114






7. Define economics and explain the basic principles of economics.

• outline the concept of scarcity • learn the meaning of opportunity cost • explain how incentives can influence people’s

behavior • know how to construct and use the

Production Possibilities Curve model 8. Investigate competitive market

allocation resources and changes in demand/supply from the perspective of Supply Chain Management (SCM) framework

• Examine and use the Demand / Supply model

• Identify factors specific to SCM that will influence the Demand/Supply curves

• Calculate and apply the concept of elasticity

9. Generalize the effects of government intervention in the economic marketplace.

• Explain the impact of price controls in the economic marketplace

• Illustrate tax incidence

10. Interpret changes in costs of production in the case of SCM in various business organizations.

• Calculate and interpret costs of SCM production

• Illustrate competitive business behavior • Identify and outline monopoly behavior and

regulation 11. Assess labor markets and the

distribution of income in Canada. • Summarize the definition of poverty and the

issues involved in measuring inequality • Conduct labour market analysis

12. Explain how environmental considerations can be addressed within a market economy.

• Analyze negative externalities • Summarize the role of public policy in

environmental protection.

Learning Resources Required Textbook: Sexton R., Peter Fortura, and Colin Kovacs. 2013. Exploring Microeconomics, 3rd Canadian Ed. Nelson Online Resource: Aplia Classroom Equipment and Requirements


115


Learning Activities

Sample learning activities include: • Textbook readings • Lectures • Online exercises • Class discussions


Value

Validates CLR #

On-Line Graded Homework Assignments (12 x 2.5%) 30% 1,2,3,4 Mid-term Exam 25% 1,2,4 In-class quizzes (3 x 5%) 15% 1,2,3,4,5,6 Final Exam 30% 1,2,3,4,5,6

Total: 100%

116


Business Fundamentals

Course Number: MGT4102 Professors Eligible to Teach:


Nadim Abboud, PhD (Industrial Engineering)

Year: 1 Semester: 1

Faculty qualifications required to teach/supervise the course: Graduate degree in Business Administration, Management or related discipline; PhD preferred


COURSE DESCRIPTION

In today’s growing global economy, organizations are facing many new, diverse and competing challenges that have significant impact on their organizations. Students discover the essential management concepts of planning, organizing, leading and controlling. Other topics include human resources, strategy, decision making, ethics and social responsibility as well as organizational culture and change. Students apply various theoretical frameworks utilizing tools including case methodology, terms and discussions.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

117





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain all of the management

concepts of planning, organizing, leading, and controlling.

• List trends and changes within organizations • Identify the types of plans and the relationship

between planning and goal attainment • Describe all of the critical elements of

organizational structure and design • Explain leadership styles,

contemporary leadership theories and the various types of organizational control

2. Explain how external economic conditions affect business.

• Describe basic economic concepts • Summarize the benefits and limitations of

capitalism vs. socialism and communism • Express the significance of key economic

indicators and the business cycle 3. Use decision-making models in

relation to business decisions.

• Examine the steps and processes used in problem solving and decision making models

• Collect, analyze and organize relevant and necessary information from a variety of sources

4. Relate the ethics and social responsibility paradigms in relation to business and human resource management.

• Explain the concepts of classical and socio-economic theories.

• List benefits of providing a safe work environment

• Examine diversity management.

5. Describe the organizational culture and the impact of organizational change.

• Outline the dynamics of organizational culture • Investigate merging organization issues • Discuss the role of the change agents

6. Outline the main areas of strategic management.

• Describe the strategic management process, • Prepare a SWOT analysis

Learning Resources Required Textbook: Understanding Canadian Business, 8e, Nickels, McHugh, McHugh, Cossa and Sproule, McGraw-Hill, ISBN: 978-0-07-105161-3 (2013)

• Case studies • Blackboard • http://online.algonquincollege.com

118


Classroom Equipment and Requirements



• Self-directed learning • Readings • Group Discussions • Individual Activities • Team Play • Case studies • Lectures • Videos


Value

Validates CLR #

Quizzes (2 x 10%) 20% 1,2,3,4 Midterm Exam 25% 1,2,3 Group Project 20% 1,2,3,4,5,6 Final Exam 35% 3,4,5,6

Total: 100%

Group work note: Group project work is an important part of the learning process in the program since it is a common aspect of any work place. It is up to each team member to carry out their assigned tasks, provide work on time and support the other team members. In order to facilitate a fair and equitable means of grading, for any group work project worth 5% or more of the final grade, each team must complete the Team Membership Contract at the start and end of any group project. Additional documents may be required as part of group projects to facilitate the group learning process and evaluation of student learning.

119


Spreadsheet Applications

Course Number: DAT4101 Professors Eligible to Teach:


Sadiq Abbas, PhD (Engineering)

Year: 1 Semester: 1

Faculty qualifications required to teach/supervise the course: Graduate degree in Information Technology or related discipline; PhD preferred


COURSE DESCRIPTION

Spreadsheets are commonly used across business to display financial information and other data relevant to running a business. Students cultivate advanced skill sets with spreadsheet applications by developing and interpreting business applications, analyzing data and reporting of data. Students also utilize advanced formatting techniques, multiple functions, pivot tables, solver, as well as creating and editing macros using Visual Basic for Applications.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (TA) T = Taught A = Assessed CP = Culminating Performance

120





When you have earned credit for this course you will have demonstrated the ability to: 1. Plan, create, modify, and present business related data in spreadsheets formatted into tables and charts

• use menus and toolbars • create a new workbook • fill out dialog boxes • enter, edit data in worksheet • open and save a workbook • print a workbook

2. Organize, edit and enhance data in spreadsheets to achieve business standards.

• Create and sort data lists • work with data forms • filter data • work with advanced filters • format cells • work with formulas

3. Generate operational analyses of SCM data in graphical or table format.

• use functions and formulas • create pivot tables • edit pivot tables • modify pivot tables • group pivot table data • work with the goal seek feature • work with solver

4. Improve, extend, combine and automate existing Excel features with VBA (Visual Basic Application).

• record macro • add a macro to a toolbar • edit a macro's visual basic code • insert code in an existing macro • prompt for user input

5. Use formulas and built-in functions appropriately and correctly to solve problems and critically assess the results.

• represent data in various formats • analyze alternative solution • construct models using variables

Learning Resources Microsoft Office, Excel 2013, Comprehensive, Grauer et al, Pearson Education,ISBN 9780133884098. Classroom Equipment and Requirements


121


Learning Activities

Sample learning activities include: • Self-directed learning • Readings • Group Discussions • Group Activities • Individual Activities • Case studies • Lectures • Videos


Value

Validates CLR #

Assignments (2 x 10%) 20% 1,2,3,5 Project – Analytical Development 10% 1,5 Quizzes (2 x 5%) 10% 1 Mid-term Examination 30% 1,3,4 Final Examination 30% 1,2,4

Total: 100%

122


Spreadsheet Applications

Course Number: DAT4101 Professors Eligible to Teach:


Sadiq Abbas, PhD (Engineering)

Year: 1 Semester: 1



COURSE DESCRIPTION

Spreadsheets are commonly used across business to display financial information and other data relevant to running a business. Students cultivate advanced skill sets with spreadsheet applications by developing and interpreting business applications, analyzing data and reporting of data. Students also utilize advanced formatting techniques, multiple functions, pivot tables, solver, as well as creating and editing macros using Visual Basic for Applications.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (TA) T = Taught A = Assessed CP = Culminating Performance

123





When you have earned credit for this course you will have demonstrated the ability to: 1. Plan, create, modify, and present business related data in spreadsheets formatted into tables and charts

• use menus and toolbars • create a new workbook • fill out dialog boxes • enter, edit data in worksheet • open and save a workbook • print a workbook

2. Organize, edit and enhance data in spreadsheets to achieve business standards.

• Create and sort data lists • work with data forms • filter data • work with advanced filters • format cells • work with formulas

3. Generate operational analyses of SCM data in graphical or table format.

• use functions and formulas • create pivot tables • edit pivot tables • modify pivot tables • group pivot table data • work with the goal seek feature • work with solver

4. Improve, extend, combine and automate existing Excel features with VBA (Visual Basic Application).

• record macro • add a macro to a toolbar • edit a macro's visual basic code • insert code in an existing macro • prompt for user input

5. Use formulas and built-in functions appropriately and correctly to solve problems and critically assess the results.

• represent data in various formats • analyze alternative solution • construct models using variables

Learning Resources Microsoft Office, Excel 2013, Comprehensive, Grauer et al, Pearson Education,ISBN 9780133884098. Classroom Equipment and Requirements


124



• Self-directed learning • Readings • Group Discussions • Group Activities • Individual Activities • Case studies • Lectures • Videos


Value

Validates CLR #

Assignments (2 x 10%) 20% 1,2,3,5 Project – Analytical Development 10% 1,5 Quizzes (2 x 5%) 10% 1 Mid-term Examination 30% 1,3,4 Final Examination 30% 1,2,4

Total: 100%

125


Management Information Systems

Course Number: ESC4201 Professors Eligible to Teach: Course Hours: 45 Online: up to 33%

Al Pilcher, MBA (Technology Management)

Year: 1 Semester: 2

Faculty qualifications required to teach/supervise the course: Graduate degree in Information Systems, Business Administration, Management or related discipline; PhD preferred


COURSE DESCRIPTION

Information systems and their impact play a vital role for a successful business manager. Students focus on the study of Information Systems in organizations and cover topics, such as fundamental concepts of information systems, the technical foundations of information systems, as well as approaches to building and deploying and controlling information systems. Through lectures, self-directed learning, and in class activities, students present how Enterprise Systems (ES) support business processes through SAP with applied experience navigating and completing transactions.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

126





When you have earned credit for this course you will have demonstrated the ability to: 1. Describe the fundamental

components of Information Systems and their interrelationships.

• Identify backend systems like databases • Explain the business rules and business

processes related to information systems • Discuss front-end systems users would utilize • Discuss the competitive advantages of IS.

2. Examine basic Information Systems

technologies that underpin organizational information systems.

• Organize and compare: o different types of operating systems o different types of networks o different types of Mobile Data

Technologies • Summarize how RFID work within supply chain

management • Compare the different ways of interacting with

the Internet • Define how e-commerce is used in supply chain

management 3. Define key issues in Information

Systems design, development, and deployment.

• Discuss the System Development Lifecycle (SDLC) methodology, prototyping, and database design

4. Students will demonstrate critical thinking in regards to deploying effective Information Systems.

• Identify and list explanations: o why systems fail o why systems are over-budget o why end users are critical in the

development and deployment of an IS o why management buy-in is critical

• Compare and contrast the differences between competitive advantage and competitive necessity

• Define and explain the differences between proprietary and commodity initiatives

5. Apply hands-on experience navigating and completing exercises within SAP.

• Complete transactions in the o Sales Order Process o Purchasing Cycle o MRP process o Production Order process o Accounting process o HR process

127


Learning Resources Required textbook: Principles of Information Systems (Custom), Stair, R., Reynolds, G., Aldcorn, J., Neufeld, D. (2012), Nelson, ISBN 0-17-667014-9 Classroom Equipment and Requirements



• Self-directed learning • Hands-on learning • Readings • Group Activities • Individual Activities


Value

Validates CLR #

Test 1 10% 1 Test 2 20% 1,2,3 Final Exam 30% 1,2,3,4,5 Team Presentation Assignment 10% 5 SAP Assignment 10% 5 ERPsim Game 4% 3 Team Updates 10% 1,2,3,4 Presentation 4% 1 SAP Navigation 2% 5

Total: 100%

128


Macroeconomics

Course Number: ECO4201 Professors Eligible to Teach:


Valerian Tibu, PhD (Mathematics)

Year: 1 Semester: 2

Faculty qualifications required to teach/supervise the course: Graduate degree in Economics, Mathematics or related discipline; PhD preferred


COURSE DESCRIPTION

Macroeconomics is a social science that examines the objectives and policies that affect the whole economy. Students explore the principles of macroeconomics using economic models to analyze the performance of the economy at an aggregate level. Through lectures and discussions, Students examine how the level of unemployment, inflation and national income are determined, investigate the impact that fiscal and monetary policies have on stabilizing the economy and analyze Canada’s international economic relationships, including the international flows of goods and of capital.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

129





When you have earned credit for this course you will have demonstrated the ability to: 1. Analyze how and why living

standards vary from country to country

• compute real GDP per person; • examine the impact productivity has on

nation’s economy; • relate and describe the importance of

government policies for economic growth and improving standards of living

2. Differentiate between types of unemployment in the economy and the economic factors that influence unemployment.

• calculate the unemployment rate; • define the different types of unemployment; • describe the different factors

that influence unemployment 3. Analyze the causes and economic

costs of inflation. • define the concept of price level • formulate price indexes and the inflation

rate; • predict costs of inflation, including

redistribution of wealth 4. Explain the role and functions of

money in a modern economy. • explain the functions of money; • describe the difference between

various different definitions of money; • summarize the role of the Bank of Canada in

the economy 5. Analyze macroeconomic

fluctuations in aggregate production, employment, and inflation using the Aggregate Demand / Aggregate Supply model.

• show both the aggregate demand and aggregate supply curves, with determinants;

• illustrate the macroeconomic equilibrium under different assumptions (including the Keynesian model with fixed prices)

• use the aggregate demand / aggregate supply framework to illustrate recessionary and inflationary gaps;

• summarize the causes of recessions and expansions;

• use the model to interpret historical and recent developments in the Canadian economy

6. Evaluate the government’s use of fiscal policy and the Bank of Canada’s use of monetary policy to stabilize the macro-economy.

• solve for monetary an d fiscal policy influences on aggregate Demand;

• plan how fiscal and monetary policy is used to reduce unemployment or inflation.

130



When you have earned credit for this course you will have demonstrated the ability to: 7. Analyze Canada’s international

economic relationships, including the international flows of goods and of capital.

• describe the importance of exports and imports of goods and services to an economy

• relate and describe the growing importance of international trade to the Canadian economy;

• summarize how exchange rates are calculated;

• list the determinants of exchange rate fluctuations

Learning Resources Required Textbook: Sexton R., Peter Fortura, and Colin Kovacs. 2013. Exploring Macroeconomics, 3rd Canadian Ed. Nelson Online Resource: Aplia Classroom Equipment and Requirements



• Textbook readings • Lectures • Online exercises • Class discussions


Value

Validates CLR #

On-Line Graded Homework Assignments (12 x 2.5%) 30% 1,2,3,4 Mid-term Exam 25% 1,2,4 In-class quizzes (3 x 5%) 15% 1,2,3,4,5,6 Final Exam 30% 1,2,3,4,5,6

Total: 100%

131


Business Processes and Systems



Sadiq Abbas, PhD (Engineering Information Technology)

Year: 1 Semester: 2

Faculty qualifications required to teach/supervise the course: Graduate degree in Information Systems, Business Administration, Management or related discipline; PhD preferred


COURSE DESCRIPTION

Students develop their ability to identify the significant product or service opportunities throughout manufacturing and bring them to market. Through structured up-to-date business processes, students identify appropriate solutions which address all phases of product development, including opportunity identification, generating ideas, as well as gathering customer and market data. In addition, other areas of study include selecting ideas, devising concepts and building sketch models, building and testing mockups, evaluating customers and constructing high quality functioning alpha prototypes.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

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When you have earned credit for this course you will have demonstrated the ability to: ze different aspects of product design,

turing Processes and industrial product ment techniques.

• Discuss general ideas about manufacturing process

• Interpret product design • Identify the characteristics of successful Product

Duration ze strategies of operation processes,

equirements, manufacturing, distribution, rent services in the realm of product

• List product strategies • Paraphrase the product life cycle • Summarize product development • Explain Quantity Function Deployment (QFD) • Summarize issues for product design • Describe modular design CAD

he impact of different product planning s from the engineering perspective to

ess concept.

• Identify the strategies, processes, trajectories and project timing in NPI (New product Introduction)

• Recognize BOMs (Bills of Materials) and documentation needed for Staffing

ze the importance of product tion as a requisition for successful

inishing.

• Choose the right metrics based on definitions and descriptions.

• Plan product technical modeling and cost modeling

• Build documentation to refine the specification e and practice different modern process

s used in the current technologies. • Explain mass customization • Summarize process Analysis and Design • Interpret flow diagrams • Explain time function mapping • Describe work-flow analysis, break-even analysis

and process Reengineering • Differentiate environmental Issues

e and contrast different layout strategies • Summarize different layouts by definition and type

• Generalize implications related to establishing and creating different layouts

• Define related System-Level Design Issue • Recall cost calculation and Cost optimization • Recognize repetitive and Product-Oriented

Layout and retail layout • Explain assembly line balancing, cross-

Docking and random Stocking Customizing

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Learning Resources Required textbook: Product Design and Development, Karl T. Ulrich and Steven D. Eppinger, Fourth Edition, McGrawHill ISBN 9780073101422 (2011) Principles of Operations Management, Fourth Edition, Jay Heizer and Barry Render, Prentice Hall, ISBN 013-027147-0 (2013) (optional) Classroom Equipment and Requirements



• Self-directed learning • Videos • Guest speakers • Plant Tours


Value

Validates CLR #

Mid-term Exam 30% 2,3,4,5 Final Exam 35% 2,3,4,5,6 Assignment – Product Planning Poster (Roadmap) 5% 1,2,3 Bill of Materials Assignment (BOM) 5% 2 Quality Function Employment (QFD) 5% 4 Crossover Chart 5% 5,6 Design for Manufacturing 5% 5 Plant Tour Report (based on business processes, business layouts etc.)

5% 6

Total: 100%

134


Managerial Accounting

Course Number: ACC4201 Professors Eligible to Teach: Course Hours: 45 Online: up to 33%

Zaid Al-Mulla, MAcc

Year: 1 Semester: 2

Faculty qualifications required to teach/supervise the course: Graduate degree in Accounting or related discipline; PhD preferred

Prerequisites: Financial Accounting Corequisites:

COURSE DESCRIPTION

Managerial accounting is the process of identifying, analyzing, recording and presenting financial information that is used for internal planning and control. Students explore the background, goals and methods of managerial accounting and its role in business planning, control and decision making. Through class demonstrations, discussions, hands on exercises and case studies, students calculate product costing, variable costing, and product pricing, perform cost-volume-profit analysis, differential analysis, and prepare reports for budgeting and profit planning purposes.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

135





When you have earned credit for this course you will have demonstrated the ability to: 1. Describe and apply the budget process in a profit-driven business.

• Identify the importance of the budgeting process.

• Explain the human factor in the budget process.

• Prepare a master budget. 2. Explain how cost behaviour affects profitability.

Calculate contribution margin and utilize this concept to calculate operating leverage.

• Select an appropriate time period to calculate average costs.

• Calculate normal and special order selling price using cost-plus pricing.

• Distinguish between fixed and variable costs.

• Use contribution margin information to allocate scarce resources.

3. Utilize the principles of cost-volume-profit analysis to calculate the break-even point and increase profitability.

• Use the contribution per unit approach to assess the effects of changes in sales price, variable costs and fixed costs.

• Describe how Excel can be used to conduct sensitivity analysis for cost- volume-profit relationships.

• Identify the limitations of cost-volume-profit analysis

4. Describe how products are costed in both service and manufacturing entities.

• Define the flow of product costs in a manufacturing environment.

• Distinguish between costing for service organizations and manufacturing entities.

• Calculate overhead and apply it to products.

• Prepare a schedule of cost of goods manufactured.

• Distinguish between variable and absorption costing.

• Identify the various cost components of a product.

5. Distinguish between managerial and financial accounting

• Explain the need for a code of ethical conduct.

• Describe how accountants must operate in accordance with rules of ethical conduct.

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Learning Resources Custom publication based on Warren, Reeve: Managerial Accounting, Volumes 1 and 2; Thomson Southwestern Publishing Company plus Aplia bundled software Classroom Equipment and Requirements



• Self-directed learning • Hands-on learning • Readings • Group Activities • Individual Activities • Case Studies


Value

Validates CLR #

Lab Assignments ( 6 at 5% each) 30% 1,2,3,4

Midterm Exam 30% 1,2,4,5

Final Exam 40% 1,2,3,4,5

Total: 100%

137


Basics of Supply Chain Management


Darryl Poyner, MBA (Logistics and Marketing)

Year: 2 Semester: 3

Faculty qualifications required to teach/supervise the course: Graduate degree in Supply Chain Management, Industrial Engineering, Operations Management or related discipline; PhD preferred


COURSE DESCRIPTION

From a planning point of view, the need to balance demand and supply is paramount in today’s business world. Students explore the concepts of managing an integrated supply chain system. Emphasis is placed on recognizing the need for developing customer-supplier relationships throughout the supply chain and true front end to back end integration. Topics include elements of the supply chain, integrated and collaborative planning, ERP, demand management, logistics, scheduling and capacity management purchasing.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings.(T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work.(T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

138





When you have earned credit for this course you will have demonstrated the ability to: 1. Examine the key principles and

functions of supply chain management (SCM) including facilities, transportation, inventory, information, procurement, pricing.

• Explain the importance of SCM to provide a competitive advantage

• Classify business and manufacturing strategies • Explore manufacturing processes and planning

systems

2. Identify and apply forecasting methodologies in order to estimate demand.

• Define the characteristics of demand • Apply basic quantitative time series techniques • Identify methods of monitoring a forecast

3. Apply material requirements planning (MRP) to dependent demand material planning.

• Identify data inputs required for MRP • Use MRP schedules • Determine component part schedules using MRP

4. Use make-to-stock production plan and master production schedule methodologies to develop supply plans.

• Identify manufacturing planning and control issues

• Develop a make-to-stock production plan • Define Resource Requirements Planning • Develop a Master Production Schedule

5. Develop inventory costing methods including distribution inventory management and identify their impact on operations schedule.

• Define capacity • Determine available and required capacity • Create detailed schedules • Define dispatching rules • Outline input/output controls • Determine required and available capacity for

a Plant and major work center • Identify aggregate inventory management

methods • Explain and discuss the reasons for and

functions of inventory • Explore financial statements and inventory

costs 6. Perform Pareto analysis and

determine appropriate order quantities, order points.

• Determine the appropriate lot size • Determine order point and safety stock • Identify methods for effective cycle counting • Classify inventory and use ABC inventory analysis • Define physical distribution and warehousing

principles • Differentiate between pull versus push systems • Define Distribution Resource Planning (DRP)

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When you have earned credit for this course you will have demonstrated the ability to: 7. Identify the importance of quality to

efficient supply chain management processes.

• Outline costs of quality and variations • Define purchasing cycle, purchasing selection and

contracting methods • Define JIT, Lean, waste and methods for waste

reduction • Explain the relationships between JIT and MRP

8. Examine the theories of ERP systems from a managerial and technical perspective.

• Investigate characteristics of ERP • Discuss integration methods • Define technical issues and requirements • Explain ERP implementation from a managerial

and technical lens 9. Indicate how the Theory of

Constraints (TOC) provides a framework for SCM.

• Define the TOC framework • Discuss the implementation methods of the TOC • Review the relationship between TOC and the

framework Learning Resources Required Textbook: APICS CPIM Participant Guide - Basics of Supply Chain Management (BSCM) 2013 Optional: Arnold, Tony. Introduction to Materials Management. 6th edition. (032337614), Pearson Education Canada (Prentice Hall) (2007) Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Readings • Group Discussions and problem solving • Individual Activities • Case studies • Lectures • Video clips

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Value

Validates CLR #

Literature Research and written Assignments (2 x15%) 30% 3,6 Practical Research Assignment 15% 2,3,4 Mid-term 20% 1,2,3,4,5,6 Final Exam 30% 3,5,7,8,9 Participation 5%

Total: 100%

Participation mark note: In order to succeed in this course, your participation is essential. 5% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below: Points Out of 5

Description





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Human Resources and Communications Project Management

Course Number: MGT4302 Professors Eligible to Teach: Course Hours: 45 Online: up to 33%

Allan Cutler, MBA

Year: 2 Semester: 3

Faculty qualifications required to teach/supervise the course: Graduate degree in Organizational Behaviour, Project Management, Business Administration (with a focus on HR and/or PM) or related discipline; PhD preferred


COURSE DESCRIPTION

Human capital is the most important resource in the operation of any organization or project team. Projects that significantly alter business processes represent major organizational challenges. Students examine the role of human resources from a project perspective including organizational planning, staff acquisition and team development. Project teams are responsible for timely and appropriate generation, collection, dissemination, storage and ultimate disposition of project information and deliverables. The process consists of communications planning, information distribution, performance reporting and administrative closure.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1.Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 2.Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(T,A) 3.Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 5.Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

142





When you have earned credit for this course you will have demonstrated the ability to: 1. D evelop strategies for personal academic and professional development and management, enhance performance and maximize career opportunities.

• Manage time and other resources to attain personal, academic and professional goals

• Take responsibility for own actions and decisions

• Apply and/or update knowledge and skills in order to adapt to new situations and demands

2. Describe various organizational and leadership structures found in project and business environments.

• Identify basic types of project organizations and their appropriate applications

• Summarize basic types of project leadership and their strengths and weaknesses

3. Identify the critical role of leadership, power and influence on both project and human resource management (PHRM).

• Apply key leadership principles, traits and skills • Use leadership and management skills

through the project life cycle • Provide leadership theories and their

significance to team success • Describe the dynamics of power, influence and

control available to leaders and managers • Identify sources of power and their application

4. Examine the fundamental importance of communication and its various forms and techniques.

• Clarify the direct link between communication and project success

• Determine when oral or written communication is appropriate

• Identify the different considerations for both oral and written communication

• Select appropriate communication formats 5. Explain the theories of motivation, fundamentals of team building and key elements of group/team behaviour.

• Explain the contributions of process theorists. • Differentiate the sequence for selection and

indoctrination of a team, the stages of team development and levels of supervisory input at each stage

• Analyze and apply the theories of group/team behaviour

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When you have earned credit for this course you will have demonstrated the ability to: 6. Practice the processes of negotiation, conflict management, as well as individual and team stress management.

• Use the principles and strategies of negotiation and the impact of cultural diversity and business culture;

• Identify the phases of the negotiation process • Recall views, levels and categories of conflict. • Summarize sources of conflict and compare

conflict management techniques • Identify the stages of stress reaction, the

sources of stress in the business environment as well as the personality types and their reactions to stress

Learning Resources

• Project Management Institute, A Guide to the Project Management Body of Knowledge (PMBoK), 5th Edition, 2013

• Students become members of PMI/OVOC for H.R. networking, communications knowledge and experience

• Other articles that may be assigned during the course Classroom Equipment and Requirements

This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed learning • Readings • Group Discussions and Activities • Individual Activities • Case Studies • Lectures • Videos • Guest Speakers

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Value

Validates CLR #

Team Case Study 1 (see note below) 10% 2,3,5 Team Case Study Presentation 5% 6 Team Case Study 2 10% 2,3,5 PMI/OVOC Membership 5% 1 Tests and Assignments 20% 3,4,5 Mid-term Exam 30% 3,4,5 Individual Case Study 10% 2,3,4 Class Participation – see note below 10% 1,4

Total: 100% Participation mark note: In order to succeed in this course, your participation is essential. 10% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below: Points Out of 10

Description



3-5 Students in this range seem to rely mainly on attendance as a reflection of their interest and participation. They almost never make a contribution, their lack of preparation for class is evident and they have several unexplained absences.

0-2 Students have many absences, do not participate, are not prepared for class when they do come and are often late.


145


Business Analysis I



Asghar Gill, PhD (Physics)

Year: 2 Semester: 3

Faculty qualifications required to teach/supervise the course: Graduate degree in Business Administration or related discipline; PhD preferred

Prerequisites: Business Processes and Systems Corequisites: na

COURSE DESCRIPTION

Business Analysis is a methodology of enabling change in an organizational context, by identifying business needs and recommending solutions to improve business processes. Focus is on business requirements development and requirements management using various modeling techniques such as Business Analysis Body of Knowledge (BABOK). Students examine requirements analysis, cost benefit analysis and value engineering used to determine why and how to solicit, analyze, validate and document business requirements or issues. Students use modeling concepts to prepare a business case and explore the roles and responsibilities of the business analyst.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

146






1. Describe the role of a Business analysis in an organization

• Define business analysis • Explain role of business analysis in process

improvement and/or system development • Identify how best practices help to meet business

challenges • List the key steps in the analysis phase of a project • Describe the impact of the analysis phase on all

phases of the project 2. Compare BABOK and other

methodologies in business analysis.

• Identify important specialized skill areas of business analysis

• Explain how each specialized skill areas support key steps of business analysis

• Compare the difference between structured analysis and object oriented analysis

• Describe how business analysis activities change on e-commerce projects

• Distinguish between processes such as Rapid Application and Rational Unification and technologies including Structured Analysis and Object Oriented Analysis, etc.

3. Perform Requirement Analysis, Problem identification and analysis

• Document the original business/stakeholder requests

• State the business problem/opportunity in a clear and concise manner

• Document the background and business context of requests

• Identify processes to be improved based on requirements gathered

4. Reconstruct problem statements so it aligns with business strategies.

• Define related components of the business strategy • Develop the current state of the problem statement • Change problem statement to incorporate business

strategy 5. Construct Root Cause Analysis

Map • Examine a workflow at a high-level by breaking it

into its parts • Map out basic workflow including

i. Task sequence ii. Decisions and loops iii. Actors and handoffs iv. Parallel processing v. Role of business systems

• Examine key metrics

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6. Prepare business modeling documentation.

• Consider the use of alternative resources for more complex problems.

• Identify what the revised business process will accomplish.

• Develop a future state model providing a functional view of the business process and pertinent data

• Document the business rules that must be followed by the future state

7. Develop possible solutions and their prioritization.

• Define the term “system/solution requirements” • Distinguish between functional and non-functional

requirements • Explain how system/solution requirements are

linked to and complement, the future state model • Write clear, concise requirement statements that

are testable • Prioritize requirement statements

8. Design the role of quality in the solution development.

• Explain the meaning of quality assurance in a product development context

• Identify the main activities in quality assurance • Perform rudimentary requirements checking in a

structured manner • Outline the considerations involved in planning to

test a solution • Define the role of the business analyst in test

planning • Identify and explain testing strategies

Learning Resources

• BABOK - can be read online free @ http://www.iiba.org/babok-guide/babok-guide-online.aspx

• Business Analysis, 2nd Edition by James, Cadle, Eva, Malcolm, Hindle, Keith, Paul, Debra, Rollaston, Craig, Tudor, Dot, Yeates, Donald. BCS, 07/2010

• An Introduction to Business Systems Analysis: Problem Solving Techniques for Business by Eugene O'Loughlin (2010)



148


Learning Activities Sample learning activities include:

• Self-directed learning • Readings • Team Discussions • Team Activities • Individual Activities • Case studies • Lectures • Interactive games


Value

Validates CLR #

In class workshops and presentation of workshop results to the class 20% 3,5,6,7 Quizzes (4 x 5%) 20% 1,2,6,8 Final Exam 30% 1,2,3,4,5,6,7,8 Group Cumulative Assignment 25% 3,4 Class Participation 5%

Total: 100% Participation mark note: In order to succeed in this course, your participation is essential. 5% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below:

Points Out of 5

Based on:






149


e-Business Concepts



Maryann Sullivan, MBA

Year: 2 Semester: 3

Faculty qualifications required to teach/supervise the course: Graduate degree in Business Administration, Information Systems or related discipline; PhD preferred


COURSE DESCRIPTION

In today’s ever-expanding business environment, organizations must ensure the existence of a competitive web presence. Students obtain an overview of front-end web applications development. Through lectures and group discussions, students explore various internet technologies and examine and distinguish between internet, intranet and extranet. Students also learn the fundamentals of website design for e-business and apply this knowledge along with programming skills to create and launch a website.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

150





When you have earned credit for this course you will have demonstrated the ability to: 1. Examine e-Business’ role and scope within an organization.

• identify commonly used e-Business terms and concepts

• describe the nature and scope of B2C and B2B activities

• distinguish between intranet, extranet and internet communications and usage

• examine the critical features of web-based businesses

2. Describe different types of e-Business models and strategies.

• identify the key characteristics of an e-Business model

• discern the major e-Business models now in use in both B2C and B2B contexts

• establish the fit between e-Business strategy and corporate strategy

• chart the strategic planning process for fitting e-Business into corporate strategy

3. Distinguish between internet, intranet and extranet communications and describe the components involved in the architecture of e-Business.

• categorize existing internet technologies • explore emerging internet technologies • examine the nature of internet, intranet and

extranet communications 4. Determine the role and significance of e-Marketing for e-Business.

• define the nature and scope of e-Marketing • explore issues related to online market

research l examine the marketing goals of web site design l list the common types of online ads

5. Affirm the inherent relationship between e-Business and SCM

• Explore and describe the relationship between e-Business and SCM

• examine e-Business partnership activities within supply chains

• outline and establish the relationship between technologies used in e-Business and SCM

6. Develop a basic web site complete with business planning deliverables while engaging practical skills in developing the front-end of a website.

• define the intended uses of HTML, XHTML, CSS and other scripting tools

• build a small website project with links between pages and supporting business planning documentation.

Learning Resources

• e-Business Concepts (customized text), McGraw-Hill, 2013. ISBN-13: 9781121897861

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• Self-directed learning • Group Discussions Individual Report Work Quizzes • Lectures


Value

Validates CLR #

Midterm Exam 30% 1,2,3,5 Assignments

• Discussion/Essay Boards (4 at 2.5% each) • Projects (2 at 15% each)

40% 4

Final Exam 30% 6 Total: 100%

152


Introduction to Database Management

Course Number: CST4301 Professors Eligible to Teach: Course Hours: 45 Online: up to 33%


Year: 2 Semester: 3



COURSE DESCRIPTION

Databases are one of the foundations of information technology as they provide modern businesses an efficient means of organizing, processing and managing information. The principles of database management and their business applications are the central focus of this course. Students examine the framework of relational database and database management systems (DBMS). Students learn and practice design, modeling and implementation of database for business applications. The relational data model and the structure query language (SQL) are the core of the above applications. Students also learn and practice how data is stored and retrieved in a relational database on client/server architecture.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

153






1. Explain the concepts of relational database management system (RDBMS).

• Differentiate between a RDBMS and an older flat file data system.

• Describe the importance of the data model, its building blocks, and how it relates to business rules.

• Explain data integrity rules, primary and foreign keys. • Describe the importance of relational set operators,

the data dictionary, and indexes. • Explain the fundamental differences between logical

and physical database design. 2. Create a conceptual database

model using Object Role Modeling (ORM) for a supply chain scenario.

• Explain the process of designing a database. • Apply theoretical and practical experience in

analyzing real world business situation derived from case studies.

3. Devise a logical database model (ER diagram) for a supply chain scenario

• Formalize a conceptual model to facilitate the coding process of database

• Organize data through the use of integrity rules and primary and foreign keys

4. Develop an Entity Relationship Model with the appropriate entities, attributes, relationships, connectivity, and cardinality using Crow’s Foot notation to represent the relationship type

• Define relationship types. • Explain normalized and de-normalized database

(DB) designs, relationship strength, weak entities, relationship participation, relationship degree, recursive relationships, and composite entities.

• Produce a Third Normal Form database design to remove redundancies in tables.

• De-Normalize database design into read only database tables using an appropriate data definition language (DDL) tool.

• Use structured query language (SQL) Data Manipulation Language to create and query sample data.

5. Design a relational database using a prescribed business problem in the supply chain.

• Build tables and their relationships based on the ER diagram.

• Define a properly normalized collection of inter-related tables or files.

6. Write code, using a database technology and prescribed database specifications for a supply chain scenario.

• Create tables using a DDL • Use a DML to query, add, modify, delete, report on

and manipulate related tables. • Produce appropriate reports and screens. • Examine how to optimize query access. • Code host language programs with embedded data

manipulation language (DML) commands.

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7. Describe basic features of object -oriented, distributed and client/server databases.

• Apply MySql DB Connectivity tools to access shared database.

• Practice retrieving and processing data that resides on the server using MySql (client/server application)

Learning Resources

• Database Processing, Fundamentals, Design and Implementation 12th Edition, David M. Kroenke, Pearson Education, ISBN:978132146258 (2012)

• Materials provided by professor Classroom Equipment and Requirements



• participating in class discussions • group discussions of current practices


Value

Validates CLR #

1 Assignment 15% 1,3,4,5,6 Quizzes(2 @ 5% each) 10 1,3,4,6 SCM DB Project (Team Work) 15% 2,3,4,5,6 Test-1 15% 1,6,7 Test-2 15% 1,6,7 Final Exam 30% 4,5,6,7

Total: 100% Group work note: Group project work is an important part of the learning process in the program since it is a common aspect of any work place. It is up to each team member to carry out their assigned tasks, provide work on time and support the other team members. In order to facilitate a fair and equitable means of grading, for any group work project worth 5% or more of the final grade, each team must complete the Team Membership Contract at the start and end of any group project. Additional documents may be required as part of group projects to facilitate the group learning process and evaluation of student learning.

155


Career Management


Catrina McBride, MA (Language and Professional Writing)

Year: 2 Semester: 3

Faculty qualifications required to teach/supervise the course: Graduate degree in Organizational Behaviour, Linguistics or related discipline; PhD preferred


COURSE DESCRIPTION

In addition to the skills one acquires in their education, one must also document and prepare to present this information to potential employers. Students use self-assessment tools to discover their current personal brand, and learn how to re-evaluate it to promote life-long learning throughout their career. They create a professional online profile and learn how to use social networking tools to build an online presence to enhance their career. Students also practice interview techniques, research potential employers and professional associations, identify and present the value of the program to potential employers.


This course contributes to your program by helping you achieve the following program level learning outcomes: 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work.(T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

156






1. Analyze and determine your personal strengths and weaknesses and define personal brand.

• Self-assess skills, personality, strengths, weaknesses, and values

• Identify professional goals • Create a positioning pitch defining one’s

personal brand 2. Evaluate the work of other

students, scholars, industry professionals in comparison with oneself.

• Review work done by scholars and peers • Compare own work to that of others • Identify gaps in support of personal brand.

3. Develop strategies for personal, academic and professional development.

• Identify skills and experiences necessary to support personal brand, enhance performance, and maximize opportunities

4. Create plans to build and improve

a professional presence to support personal brand development.

• Identify social media tools available to create a professional presence

• Select tools for personal use including, but not limited to, LinkedIn, Twitter, Pinterest, video sharing sites such as Vimeo and Youtube, photosharing sites such Flikr, and social bookmarking sites such as Delicious and Diigio

• Identify communication strategies to improve professional presence

5. Select the most useful, efficient or beneficial employment trends and tools to aid career development.

• Identify and assess tools available for finding employment

• Identify and assess trends related to employers and employment types

• Identify and assess possibilities for lifelong learning including extracurricular and volunteer activities

• Identify and persuade employers of the value of the program of study

6. Communicate information and analysis of self, education and industry, both orally and in writing.

• Promote skills, strengths, experiences, and education to employers through interviews, blogs, and LinkedIn profile.

• Use effective verbal and non-verbal communication to perform well in job interviews and presentations

157


Learning Resources Beyond a Resume, Patti Church, PDF (provided) Classroom Equipment and Requirements



• Self-directed learning • Readings • Lectures and Discussions • Worksheets • Blogs • Presentations • Workshops • Essays • Mock Interviews


Value

Validates CLR #

Self-assessment worksheets 5% 1

Comparative essay 25% 2,3

Blog Entries 30% 5,6

Presentations 20% 4,5

Individual and panel interviews 20% 5 Total: 100%

158


Purchasing Management

Course Number: ESC4400 Professors Eligible to Teach:



Year: 2 Semester: 4


Prerequisites: Management Information Systems Basics of Supply Chain Management Corequisites: na

COURSE DESCRIPTION

Organizations are recognizing the strategic importance of purchasing and its impact on competitiveness. Purchasing of goods and services by most organizations represents a significant level of spending and therefore involves organizational, tactical and operational strategy. Purchasing programs prepare people to direct how a firm buys, stores, and sells supplies to other firms. Purchasing methods, models, interrelationships and technologies are covered. Students evaluate and solve problems while demonstrating their understanding of the procurement cycle as they adopt the roles of requestor, buyer, seller, billing agent, accounts payable clerk, and inventory manager and conducting the processes to complete the required process in SAP. Additional research into the Purchasing Management Association of Canada and the Certified Professional Purchaser designation are also reviewed..


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

159


COURSE CURRICULUM

COURSE LEARNING REQUIREMENTS/EMBEDDED KNOWLEDGE AND SKILLS (Content Outline by Topic)


When you have earned credit for this course you will have demonstrated the ability to: 1. Identify the objectives and

processes of Purchasing Management

• Explain the evolution of Purchasing Management

• Differentiate between supply chain and value chain

• Define and list the activities of purchasing in SCM

• Describe supply chain enablers 2. Differentiate the steps in the

purchasing process between goods and services.

• Categorize and place in order the activities in the purchasing process

• Describe procurement enabling tools • List and compare the various types of

purchases • Explain standard tendering processes and uses

request for information • Identify current practices of service purchasing • Outline the processes to source professional &

logistics services

3. Explain the need for policies and procedures

• Define the role of purchasing in an organization • Explain why integration of functions is important • Summarize how purchasing can improve a

business competitive position by promoting promote integration thru cross functional teams

4. Summarize strategic sourcing practices

• Identify categories & types of strategies • Explain Insourcing, outsourcing and global

sourcing • Describe the Make or buy options, • Summarize the fundamentals of e-Reverse

Auctions • List the 7 steps of the supplier selection process

and the key supplier evaluation criteria • Define supplier performance evaluation factors • Categorize potential problem areas with global

sourcing • Summarize guidelines for conducting business

160



When you have earned credit for this course you will have demonstrated the ability to: 5. Examine strategic sourcing

processes • Describe approaches to reduce supplier costs,

the various negotiating tactics and when and why to negotiate

• Define total cost of ownership • Illustrate the learning curve analysis • Outline how to write a contract • Summarize to supplier contract disputes are

settled 6. Discuss and Identify ethical

practices in procurement • Outline importance of ethics in purchasing and

organizational social responsibility • Summarize conflict of interest actual and

perceived

7. Summarize performance measures and trends

• Identify common performance measures • Define basics of benchmarking and the

characteristics of an effective measurement system

Learning Resources Learning Resources Purchasing & Supply Chain Management, Monczka/Handfield/Giunipero/Patterson. 5th Edition, 2009, South-Western ISBN13: 978-0-538-47642-3 Classroom Equipment and Requirements



• Readings • Group Discussions • Individual Activities • Problem solving • Lectures • SAP Labs • ERP simulation

161



Value

Validates CLR #

In Class Test 1 15% 1,2,3,4 In Class Test 2 15% 5,6,7 Assignments (4 at 2.5% each) 10% 2,6 SAP Labs & ERP simulation: (group work) 30% 1,2,6,7 Final Examination 30% 1,2,3,4,5,6,7

Total: 100%


162


ERP Business Configuration




Year: 2 Semester: 4


Prerequisites: Management Information Systems Financial Accounting Corequisites: na

COURSE DESCRIPTION

To manage complex business processes in today's global environment, firms need integrated software packages called Enterprise Systems (ES). ES systems include capabilities to support a wide variety of companies and industries. Students concentrate on a theoretical and practical introduction to ERP systems and address the fundamentals needed to integrate data across different business operations. Through labs and exercises, students will configure and ERP for a supply chain scenario and execute procurement, fulfillment and production process transactions in the ERP.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

163





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain how accounting

interacts with ERP system. • Differentiate between financial accounting and

management accounting • Explain organizational data related to financial

accounting and management accounting • Describe key integration points between financial

accounting and management accounting 2. Describe how the procurement

process works within an ERP system.

• List the organizational levels associated with the procurement process

• summarize master data used within the procurement process

• Document the key steps in the procurement process and the data, documents and the information associated with these steps

3. Summarize the fulfillment process within an ERP system.

• Identify and list the organizational levels associated with the fulfillment process

• Explore the master data that are used within the fulfillment process

• Document the key steps in the fulfillment 4. Outline how the production

process functions within an ERP system.

• List the master data that are utilized within the production process

• Describe the key steps in the production process 5. Configure an ERP system. • Create a company code and accounts

• Solve for general ledger accounts • Create

o Vendor master records o Material master records o Organizational structures

• Setup o ERP to post documents o Control for accounting o Production planning o MRP o Sales

6. Execute key processes with an ERP system.

• Execute transactions within the following supply chain scenarios :

o Accounting transactions o Purchasing cycle o MRP o Production orders o Sales order

164



When you have earned credit for this course you will have demonstrated the ability to: 7. Analyze case material and

present findings in a time-limited environment.

• Summarize case findings • Develop responses to case related questions • Conduct research to identify potential answers • Present time-limited presentations

Learning Resources Magal & Word (2011). Integrated Business Processes with ERP Systems. Wiley Publishing. SBN:978-0-470-92094-7. SAP exercises and client Classroom Equipment and Requirements



• Labs and exercises • Lectures • Independent study


Value

Validates CLR #

SAP Navigation 5% 6 SAP Configuration Exercises 25% 5 Test 1 35% 1,2,3,4 Test 2 15% 1,2,3,4 Case Contribution Assignment 20% 4

Total: 100%

165


Business Analytics



Ian Knowles, PhD (Psychology)

Year: 2 Semester: 4

Faculty qualifications required to teach/supervise the course: Graduate degree in the Social Sciences, Statistics or related discipline; PhD preferred


COURSE DESCRIPTION

Massive data is prevalent, making business analytics a key competency. Through example, lectures, problem solving activities, and business analytic tools, such as Statistical Package for the Social Science software (SPSS), students develop new insights and understanding of business performance based on data and statistical methods. Topics include statistical reasoning, data analysis and interpretation, central tendency, variation, probability, sampling, estimation, forecasting and prediction, deriving business insights, key business metrics (KPIs), and hypothesis testing and inferences.



166





When you have earned credit for this course you will have demonstrated the ability to: 1. Organize and present data by

constructing graphs, charts, frequency distributions and histograms to support informed decision-making.

• Create line graphs, charts and frequency distributions and detect business insights

• Produce histograms and calculate percentiles

2. Calculate and integrate measures of central tendency and variability.

• Define and contrast mean, median and mode • Evaluate the relative merits and limitations of

these statistics • Use symmetrical and skewed distributions and

judge the impact they have on the validity of statistical measures

• Identify range, variance and standard deviations and evaluate the relative merits of these statistics

• Calculate and interpret the coefficient of variation 3. Construct index numbers and

interpret indices (such as moving averages) to identify trends within a dataset.

• Identify and Calculate simple and weighted index numbers

• Evaluate the efficacy of the consumer price index

4. Compute linear trend equations of time series forecasts.

• Identify least squares methods and use these methods with the ability to differentiate circumstance when each is valid

• Judge the relative merits of alternative methods to forecast a future period’s value. Apply these methods recognizing the merits of each and correct interpretations and conclusions.

• Generate moving averages to create a trend line, interpret it correctly and generate insights

5. Explain and use the basic rules of probability & business decision optimization.

• Calculate and interpret the probability of an event

• Interpret tree and Venn diagrams • Apply concepts of probable outcomes to

optimize business decisions (such as quantities to produce) using Decision Tree Charts and Payoff Tables

6. Define the characteristics of the binomial probability distribution, the Standard normal distribution, the student T distribution, and use these distributions to solve problems.

• Explain probability distributions, discuss the purpose and limitations of each

• Classify variables as discrete and continuous variables

• Identify the ramifications of variables with regard to use of probability distributions

• Calculate and interpret z scores

167



When you have earned credit for this course you will have demonstrated the ability to: 7. Discuss the importance of

sampling in quantitative research and describe the properties of the distribution of sample means and proportions.

• Outline population/sample parameters/statistics

• Define and calculate sample weights in the context of quantitative research

8. Construct confidence intervals about sample means and about sample proportions.

• Explain point estimate and interval estimates • Define, calculate and interpret confidence

levels, confidence limits and confidence intervals

• Define and evaluate the reliability and validity of point estimates.

• Discuss reliability and validity 9. Explain and use hypothesis

testing as a way of drawing conclusions about a population parameter based on sample statistics.

• Define null and alternative hypotheses • Define significance levels • Interpret critical values of the test statistic • Classify type I and type II errors • Interpret p values

10. Derive and predict key performance indicators using industry-standard tools.

• Perform analysis using Excel and MegaStat and SPSS

• Explain and use Excel and MegaStat and SPSS • Define and calculate KPIs regarding clients, sales,

inventory, purchasing, warehousing and transportation

11. Apply linear regression and correlation analysis to estimate the linear relationship between two variables.

• Use Ordinary least squares (OLS) regression to: - interpret the output of regressions and

discuss findings - use the output of the regression analysis

to predict the values of the dependent variable

- compute and interpret the coefficients of R-Squared and R

Learning Resources Required textbook: Business Statistics in Practice: Second Canadian Edition, Bowerman, O'Connell, et al. McGraw-Hill Ryerson, ISBN #978-0-07-109140-4 (2011) Software: • Microsoft Excel • MegaStat Excel plug-in (available with textbook) • SPSS

168


Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Readings • Group discussions • Individual activities • Problem solving • Case studies • Creation of Statistical Models in Excel • Lectures • Presentations • Video-clips • Statistical analyses


Value

Validates CLR #

Assignment 1 10% 1 Mid-term Exam 35% 1,2,3,4,5,6,7,8,9 Assignment 2 10% 2,6,8,9 Final Exam 35% 1,2,3,4,5,6,7,8,9,10,11 Participation 5% Hybrid Component 5% 6,7,9

Total: 100% Participation mark note: In order to succeed in this course, your participation is essential. 5% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below: Points

Out of 5 Based on:





169


Object Oriented Programming Using Java

Course Number: CST4401 Professors Eligible to Teach: Course Hours: 45 Online: up to 33%


Year: 2 Semester: 4

Faculty qualifications required to teach/supervise the course: Graduate degree in Computer Science, Computer or Software Engineering or related discipline; PhD preferred

Prerequisites: Spreadsheet Applications Corequisites: na

COURSE DESCRIPTION

Object Oriented Language Java has become an attractive and important option for the development of e-business applications, due to its cross-platform capabilities and its rich class libraries. Students are introduced to Java language with an emphasis on language fundamentals. The subject topics include Java language basics and syntax, object-oriented programming, basic GUI programming using Swing, applets, Java I/O classes, and database access. Students are also provided with a brief introduction to an integrated development environment (IDE) and tools for developing Java applications


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

170





When you have earned credit for this course you will have demonstrated the ability to: 1. Analyze business process

problems, design and create Java applications and/or applets to solve them.

• Associate inputs and outputs with the syntax used in a JAVA applet or application

• Translate processing specifications into the JAVA language

2. Organize a program into cohesive modules by selecting library classes and/or designing new classes when appropriate.

• Decompose processing specifications into a hierarchy of method

• Select appropriate, built-in, classes • Write class definitions

3. Deploy JAVA classes to WEB Application using HTML (Business Application)

• Use JAVA Applet • Write HTML connection to JAVA Applet

4. Reflect In the context of the software development life cycle (SDLC) in developing Java program.

• Specify the business problem • Write JAVA code • Use JDK (Java Development Kit) to insert

and edit the code • Compile programs and perform error

debugging • Test code • Run and Implement JAVA code

5. Examine the role of technology and programming with respect to business process improvement and analyzing SCM data.

• Perform analysis on SCM data • Identify opportunities for business

improvement • Describe how a solution is executed

Learning Resources JAVA Software Solution, 7th Edition, Lewis & Loftus, Prentice Hall, ISBN 13: 9780132149181 (978-0-13-214918) ISBN: 0132149184 (0-13-214918-4) (2011) Other materials and practical examples posted by professor on BlackBoard Software: jdk1.6.0_02 drjava-stable-20070828-1759 Classroom Equipment and Requirements


171


Learning Activities

Sample learning activities include: • Class discussions • Self-directed learning • Readings • Individual Activities • Case studies • Lectures • Videos


Value

Validates CLR #

Assignments, Simple Business Cases to be solved via JAVA code (4 programming assignments x 5% each)

20% 1,2,3,4,5

Participation 6% Quizzes (7 x 2% each) 14% 1,2,3,4,5 Midterm Exam 30% 2,3,4 Final Exam 30% 2,3,4,5

Total: 100%


Description





172


Business Analysis II



Asghar Gill, PhD (Physics)

Year: 2 Semester: 4


Prerequisites: Business Analysis I Corequisites: na

COURSE DESCRIPTION

There is a growing need within public and private sector organizations to effectively manage electronic information. Students have an opportunity to develop knowledge in several related information technology concepts, such as data management structures, information life cycle management and information management tools. Through lectures and hands-on activities, students determine business requirements, in the context of users and clients, model the requirements and provide implementation solutions. Students also acquire advanced skills of Logical Data Models and Unified Modeling Language.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

173





When you have earned credit for this course you will have demonstrated the ability to: 1. Justify the role of a Business

Analyst in an organization • Explain the value of a Stakeholder • Define the purpose of Stakeholders assessment • Summarize the potential issues of project stakeholders • Develop a RACI Chart that will ensure all stakeholders

are identified • Describe the need of a User Advisory Group.

2. Apply business process theory to plan elicitation strategies and activities in performing requirements analysis

• Explain the differences and similarities of a Systems Development Life Cycle (SDLC) and Applied Security Analysis Program (ASAP);

• Recognize the importance of planning workshop sessions;

• Plan a workshop session; • Create a workshop agenda; • Complete a workshop presentation, and; • Successfully execute a workshop session • Select workshop output documents

3. Capture requirements by using existing analysis methodologies

• Describe the five phases of the requirements lifecycle • Develop AS-IS and TO-BE business models • Explain the need for using technical writing when

documenting requirements • List ten characteristics of quality requirements

definition • Explain the benefits of verifying and validating

requirements • Prioritize requirements importance based on specific

criteria • Define requirements in a clear, consistent manner

4. Create a data model based on requirements

• Identify sources of input • Communicate requirements of data model • Capture all business requirements • Define and describe the components and

characteristics of a data model • Explain data requirements from the business

perspective • Identify the relationship between processes and data • Describe the components of a Conceptual Data Model • Identify entities and attributes • Define the purpose and reasons for developing

conceptual data models • Create a conceptual data model

174



When you have earned credit for this course you will have demonstrated the ability to: 5. Utilization of SAP application in a

Business case • Explain the iterative nature of developing business

requirements in the business blueprint phase: i. Business Scenario ii. Business Process, and iii. Business Process Steps

• Develop Business Process documents to gather requirements

• Use 5 questions to validate the business process diagram

• Decompose high-level process diagram to more detail business process steps diagrams

• Explain the transition from business process to system behavior

6. Identify quality assurance principles and methodologies throughout the design, development and maintenance phases

• Explain the importance of quality assurance in the development cycle

• Illustrate quality cost to any software project • Describe the relationship between quality planning,

control and assurance to achieving quality • Use the V-model in planning verification and validation

activities • Identify verification and validation techniques that

support quality planning Learning Resources

• BABOK and can be read online free @ http://www.iiba.org/babok-guide/babok-guide-online.aspx

• Business Analysis, 2nd Edition by James, Cadle, Eva, Malcolm, Hindle, Keith, Paul, Debra, Rollaston, Craig, Tudor, Dot, Yeates, Donald. BCS, 07/2010

• An Introduction to Business Systems Analysis: Problem Solving Techniques for Business by Eugene O'Loughlin (2010)


• Self-directed learning • Readings • Team Discussions and Activities • Individual Activities • Case studies • Lectures • Interactive games

175



Value

Validates CLR #

Class participation 5% Workshops (8 x 2.5%) 20% 1,2,3,4,5,6 Quizzes (2 x 10%) 20% 1,2,3,4 Final exam 30% 1,2,3,4,5,6 Course Completion project Part 1: A detailed analysis focusing on the implementation of a SAP module including end-to-end processes and business process mapping 7% Part 2: Detailed delineation of each activity 5% Part 3: List of financial requirements 5% Part 4: Development of a data model. This includes the most up-to-date tools to implement SAP modules. 8%

25%


Description





176


e-Business SCM Co-op Work Term I


Course Hours: 525 Online: n/a

Al Plicher, MBA (Technology Management)

Prerequisites: All courses in semesters 1-4 Corequisites: n/a


COURSE DESCRIPTION

Co-op provides an experiential opportunity which is directly related to the field of study. After completing the fourth academic term, students experience supply chain management and related e-business technology through their co-op work term. The first work term centres on attaining entry-level positions that immerse students in a variety of supply chain activities allowing them to apply learned concepts and principles. Students returning from the first co-op work term contribute new ideas to their program of study. Although centred with public and private institutions located in Eastern Ontario, co-op employment opportunities are sought throughout Canada and abroad.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (A) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (A) T = Taught A = Assessed CP = Culminating Performance

177


COURSE CURRICULUM Course Learning Outcomes: Course Outline by Topic:

When you have earned credit for this course you will have demonstrated an ability to: 1. Use experiential learning to

successfully complete the learning contract with the employer.

• Meet or exceed the employers’ standards including attendance, grooming and business acumen

• Use employability skills such as time management, personal responsibility, team work and problem solving in a business context

• Communicate effectively in a work environment • Create and implement a learning plan that reflects a realistic

assessment of learning needs and builds related skills • Work within a team environment to accomplish work related

tasks and meet organizational goals • Work responsively, respecting industry and organizational

guidelines and standards • Communicate clearly, concisely and correctly in the written,

spoken and visual form that fulfills the purpose and meets the needs of the audience

• Apply and adapt concepts, principles and skills learned in academic terms to a business context.

2. Assess and present in written form in a timely manner the student’s responsibilities and learning during the work term

• Submit all required documentation required for successful completion of a co-op work term.

• Communicate effectively in writing.

Learning Resources

• Job description • Learning Plan • Organization Policies and Procedures • Operational Manuals • Peers / Managers / Supervisors

Classroom and Equipment Requirements n/a Learning Activities

• Work assignments including research activities • Team Discussions • Group Activities • Individual Activities • Meetings with peers and managers • Meetings with representatives from the co-op office

Evaluation/Earning Credit The following will provide evidence of your learning achievement:

Learning Plan Midterm Progress Report Final Employer Evaluation Final Work Term Report

Pass/Fail

178


Master Planning and Scheduling



Year: 3 Semester: 5



COURSE DESCRIPTION

World-class organizations build sustainable competitive advantage by effectively planning and successfully managing their operations and supply chains. Students explore strategic and business planning, enterprise resource planning (ERP); demand management, forecasting and replenishment; capacity planning, inventory management, Aggregate Planning, Material Requirements Planning (MRP); just-in-time production (JIT); Lean operations, and total quality management (TQM). Through workshops and hands on learning students produce Sales and Operations Plans (SOP), Master Production Schedules (MPS), Capacity Plans, Bills of Materials (BOM), and Materials Resource Plans (MRP) for manufacturing.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1.Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 2.Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(T) 3.Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4.Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T,A) 5.Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

179





When you have earned credit for this course you will have demonstrated the ability to: 1. Distinguish master planning of

resources (MPR) for strategic, operational and tactical business planning objectives.

• Examine planning theories as they relate to operations.

• Describe the elements of Strategic and Business planning

• Explain the impacts of strategy and competitiveness on operations

• Describe how organizations expect to achieve their mission and goals for long, medium, short term planning

• Explain Master Planning of Resources Model • Identify and describe the levels of Planning

Hierarchy and planning horizons • Explain and analyze the following at a tactical

level o Demand Management o Sales and Operations Planning

2. Outline sales demand, operations

and productivity. • Describe the steps in the sales and operations

planning process • Identify and describe the elements of master

planning resources • Contrast demand management theory to other

planning theories • Discuss bench marking and order types in

relation to supply process • Define Bill of resources, Bill of Materials (BOM),

Master Scheduling, Demand Management, and Rough Cut Capacity Planning,

• Develop aggregate sales and operations plans to integrate demand and approving all supply plans.

• Compare master scheduling concepts with other business planning activities

180



When you have earned credit for this course you will have demonstrated the ability to: 3. Develop a master production

schedule utilizing multilevel master scheduling and rough-cut capacity planning.

• Describe forecasting and its impact on organizational operations

• Define and explain forecasting time horizons • Summarize Qualitative and Quantitative

forecasting methods. • Explain forecasting in relation to Product Life

cycle, Human Resources, Capacity, and Supply Chain Management

• Identify the 7 steps in a forecasting system • Calculate Gross Material Requirements Plan

(MRP 4. Explain Inventory Management

techniques and theories

• Calculate Net Material Requirements Plans and MRP Schedules

• Discuss manufacturing theory including Lean, JIT, TQM

• Explain assortment of operational terms including, Scheduled receipts, Reorder Point (ROP), Available to promise, Lead time, Lot size, On hand, Safety stock, Net requirements, Planned order receipts, Planned order release, back flush, pegging, time fences, lot-for-lot, and Economic Order Quantity (EOQ), BOM, inventory types, inventory turns, materials and classifications.

• Define ABC analysis and cycle counting • Differentiate between push and pull

environments. 5. Discuss detailed capacity planning

theory and processes

• Define Capacity Planning, Distribution Resource Planning (DRP), ERP, Work Centers, Routings, and stock reporting tools

• Differentiate between human capital planning, raw materials planning, semi-finished goods planning, final product planning and equipment planning.

• Explain layout strategies for manufacturing and repetitive manufacturing environments.

6. Explain Planning Execution and Control in the context of the overall planning process and interfaces with a Repetitive manufacturing environment.

• Define Standard value key • Explain rate based planning and the process

for setting up repetitive work center resources with setup time, machine time, and labor times

• Discover the differences between manufacturing and repetitive manufacturing processes.

• Assess the requirements for effective scheduling and management in production and process operations

181


Learning Resources Required Textbook: Operations Management, Canadian Edition, Jay Heizer, Barry Render, Paul Griffin. Pearson Publishing, ISBN: 978-0-13-268758-4 (2013) Reference material: APICS Dictionary, tenth edition, ISBN 1-55822-191-3 Blackboard materials see ESC4500 Classroom Equipment and Requirements



• Self-directed learning • Readings • Group Discussions • Individual Activities • Lectures • Problem solving


Value

Validates CLR #

Midterm Quiz 30% 1,2,3 Applied Case Study Lab 1

• Forecasting, Stock Requirements and MPS. 10% 3

Applied Case Study Lab 2 • Create a material for Consumption and utilize ROP and its

effects on planning.

10% 4

Applied Case Study Lab 3 • MRP, Work Centers, Routings, and authorizing and executing

controls for Production Runs.

10% 5

Applied Case Study Lab 4 • Repetitive Manufacturing

10% 6

Comprehensive Final Exam

30% 1,2,3,4,5,6

Total: 100%

182






Year: 3 Semester: 5

Faculty qualifications required to teach/supervise the course: Graduate degree in Supply Chain Management, Industrial Engineering, Operations Management or related discipline; PhD preferred; SAP Certification required

Prerequisites: Introduction to Database Management; Object Oriented Programming Using Java; Management Information Systems Corequisites: na

COURSE DESCRIPTION

In the continuously evolving business world, there is a need for a solid framework for enterprise technology integration in business organizations, business processes and business tactical and strategic decision making. Students acquire the fundamental skills needed to start creating programs that will examine business reporting processes using SAP including NetWeaver, Business Warehouse (BW), Business Intelligence (BI) and Advanced Business Application Programming (ABAP). Through workshops and hands on learning, students build business report interfaces, write ABAP code to filter and drill down into business databases to support business decisions.



183





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain Basic SAP/ABAP syntax

elements. • Describe ABAP • log into the SAP Environment • use various transaction codes • Recognize the ABAP/4 Editor ( SE38 ) • Identify correct ABAP syntax

2. Identify appropriate strategies for

solving and customizing business problems via SAP-ABAP program code for a supply chain scenario.

• Show steps for Creating a Program • Name Output Statements and Operators in

ABAP

3. Write program code, using prescribed design documents, structured programming techniques and data files relevant to a supply chain scenario.

• Write ABAP code to illustrate the following: - Data, Parameter & Constant

Statements - Data Types & Classification - Data Objects & Classification - Text Elements and field strings - String Operations - Control Statements

4. Create SAP ABAP dictionary objects. • Manipulate supply chain related data using

the following SAP/ABAP dictionary objects elements:

- Data Base Tables - Structures - Views - Data Elements - Type Groups - Domains

5. Develop data tables within SAP R/3 environment.

• Connect to a database in the SAP R/3 environment

• Write SQL and control Break Statements • Declare, initialize and populate Internal

Table

6. Examine professional programing techniques.

• Develop forms • Explain the importance of documenting, commenting and testing ABAP code • Create Global variables.

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When you have earned credit for this course you will have demonstrated the ability to: 7. Design friendly and efficient Graphics

User Interface (GUI) environment using SAP R/3 screen tools.

• Design the layout of a screen • Create the screen with data elements, and

actionable buttons • Populate screen fields with table data • Build Dynamic screen modification and

display dynamic messages Learning Resources

• Introduction to ABAP Programming: Course Workbook, 3rd Edition, Todd A. Boyle, Ph.D. Professor, Department of Information Systems, St. Francis Xavier University (2008)

• Webpages as supplied by professor • Articles and white papers from Internet resources supplied by the professor • Installation of SAP GUI on each student laptop




• Self-directed learning • Readings • Group Discussions/Activities • Individual Activities • Lectures


Value

Validates CLR #

Lab Assignments ( 5 in class assignments) 30% 1,2,3,4,5,6 Quiz1 10% 1,2,3 Quiz2 15% 1,2,3 Quiz3 15% 1,2,3,4,5,6, Project 30% 1,2,3,4,5,6,7

Total: 100%

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Public Sector Procurement



Allan Cutler, MBA

Year: 3 Semester: 5

Faculty qualifications required to teach/supervise the course: Graduate degree in Supply Chain Management, Industrial Engineering, Operations Management, Business Administration or related discipline; PhD preferred

Prerequisites: Basics of Supply Chain Management Corequisites: na

COURSE DESCRIPTION

In the Public Sector, federal, provincial and municipal governments have exceptional issues in relation to the public trust. Students explore the legislative, judicial and administrative responsibilities of government within a supply chain context and gain a basic understanding of the increasingly important role the Government has with our economies. Through discussions and case studies, students focus on the analysis and evaluation of the efficacy of public sector issues related to the supply chain, examining the roles and responsibilities of governments, explore the evolution of e-Government and explain the key processes in systematic purchasing.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (CP) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (TA) T = Taught A = Assessed CP = Culminating Performance

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When you have earned credit for this course you will have demonstrated the ability to: 1. Evaluate government and public sector procurement practices and distinguish from private sector procurement practices.

• Determine evolutionary patterns and judge the efficacy of government procurement practices.

• Summarize how government procurement has the potential to provide service and disservice to taxpayers.

• Relate concepts pertaining to fair and open competition to analysis of cases.

• Apply concepts regarding discriminatory procurement practices to analysis of cases.

2. Explain the public sector procurement and bid process in detail

• Summarize current policies and practices for government and public sector purchasing and procurement.

• Explain relevant legislation, rules of procedure, guidelines and government policies affecting procurement activities.

• Extrapolate liability considerations within cases of government procurement.

• Distinguish internal and external procurement controls.

• Outline the supplier assessment process. • Evaluate multi-year contracts, services and

simplified acquisition procedures and the various competitive bid instruments that may be utilized.

• Explain the 2007 Model Procurement Code for Public Infrastructure Procurement

3. Differentiate between the types of intrusions in the government procurement process.

• Describe the nature of government procurement ethics.

• Conduct research to analyze types of intrusions that impact government procurement including global and environmental.

• Classify intrusions as applying to non-government and governmental procurement.

• Chart the process for responding to government intrusions.

• Explain the challenges involved with considerations such as the competition for talent and value for money with maintaining compliance with policies and procedures

4. Explain the procurement function. • Translate what procurement staff do in their day-to-day work into supply-chain management terminology.

• Explain the importance of requirements for working in a government procurement setting.

• Describe fundamental documentation responsibilities.

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When you have earned credit for this course you will have demonstrated the ability to: 5. Summarize key processes in systematic purchasing

• Create definitions that differentiate between value and cost.

• Define cost as a “full-life” concern. • Examine what is meant by “best buy”. • Describe how organizational needs are identified. • Discuss the nature of competitive bidding and judge

whether the actual process supports original objectives.

Explain the evolution and present status of electronic bidding

Learning Resources Required Text:

• The Procurement Office, Procurement Law Office, Procurement challenges: Private vs. public procurement Law, October 2012, Rosslyn Young (Originally published in Purchasing b2b magazine, October 2012)

• Summit: Canada’s Magazine on Public Sector Purchasing, March 2003 pg 10, 11 • Judgments of the Supreme Court of Canada, The Queen (Ont.) v. Ron Engineering • Government of Canada, Buyandsell.gc.ca, Public Works and Government Services,

Evaluate Bids • Office of the Procurement Ombudsman, Procurement Practices Review 2009-2010 –

Chapter 3: Bid Evaluation and Selection Methods • U.S. Federal Government, Acquisition Central, A Guide to Best Practices for Contract

Administration, Office of Federal Procurement Policy (OFPP) • The 2007 Model Code for Public Infrastructure Procurement

Additional Readings: • Original documentation of cases heard by the Canadian International Trade Tribunal. • Documentation of Analyses of Federal Government procurement produced by the Office of

the Procurement Ombudsman. Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed Learning and Individual Activities • Readings • Group Discussions and Activities • Case Studies • Lectures • Videos • Guest Speakers • Debates • In-class analysis of cases heard by the Canadian International Trade Tribunal and

other judicial bodies

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Value

Validates CLR #

Individual Case Assignment 10% 2,3 Team Case Assignment 1 10% 2,3 Team Case Assignment 2 10% 1,2,3 Presentation 5% 1,2,3 Final Exam 35% 1,2,3,4,5 Assignment 20% 1,2,3,4,5 Participation 10%

Total: 100%

Participation marks note: In order to succeed in this course, your participation is essential. 10% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below:

Points Out of 10

Description


6-7 Students are present and attentive but do not choose to actively participate in discussions until called upon. Their contributions are limited




189


Logistics



Year: 3 Semester: 5



COURSE DESCRIPTION

Logistics is a key process and set of functions that are essential to the success of supply chains. Students explore order processing, demand management, management information systems (MIS), channels of distribution, inbound, outbound and internal warehousing processes, and the importance of warehouse location. Through a combination of lectures and case studies, students discuss the management of logistics. As well, students explore the outcomes of managerial logistical decisions made through a SAP simulation game.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

190





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain the role of integrated logistics

in supply chains. • Define Supply chain • Identify value chain, value added roles

of logistics and logistics interfaces • Explain logistics cost tradeoffs

2. Identify the types of 3PL services and their importance in supply chain relationships

• Categorize Third-party logistics (3PL) • Describe logistics relationships and

outsourcing activities • Explain customer value framework

3. Explain forecasting methods and underlying principles of sales and operations planning

• Define demand management, collaboration planning, sales and operations planning

• Generate forecasts • Estimate forecast errors • Explain replenishment (CPFR) and

fulfillment models 4. Define the relationships between order

management and customer service • Explain customer profitability and order

fulfillment strategies • Predict cost of stock-outs • Define customer service and service

metrics 5. Summarize various approaches to

managing inventory and determine optimal inventory levels

• Explain the types and reasons for inventory

• Define replenishment strategies, Just-in-time (JIT), vendor-managed inventory (VMI), and ABC classification

• Estimate inventory costs, Economic Order Quantity (EOQ)

• Plan for demand uncertainty with safety stocks,

• Calculate Material requirements (MRP) and distribution requirements

6. Define frameworks for distribution planning decisions and evaluate fulfillment strategies

• Explain functions of distribution centers, material handling, and Warehouse equipment selection

• Illustrate layout and space utilization • Generate a list of Network design

issues • Create distribution metrics

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When you have earned credit for this course you will have demonstrated the ability to: 7. Define the role of transportation and

discuss activities in planning and execution

• Outline regulation and deregulation, modes of transportation, and modal selection

• Generate carrier evaluation criteria and transportation metrics

• Develop freight terms and documentation

8. Use the functionality of the SAP ERP R/3 system to execute logistics transactions

• Create inbound and outbound processes, goods receipts and pick waves

9. Analyze performance to ensure the logistics function aligns with corporate strategies.

• Generate Supply chain metrics and dimensions of performance

Learning Resources Textbook: Supply Chain Management: A Logistics Perspective, 9th edition. Coyle, Langley, Novack and Gibson, South-Western, ISBN: 978-0-538-47918-9 (2013) Case studies SAP simulation game Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed learning • Readings • Group Discussions and Team Play • Individual Activities • Case studies • Lectures • Videos

Evaluation/Earning Credit The following will provide evidence of your learning achievement: Evaluation Method and Frequency Value Validates

CLR # Assignment (case study) 15% 1,2,3,4,5,6 Tests (2 @15% each) 30% 1,2,3,4,5,6,7 SAP Simulation Game 30% 2,4,6,7,8 Final Exam 25% 3,4,5,6,7,8,9

Total: 100%

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Computer Networks and Data Communications

Course Number: NET4501 Professors Eligible to Teach: Course Hours: 45 Online: up to 33%

Ahmed, M., PhD (Computer Engineering)

Year: 3 Semester: 5

Faculty qualifications required to teach/supervise the course: Graduate degree in Computer Science, Computer or Software Engineering or related discipline; PhD preferred

Prerequisites: Management Information Systems Corequisites: na

COURSE DESCRIPTION

The value of developing high-functioning business network communications can be high. Students learn how to develop and grow businesses via up-to-date network communication. Students acquire a technical foundation in data communications and network technology. Emphasis is on the necessity of merging network communication in supply chain management and enterprise resource planning (ERP) systems such as SAP. Through lectures, readings and group discussions, students learn the various media used, along with the main techniques employed to provide reliable and efficient communications. Students explore the major transmission systems, as well as Local and Wide Area Networks, along with the hardware and software required to interconnect them. Hands-on network applications of ERP concepts in real-life scenarios are applied through business cases.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings.(T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

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When you have earned credit for this course you will have demonstrated the ability to: 1. Explore network data

communications within business, supply chain ERP systems and e-Commerce

• Describe the essential elements of communication

• Identify the essential features of networks • Identify the major types of internet businesses • Explore network management objectives and

the use of ERP systems. • List the objectives of network management • Restate the seven layers of the OSI reference

model. • Summarize the consequences of e-commerce

and e-Business applications. 2. Differentiate the

different uses of network communication.

• Distinguish between internet, intranet and extranet communication

• Elaborate on key World Wide Web technologies.

3. Categorize internet IP addressing and their subnets along with internet operations.

• Describe internet addressing and the role of subnet masks in IP addressing

• Examine the importance of appropriate Web server configurations.

4. Examine the significance of voice-oriented networks.

• Categorize the major types of wireless voice communication systems

• Examine the important business applications of voice networks.

5. Compare and summarize the nature of Local Area Networks (LAN) with Wide Area Networks (WAN)

• Identify and describe the major reasons businesses implement LANs

• List the criteria for selecting different LAN architectures.

• Examine the business rational for WANs • Summarize the major WAN topologies and

applications. 6. Summarize the advantages of

email and its protocols as effective and appropriate network tools.

• Examine and compare SMTP (Simple Mail Transfer Protocol), Post Office Protocol (POP), and Internet Message Access Protocol (IMAP)

7. Examine security considerations involved in transporting data across a network and ERP systems.

• Identify major network security threats • List major elements of network security policies • Summarize major trends in network security.

194



When you have earned credit for this course you will have demonstrated the ability to: 8. Design entire network

infrastructure including hardware and software components based on case requirements.

• Define the case requirement • Define bottlenecks and problems for the case

before network • Build required network to meet business need for

global economy Learning Resources Required Textbook: Business Data Communications, by Allen Dooley, ISBN-13: 9780132846912 Copyright:2014 • Prentice Hall, Pearson Second option: The same book above in online version (eBook) http://www.safarix.com/ to subscribe Classroom Equipment and Requirements



• Self-directed learning • Readings • Group Discussions • Group Activities • Case studies • Lectures


Value

Validates CLR #

Team Project 20% 8 Participation 20% Midterm 30% 1,2,3,4 Final Exam 30% 1,2,3,4,5,6,7

Total: 100%

http://www.safarix.com/

195



Description






196


e-Business SCM Co-op Work Term II






COURSE DESCRIPTION Co-op provides an experiential opportunity which is directly related to the field of study. The second work term centres on an expanded role with a higher level of responsibilities in the workplace. Students returning from co-op work term two contribute expanded knowledge and abilities to their program of study. Although centered with public and private institutions located in Eastern Ontario, co-op employment opportunities are sought throughout Canada and abroad.


This course contributes to your program by helping you achieve the following program level learning outcomes: 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (A) T = Taught A = Assessed CP = Culminating Performance

197







• Communicate effectively in a work environment • Create and implement a learning plan that reflects a

realistic assessment of learning needs and builds related skills

• Work within a team environment to accomplish work related tasks and meet organizational goals

• Work responsively, respecting industry and organizational guidelines and standards

• Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience




• Communicate effectively in writing. Learning Resources



• Work assignments including research activities • Team Discussions and Group Activities • Individual Activities • Meetings with peers and managers • Meetings with representatives from the co-op office

Evaluation/Earning Credit The following will provide evidence of your learning achievement: Learning Plan Midterm Progress Report Final Employer Evaluation Final Work Term Report

Pass/Fail

198


Project Management

Course Number: ESC4601

Professors Eligible to Teach: Al Pilcher, MBA (Technology Management)


Year: 3 Semester: 6

Faculty qualifications required to teach/supervise the course: Graduate degree in Business Administration (with a focus on PM) or related discipline; PhD preferred

Prerequisites: Management Information Systems; Human Resources and Communications Project Management Corequisites: na

COURSE DESCRIPTION

Effective project management techniques help managers meet the needs of their business by ensuring their projects remain on time, within budget and under control. Students are exposed to theory through learning modules and referencing the Project Management Institute’s (PMI) body of Knowledge (PMBOK version 5). Students also participate in lab-based simulations activities in Project Systems to develop competencies in the project management cycle from inception (project charter) to closing. Upon completion, students are eligible to apply to write the CAPM (Certified Associate in Project Management) examination.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams. (T) 3.Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

199


COURSE CURRICULUM



When you have earned credit for this course you will have demonstrated the ability to: 1. Differentiate between a project

and operational work • Summarize project characteristics • Define the process of managing a project • Describe the role of a project manager. • Summarize the PMI project cycle

2. Examine the ten knowledge area processes included in the Project Management Body of Knowledge.

• Compare, contrast and examine the following Project Management Processes:

o Integration Management o Scope Management o Time Management o Cost Management o Quality Management o HR Management o Communications Management o Risk Management o Procurement Management o Project Stakeholder Management

3. Examine the interactions of process groups according to the Project Management Body of Knowledge.

• Explain how the functions of the following process groups

o Initiating o Planning o Executing o Monitoring and Controlling o Closing

4. Explore the functions for setting up and creating a project using Microsoft Project.

• Complete a workshop using Microsoft Project

5. Explore the functions of using other software systems and their program management features to support supply chain requirements.

• Discuss various software project management tools • Complete a workshop using Project Systems

Learning Resources

• PMI website • PMBOK5 • System assignments in Blackboard • Lynda.com

200



This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed learning • Hands On Learning • Readings • Individual Activities • Web research • Group discussions • Individual and group presentations


Value

Validates CLR #

Quiz 1 10% 1,2,3 Quiz 2 10% 1,2,3 Quiz 3 5% 1,2,3 Quiz 4 5% 1,2,3 Quiz 5 5% 1,2,3 Quiz 6 5% 1,2,3 Exam (see note below) 40% 1,2,3 Project System (PS) Workshop 5% 1,2,3 PS Quiz 7.5% 5 PS Group Presentation 2.5% 5 MS Project Workshop 5% 4

Total: 100%


201


Quality Management



Robert Weeks, PhD (Physics)

Year: 3 Semester: 6



COURSE DESCRIPTION

Quality issues and systems play a major role throughout the supply chain. Students examine quality management systems and techniques through both a Total Quality (TQ) as well as the Lean Six Sigma approach (LSS). LSS combines the reduction of waste and cycle time of Lean thinking with the reduction of variance of Six Sigma. Topics include concepts and approaches to total quality and LSS, implementation of Total Quality Management (TQM) and its associated tools, as well, the Malcolm Baldridge award criteria. Through lectures, examples and hands on exercises, students apply techniques in design, planning and organizing quality assessment, assurance and control in the context of purchasing and supply chain. In addition, students interpret and summarize the ISO quality standards including ISO 9000 and ISO 14000.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

202





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain the evolution of Six

Sigma and Lean thinking via Total Quality Management (TQM).

• Define and analyze the Total Quality foundations of Lean Thinking, Six Sigma and its principles and the recent blending to Lean Six Sigma

• Explain quality as a business perspective • Relate the principles of Total Quality to Lean thinking

and Six Sigma • Explain the DMAIC process improvement methodology

( Define, Measure, Analyze, Implement, Control) 2. Examine Total Quality

methodologies and apply to a supply chain scenario.

• Determine a project definition • Implement process measurement • Carry out Process Analysis and Improvement • Implement Process Control methods • Explain Kaizen implementation and simulation • Summarize Kaizen teams

3. Apply the tools and methods associated with Design for Manufacturability (DFM) and Six Sigma (DFSS).

• Identify and implement the voice of the customer (VOC) in design

• Explain design development and gates and the key contributions of purchasing supply chain methodologies in a concurrent engineering team.

• Apply Failure Mode Effects Analysis (FMEA) and reliability predictions in a supply chain environment.

• Support the various Design for (DFX) approaches (Where X stands for service, manufacturing etc) with a view to promoting the purchasing and supply chain aspects of design.

4. Analyze issues affecting an organizations ability to successfully implement and sustain quality methodologies

• Examine principles of quality system implementation • Summarize organizational culture and change

management, such as the structural basics of ISO 9000:2000 and ISO 14000

• Describe total quality related aspects of supplier development including procedure and instruction creation pertaining to the purchasing and supply chain.

• Explain the quality-related concepts of Lean Dynamics as they apply to organizational ability to withstand externally driven variation in demand ( resilience)

• Explain the impact of Class A Business Excellence methods to supply chain enhancement.

• Outline the Baldridge Award criteria

203


Learning Resources R. Munro et al “The Certified Six Sigma Green Belt Handbook”, ASQ Press, ISBN 978 0 87389 698 6 (2008) Evans and Lindsay, The Management and Control of Quality,(2010) ISBN 0324783205 (2010) (Optional) Other material to be supplied and referenced by professor Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• individual reading and problem solving • lectures • small group problem solving • exercises, internet exercises • video cases • software demos • labs


Value

Validates CLR #

Midterm ( Individual) 25% 1,2,3,4 Participation (see note below) 10% Individual Assignments (2 at 12.5% each) 25% 1,2,3,4 Group Presentations 10% 4 Quizzes (2 X 5%) 10% 1,2,3,4 Group Project 20% 1,2,3,4

Total: 100%

204


Participation marks note: In order to succeed in this course, your participation is essential. 10% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below: Points Out of 10

Description






205


Lean Principles



Khataie, A., PhD (Industrial Engineering)

Year: 3 Semester: 6



COURSE DESCRIPTION

All organizations have waste embedded in their business processes. Lean Principles help businesses to ‘see’ that ‘waste’ and to eliminate that ‘waste’ the ‘right’ way. Lean is a new way of thinking based on the Toyota Production System (TPS). Students are challenged to evaluate processes using a value stream map to identify opportunities for improvement and generate unique solutions to problems within an organization. Through discussions, hands on exercises and a group project, students apply tools and techniques such as project management, data analysis, problem solving and logical thinking to a real world situation and take a lead role in helping the organization to become more lean and flexible to customers’ changing needs.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(T) 3.Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T,A) T = Taught A = Assessed CP = Culminating Performance

206





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain Lean Principles in

order to influence the thinking of others.

• Identify and Use the 7 principles of Waste as elucidated by Taiichi Ohno, non-value adding activities process, and root causes of the waste using tools

• Analyze and improve cycle times in various supply chain processes.

• Lead improvement activities to eliminate waste in conjunction with Total Quality methods and Quality tools learned

• Define and describe Lean tools and change management techniques within a team based framework.

2. Analyze a value stream in an organization or industry.

• Discuss Lean theory • Draw a value stream map for to a Supply

Chain related process. ( e.g Warehousing, Shipping , Kan Ban and Supplier processes)

• Define SMED techniques ( Single minute exchange of dies) as it applies in a Supply Chain area ( e.g Setups are inherent in Supply chains )

3. Create visual processes that highlight and eliminate errors.

• Explain the advantages of visual processes and techniques in conjunction with 5S Management techniques

• Summarize the theory and application of mistake proofing ( aka Poke Yoke )

4. Identify and problem-solve in a team environment.

• Apply problem-solving to real world supply chain issues.

• Facilitate Kaizen events 5. Design and draw a cell

work environment in a manufacturing and office environment.

• Outline a cell work environment • Explore manufacturing and office

environments • Plan the application of cell design in a Purchasing

area and also in related Warehousing environments.

6. Examine and summarize a manual and electronic pull system in the supply chain.

• Define a pull system in the supply chain and the advantages of trying to attain one piece flow.

• Describe the theory of Kanbans • Articulate manual and electronic pull systems to

supplied parts such as hardware within a manufacturing company

207



When you have earned credit for this course you will have demonstrated the ability to: 7. Adapt and apply Lean

tools in an ongoing business setting.

• Utilize Lean tools and philosophy to a real world supply chain environment ( local company and/or college environment) Document a Lean initiative in processes within the college environment.

• Outline Lean concepts in sustainability related business aspects within a concurrent engineering environment

• Apply end of life product strategies. Learning Resources Reading Material will include articles and chapters assigned by the professor, including:

• Heizer, J. & Render, B. (2014). Chapter 16: JIT & Lean Operations in Operations Management – Canadian Edition for Algonquin College. Pearson, p. 623 – 647.

• Articles from academic literature, including journals such as: International Journal of Lean Enterprise Research, Inderscience.


• Self-directed learning • Readings • Group Discussions • Individual/Group Activities • Plant Tours • Case studies • Lectures • Videos • Guest Speakers


Value

Validates CLR #

Mid-Term 30% 1,2,3 Team Project(s) Preparation (see note #1) 10% 4 Team Project Assignment 15% 1,2,3,4,5,6,7 Team Project presentation 5% 4 Assignments (2 at 5%) 10% 1,2,3,4,5,6,7 Individual Project 15% 1,2,3,4,5,6,7 Participation/In class discussions 15% 4

Total: 100%

208


Team Project Preparation Note #1: 5% will be based on the student’s participation during sessions with the sponsoring department and will be solicited from the team sponsors. It is expected that the students will conduct themselves as consultants to the department. The expected conduct should include but not be limited to timeliness, participation, preparation, appearance, attendance, input to the process and respect for all members. The additional 5% will be based on peer evaluation of each member’s performance. Each student will be evaluated on attendance and timeliness at team meetings (1%), contribution (2%), and share of the workload and leadership (2%). The mark will be averaged out based on the responses from the team members. Any student that doesn’t complete the evaluation will lose the 5% regardless of how they were evaluated. Students will know how they were evaluated by their teammates but not how each peer scored them. Any evaluation that is significantly different from the others will be reviewed. Participation marks note: In order to succeed in this course, your participation is essential. 20% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below:

Points out of 15

Description






209


Business Finance

Course Number: FIN4601 Professors Eligible to Teach:


Zaid Al-Mulla, MAcc

Year: 3 Semester: 6

Faculty qualifications required to teach/supervise the course: Graduate degree in Finance, Accounting or related discipline; PhD preferred

Prerequisites: Financial Accounting Corequisites: na

COURSE DESCRIPTION

Business Financial accounting provides the language, concepts, and techniques for analysing and solving financial problems faced by businesses. Topics include understanding business organizations, taxation, financial statements and cash flow analysis, financial forecasting and planning, time value of money, valuation of stocks and bonds, capital budgeting, efficient market theory and risk/return analysis.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

210





When you have earned credit for this course you will have demonstrated the ability to: 1. Outline the importance of

business finance. • Describe the role and activities of the financial

manager in a company • summarize the various types of corporate

structure and the impact of each on corporate financing

• Distinguish between the four basic financial statements and describe their limitations as measurements of a firm’s financial position and profitability

• Explain the importance of cash flows to the firm • Define how tax considerations affect a

company’s income and financial planning • Explain the concept of working capital

management 2. Analyze and solve problems

facing individuals and businesses using financial theories, concepts and techniques.

• Calculate, interpret and apply financial ratios • Use basic financial forecasting techniques • Apply operating and financial leverage

techniques in order to assess the opportunities and limitations of leverage to a firm

• Calculate cash flow cycle of the firm • Outline the considerations involved in granting

credit, and evaluate credit decisions

3. Use a business calculator and/or spreadsheet software to solve quantitative financial problems.

• Identify and compute 15 types of financial ratios used to identify problems and opportunities within a firm

• Determine the level of success of a company • Use cash and accounting flows, as well as the

per cent of sales method, to compute a company’s financial needs

• Calculate break-even amounts in units and dollars

• Determine operating, financial, and combined leverage

• Estimate expected interest rates for financial planning purposes

• Compute present and future value for lump sums and annuities

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When you have earned credit for this course you will have demonstrated the ability to: 4. Calculate and compare

various financing alternatives for a company

• Identify the various ways of financing capital assets

• Describe the term structure of interest rates and its application to financial planning

• Outline various risk-return trade-off decisions

• Summarize concepts of liquidity and risk to current asset management

• Assess the role of inventory as an investment and apply techniques to reduce the costs of this investment

• Describe the sources of short-term and long-term financing, and the advantages and disadvantages of various alternatives

• Explain the concept of the time value of money

5. Investigate the long term types of financing available to corporations.

• Assess the various methods of raising external funds for the corporation

• Determine the advantages and disadvantages of financing through debt issue, common share or preferred share issue

Learning Resources Foundations of Financial Management (9th Canadian edition), Block, Hirt, Danielson, Short and Perretta, McGraw-Hill Ryerson, custom edition for Algonquin College 2014, no Lyrx required,




• Individual reading and research • Group Discussions • Lectures

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Value

Validates CLR #

Participation 10% Quiz 1 10% 1,2,3 Quiz 2 10% 4,5 Midterm 35% 35%1,2,3 Final exam 35% 1,2,3,4,5

Total: 100%


Description





213


Business Process Integration I




Year: 3 Semester: 6


Prerequisites: ERP Business Configuration Corequisites: na

COURSE DESCRIPTION

Business Process Integration is the synchronization of an organization’s internal operations amongst its various departments and divisions. An enterprise resource planning (ERP) tool is used to enable seamless integration of an organizations processes and data. Through lectures, group discussions and learning activities in SAP, an ERP, students explore ERP fundamental business processes in the context of sales management, material planning, manufacturing execution, procurement, inventory management, customer service and financial and management accounting.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3.Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

214





When you have earned credit for this course you will have demonstrated the ability to: 1. Explain the framework of SAP

ERP systems • Explain organizational levels and master data • Summarize the technology

2. Examine financial accounting

functions within SAP ERP systems

• Define tasks used in financial accounting, general ledger accounting, accounts payable and receivables

• Summarize organizational levels and master data • Explain fixed asset accounting

3. Categorize management accounting functions within SAP ERP systems

• Explain the overview of management accounting and how they relate to organizational levels and master data

• Examine cost center accounting, internal orders, and product cost accounting

• Generate profit analysis 4. Illustrate the purchase to pay

process functions within SAP ERP systems

• Define the processes for purchase requisitions, purchase orders, goods receipt, transfer postings, invoice verification and vendor payment

• Outline the various purchase to pay reports 5. Demonstrate the material

planning process functions within SAP ERP systems

• Explain the key steps in the material planning business process

6. Outline the manufacturing process functions within SAP ERP systems

• List manufacturing execution business process for a discrete environment

7. Explore the order to cash process functions within SAP ERP systems

• Define the order to cash business process • Summarize the reporting and analysis tools

8. Describe enterprise asset management and customer service functions within SAP ERP systems

• Describe technical objects • Outline the corrective maintenance business

process and the service order business process

9. Define human capital management functions within SAP ERP systems

• Differentiate HCM structures • Create employee records • Summarize HCM business process, reporting and

analysis options

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Learning Resources TERP10 Participant Handbook Optional: SAP Client SAP GUI SAP exercises Classroom Equipment and Requirements



• Readings • Group Discussions and problem solving • Individual Activities • Lectures


Value

Validates CLR #

Quizzes (9 @ 10% each based off the TERP10 participant handbook) 90% 1,2,3,4,5,6,7,8,9

Group Work 10% 1,2,3,4,5,6,7,8,9 Total: 100%


216


e-Business SCM Co-op Work Term III






COURSE DESCRIPTION Co-op provides an experiential opportunity which is directly related to the field of study. The third work term centres on the opportunity to develop and implement improved methodologies. Students returning from co-op work term three have the ability to integrate their program of study to career opportunities. Although centred with public and private institutions located in Eastern Ontario, co-op employment opportunities are sought throughout Canada and abroad.


This course contributes to your program by helping you achieve the following program level learning outcomes: 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (A) T = Taught A = Assessed CP = Culminating Performance

217







• Communicate effectively in a work environment • Create and implement a learning plan that reflects

a realistic assessment of learning needs and builds related skills

• Work within a team environment to accomplish work related tasks and meet organizational goals

• Work responsively, respecting industry and organizational guidelines and standards

• Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience




• Communicate effectively in writing. Learning Resources



• Work assignments including research activities • Team Discussions and Group Activities • Individual Activities • Meetings with peers and managers • Meetings with representatives from the co-op office

Evaluation/Earning Credit The following will provide evidence of your learning achievement: Learning Plan Midterm Progress Report Final Employer Evaluation Final Work Term Report

Pass/Fail

218


Business Intelligence and Data Warehousing Architecture




Year: 4 Semester: 7


Prerequisites: Technology Integration Using SAP Corequisites: na

COURSE DESCRIPTION

Students learn the design and implementation of On Line Analytical Processing (OLAP) cubes and data mining models to support Business Intelligence (BI) solutions. It covers the concepts of business reporting by employing shared data sources, interactive sorting, drill-down, slicing & dicing capabilities. Students use ABAP and Crystal report as tools to leverage professional reporting by creating Business Intelligent dashboard, which enables you to easily design interactive reports and connect them to virtually any data source.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. T = Taught A = Assessed CP = Culminating Performance

219





When you have earned credit for this course you will have demonstrated the ability to: 1. Distinguish between a

transactional database and a data warehouse.

• Define transactional database and data warehouse • Discuss the role of data in supporting management

decision 2. Apply BI & data warehousing

techniques to organizational data • Explain Slicing, Dicing & Drill across Tera DB • Apply Crystal Report for Business reporting

3. Construct information system using SAP NetWeaver

• Apply the fundamentals of data mining technologies and its application in business

• Research information systems pertaining to the SAP NetWeaver

4. Describe the concepts of OLAB & OLTP

• Utilize Extract, Transact & load ETL to differentiate flat data

• Create DSO (Data Source Object ) and Info Cube from flat Business data

Learning Resources The Kimball Group Reader: Relentlessly Practical Tools for Data Warehousing and Business Intelligence Publisher: Wiley (Feb. 8 2010) ISBN-10: 0470563109 ISBN-13: 978-0470563106 Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed learning using internet resources • Readings • Group Discussions/Group Activities • Individual Activities (mainly in class) • BI Business Cases – Create query – Business reports using Global Bike DB • Lectures


Value

Validates CLR #

In-class Solution of BW and BI Business Problem 40% 1,2,3 Mid-term Exam 30% 1,2 Final Exam 30% 1,2,3,4

Total: 100%

220


Advanced Business Analytics



Ian Knowles, PhD (Psychology)

Year: 4 Semester: 7

Faculty qualifications required to teach/supervise the course: Graduate degree in the Social Sciences, Statistics or related discipline; PhD preferred

Prerequisites: Business Analytics Corequisites: na

COURSE DESCRIPTION

In recent years, with the unprecedented amount of data available, business analytics has become increasingly important part of how information technology delivers value to businesses and it has changed the way organizations make decisions and run their operations. Building on existing analysis techniques, students explore multivariate analysis, which includes a range of techniques that measure different types of relationships within Enterprise Datasets. Discussions and exercises address the selection of the appropriate technique for each business analytic goal, the purpose of each technique, the execution of analysis using Statistical Package for the Social Sciences (SPSS), the interpretation of the results to yield game-changing business insights and the problems commonly encountered with each technique.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (A) T = Taught A = Assessed CP = Culminating Performance

221





When you have earned credit for this course you will have demonstrated the ability to: 1. Classify, explain, and define

the relationships of variance and covariance statistics and application of these techniques.

• Discuss the scope of the analysis of variance (ANOVA) technique and its relationship to the T test statistic

• Describe one-way ANOVA, including decomposition of the total variation, measurement of affects, significance testing, and interpretation of results

• Explain and define an N-way ANOVA and the testing of the significance of the overall effect, interaction effect and the main effect of each factor

• Judge analysis of covariance and how it accounts for the influence of uncontrolled independent variables

• Explain specialized techniques such as repeated measures ANOVA, non-metric analysis of variance and multivariate analysis of variance

• Apply the above techniques using SPSS 2. Apply and interpret correlation

and OLS regression analysis to identify the statistical significance of results and enumerate problems in the application of these techniques to addressing business problems.

• Discuss the concepts of product moment correlation, partial correlation, part correlation and show how they provide a foundation for regression analysis

• Explain the nature and methods of bivariate and multiple regression analysis and the meaning of partial regression co-efficient.

• Research specialized techniques used in multiple regression analysis, particularly stepwise regression, regression of dummy variable and analysis of covariance and variance with regression

• Differentiate between non metric correlation and measures such as Spearman’s rho and Kendall’s tau.

• Apply the above techniques using SPSS.

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3. Differentiate between and apply Discriminant and Logit analysis and describe their relative merits

• Describe the concept of discriminant analysis, its objectives and applications in marketing research

• Discuss multiple discriminant analysis and the distinction between two group and multiple discriminant analysis

• Explain stepwise discriminant analysis and describe the Mahalanobis procedure

• Describe the binary logit model and its relative merits

• Apply the above techniques using SPSS and compare the results to those of discriminant and regression analysis

• Make use of the output of these techniques for the optimization of business decisions within several cases

4. Explain the importance of factor and cluster analysis and the strategies associated to establish these models. Apply the techniques with a view to identifying key insights for business.

• Describe the concept of factor analysis and the procedure for conducting this procedure

• Enumerate the distinction between principle component factor analysis and common factor analysis methods

• Describe the concept of cluster analysis and the statistics associated with this technique

• Explain the procedure for conducting cluster analysis

• Describe the purpose and methods for evaluating the quality of clustering results and assessing reliability and validity

• Apply the above techniques using SPSS 5. Apply and interpret

multidimensional scaling, conjoint analysis and discrete choice analysis

• Describe the basis concept and the steps involved in multidimensional scaling (MDS)

• Explain correspondence analysis • Describe the basic concepts and procedures for

conjoint and discreet choice analysis • Apply the above techniques using SPSS

Learning Resources Field, Andy. Discovering Statistics Using SPSS, 3rd Edition. Sage 2009. Business Statistics in Practice: Second Canadian Edition, Bowerman, O'Connell, et al. McGraw-Hill Ryerson 2008 Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course.

223


Learning Activities Sample learning activities include:

• Lectures • Guest speakers • In-class and online discussions and presentations • Online learning activities e.g. web research • Case studies • Textbook readings • Monitoring of media coverage related to the application of statistics and

advancements in statistical solutions to business challenges • SPSS


Value

Validates CLR #

Assignments/Case Analysis (2 x 15% each) 30% 1,2 Mid-term Exam 20% 1,2,3,4 Assignment/Case Analysis (2 x 20% each) 40% 4,5 Participation 10%


Description





224


e-Business Applications



Year: 4 Semester: 7

Faculty qualifications required to teach/supervise the course: Graduate degree in Supply Chain Management, Industrial Engineering, Information Systems or related discipline; PhD preferred

Prerequisites: e-Business Concepts Corequisites: na

COURSE DESCRIPTION

Building on the e-Business Concepts course, this course examines the nature and function of e-Business applications in the supply chain. Students will explore e-Business applications from two distinct but related perspectives, namely, those that help to increase the efficiency and effectiveness of a company’s operations and those that enhance a customer’s experience of the business’ website or other online presence.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings.(T,A) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (A) T = Taught A = Assessed CP = Culminating Performance

225





When you have earned credit for this course you will have demonstrated the ability to: 1. Determine what counts as an e-

Business application and how such applications can improve (or hinder) the workplace.

• identify commonly used e-Business applications • describe the nature and scope of B2B applications • describe the nature and scope of B2C applications • examine the critical features of integration between

e-Business applications and websites 2. Determine the impact of e-

Business applications on marketing activities.

• examine the scope of e-Marketing • explore issues related to marketing research via e-Biz

applications • examine the goals of marketing via e-Biz applications • list the common types of online ads for e-Biz

applications 3. Affirm the inherent relationship

between supply chain management and e-Biz applications.

• examine the forces that are pushing e-Supply Chain toward the increased use of e-Biz applications

• explore the relationship between technologies used in e-Business applications and SCM capabilities

• explore the emerging role of tablets and other hand-held devices

Learning Resources Technology in Action, Alan Evans et. al., Pearson: Prentice Hall, 2010. ISBN# 978-0-13-504625-8. Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed learning • Group Discussions • Group Activities

Evaluation/Earning Credit The following will provide evidence of your learning achievement: Evaluation Method and Frequency Value Validates

CLR # Individual report on e-Business applications 30% 1,2 Group project on e-Biz application for SCM 35% 2,3 Group project on e-Biz application for customers 35% 1,2,3

Total: 100%

226


Enterprise Architecture I



Yvon Parizeau, Master of Electronic Commerce

Year: 4 Semester: 7



COURSE DESCRIPTION

Possessing practical experience in the application of enterprise architecture to real-world based problems is a highly recognized skillset in the business world. Building on knowledge and skills previously developed, students analyze the concepts of enterprise architecture in consideration of the function business areas. Through the use of simulation software, students examine existing business scenarios, identify opportunities for improvement and apply related principles and concepts of SCM to make recommendations moving forward. Students choose and create a fictional product for the basis of the simulated project. Documentation and presentation of findings play a vital role in the process.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (A) T = Taught A = Assessed CP = Culminating Performance

227





When you have earned credit for this course you will have demonstrated the ability to: 1. Analyze an organization’s needs

and requirements based on a case study.

• Facilitate a workshop to obtain stakeholders input. • Produce one of the plans by applying previous

knowledge and looking at other sources of information to research potential solution to companywide problems.

• Present findings and receive feedback from stakeholders in the company as others the logic.

• Provide input as a stakeholder in all the functional plans by challenging the other student’s thinking and providing the positive and negative feedback in a proactive way.

• Ensure all functional plans are aligned. 2. Develop a business case presentation and document for a new product or service within a team.

• Develop the business case in consultation with stakeholders

• Explain the importance of aligning the business case to the functional plans as well as the other business cases.

• Use the material from the business case as well as other sources of information.

• Provide input as a stakeholder by challenging the logic and providing positive and negative feedback.

• Incorporate all the feedback in a final business case document.

3. Analyze the functional units and processes of an organization using proven business and SCM methodologies and principles.

• Participate in a simulation exercise • Deal with difficulties of aligning objectives of a

business case with the functional plans of the organization.

• Conduct a senior management meeting in a professional manner

Learning Resources

• The Open Group Architecture Framework (TOGAF) http://www.opengroup.org/togaf/

• Enterprise Architecture for Complex Government and the Challenge of Government On-Line in Canada, by Yvon Parizeau (A Research Project Submitted to the Faculty of Computer Science in Partial Fulfillment of the Requirements for the Degree of Executive Master of Electronic Commerce, 2002.)

• Business Plans made easy, Entrepreneur Press and David H. Bangs Jr, 3rd edition, ISBN 1-932531-70-X (Alk. Papers)

• Reference material (articles, internet sites, news media and reference books) provided by professor

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• Problem solving • Reflective practices • Case Studies • Group Discussions • Group Activities • Lectures


Value

Validates CLR #

Student-led discussion and debates 25% 1 Functional Plan Document – Group Work 25% 1,2 Business Case Presentation– Group Work 25% 2 Business Case Document – Group Work 25% 1,2,3

Total: 100%


229


Business Process Integration II




Year: 4 Semester: 7


Prerequisites: Business Process Integration I Corequisites: na

COURSE DESCRIPTION

Business process integration is key to an organizations ability to becoming more efficient by coordinating the trigger and execution of complex business functions synchronously in various divisions and departments. Students review the sales order management, material planning, manufacturing execution, procurement, inventory management, customer service and financial and management accounting processes within the enterprise resource planning tool (ERP) SAP. In addition, students cover an introduction to lifecycle data management, enterprise asset management, program and project management, human capital management, business intelligence and strategic enterprise management.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T,A) 3.Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (T,A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (T) T = Taught A = Assessed CP = Culminating Performance

230





When you have earned credit for this course you will have demonstrated the ability to: 1. Illustrate how financial and

management accounting interacts within SAP ERP systems

• Examine tasks used in financial and management accounting

• Explore organizational levels and master data • Summarize the integration of the general ledger

accounting, accounts payable, accounts receivable, and fixed asset accounting within the various modules of the SAP ERP system

• Identify the integration of cost center accounting, internal orders, product cost accounting, profit analysis within SAP/ERP systems

2. Explain how inventory and warehouse management interacts with each other

• Discuss stock transfer and transfer postings • Examine warehouse management and physical

inventory procedures 3. Analyze the role of material

planning process and purchase to pay process

• Identify organizational levels and master data • Examine purchase requisitions and orders • Explain goods receipts and transfer postings,

invoice verification, vendor payment ,reporting 4. Evaluate material planning and

manufacturing process • Identify organizational levels and master data • Examine the key steps in the material planning

business process • Explain manufacturing execution business process

for a discrete environment 5. Investigate enterprise asset

management and customer service • Examine technical objects • Describe the corrective maintenance business

process, reporting and analysis • Explain the service order business process

6. Outline human capital management

• Outline HCM structures • Examine employee records • Plan the HCM business process • Explain reporting and analysis in HCM

Learning Resources TERP10 Participant Handbook SAP Client SAP GUI SAP exercises Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course.

231


Learning Activities

Sample learning activities include: • Readings • Group Discussions and problem solving • Lectures


Value

Validates CLR #

Quizzes (10 x 10% each) 100% 1,2,3,4,5,6 Total: 100%

232


ERP Integration Management



Year: 4 Semester: 7


Prerequisites: Management Information Systems; Basics of Supply Chain Management Corequisites: n/a

COURSE DESCRIPTION

The right supply chain strategy will drive improved profits, reduced costs and better customer service from point of origin to point of consumption. Frameworks are introduced to design and analyze supply chain strategies that align with the competitive strategies of organizations. Supply chain drivers of performance, performance measurements, and the strategic profit model will be discussed in detail. Furthermore, using spreadsheet applications, simulation models are built and used to analyze supply chains and to design more effective strategies that will alleviate the bullwhip effect. Additional business simulation case study using ERP software offers students the opportunity to implement a real world competitive strategy.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (CP) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (CP) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (A) T = Taught A = Assessed CP = Culminating Performance

233





When you have earned credit for this course you will have demonstrated the ability to: 1. Build a strategic framework to

analyze supply chains. • Explain the impact of supply chains on the

success of a firm • Describe the cycle view vs. the push/pull

view • Discuss the importance of achieving

strategic fit between a company’s supply chain strategy and its competitive strategy

• Identify the drivers of supply chain performance and define their metrics

2. Design supply chain networks. • Identify key factors influencing distribution network designs

• Identify design options • Discuss the effect of e-business on network

design 3. Develop a framework for facility

decisions in supply chains. • Identify factors influencing network design

decisions • Explain the role of network design in the

supply chain • Use optimization for facility location and

capacity allocation decisions 4. Determine the scope and

importance of supply chain performance measurement.

• Explain the characteristics of good performance measures

• Identify the impacts of supply chain strategies on return on investment

• Apply the strategic profit model 5. Explain the distribution side

dynamics of a multi-echelon supply chain

• Describe the bullwhip effect • Design production-inventory solutions that

will mitigate the bullwhip effect • Build spreadsheet applications that

simulate supply chair behavior 6. Construct strategy and align it with

both structure and infrastructure for application via the ERP simulation software.

• Describe the linkages between operational strategy and anticipated outcomes

• Explain and rationalize the interdependencies of all activities in an ERP environment

7. Illustrate the linkages between the corporate strategic plan and the structure of the organization’s direct supply chain

• Design a global sourcing and distribution network

• Identify international issues in SCM • Explain the impacts of IT choices on SCM • Justify the rationale behind strategic • Alliance relationships, and explain why and

who needs to be involved

234


Learning Resources Required textbook:

• Supply Chain Management: Strategy, Planning, and Operation, 5th Edition, Chopra, and Meindl, Prentice Hall, ISBN: 978-0-13-2743952

• Case Studies • Journal articles


• Self-directed learning • Readings • Group Discussions • Individual Activities • Teamwork • Case studies • Lectures • Videos


Value

Validates CLR #

Assignments (3 x 10%) 30% 1,2,3,4,5 Midterm Exam 20% 1,2,3,4 Case Studies (2 x 10%) 20% 1,2,4,5,6 Project 10% 1,2,3,4,5,6 Final Exam 20% 1,2,3,4,5,6,7

Total: 100%

235


eSCM Degree Project




Year: 4 Semester: 8



COURSE DESCRIPTION

Students integrate many of the program objectives into a single major deliverable including research, planning, and development of a supply chain management application or process. Students employ knowledge gained throughout the program and including the co-op work terms. The underlying framework for the project consists of communications, supply chain management, business analysis, project management, enterprise systems, lean principles and e-Business systems development. Students identify a current issue with the support of an external business advisor and create a final report recommending and implementation a solution. Students manage the project in a real-time collaborative environment with an academic and business advisor.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (CP) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(CP) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (CP) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (CP) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (CP) T = Taught A = Assessed CP = Culminating Performance

236


COURSE CURRICULUM



When you have earned credit for this course you will have demonstrated the ability to: 1 Find a Business Advisor and negotiate a topic on supply chain management

• Research and identify a current issue in the context of supply chain management

• Select a Business Advisor in supply chain methodology

• Determine project scope and deliverables with the Business Advisor

• Arrange periodic meetings with Business Advisor to support the project

2. Construct and defend an early concept document to illustrate project idea

• Define how the project idea is practical • Justify how project research will be conducted • Select , outline and relate what BAB courses and

co-op experience will help complete the project • Devise and deliver a 30 second elevator pitch

about their topic 3. Produce a signed document proposal highlighting the agreement between the student and Business Advisor

• Articulate clear deliverables for the Business Advisor

• Prepare and deliver a signed project proposal that includes the use of APA citation

4. Record, analyze and report on time management

• Prepare a project plan in Microsoft Project • Update activities and milestones in the project plan • Analyze the critical path activities to ensure project

is completed in a timely manner • Outline and document any corrective actions

required to ensure project is completed on time • Prepare and submit monthly status update reports

Learning Resources

• Business Advisor • Academic Advisor • Previous course material • MS Project



237


Learning Activities


• Self-directed learning • Directed learning from the business advisor and/or academic advisor • Research • Individual Activities


Value

Validates CLR #

Idea Confirmation 6% 1,2 Deliverable Review 2% 1,3 Signed Project Proposal 25% 25% 3 Elevator Pitch 5% 2 Language Review of Final Report 15% 3 Academic Report 4% 1,2,3,4 Final Document(s) Submission 4% 1,2,3,4 MS Project Monthly Updates 11% 4 Business Advisor Comments 20% 1,2,3,4 Final Deliverable Performance Evaluation 5% 1,2,3,4 Participation 3%

Total: 100% Participation mark note: In order to succeed in this course, your participation is essential. 3% will be awarded for effort, willingness to contribute to class discussion, preparedness and taking part in individual, group and in-class exercises. The quality of participation is more important than the quantity. Criteria regarding points for participation are summarized below:

Points Out of 3

Based on:

3 Students consistently participate by asking questions or suggesting responses that are important to the understanding of the topic. They attend all classes, have thoroughly prepared for class and willingly share ideas.

2 Students are present and attentive but do not choose to actively participate in discussions until called upon. Their contributions are limited.



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Customer Relationship Management



Darryl Poyner, MBA (Logistics & Marketing)

Year: 4 Semester: 8


Prerequisites: Management Information Systems Corequisites: na

COURSE DESCRIPTION

In the ever-expanding e-Business world, organizations differentiate themselves by their ability to address customer priorities, as well as to attract and hold new customers by applying advanced concepts that are creatively modified for specific situations. Developing and applying a variety of appropriate collaborative long-term customer relationships is critical for organizational success. The process is formalized as Customer Relationship Management (CRM). Through case studies, examples and group discussions, students examine the integration of CRM with back-end company systems such as customer engagement in e-Marketing, business transactions in e-Selling, order fulfillment involving logistics and customer service including e-Service.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (T) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(CP) 3. Graduates will be critical and creative thinkers able to analyze and solve problems and develop innovative solutions and products in a variety of situations. (CP) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (CP) T = Taught A = Assessed CP = Culminating Performance

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COURSE CURRICULUM



When you have earned credit for this course you will have demonstrated the ability to: 1. Interpret and summarize CRM,

what the field encompasses, and its relevance to Supply Chains and e-Business.

• Define principles and components of CRM • Relate CRM components to customer service

delivery within web channels • Summarize how customer experience is related to

supply chains and eBusiness processes

2. Identify and describe how contact management and customer service design applies to a supply chain scenario.

• Define value-based approaches to customer service

• Describe branding, value chains and segmentation • Reorganize customer lists into customer segments

for service deliver and service clustering • Outline characteristics of exceptional customer

service. • Identify and describe core components of a

multichannel service delivery model 3. Describe current practices, trends

and principles in internet-based service channels in order to develop unique supply chain methods that differentiate the organization from its competition.

• Research and outline current and best practices in web channel design for the implementation of customer service.

• Identify Web 2.0 concepts • Relate supply chain methods to Digital Marketing,

Open Data, mobile applications, and Social networking

• Perform CRM analytics 4. Analyze Service Oriented

Architecture from business, supply chain and applications perspectives.

• Outline the basics of Service Oriented Architecture and business intelligence

• Summarize the issues surrounding “One Client View”.

• Explain the CRM Reference Architecture and how it applies in supply chain applications (ERP)

• Defend enabling customer experiences in an ERP systems.

5. Perform research to identify current practices and develop customized strategies to deal with CRM business transactions.

• Describe CRM business architectures • Explain the challenges of seamless integration • Describe Business Process Model and Notification

(BPMN) to supply chain self-service processes.

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When you have earned credit for this course you will have demonstrated the ability to: 6. Develop an implementation plan

to improve CRM in a supply chain business case scenario.

• Analyze the business case • Explain the need for flexibility a CRM

transformation process • Apply principles to Design a customer service

model that provides a web/mobile customer self-service process that supports the end to end e-Supply chain processes

• Write a multi stream service transformation solution Learning Resources Customer Relationship Management, 2/E, by Peelen & Beltman, Pearson 2014, ISBN: 9780273774952 Journal articles will be referenced. Classroom Equipment and Requirements This course will be delivered in a standard e-classroom environment that enables the use of multimedia presentations and internet resources as supports for the learning experience. Beyond the PC and multimedia equipment installed in the classroom, there are no additional equipment requirements for this course. Learning Activities Sample learning activities include:

• Self-directed learning • Readings • Group Discussions • Individual & Group Activities • Case studies • Lectures • Videos • Guest speakers • Application software laboratories • Research • Site Visits


Value

Validates CLR #

Tests (2 x 15%) 30% 1,2,3,4,5,6 Case Study Assignments (3 x 10%) 30% 3,4,5,6 Case Study Assignment (1 x 15%) 15% 3,4,5,6 Participation 20% Presentation 5%

Total: 100%

241


Enterprise Architecture II


Yvon Parizeau, Master of Electronic Commerce

Year: 4 Semester: 8


Prerequisites: Enterprise Architecture I Corequisites: na

COURSE DESCRIPTION

An architectural approach is an essential first step to effective enterprise. Students examine a number of approaches (frameworks and methodologies) to acquire a complete enterprise perspective. Topics include business modeling fundamentals, essential framework concepts for business and successful implementation strategies. In a strategic sense, architects are the managers of any business and need to collaborate effectively with a variety of interests, particularly information management/information technology (IM/IT) team members, to deliver on-time solutions within budget. The ultimate goal of enterprise architecture is to align IM/IT investments with business priorities.


This course contributes to your program by helping you achieve the following program level learning outcomes: 1. Graduates will be competent knowledge workers able to apply fundamental concepts, principles and skills of e-supply chain management in a variety of private and public business settings. (CP) 2. Graduates will be effective collaborators able to use communication and interpersonal skills to fulfill a leadership role on interdisciplinary business teams.(T,A) 4. Graduates will be informed citizens able to adapt and contribute to the changing world in which they live and work. (A) 5. Graduates will be continuous learners able to update their knowledge and skills and to apply their learning with confidence in changing situations. (CP) T = Taught A = Assessed CP = Culminating Performance

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When you have earned credit for this course you will have demonstrated the ability to: 1. Conduct a student-led facilitation

session using the focus group method related to business concepts and implementation strategies of an enterprise architecture

• Organize and facilitate a focus group session to solve a “real world” problem

• Ensure the relevance of the topic in relation to the class’s weekly subject

• Engage peers in discussions • Use creativity to improve focus group methodology • Reach valid conclusions to problems posed to the

class

2. Research, analyze, document and present information related to course content.

• Conduct research based on multiple sources • Evaluate research findings • Formally present research findings and conclusions • Lead class discussion on presentation topic • Document research findings, including presentation

and discussion feedback

3. Examine Enterprise Architecture frameworks and methodologies

• Search, select, analyze and summarize a current article related Enterprise Architecture frameworks and methodologies

• Summarize and express an opinion, in writing, of your research findings

• Use the concepts learned in class to defend their opinion

Learning Resources

• The Open Group Architecture Framework (TOGAF) http://www.opengroup.org/togaf/

• Enterprise Architecture for Complex Government and the Challenge of Government On-Line in Canada, by Yvon Parizeau (A Research Project Submitted to the Faculty of Computer Science in Partial Fulfillment of the Requirements for the Degree of Executive Master of Electronic Commerce, 2002.)



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Learning Activities

Sample learning activities include: • Self-directed learning • Readings • Group Discussions • Group Activities • Individual Activities • Lectures • Guest speaker


Value

Validates CLR #

Participation: Discussions and debates 10% 1 Resolve an EA issues using a focus group 20% 1 Transfer their knowledge Assignment 20% 2 Research paper (student selected book) 20% 2,3 Final Exam 30% 1,2,3


Description





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Description





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Appendix D – Sample Course Section Information (CSI) Document

Section Specific Learning Resources

• Introduction to ABAP Programming: Course Workbook, 3rd Edition, Todd A. Boyle, Ph.D. Professor, Department of Information Systems, St. Francis Xavier University (2008) (Available as an ebook on Blackboard)

• Additional articles, white papers and webpages as supplied by professor • Installation of SAP GUI on each student laptop

Week In-Class Activities Hybrid Assignments and

Activities References

Week 1

Course introduction and administrative details; SAP GUI Installation set up account; IDE, Programming Practice

1) Read Introduction to ABAP Programming (ebook): pg. 3 -17

2) Complete exercises on page 18

Module 1: Introduction to ABAP OBJECTS

Week 2

Formatting data Input parameters Write and advanced output commands Formatting output


2) Complete exercises on page 32 - 36

Module 2: Formatting Data

Week 3

If Statement Case Statement Text Element


2) Complete exercises on page 46 3) Assignment –A1 is posted on

Module 3: Manipulating Data Complete

COURSE SECTION INFORMATION School of Business

ESC 4503: Technology Integration Using SAP

Bachelor of Applied Business (e-Business SCM)

Professor’s Name: Sadiq Abbas Course Section: 300

Email: [email protected] Academic Year: 2014-15

Phone: 613-727-4723 ext5163 Term: Fall

Office: B325D Academic Level: Year 3, Semester 5

Out of Class Assistance: By email appointment

mailto:[email protected]

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Week In-Class Activities Hybrid Assignments and Activities

References

Week 1





Week 2





the BB – Assignment folder (Please use this folder for submission)

Assignment A-1

Week 4 Using Structure Query Language SQL Declaring Variables Local Types Global Types Loop in ABAP Records

1) Read Introduction to ABAP Programming (ebook): pg. 55 - 63



Module 4: Structures and Transparent Tables Complete Assignment A-2

Week 5 Internal Tables Types & Structure of Internal Tables Declaring of Internal Tables Reading & Reporting data from SAP DB files




Module 5: Internal Tables and SQL Complete Assignment A-3

Week 6 Modular Programming Problem Solving phases Structure programming


2) Complete exercises on “Calcuc_Modular_Program” BB- Course Document week_6”

3) ABAP QUIZ is posted on the BB – Assignment folder (Please use this folder for submission)

Module 6: Modular Programming Quiz 1

Week 7 Review / Questions / Answers / More Code Exercises

1) Exercises on Internal Tables

Week 8 Midterm Week Midterm Week – QUIZ 2 Quiz 2

Week 9

Interfacing SAP DB Files from the SAP Server External DB Files Transparent DB Table Customized SAP DB Tables



the BB – Assignment folder

Module 9: Database Inserts, Updates, and Deletes Complete

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Week In-Class Activities Hybrid Assignments and Activities

References

Week 1





Week 2





(Please use this folder for submission)

Assignment A-4

Week 10 Review Assignments and Quizzes Prep for project

1) Hybrid: Read materials on BB – Week 9

Week 11 Creating SAP GUI – Screen 1 1) Read Introduction to ABAP Programming (ebook): pg. 101 - 118



Module 11: Input Screens I Complete Assignment A-5

Week 12 More Sophisticated SAP GUI Screen - 2


2) Complete exercises on page 128 3) QUIZ 3

Module 12 (Continued): Input Screens II Quiz 3

Weeks 13 & 14

Project weeks 1) Project will be posted on the BB – Assignment folder (Please use this folder for submission)

You should use your readings and completed assignments and quizzes to help with your final projects

Resubmission Report: Bachelor of Applied Business (e ...

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