Seneca Bachelor of Commerce – Marketing Degree Program Has Three Areas of Concentration: Management, Marketing and Analytics

0 College and Program Information

Seneca College of Applied Arts and Technology

http://www.senecacollege.ca

Proposed Degree Nomenclature

Bachelor of Commerce – Marketing

Location: specific address where the program will be delivered

Newnham Campus 1750 Finch Ave. East Toronto, Ontario M2J 2X5 Person responsible for submission:

Liwana S. Bringelson, PhD

Contact Information:

Liwana S. Bringelson, PhD Director of Program Quality 1750 Finch Ave. East Toronto, Ontario M2J 2X5

[email protected]

416-491-5050 x22397

Name of Site Visit Coordinator:

Same as above

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Table of Contents 0 College and Program Information ...... 2 Section 1: Introduction ...... 7 1.1 Executive Summary ...... 8 1.2 Program Abstract ...... 11 Section 2: Degree Level ...... 13 2.0 Introduction ...... 14 2.1 Depth and Breadth of Knowledge ...... 16 2.2 Conceptual and Methodological Awareness/Research and Scholarship ...... 20 2.3 Communication Skills ...... 22 2.4 Application of Knowledge ...... 23 2.5 Professional Capacity/Autonomy ...... 25 2.6 Awareness of Limits of Knowledge ...... 26 Section 3: Admission, Promotion and Graduation ...... 28 3.1 Admission Standard ...... 29 3.2 Admission Requirements for Direct Entry ...... 30 3.3 Admission Policies and Procedures for Mature Students ...... 31 3.4 Promotion and Graduation Requirements ...... 32 3.5 Advanced Standing Policies and Requirements ...... 33 Section 4: Program Content ...... 35 4.1 Program Overview and Map ...... 36 4.2 Program Advisory Committee ...... 38 4.2 (i) Composition of the Marketing Program Advisory Committee...... 41 4.2 (ii) Industry Guests – May 2014 Advisory Meeting ...... 43 4.2 (iii) Industry Guests – October 2014 Advisory Meeting ...... 43 4.2 (iv) Minutes and Relevant Motions of the Marketing Program Advisory Committee ...... 44 4.3 Professional Accreditation ...... 45 4.3 (i) Professional Accreditation ...... 45 4.3 (ii) Letters of Support ...... 45 4.4 Learning Outcomes ...... 46 4.4 (i) Degree Outcomes ...... 46 4.4 (ii) Program Learning Outcomes ...... 50 4.4 (iii) Breadth Learning Outcomes ...... 59 4.5 Course Descriptions ...... 66

4.5 (i) Bachelor of Commerce – Marketing: Core Course Descriptions ...... 66 4.5 (ii) Bachelor of Commerce – Marketing: Non-Core Course Descriptions ...... 72 4.6 Course Schedules ...... 74 4.6 (i) Course Schedule 1 ...... 74 4.6 (ii) Course Schedule 2 ...... 78 4.7 Work-Integrated Learning Experience ...... 82 4.8 Course Outlines ...... 87 4.8 (i) Identification of Previously Assessed Courses ...... 87 4.8 (ii) Core Course Outlines ………………………………………………... Core Courses Tab 4.8 (iii) Non-Core Course Outlines ……………………………………. Non-Core Courses Tab 4.8 (iv) Co-op Course Outlines …………………………………………….. Co-op Courses Tab

4.9 Bridging Course Descriptions ...... 92 4.10 Bridging Course Outline ...... 93 4.11 Gap Analysis ...... 95 4.11 (i) Gap Analysis: Pathway from Business – Marketing Diploma to Bachelor of Commerce – Marketing ...... 95 4.11 (ii) Gap Analysis: Pathway from Business Administration – Marketing Advanced Diploma to Bachelor of Commerce – Marketing ...... 102 Section 5: Program Delivery ...... 110 5.1 Introduction ...... 111 5.2 Quality Assurance of Delivery ...... 112 5.3 Support for Teaching and Learning and Faculty Development ...... 114 5.4 Student Feedback ...... 115 5.5 Online Delivery ...... 116 Section 6: Capacity to Deliver ...... 118 6.1 Introduction ...... 119 6.2 Learning and Physical Resources ...... 121 6.3 Resource Renewal and Upgrading ...... 127 6.4 Support Services ...... 128 6.5 Faculty ...... 131 6.6 Curriculum Vitae Release...... 133 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program ...... 134 6.7 (i) Curriculum Vitae of Faculty Assigned to Deliver the Core Courses and Other Core- Related Requirements ...... 134

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6.7 (ii) Curriculum Vitae of Faculty Assigned to Deliver the Non-Core Courses and Any Other Breadth-Related Requirements ...... 221 Section 7: Credential Recognition ...... 230 7.1 Credential Recognition ...... 231 7.1 (i) Employers ...... 231 7.1 (ii) Postsecondary Institutions ...... 231 7.1 (iii) Professional Associations ...... 233 7.2 Career Progression and Lifelong Learning ...... 234 7.3 Letters of Support ...... 235 Section 8: Regulation and Accreditation ...... 248 Section 9: Nomenclature ...... 250 Section 10: Program Evaluation ...... 254 Section 11: Academic Freedom and Integrity ...... 256 Section 12: Student Protection ...... 258 Section 13: Economic Need ...... 260 13.1 Introduction ...... 260 13.2 Industry Demand/Employment Outlook ...... 263 13.3 Institutional Supply and Demand ...... 266 Section 14: Duplication ...... 270 14.1 Duplication ...... 270 14.2 Similar or Related College Programs ...... 272 14.3 Similar or Related University Programs ...... 276 Section 15: Optional Material ...... 284 Section 16: Policies ...... 286

Bachelor of Commerce – Marketing 5

Section 1: Introduction

The following section includes: 1.1 Executive Summary 1.2 Program Abstract

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1.1 Executive Summary The proposed Bachelor of Commerce – Marketing degree program addresses a significant shortage of marketing professionals with a depth of knowledge in business analytics. It provides students with a solid business management foundation, a breadth of proficiency in marketing science, and rigour in management and marketing analytics. This degree program fills a gap in the current job market by preparing graduates who are able to develop strategies, insights and execute plans across a variety of key marketing functions in numerous industries. Firms now seek professionals who have the skills to work with and analyze increasingly “big” data sets that help managers make strategic marketing decisions. According to a 2013 report by McKinsey & Company, Big Data “is the biggest game-changing opportunity for marketing and sales since the Internet went mainstream almost 20 years ago.” 1 Graduates of the proposed Bachelor of Commerce – Marketing degree program will be sought for employment in industries classified as Professional Occupations in Advertising, Marketing and Public Relations (National Occupation Code 1123); and Advertising, Marketing and Public Relations Managers (National Occupation Code 0124). Based on the economic need study included in Section 13, this degree program will provide opportunities for students to graduate with skills that are in high demand by employers across a variety of industries in positions such as: Marketing Analyst, Product Manager, Marketing Manager, Marketing Assistant, Digital Media Specialist, Social Media Manager, and Advertising and Promotions Manager. The Bachelor of Commerce – Marketing degree program has been designed to meet the Postsecondary Education Quality Assessment Board’s Baccalaureate/Bachelor Honours Degree standard for Ontario. It has been developed to ensure graduates acquire the knowledge and skills in general business management, specialized marketing functions and the appropriate use of analytic techniques preparing the graduate to meet the growing demands of the rapidly changing, fast-paced marketing industry. Seneca College has engaged in extensive consultation with potential employers from a range of industries, business faculty with expertise in advanced marketing practice, and the Seneca Marketing Program Advisory Committee to craft program learning outcomes and design the program. In addition, the degree program has been mapped to similar degree programs in Canada. The differentiating feature of the proposed curriculum is the focus on business analytics as it applies to the marketing role. More specifically, the graduates will learn the processes and tools used by marketers to gather data from all marketing channels, to measure performance, develop insights and optimize marketing performance. A focus on the relevant business metrics that define marketing success is a driver of the program. The proposed Seneca Bachelor of Commerce – Marketing degree program has three areas of concentration: management, marketing and analytics. The management concentration includes business fundamental courses, which establish a common foundation in business knowledge and practice. The marketing concentration provides depth of knowledge in the marketing sciences. The analytics concentration incorporates the marketing analytics techniques of

1 Court, D. & Perrey, J. & McGuire, T. & Gordon, J. & Spillecke, D. (July 2013). Big Data, Analytics, and the Future of Marketing & Sales. Retrieved from: http://www.mckinsey.com/client_service/marketing_and_sales/latest_thinking/big_data_analytics_and_the_future_of_ marketing_and_sales

Bachelor of Commerce – Marketing 8 Section 1: Introduction collecting data, analysis and hypothesis testing and acting upon evidence-based insights to predict and select amongst potential business outcomes. This unique combination ensures graduates are able to not only predict the likelihood of future events but also take evidence- based action based on quantifying the probability of their occurrence. This program adds “Prediction and Presence” to the traditional “4Ps” of marketing (Product, Price, Place, Promotion), creating a “6P” marketing degree program, enhancing the degree program’s value proposition and differentiation. It is important to note that the management, marketing and analytics concentrations are integrated across the curriculum. Graduates will benefit from the cumulative effect of the incorporation of quantitative skills and evidence-based decision making within each of the disciplines they study. A Seneca Bachelor of Commerce – Marketing degree program graduate will have a strong understanding of core business fundamentals. He or she will be able to lead product and service innovation while successfully collaborating with multi-function, cross-disciplinary internal and external teams. This includes the ability to adapt to emerging trends and technologies while grounding deliverables in marketing research and the findings of business analytics. The graduates will be strong communicators, able to express opinion and ideas to peers, subordinates, management and customers. Thus the graduates will be equipped to challenge paradigms and push creative boundaries to deliver strategic value immediately upon graduation. The graduates will be unique in their ability to develop marketing strategies across increasingly digital media, and distribution channels. They will also deliver, for clients and employers, the 360-degree customer engagement and needs mappings sought in cutting edge marketing programs with campaigns that are grounded in performance measurement, evidence-based decisions. The strategies that underlie these marketing initiatives will demonstrate a deep understanding of how marketing strategy fits into the overall micro- and macro-business context. Currently, Seneca College offers a number of Baccalaureate Degrees in business including accounting and finance, human resources, international business and business management. The Bachelor of Commerce – Marketing degree program will add to this current portfolio of five Bachelor of Commerce degree specializations within the Faculty of Business, creating a stronger cadre of business programs. Each of these Seneca Business degrees share a common business fundamentals foundation. The Bachelor of Commerce – Marketing degree program’s strong, balanced curriculum has been designed with content and academic rigour that is expected to facilitate credit transfer to, and credential recognition by, other postsecondary institutions in Canada, the United States and abroad. It provides solid grounding in theory as well as application that will enable graduates to continue their studies at the Ontario College Graduate Certificate or Master’s Degree level. In addition, this degree program is structured to provide pathways from existing marketing diploma and advanced diploma programs to the Bachelor’s Degree credential. It maximizes the graduates’ potential for employment and promotion within their field while also allowing for further academic study, meeting the Board’s standard and benchmarks for credential recognition. No other Baccalaureate Marketing program exists in Ontario with this level of focus on the business intelligence and analytics components of the curriculum. The Strategic Mandate Agreement between Seneca College and the Ministry of Training, Colleges and Universities identifies business analytics and marketing as areas of institutional strength. The proposed

Bachelor of Commerce – Marketing 9 Section 1: Introduction

Bachelor of Commerce – Marketing is one of the credential offerings in existing areas of program strength that the College plans to build on in order to support the development of the Seneca Centre for Big Data and Business Analytics. Seneca’s recent addition of a range of graduate certificate programs in the Marketing Analytics field indicates an increasing demand for additional education in this field amongst graduates of traditional “4P” marketing programs. As it addresses a large and growing gap in the marketplace for skilled professionals, the Seneca Bachelor of Commerce – Marketing degree program will meet the critical present and future needs of the vibrant and growing marketing industry.

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1.2 Program Abstract The proposed Bachelor of Commerce – Marketing degree program provides students with a solid general business management foundation and proficiency in marketing science that is enhanced by business analytics. In four years, students will acquire the expertise required to develop marketing strategies and insights across a variety of key marketing functions in numerous industries. Graduates can seek employment across a variety of industries such as finance, healthcare, consumer packaged goods, media, sports and entertainment and can attain positions such as Marketing Analyst, Product Manager, Brand Manager, Marketing Manager, Marketing Assistant, Digital Media Specialist, Social Media Manager, and Advertising and Promotions Manager. The Bachelor of Commerce – Marketing degree program incorporates commonly accepted marketing frameworks such as the “4Ps marketing mix” and augments these industry standard practices with digital, social and emerging analytic techniques and technology. It prepares students to generate and act upon consumer and competitor insights with decisive, timely and targeted market responses. These skills will be developed through a curriculum that supports case study methodology, clients and guest speakers, work integrated learning and a focus on aligning marketing activity with strategic business management activities.

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Section 2: Degree Level

Section 2: Degree Level The following section includes a summary of the Bachelor of Commerce – Marketing degree program’s features and the supporting resources that demonstrate how it meets the knowledge and skill expectations of the six elements of the standard. 2.0 Introduction 2.1 Depth and Breadth of Knowledge 2.2 Conceptual and Methodological Awareness/Research and Scholarship 2.3 Communication Skills 2.4 Application of Knowledge 2.5 Professional Capacity/Autonomy 2.6 Awareness of Limits of Knowledge

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2.0 Introduction The Bachelor of Commerce – Marketing degree program has been designed to ensure graduates acquire the knowledge and skills in general business management, specialized marketing functions and the appropriate use of analytic techniques to be fully prepared to meet the increasingly computational demands of a wide range of industries after graduation. To ensure the Board’s degree level standard is met, key learning outcomes have been developed by business faculty with expertise in advanced marketing practice, along with review and input from potential employers and members of the Seneca Marketing Program Advisory Committee. The Bachelor of Commerce – Marketing degree program is aligned with existing Bachelor of Commerce degree programs in Canada. Internally, within Seneca College, it complements the existing suite of approved Bachelor of Commerce Degrees currently offered by the Faculty of Business. The Seneca Bachelor of Commerce – Marketing degree program has three areas of concentration. The first concentration is general management—the business fundamental courses within this degree program are common and shared across all of the College’s Bachelor of Commerce business degrees2. These common courses utilize the same quantitative and case study-based approach found in many current business degrees. A common set of comprehensive management case studies will be written specifically for these shared courses. These case study packs will build competence in management concepts and techniques, both horizontally and vertically, in order to embed a rigorous quantitative and cross- disciplinary approach to developing strategic business insights. The second concentration consists of courses within the established postsecondary marketing sciences framework traditionally referred to as the “4Ps of Marketing”: Product, Place, Price and Promotion with a focus on the increasing importance of digital technologies in marketing practice. The third concentration is in the evolving field of management and marketing analytics. This focus ensures graduates are able to take evidence-based action based on the analysis of current and historic events as well as from the prediction of possible and probable future events. Such prediction can be derived from data extracted from the measurement of consumer behaviour, the analysis of their social and digital presence and from proprietary organizational data. Thus by adding “Prediction and Presence” to the marketing mix, the proposed Seneca Bachelor of Commerce – Marketing program is presented as a “6Ps” marketing degree. The focus on the “6Ps” communicates Seneca College’s differentiated positioning amongst postsecondary business marketing offerings. It is important to note that the management, marketing and analytics concentrations are integrated across the curriculum. Graduates will benefit from the cumulative effect of the incorporation of quantitative skills and evidence- based decision making within each of the courses they study. This degree program will produce well-rounded and highly skilled marketing specialists with strong general management skills due to its grounding in the foundational principles covered in the general management concentration. The expansion of current frameworks in the marketing concentration in the final years of the program incorporates leading edge management practice

2 Seneca’s Faculty of Business is upgrading certain courses in existing degree programs to match the enhanced general management courses proposed in this submission.

Bachelor of Commerce – Marketing 14 Section 2: Degree Level and business analytics, communications and digital marketing further enhances the differentiation of the proposed Bachelor of Commerce – Marketing degree program. This unique value proposition is what sets the program apart. It develops the next generation of insight-driven marketing professionals and industry leaders within the global business environment.

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2.1 Depth and Breadth of Knowledge

a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall as well as in a specialized area of a discipline.

b. A developed understanding of many of the major fields in a discipline including, where appropriate, from an interdisciplinary perspective and how the fields may intersect with fields in related disciplines.

c. A developed ability to:

i. gather, review, evaluate and interpret information;

ii. compare the merits of alternate hypotheses or creative options relevant to one or more of the major fields in a discipline.

d. A developed, detailed knowledge of, and experience in, research in an area of the discipline.

e. Developed critical thinking and analytical skills inside and outside the discipline.

f. The ability to apply learning from one or more areas outside the discipline.

Seneca College’s Bachelor of Commerce – Marketing students gain knowledge in, and a critical understanding of, the key fields of the management and behaviour of global business as well as the specialized field of marketing and marketing analytics. The general management concentration courses include the business fundamentals of Management I, Management Accounting, Business Law and Ethics, Operations Management I, Corporate Finance, Organizational Behaviour, and Leadership. Each course covers the theories, concepts, methodology and assumptions necessary to build knowledge and understanding, and to create a foundation for subsequent study in general management. For instance, Corporate Finance provides an introduction to the application of the standard techniques in business finance. Management I enables students to apply the principles of management science to common management frameworks and tasks. Each of these foundational courses is structured to support an integrated curriculum to emphasize the significance of collaboration in contemporary business practices. In addition to gaining knowledge and a critical understanding of business practice, students in the Bachelor of Commerce – Marketing degree program specialize in the principles and concepts of marketing analytics. They will be exposed to advanced technologies and platforms as the marketing and analytics concentrations become tightly integrated in the advanced courses. An emphasis is placed on a broad range of theoretical and practical issues faced by marketing managers, including the manner in which predictive analytics shape marketing strategy and planning; branding and brand management in a digital marketing environment; Customer Relationship Management (CRM); Integrated Marketing Communications (IMC); sales and sales management; social media management; and Business-to-Business (B2B)/Business-to-Consumer (B2C) marketing management. Students will develop the depth and breadth of knowledge, with greater applicability, as they progress through the degree program. In addition to developing a core understanding of traditional business and marketing theory and foundations, they learn to address marketing

Bachelor of Commerce – Marketing 16 Section 2: Degree Level management issues businesses face in courses such as Marketing Analytics, Applications for Market Intelligence, Social Media Intelligence and Web Analytics, and Data Mining for Direct Marketers. An understanding of general business management and the specialized field of marketing, coupled with the development of quantitative skills in business and marketing analytics, gives students a broad, interdisciplinary perspective and appreciation for evidence-based decision making. For instance, the more general topics in Quantitative Decision Making I and Quantitative Decision Making II align and prepare the students for the more rigorous analytical skills of Predictive Analytics for Marketing. Marketing Planning and Strategy prepares students for a deeper understanding of IMC concepts through studies of B2B and B2C marketing within the increasingly digital global economy. Throughout the program, students develop the ability to gather, review and carefully evaluate and interpret information. They also learn to scrutinize alternative theories and hypotheses with respect to current marketing trends. In Marketing Research I & II students review and critique data and information, identify key problems or areas for improvement in a business or marketing scenario, develop a range of potential solutions and responses to these dilemmas and develop new individual perspectives. In Marketing Research Capstone students learn how to summarize key arguments, critically evaluate the strengths and weaknesses of particular approaches and to perform independent research. In addition, the curriculum offers many opportunities for students to broaden their knowledge outside the discipline through Liberal Studies Options with at least two breadth courses at the advanced level. Liberal studies courses provide students with the historical and philosophical perspectives to inform their future contributions as global citizens. The students are equipped with critical tools required to understand diverse contexts outside of the business environment. Courses such as Management I, Management II, Corporate Finance, Business Law and Ethics, Management III, Organizational Behaviour, and Leadership expose students to a range of ethical, philosophical, legal and environmental dilemmas impacting business communities within Canada and throughout the global landscape. Students also consider the ways in which Canadian businesses both shape and are shaped by global communities. This is an important theme within the Management I course and in each subsequent course in the management concentration. Throughout these courses, students are challenged to think about how individual business management and marketing decisions are affected by broader social, digital and stakeholder networks. The foundational courses engage students in problem-solving scenarios in quantitative decision making, management accounting, marketing, and corporate finance disciplines. A case study package will be designed with integrative business cases to be used specifically for the first two years. By the third and fourth years, problem-solving scenarios will be less defined and a second case study package will be used across most courses and disciplines. Students will be required to apply business and marketing knowledge to draw theory out of practice in more advanced courses such as Predictive Analytics for Marketing, Customer Relationship Management, Brand Management, and Marketing Analytics. These courses emphasize the measurement, analysis and predictive aspects of marketing and strategic management analytics.

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Critical thinking and analytical skills are key for success in this program. Students evaluate complex issues within current business situations and demonstrate problem-solving and decision-making skills. Social Media Intelligence and Web Analytics examines the analytic foundations of social media marketing. Students learn the principles of analytics and fine-tune online social media strategies to extract stronger business performance for the brand and the organization. These skills will be extremely valuable and transferrable to future professional contexts. Data Mining for Direct Marketers introduces analytic techniques to gain insight from customer data for direct marketing. The range of and techniques that marketers use to establish intimate presence with their customers is the main tenet of these courses. Students gain hands-on experience by applying these techniques using real-world data. Students are introduced to case analysis early in the program, which gives them opportunities to identify key challenges within business and marketing contexts and to formulate creative responses to these problems. Analysis in the marketing concentration courses as well as the general management courses is reinforced through the use of the case methodology. Marketing Research I & II; Predictive Analytics for Marketers; Applications for Market Intelligence; Marketing Analytics; Analytics for Direct Marketers; Operations Management I & II; Management I, II & III; and Social Media Intelligence and Web Analytics will be taught using case methodology, and will utilize an integrated business case package for data analysis and problem solving. Students are encouraged to develop and strengthen critical thinking and analytical skills by evaluating material, identifying core strengths and weaknesses, engaging in debate, and other assigned oral and written activities. In both the Business Law and Ethics and Consumer Behaviour courses, students will need to demonstrate competence in the analysis of human issues within the context of marketing and business. Applied Communication for Business and Industry and the Liberal Studies Options (LSOs) provide additional perspectives and practice of critical thinking and analysis outside of the discipline. Students have many opportunities to apply learning from business management and marketing to areas outside of these disciplines. Visiting guests from various professions will highlight the ways in which business management and marketing activities overlap with a range of other business roles. Management I allows students to explore the changing nature of diverse types of organizations within a Canadian context and consider the ways in which roles and models within firms shift in order to adapt to and reflect the changing nature of global markets and business enterprises. Students are expected to draw on knowledge they have acquired in all of their courses when developing strategic responses to diverse challenges faced by and within Canadian businesses with respect to their marketing efforts. Exposure to a broad base of technology platforms, business subjects and LSOs enables students to learn how to demonstrate effective communication and presentation skills to meet the needs of business management. Liberal studies electives are offered through the School of English and Liberal Studies. These courses are common among all Seneca degree programs, creating a truly diverse, cross-cultural and cross-disciplinary learning experience for degree program students. The vision of the School of English and Liberal Studies is to promote social responsibility, cultural awareness and communicative competency through unique, responsive, innovative and diverse course offerings. Courses are offered in economics, communication, psychology, media, natural sciences, Canadian Studies, politics, music, creative writing and

Bachelor of Commerce – Marketing 18 Section 2: Degree Level modern languages. These offerings provide exposure to knowledge in fields other than management, marketing or quantitative skills.

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2.2 Conceptual and Methodological Awareness/Research and Scholarship

a. Evaluate the appropriateness of different approaches to solving problems using well- established ideas and techniques.

b. Devise and sustain arguments or solve problems using these methods.

c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.

A majority of the courses in this degree program require research skills. Students develop and expand their quantitative and qualitative research skills as they progress through the program, applying them to assigned projects, case studies and research reports in courses such as Marketing I & II; Quantitative Decision Making I & II; Corporate Finance; Marketing Planning and Strategy; Applications for Market Intelligence; Marketing Research I & II; Management II & III; Integrated Marketing Communications; Direct and Interactive Marketing; and Social Media Intelligence and Web Analytics. The extensive use of scholarly literature within the field of business and marketing is a key component of the Marketing Research Capstone course in the final semester of the program. The Marketing Research I & II courses prepare students to conduct their major research project in the Marketing Research Capstone course. Students are required to conduct independent research and analyses of current business situations in order to develop concrete recommendations, suggest future strategies and establish best practices. The degree program develops and provides opportunities to exercise analytical skills to solve business management problems by generating strategic marketing insights and action plans. The curriculum involves students in a number of projects, case studies and a Marketing Research Capstone project that synthesizes learning from all courses. This builds the students’ ability to create and test new processes, identify patterns and generate pragmatic and cost- efficient solutions. Graduates of the Bachelor of Commerce – Marketing degree program will be able to communicate effectively in a dynamic organizational environment and will have current and relevant knowledge of marketing processes and issues. They will also be able to implement effective evidence-based solutions to these problems, a quality that employers are seeking in employees. Students are exposed to multiple viewpoints in different courses as they progress through the program. In Management I, for example, they evaluate and manage organizational assets. An introduction to how value is created across organizations, and the use of evidence-based decision-making models, enables students to apply the principles of management science to common management frameworks and tasks. Students are able to research, evaluate and implement effective solutions as part of an interdisciplinary team and on their own. The investigative approach, applied in all courses throughout the degree program, supports student engagement in a continual process of inquiry, analysis and reflection. Emphasis is placed on the strategic use of data and information to achieve management objectives. This focus on comprehension requires students to employ evidence-based reasoning, critical thinking and analytic evaluation skills. Graduates of this program will have the skills, knowledge and confidence to seek data and through analysis provide information and create organizational knowledge in a professional context.

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An integral part of the degree program is the need for students and graduates to continuously update, review and adapt to new methods and technologies. The program imparts the importance of a graduate’s ongoing commitment to lifelong learning, self-reflection and the acquisition of new knowledge and skills.

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2.3 Communication Skills

The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments and, where appropriate, be informed by key concepts and techniques of the discipline.

The Seneca Bachelor of Commerce – Marketing degree program addresses the critical need for communication skills within the dynamic marketing environment. Students learn to communicate effectively in a variety of forms and to diverse stakeholders, both internal and external. They are required to take communication courses that address critical thinking, writing and verbal communications. Examples of courses that have a component of communications include Presentation Skills; Marketing I & II; Business Law and Ethics; Management II; Brand Management; Direct and Interactive Marketing; Social Media Intelligence and Web Analytics; Leadership; Business-to-Business Marketing; and Writing Strategies. These courses have a practical, hands-on component requiring students to demonstrate communication concepts in professional contexts. For instance, in Marketing II, students develop their business communication skills by creating sales presentations and establishing a productive buyer-seller dialogue to communicate value proposition and create solution-based relationships. Students conduct research and engage in a variety of oral presentations and written projects to learn to choose channels of communication appropriate to their audience. They practice meaningful and creative ways to engage others and communicate ideas through the use of business case studies, reports, proposals, essays and presentations. While studying Marketing Research I & II, students are required to present their findings from a research project they work on during the term to their class and an industry expert panel. The degree program also provides students with the opportunity to study a diverse variety of breadth subjects through LSO electives offered by the School of English and Liberal Studies. Students benefit by gaining a broader perspective that enhances their perception of humanity and their ability to communicate with others from around the world and across cultures.

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2.4 Application of Knowledge

a. The ability to review, present and critically evaluate quantitative and qualitative information to:

i. develop lines of argument;

ii. make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study;

iii. apply underlying concepts, principles and techniques of analysis, both within and outside the discipline; and

iv. where appropriate, use this knowledge in the creative process.

b. The ability to use a basic range of established techniques to:

i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;

ii. propose solutions;

iii. frame appropriate questions for the purpose of solving a problem; and

iv. solve a problem or create a new work.

c. The ability to make use of scholarly reviews and primary sources.

The Seneca Bachelor of Commerce – Marketing degree program emphasizes the application of knowledge. Students are required to apply their learning to complex situations. After learning theories and concepts in a variety of courses, they demonstrate the application of content and concepts and adjust their perspectives based on findings and inputs from the real world. Opportunities for this application of knowledge take place in the classroom through self-directed activities, business case studies and group projects. In the Marketing I course, students are required to develop marketing strategies that leverage social interactions mined from various online platforms. In the Consumer Behaviour course, students evaluate triggers for buyer behaviour in specific settings and develop strategies to influence them. Finally, in Data Mining for Direct Marketers, students work in small group settings to apply techniques learned in the class that will enhance the impact of direct marketing using real-world data. The final course, Co-op Professional Practice, is the opportunity to integrate academic learning with relevant work experience. Students also learn more about themselves and their chosen field of study. The purpose of this work term is to enable the student to make a smooth transition from the academic setting to a work environment. This degree program places a significant emphasis on business theory, with a strong focus on quantitative decision making and analytics. Students apply their learning within courses such as Marketing I & II and Marketing Planning and Strategy to increasingly complex situations, producing multidisciplinary analyses. Graduates will be able to critically evaluate evidence and develop well-supported conclusions and recommendations. This stream of study culminates in the Marketing Research Capstone course, where students apply all the knowledge acquired in

Bachelor of Commerce – Marketing 23 Section 2: Degree Level their studies to a real-life business situation and develop, justify and make recommendations to a client.

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2.5 Professional Capacity/Autonomy

a. The qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:

i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts;

ii. working reflectively with others; and

iii. decision making in complex contexts.

b. The ability to manage their own learning in changing circumstances, both within and outside the discipline, and to select an appropriate program of further study.

c. Behaviour consistent with academic integrity and social responsibility.

Students in the Bachelor of Commerce – Marketing degree program develop essential academic and employability skills, which serve as a foundation for future success. They graduate with a propensity for independent learning as well as the following transferable skills necessary for further study, employment and community involvement:

 independent research skills – through applied market research courses and the Marketing Research Capstone project;  problem solving – through business case studies and interaction with peers and faculty;  communication skills – through the practice of written reports and oral presentations;  team skills – through group projects and work experience; and  project management – through the courses Operations I & II, Management I & II; and the Marketing Research Capstone project. The above skills are developed, practiced and evaluated throughout the degree program using group projects, business case-based learning, community engagement, real-life projects and co-op placement. Courses that place emphasis on professionalism, integrity and/or social responsibility include: Management I, II & III; Corporate Finance; Business Law and Ethics; Consumer Behaviour; Organizational Behaviour; Leadership; Marketing Research I & II; and the Marketing Research Capstone. Students are expected to exercise personal accountability and decision making by taking increased responsibility for the content and direction of their work as they progress through the program. The degree program supports the progressive acquisition of independent learning skills by promoting the value of additional research, reading, and learning experiences both inside and outside of the classroom. Integrity, trust, and confidentiality are important traits for any business professional. Each course outline in this program emphasizes Seneca’s expectations of behaviours consistent with academic integrity, with sanctions for offenders. Students learn specifically about these concepts and are expected to behave in a socially responsible manner. Furthermore, as they participate in their mandatory work term, they experience firsthand the importance of these traits in a professional context.

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2.6 Awareness of Limits of Knowledge

An understanding of the limits to their own knowledge and ability and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analysis and interpretations.

Students develop an appreciation of uncertainty, ambiguity and the limits of their knowledge through a comprehensive feedback process involving self-reflection and input from peers, faculty, community members and employers. They learn how their limitations, and bias created by unacknowledged limitation of knowledge, can influence the practical application of information and knowledge. They will be able to identify areas that need to be further investigated in order to create a sound outcome. Students apply research and analysis to explore and test their decisions and examine the subsequent outcomes. This provides opportunities to learn from their experiences and apply new understanding to future situations. For example, while studying Quantitative Decision Making I & II, students develop a solid understanding of uncertainty in the business environment, which serves as the foundation for analytics covered in subsequent courses, such as Predictive Analytics for Marketing. Students are introduced to the role of uncertainty in making business decisions and the use of statistical methods for the representation and incorporation of uncertainty in data. These methods include a range of techniques for descriptive, predictive and prescriptive analytics. Other courses that explore the ambiguities and limits of knowledge include Predictive Analytics for Marketing, Customer Relationship Management and Business-to-Business Marketing.

Bachelor of Commerce – Marketing 26

Section 3: Admission, Promotion and Graduation

Section 3: Admission, Promotion and Graduation The following section includes: 3.1 Admission Standard 3.2 Admission Requirements for Direct Entry 3.3 Admission Policies and Procedures for Mature Students 3.4 Promotion and Graduation Requirements 3.5 Advanced Standing Policies and Requirements

Bachelor of Commerce – Marketing 28 Section 3: Admission, Promotion and Graduation

3.1 Admission Standard The proposed degree program’s admission requirements align with Seneca College and Ministry policy. Mature students will be considered for admission to the program if they are able to demonstrate academic preparedness and possess credits in (or equivalent to) Grade 12 U English and Mathematics and meet other requirements as outlined in the College’s Admission Policies and Procedures for Mature Students. (See the “Policies” section of the submission). Credit Transfer Seneca College’s Credit Transfer/Recognition Policies outline the granting of advanced standing and credit transfer and meet the requirements as detailed in the 2014 PEQAB Handbook for Ontario Colleges. Promotion and Graduation The College’s Promotion and Graduation Policy as well as the grading scheme used are available in Seneca College Academic Policy 2014/15. Students must maintain a Grade Point Average (GPA) of 2.0 to remain in the program, with some provisions for extenuating circumstances and probation. Students who do not meet this standard will be withdrawn from the program. Degree Completion This proposed degree program has a high affinity with the 2-year diploma in Business – Marketing. Graduates from this diploma with a GPA of 3.0 or better and who complete the bridging semester would enter directly into Semester 5 of the proposed program. These students will receive block transfer credit for 18 courses and be required to complete one bridging and two reach-back credits. The three-year advanced diploma in Business Administration – Marketing also has a high affinity with the proposed degree program. Graduates from this three-year program with a GPA of 3.0 or better who complete the bridge semester would enter directly into Semester 5 of the proposed degree program. These students will receive block transfer credit for 22 courses and be required to complete one bridging and two reach-back credits. Both the diploma and the advanced diploma are included in the Ontario College Business Pathways agreement for Marketing. Pathway information can be found at https://www.ontransfer.ca. Students articulating from a marketing diploma program at any of Ontario's 24 public colleges would receive transfer credit into the Bachelor of Commerce – Marketing degree program. This block credit transfer arrangement has been developed for students transferring to the degree program on this pathway based on a gap analysis between the learning outcomes of the proposed degree program and the corresponding Business – Marketing diploma and Business Administration – Marketing advanced diploma vocational outcomes. These pathways are detailed in Section 4.11 Gap Analysis.

Bachelor of Commerce – Marketing 29 Section 3: Admission, Promotion and Graduation

3.2 Admission Requirements for Direct Entry Program eligibility:

 Ontario Secondary School Diploma with a majority of senior credits at the University Preparation (U) or University/College Preparation (M) level or Mature student status (age 19 or older)

 Six Grade 12 (U) or (M) courses with a minimum of 65% average including: o Grade 12 English: ENG4 (U) o Grade 12 Mathematics: any (U) level Mathematics

 Mature students (age 19 or older) must submit proof of credits in the above subjects or their equivalent and meet other requirements as outlined in Seneca College’s Admission Policies and Procedures for Mature Students (see the “Policies” section of the submission).

Bachelor of Commerce – Marketing 30 Section 3: Admission, Promotion and Graduation

3.3 Admission Policies and Procedures for Mature Students See “Policies” section of the submission for Seneca College’s policies and procedures for admission of mature students.

Bachelor of Commerce – Marketing 31 Section 3: Admission, Promotion and Graduation

3.4 Promotion and Graduation Requirements See the “Policies” section of the submission for Seneca College’s policies on promotion of students in degree programs. See also the College’s policies regarding students who do not meet the minimum achievement requirements.

Bachelor of Commerce – Marketing 32 Section 3: Admission, Promotion and Graduation

3.5 Advanced Standing Policies and Requirements See the “Policies” section of the submission for Seneca College’s policies and procedures pertaining to the following:

 credit transfer recognition, and  entrance examinations and advanced placement based on Prior Learning Assessment.

Bachelor of Commerce – Marketing 33

Section 4: Program Content

Section 4 Program Content

Section 4: Program Content The following section includes: 4.1 Program Overview and Map 4.2 Program Advisory Committee 4.3 Professional Accreditation (i) Professional Accreditation (ii) Letters of Support 4.4 Learning Outcomes (i) Degree Outcomes (ii) Program Learning Outcomes (iii) Breadth Learning Outcomes 4.5 Course Descriptions (i) Core Courses (ii) Non-Core Courses 4.6 Course Schedule (i) Schedule 1 (ii) Schedule 2 4.7 Work-Integrated Learning Experience 4.8 Course Outlines (i) Core Courses (ii) Non-Core Courses 4.9 Bridging Course Descriptions 4.10 Bridging Course Outlines 4.11 Gap Analysis

Bachelor of Commerce – Marketing 35 Section 4 Program Content

4.1 Program Overview and Map The proposed Bachelor of Commerce – Marketing degree program has been designed to meet the knowledge and skill level requirements of an Honours Baccalaureate Degree as outlined in the Ontario Qualifications Framework. It will be added to the portfolio of Bachelor of Commerce degrees already being offered in the Faculty of Business at Seneca College. This includes 15 common courses in the management concentration, which are shared with two additional degree programs currently under development: Bachelor of Commerce – Technology Management and Bachelor of Healthcare Management. The remaining two concentrations of the Bachelor of Commerce – Marketing degree program focus on marketing knowledge and advanced skills in analytics, which are sought in marketing professionals. Graduates of the Bachelor of Commerce – Marketing degree program will benefit from these integrated concentrations accruing:

 strong grounding in general management fundamentals,  proven ability to develop relevant marketing strategies, and  deep expertise in business analytics and the marketing insights they generate. The graduates will have the tools to challenge paradigms and push creative boundaries to deliver value immediately upon graduation. They will lead product, service and communication innovation while successfully collaborating with multi-function internal and external teams. The ability to adapt to emerging trends and technologies while grounding their work in marketing research and the strategic use of descriptive, predictive and prescriptive analytics is another key characteristics of the graduate of this degree program. The graduates will be uniquely qualified to develop marketing strategies across traditional and emerging digital media and distribution channels, aspiring towards 360-degree customer engagement with campaigns grounded in marketing analytics. They will demonstrate a deep understanding of how marketing strategy fits into both the micro- and macro- business context. The graduates will exit not only with the technical skills required for employment but, more importantly, also with the following employer-sought attributes: creative problem-solving, curiosity, adaptability, resiliency, strong communication skills, and the ability to manage projects and deliver results. The proposed Seneca Bachelor of Commerce – Marketing degree program prepares students for diverse careers in marketing strategy and marketing analytics, such as Marketing Analyst, Product Manager, Marketing Manager, Marketing Assistant, Digital Media Specialist, Social Media Manager, and Advertising and Promotions Manager.

Bachelor of Commerce – Marketing 36 Section 4 Program Content

Bachelor of Commerce – Marketing 37 Section 4 Program Content

4.2 Program Advisory Committee The School of Marketing has a well-established Program Advisory Committee (PAC) composed of industry leaders with deep expertise in the marketing field. They meet twice a year to discuss industry trends and the implications these workplace trends have upon employment requirements for graduates in marketing. The PAC reviewed the curriculum for the proposed Bachelor of Commerce – Marketing degree program via email and provided feedback to the development team throughout the January to March 2014 initial planning cycle. In addition to this group of seasoned advisors, a panel of senior industry guests was included in the workshop where curriculum specifics were finalized and leading educators consulted during the program design process. The PAC passed the motion approving the degree proposal circulated by email on March 7, 2014 as described in Section 4.2 (ii). On May 29, 2014 the School of Marketing PAC met to further discuss the curriculum details for the proposed Bachelor of Commerce – Marketing degree program. The key outcome of this meeting was to structure the program with the inclusion of “Presence” and “Prediction” as themes to augment the traditional “4Ps” of the marketing mix (Product, Price, Promotion and Place) with an analytic/quantitative emphasis. Curriculum implications of this direction were explored extensively by all participants in a round table participatory workshop format. The committee suggested including methods used by marketers as well as certain elements or tools that were seen as crucial in the curriculum. The curriculum content they categorized as “skills to be taught” included:

 managing competing priorities,  communication of discipline-specific terminology to non-marketers,  client management techniques,  control and feedback loops in self-management,  copywriting and proofreading,  collaborating with remote teams,  coordinating workflow within the marketing function, specifically between sales and marketing functions,  professional presentation skills,  storytelling,  listening skills, and  global perspectives.

The advisory committee steered the program design towards the following technical essentials required to gain and assess marketing insights driven by data analysis:

 an understanding of data architecture, file conventions, version control and the means to request data from source “custodians”;  standard tools – Excel, Google Analytics, Skype;  data synthesis;  infographics;  presentation software, standardized agreements, email management;

Bachelor of Commerce – Marketing 38 Section 4 Program Content

 forecasting skills;  research skills, familiarity with trade databases and publications;  quantitative literacy;  industry specific templates and frameworks such as communications brief, sales Quarterly Business Reviews (QBRs), status updates, budgets; and  Sales Force Automation (SFA).

The committee also provided detailed information about trends in employment. The following trends have been taken into account in the program design:  Micro-marketing: as technology changes, so does the segmentation base for market analysis and targeting.  Adapting to the rapid change of technology within the general management and marketing disciplines: graduates will have to be increasingly nimble.  Social media campaigns will be geared towards individual consumer behaviours.  Channel Marketing will be fragmented as a result of focused technology and smaller segmentation.  Focus on the customer will be a constant.  Versatility and awareness campaigns are being run as projects in the marketing field: disciplined project management training is required.  Ethics is critical because of its increasing impact on customer value. The social voice of customers is the strongest in the matters of ethics.  Future marketers must be able to practice “creative algebra”, i.e. they must be able to find different ways to get to the same endpoint.  Immediacy: campaigns will be planned in real time in social and digital media.  Technology and marketing will be intertwined: platforms/technology partners that are connected and deliver the campaign.  Agencies will not exist by 2028: marketing agencies may become redundant as a result of further enhancement of technology platforms utilized by business members and managers.  Consumer literacy of platforms: what the audience wants or will pay attention to and, more importantly, what they will share with others.  Privacy and data security are challenges that graduates must understand and be prepared to manage.

Subsequent to this planning session, the Bachelor of Commerce – Marketing degree program was further discussed via email with the Program Advisory Committee. The committee reviewed the degree program concept and curriculum as it progressed throughout its development, and their input has been incorporated into this proposal. On October 30, 2014, the committee reconvened to discuss additional areas of support for this degree program. A panel of industry-leading guests was again included in this discussion. The opportunities for cooperative education and for applied research projects were the main focus of this meeting. It was proposed that the graduates would gain the most value if the degree program was differentiated from other marketing degree programs in the Ontario postsecondary system. This would be achieved through its focus on cross-disciplinary learning, particularly using business case studies across courses, intensive exposure to a broad range of software tools and experiential learning through partnerships with industry. The marketer of the future,

Bachelor of Commerce – Marketing 39 Section 4 Program Content according to the committee, would be a multi-talented generalist with an entrepreneurial approach to managing data to foster innovation. Teamwork was emphasized as another opportunity to differentiate graduates, and it was suggested that student teams should work across time zones on a common project to replicate working on a global team, which is “where the future of work is presently performed”, as one participant stated. Relationships with universities from outside Canada will be explored to see if joint, global projects for student teams are possible in support of this differentiation opportunity.

Bachelor of Commerce – Marketing 40 Section 4 Program Content

4.2 (i) Composition of the Marketing Program Advisory Committee Name: Amy CharlesChiu Academic Qualifications: Honours BA Sociology – Douglas College, Rutgers University, USA – 1989 Occupation/Title: Senior Vice President Related Credentials: Professional in Customer Relationship Management (P. CRM); Professional Researcher Certification (PRC); Certified Customer Experience Professional (CCXP) Professional Affiliations: Sociolabra Advisory Board 2014; MRIA Research Agency Council Board (elected to the board in 2010; served as Vice Chair 2011, 2012) 2010–current; MRIA National Board (2010–2012); Seneca College School of Marketing and e-Business Program Advisory Committee (since 2010); WoodGreen Community Services: board member, Strategic Planning Committee, Advocacy Committee Chair Name of Employer: Ipsos North America

Name: Paulo Leone Academic Qualifications: Graduate Certificate in Marketing Management – Seneca College of Applied Arts and Technology; B.A. Advertising – Universidade Catolica de Salvador, Brazil Occupation/Title: Strategic Planning Director Related Credentials: N/A Professional Affiliations: N/A Name of Employer: Cossette ______

Name: Sean Perkins Academic Qualifications: BComm Marketing – Ryerson University; Marketing Administration Advanced Diploma – Seneca College of Applied Arts and Technology Occupation/Title: Senior Product Manager – National Display Related Credentials: N/A Professional Affiliations: IAB; dx3; Name of Employer: TRADER Corporation

Name: Tim Peters Academic Qualifications: BA Art/Art Studies, General – University of Toronto; Honours BA Arts – UWO/University of Toronto Occupation/Title: Managing Director Business Development Related Credentials: N/A Professional Affiliations: CoreNet Global; LSO; GTMA; SCUP; NAIOP; SIOR; ISPE; Seneca BUI; Sheridan Ideation Zone; Economic Development Committee of the Toronto Board of Trade Name of Employer: Cushman & Wakefield

Bachelor of Commerce – Marketing 41 Section 4 Program Content

Name: Gerald Pisarzowski Academic Qualifications: MS Planning – University of Toronto; BA Geography – University of Toronto Occupation/Title: Vice-President Business Development Related Credentials: N/A Professional Affiliations: Ontario Professional Planners Institute; Canadian Institute of Planners Name of Employer: Greater Toronto Marketing Alliance

Name: Jeff Quipp Academic Qualifications: MBA Business – Wilfred Laurier University Occupation/Title: CEO Related Credentials: N/A Professional Affiliations: Association of Internet Marketers (AIMs); Canadian Marketing Association; SEOPros; Pubcon Conference Name of Employer: Search Engine People Inc.

Name: Daintry Springer Academic Qualifications: N/A Occupation/Title: President Related Credentials: N/A Professional Affiliations: American Chamber of Commerce in Canada; Name of Employer: BlackSharp & Company

Name: Tim Wilson Academic Qualifications: BA English – Queen’s University Occupation/Title: Head of Industry Related Credentials: N/A Professional Affiliations: Canadian Marketing Association Name of Employer: Google Canada

Bachelor of Commerce – Marketing 42 Section 4 Program Content

4.2 (ii) Industry Guests – May 2014 Advisory Meeting Name: Terrence Donnelly Academic Qualifications: N/A Occupation/Title: Chief Marketing Officer Related Credentials: N/A Professional Affiliations: Advisory Board, Right to Play Foundation, Richard Ivey School of Business (2002–2008) Name of Employer: MDC Partners, Inc.

Name: Phil Forestall Academic Qualifications: Ontario College Honours Diploma, Computer Programming Occupation/Title: Enterprise Architect Related Credentials: N/A Professional Affiliations: N/A Name of Employer: E-Health Ontario

Name: Baron Mannett Academic Qualifications: BA Political Science – University of Western Ontario, MBA – Business Administration – York University Occupation/Title: Senior Vice President Related Credentials: N/A Professional Affiliations: N/A Name of Employer: Ariad Communications

4.2 (iii) Industry Guests – October 2014 Advisory Meeting Name: Duncan Reith Academic Qualifications: BComm – University of Toronto, MBA – University of Toronto Occupation/Title: CEO Related Credentials: N/A Professional Affiliations: N/A Name of Employer: XS Cargo ______Name: Peter Solala Academic Qualifications: Honours BSc – University of Toronto, Honours BComm – University of Windsor, MBA – University of Windsor Occupation/Title: Director of Business Development, Radio Related Credentials: N/A Professional Affiliations: N/A Name of Employer: Corus Entertainment

Bachelor of Commerce – Marketing 43 Section 4 Program Content

4.2 (iv) Minutes and Relevant Motions of the Marketing Program Advisory Committee The following motion was passed unanimously on Friday, March 7th, 2014: Motion: “I support the proposed curriculum and proposal for the Bachelor of Commerce - Marketing degree. I believe it reflects current knowledge in marketing and meets the current education/training required and is relevant to the field of practice." It was MOVED by Daintry Springer, SECONDED by Tim Wilson. CARRIED

Bachelor of Commerce – Marketing 44 Section 4 Program Content

4.3 Professional Accreditation 4.3 (i) Professional Accreditation Seneca College will not seek professional accreditation for the Bachelor of Commerce – Marketing degree program at this time. 4.3 (ii) Letters of Support This section is not applicable.

Bachelor of Commerce – Marketing 45 Section 4 Program Content

4.4 Learning Outcomes 4.4 (i) Degree Outcomes Mapping the Program’s Courses to the Degree Standard The following summary table identifies the courses that map to each competency in the Board’s degree standard.

Baccalaureate/Bachelor Honours Standard Ontario Qualifications Framework – Degree Level Outcomes Bachelor of Commerce – Marketing

Course

Codes/Name y

utonomy

nowledge

apac

cholarship kills nowledge nowledge

Depth and Depth Breadth of K Conceptual Methodological & Research S Communication S of Application K Professional C A and of Awareness of the Limits K MGMT1810 Management I    ACCT1820 Management Accounting   MRKT1830 Marketing I   MATH1860 Quantitative Decision Making I   MGMT2811 Management II  MATH2860 Quantitative Decision Making II   MRKT2830 Marketing II    

Bachelor of Commerce – Marketing 46 Section 4 Program Content

Baccalaureate/Bachelor Honours Standard Ontario Qualifications Framework – Degree Level Outcomes Bachelor of Commerce – Marketing

Course

Codes/Name y

utonomy

nowledge

apac

cholarship kills nowledge nowledge

Depth and Depth Breadth of K Conceptual Methodological & Research S Communication S of Application K Professional C A and of Awareness of the Limits K MRKT2850 Applications for Marketing Decisions  ACCT2822 Corporate Finance   MRKT3870 Marketing Research I     MRKT2832 Marketing Planning and Strategy     MRKT3850 Applications for Market Intelligence    OPRM1852 Operations Management I   ACCT1811 Microeconomics   MRKT2842 Integrated Marketing Communications    MRKT4842 Predictive Analytics for Marketing   MGMT2822 Business Law and Ethics     ACCT1812 Macroeconomics  

Bachelor of Commerce – Marketing 47 Section 4 Program Content

Baccalaureate/Bachelor Honours Standard Ontario Qualifications Framework – Degree Level Outcomes Bachelor of Commerce – Marketing

Course

Codes/Name y

utonomy

nowledge

apac

cholarship kills nowledge nowledge

Depth and Depth Breadth of K Conceptual Methodological & Research S Communication S of Application K Professional C A and of Awareness of the Limits K MRKT2862 Consumer Behaviour    MRKT4852 Marketing Analytics   OPRM2852 Operations Management II    MGMT3811 Management III     MRKT3842 Direct and Interactive Marketing     MRKT4862 Customer Relationship Management     ORGB1812 Organizational Behaviour   MRKT4870 Marketing Research II     MRKT3872 Business-to-Business Marketing    MRKT4872 Data Mining for Direct Marketers   MGMT4812 Leadership   

Bachelor of Commerce – Marketing 48 Section 4 Program Content

Baccalaureate/Bachelor Honours Standard Ontario Qualifications Framework – Degree Level Outcomes Bachelor of Commerce – Marketing

Course

Codes/Name y

utonomy

nowledge

apac

cholarship kills nowledge nowledge

Depth and Depth Breadth of K Conceptual Methodological & Research S Communication S of Application K Professional C A and of Awareness of the Limits K MRKT4877 Marketing Research Capstone     MRKT3882   Brand Management MRKT4882    Social Media Intelligence and Web Analytics

Bachelor of Commerce – Marketing 49 Section 4 Program Content

4.4 (ii) Program Learning Outcomes Graduates of the proposed Bachelor of Commerce – Marketing degree program will demonstrate the ability to consistently: 1. Evaluate evidence-based decision making using quantitative and qualitative information. 2. Formulate business strategies in order to address market trends and meet organizational goals. 3. Interpret complex numeric and financial data for strategic and operational decision making. 4. Implement multifaceted marketing projects by applying project management skills. 5. Market to various target groups and markets using traditional, new and emerging media and technologies. 6. Create integrated marketing communications plans using marketing concepts, models, frameworks and tools. 7. Conduct research to analyze opportunities and support decision making. 8. Evaluate marketing strategies to assess their impact on consumers and the achievement of business goals. 9. Model ethical, legal and professional codes of conduct of the Canadian business environment and global marketplace. 10. Communicate information and ideas to persuade an audience using the most suitable medium and mode for the message. 11. Solve business problems by applying current workplace technology. 12. Execute web-based optimization that furthers business objectives by applying predictive analysis and decision management frameworks.

Bachelor of Commerce – Marketing 50 Section 4 Program Content

Mapping the Program’s Courses to the Program Learning Outcomes The following summary table identifies the courses that map to each program learning outcome by year.

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

1. Evaluate1. evidence making using quantitative and qualitative information. Formulate2. business strategies in order addressto markettrends and meet organizational goals. Interpret3. complex numeric financial and data for strategic and decision Implement4. multifaceted marketing projects by applying project management skills. Market5. various to target groups and markets using traditional, new and emerging media and technologies. Create6. integrated marketing commu concepts, models, frameworks tools. and Conduct7. research to analyze opportunities and support decision making. Evaluate8. marketing strategies assess to their impact on consumers the and achievement of business goals. 9. codes conduct of business environmentand global marketplace. Communicate10. information and ideas to persuade an audience using the most suitable medium and mode the for message. 11. Solve business p current workplace technology. 12. Execute web furthers business objectives by applying predictive analysis and decision management frameworks. SEMESTER 1

MGMT1810 Management I    

ACCT1820 Management    Accounting

MRKT1830 Marketing I       

Bachelor of Commerce – Marketing 51 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

SEMESTER 2

MGMT2811 Management II     MATH2860 Quantitative Decision Making   II MRKT2830 Marketing II      

Bachelor of Commerce – Marketing 52 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

Bachelor of Commerce – Marketing 53 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

Analytics for  Marketing

Bachelor of Commerce – Marketing 54 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

Macroeconomics   MRKT2862 Consumer    Behaviour MRKT4852 Marketing    Analytics SEMESTER 6 OPRM2852 Operations    Management II

Bachelor of Commerce – Marketing 55 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

Management III    MRKT3842 Direct &

Interactive     Marketing MRKT685 Customer

Relationship          Management SEMESTER 7 ORGB1852 Organizational    Behaviour MRKT4870 Marketing         Research II

Bachelor of Commerce – Marketing 56 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

Business   Marketing MRKT4872 Data Mining for    Direct Marketers SEMESTER 8 MGMT4812

Leadership   MRKT4877 Marketing

Research         Capstone MRKT3882 Brand      Management

Bachelor of Commerce – Marketing 57 Section 4 Program Content

Baccalaureate/Bachelor Honours Standards – Ontario Qualifications Framework Bachelor of Commerce – Marketing

Program

operational

based decision

roblems by applying Outcomes

of theof Canadian

based optimization that

making.

nications plans using marketing

Model ethical, legal and professional

Intelligence &        Web Analytics

Bachelor of Commerce – Marketing 58 Section 4 Program Content

4.4 (iii) Breadth Learning Outcomes

The “Seneca General Education Policy”3 for degree programs ensures that at least 20% of degree program hours will be in degree-level courses outside the main field of study, a minimum of three of which will be open Liberal Studies Options (LSO). To ensure that more than an introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core field of study is achieved, a minimum of two LSO courses will be at the advanced level. This approach will ensure that every Seneca College degree program graduate will be exposed to increasingly complex theory outside his/her main field of study. The LSOs provide both breadth and depth. LSO courses are designed to fall into the major categories of communications, humanities, social sciences and natural sciences. Some are organized around a genre or sub-discipline, while others are thematic-based around issues such as modern society, historic influences on society and culture, popular culture, exploration of self and civic engagement. The curriculum in the proposed degree reflects current knowledge in the fields represented in the non-core/breadth offerings.

Mapping the Program’s Courses to the Breadth Outcomes The following summary table identifies the courses that map to each program learning outcome.

Breadth Outcomes Courses that contribute to this outcome

 Writing Strategies  Applied Communication For Business & Industry 1. Demonstrate critical thinking, quantitative  Presentation Skills reasoning, written and oral communication  Visual Communication skills.  Co-op Professional Practice  Co-op Integration and Career Planning  Liberal Studies Options 2. Demonstrate more than introductory knowledge in the humanities, sciences,  Upper level Liberal Studies Options social sciences, global cultures and/or mathematics.

3. Demonstrate knowledge of society and culture, and skills relevant to civic  Liberal Studies Options engagement.

3 http://www.senecac.on.ca/fulltime/GENED.html

Bachelor of Commerce – Marketing 59 Section 4: Program Content

4. Critically analyze and evaluate the  Writing Strategies distinctive assumptions and modes of  Co-op Professional Practice analysis of a discipline outside the core  Co-op Integration and Career Planning field(s) of study.  Liberal Studies Options

Additionally, Seneca College has made a commitment in its Academic Plan (2012-2017) that every Seneca graduate will demonstrate competency in the Seneca Core Literacies4. As stated in the Seneca College Academic Plan (2012-2017), “Our graduates will be called upon to extend their knowledge and skills in new directions, think critically, analyze information, comprehend disruptive new ideas, communicate clearly, collaborate in teams, solve problems, and make sound decisions”. Seneca College has embedded the set of Seneca Core Literacies into all of its programs to prepare its graduates for leadership in their professional, social and personal lives. The chart on the next few pages demonstrates how the Bachelor of Commerce – Marketing degree program’s courses address the Seneca Core Literacies.

4 Seneca Core Literacies can be found online at: http://www.senecacollege.ca/about/reports/academic-plan/committing- to-senecas-core-literacies.html

Bachelor of Commerce – Marketing 60 Section 4 Program Content

Mapping the Degree Program’s Courses to the Seneca Core Literacies

Seneca Core Literacies

Course Codes

Written Written Communication Oral Communication Quantitative Literacy Information Literacy Creative Thinking Ethical and Reasoning Responsibility Inquiry and Analysis Thinking Critical Problem and Solving Digital Literacy Intercultural and Knowledge Global Perspective MGMT1810 Management I        ACCT1820 Management Accounting      MRKT1830 Marketing I       MATH1860 Quantitative Decision Making I   ENGW1801 Writing Strategies     MGMT2811 Management II        MATH2860 Quantitative Decision Making II     MRKT2830 Marketing II        MRKT2850 Applications for Marketing     Decisions

Bachelor of Commerce – Marketing 61 Section 4: Program Content

Seneca Core Literacies

Course Codes

Written Written Communication Oral Communication Quantitative Literacy Information Literacy Creative Thinking Ethical and Reasoning Responsibility Inquiry and Analysis Thinking Critical Problem and Solving Digital Literacy Intercultural and Knowledge Global Perspective COMM2800 Applied Communication for       Business and Industry ACCT2822 Corporate Finance      MRKT3870 Marketing Research I          MRKT2832 Marketing Planning & Strategy         MRKT3850 Applications for Market        Intelligence COMM4802 Presentation Skills     OPRM1852 Operations Management I       ACCT1811 Microeconomics    MRKT2842 Integrated Marketing        Communications

Bachelor of Commerce – Marketing 62 Section 4: Program Content

Seneca Core Literacies

Course Codes

COMM4812 Visual Communication   

MGMT2822 Business Law and Ethics      ACCT1812 Macroeconomics      MRKT2862 Consumer Behaviour    MRKT4852 Marketing Analytics     OPRM2852 Operations Management II      MGMT3811 Management III          MRKT3842 Direct and Interactive Marketing       

Bachelor of Commerce – Marketing 63 Section 4: Program Content

Seneca Core Literacies

Course Codes

Written Written Communication Oral Communication Quantitative Literacy Information Literacy Creative Thinking Ethical and Reasoning Responsibility Inquiry and Analysis Thinking Critical Problem and Solving Digital Literacy Intercultural and Knowledge Global Perspective MRKT4862 Customer Relationship      Management ORGB1852 Organizational Behaviour         MRKT4870 Marketing Research II         MRKT3872 Business-to-Business           Marketing MRKT4872 Data Mining for Direct         Marketers MGMT4812 Leadership        MRKT4877 Marketing Research Capstone           MRKT3882 Brand Management        

Bachelor of Commerce – Marketing 64 Section 4: Program Content

Seneca Core Literacies

Course Codes

Bachelor of Commerce – Marketing 65 Section 4 Program Content

4.5 Course Descriptions 4.5 (i) Bachelor of Commerce – Marketing: Core Course Descriptions Course Code Course Description & Title This course introduces students to the field of management. Students engage in a global survey of the economic, legal and social systems that support small, medium, and large organizations across key sectors. Students examine and build the skills necessary to identify critical trends, MGMT1810 adapt to change, and manage the risks involved in managing and growing an organization. The roles and responsibilities of managers—from the Management I start-up to the transnational—across each form of ownership and within public and private enterprises will be examined. In the course, students develop the skills to identify the key stakeholders involved in these endeavours and review the important role they play in the global economy. This course examines how management accounting information is used within organizations to plan, monitor and control the enterprise. Management across all functional areas are guided by financial data and ACCT1820 the management accounting system of the organization. Students are introduced to the following topics: management accounting, cost Management accounting terminology, job costing, process costing, activity-based Accounting costing, activity-based management, cost-volume-profit analysis, budgeting, standard costing, variance analysis, responsibility accounting, variable costing, and transfer pricing. In this course, students are introduced to the demands placed on marketing practitioners to manage customer interactions and marketing collateral that is simultaneously persuasive, pervasive, multichannel and fully optimized for the digital, mobile and social channels of today’s tech- MRKT1830 savvy customers. This course introduces leading-edge marketing practice in targeting, engaging and converting customers, and the analytic nature Marketing I of contemporary marketing. The traditional marketing mix of “4Ps” (Price, Product, Promotion, Place) is augmented to “6Ps” with the addition of Presence and Prediction. In this course, students focus on the social aspects of segmentation, data gathering and the predictive nature of analytic modeling and analysis. This course provides students with the quantitative foundation required for performing management analytics. The course introduces students to the MATH1860 role of statistics in management analytics and will focus on descriptive analytics—the process of summarizing Big Data into smaller and useful Quantitative chunks of information. Statistical methods include a range of techniques Decision for describing, summarizing, and visualizing statistical data. Students also Making I learn how to use probability distributions to represent and analyze uncertainty in managerial decision making.

Bachelor of Commerce – Marketing 66 Section 4: Program Content

Course Code Course Description & Title This course prepares students to evaluate and manage organizational assets to support strategic objectives within organizations. The students MGMT2811 are introduced to how value is created across the organization and how evidence-based decision-making models enable managers to apply the Management II principles of management science to common management tasks and outcomes through the use of standardized frameworks. The students undertake a detailed investigation of the four functions of management: planning, organizing, leading and controlling. This course develops students’ understanding of the role of predictive and MATH2860 prescriptive analytics in management analytics. Students learn how to use statistical methods to support forecasting in management decision making. Quantitative In this course, students are introduced to the range of predictive and Decision Making prescriptive analytic techniques, such as, sampling distributions, II estimation, hypothesis testing, correlation and regression. This course focuses on the client and provides the background, concepts and skills required by professional salespeople to create customer MRKT2830 perceived value. Students learn how technology-enabled sales practices are leveraged to establish trust-based relationships. In the course, Marketing II students use Sales Force Automation and Client Relationship Management (CRM) software, and social listening applications to understand how client interactions are managed, created and measured. This course is foundational for understanding the data and information management systems utilized by enterprises to communicate, analyze and MRKT2850 share data within and between stakeholders. Students learn the role of software applications in the management practice of marketing and gain a Applications for general overview of various computer applications used in industry. In this Marketing course, instruction on spreadsheet, word processing and presentation Decisions applications occur at an advanced level and with an emphasis on online collaboration and cloud-based data management. This course provides an integrated overview of finance including the requirement for, and the acquisition and administration of, the financial ACCT2822 resources of the organization. Short-term and intermediate needs for funds in the operation of a business enterprise are examined, as well as Corporate long-term financing options, capital structures, mergers and acquisitions. Finance In this course, students explore the principles of management that underlie the finance manager’s role. This course introduces students to the methods used by marketing research to support responsible marketing-related business decisions. MRKT3870 Students gain an understanding of the required steps in designing a market research study to yield relevant, timely, applicable and accurate Marketing information in a way that is ethical, professional and builds shareholder Research I value for the enterprise. Students learn the advantages, disadvantages and best-fit situations for research methodologies, including practices used in secondary research, to capture appropriate stakeholder data to guide enterprise decision making.

Bachelor of Commerce – Marketing 67 Section 4: Program Content

Course Code Course Description & Title In this course, students focus on the importance of every organization having a strategy that will allow it to be proactive rather than reactive in MRKT2832 shaping its corporate future. This course provides students with the necessary skills to develop marketing plans and customer-based business Marketing strategies. Students analyze strategic market planning, the Planning and implementation of market-based business strategy and the evaluation of Strategy performance in the economy. The focus of this course is on the analysis of the environmental variables affecting a company, its industry and the incumbents’ choices of competitive strategies. It explores how companies strategically plan, create, deliver, maintain and sustain competitive advantage. This course introduces data management through the construct of the “10Vs” of Data Management – Volume, Velocity, Variability, Validity, Value, Variety, Venue, Veracity, Vocabulary and Vagueness. The “10Vs” MRKT3850 framework is used to highlight the role of management oversight and the reliability of management insights as they relate to the capture, cleaning, Applications for curation, integration, storage, processing, indexing, search, sharing, Market transfer, mining, analysis and visualization of large volumes of fast-moving Intelligence and highly complex data. It presents an overview of concepts, tools and techniques for processing structured, semi-structured, and unstructured data. This course approaches the discipline of operations management from the perspective of the general manager rather than the operations specialist. OPRM1852 Students are introduced to the concepts and tools required to execute the organization’s strategy, achieve its performance targets, and map Operations operational performance and issues to the outcomes of the firm. The Management I students learn frameworks, methods, and models for business operations that are equally applicable to manufacturing or services. This course explores the exogenous and endogenous influences on consumption and production and how prices are determined and ACCT1811 resources allocated under different market structures and diverse economic environments. Students are introduced to econometric analysis Microeconomics to derive demand curves from market data, and game theory and its application to explain the marketing strategy of firms is discussed. In this course students explore the fundamentals of Integrated Marketing MRKT2842 Communication (IMC). The emphasis is placed on examining the strategy of marketing communication and the effective use of advertising, public Integrated relations, integrated promotion, consumer marketing, and experiential and Marketing interactive communication strategies. Students design a comprehensive Communications and fully integrated marketing communications plan upon completion of this course. This course provides a comprehensive review of common predictive MRKT4842 analytic techniques as they relate to marketing. Students explore techniques presented under three main categories of predictive analytics: time series, regression and machine learning. The examination of these

Bachelor of Commerce – Marketing 68 Section 4: Program Content

Course Code Course Description & Title Predictive techniques will support making marketing forecasts, performing Analytics for diagnostics, building predictive models, and using machine learning Marketing techniques to profitably impact the customer journey. The emphasis of this course is on application rather than theoretical foundations of the techniques. This course introduces students to the importance of legal considerations within the organizational context. The emphasis is on the interface of MGMT2822 privacy law, intellectual property rights, and government regulation particularly in relation to competition and consumer protection. Students Business Law are introduced to ethics and corporate responsibility required to meet legal and Ethics obligations, client expectations and stakeholder requirements. The legal and ethical implications of emerging technology and social trends will be highlighted. This course concentrates on the branch of economics dealing with the performance, structure, behaviour, and decision making of the economy ACCT1812 as a whole. Students are introduced to measurement of economic performance at the regional, national and global levels, fiscal and Macroeconomics monetary policy, and key international trade organizations. In this course, macroeconomic analyses and techniques are applied in various sectors to examine complex issues and inform strategy. In this course, students study individual and group behavioural theories as MRKT2862 they relate to marketing strategies. Students are introduced to sociological, psychological, and organizational behaviour theory, and Consumer apply them to marketing, advertising, and sales. Consumerism and social Behaviour criticisms commonly made against marketing practitioners are discussed. This course will expose students to analytic techniques used in marketing to support evidence-based decision making. The course covers a range MRKT4852 of predictive and prescriptive techniques used for pricing, segmentation, targeting, new product development, advertising, Sales Force Automation, Marketing and channel management. The techniques include optimization, conjoint Analytics analysis, Bass Diffusion Model, cluster analysis, classification trees and perceptual maps. The emphasis will be on applications, rather than the theoretical foundations of techniques. This course covers Project Management Body of Knowledge (PMBOK) standards in areas including: integration, scope, time, cost, quality, human resources, communication, risk and procurement management. Project OPRM2852 Management ensures the success of key deliverables including new products and services along with accompanying infrastructure. Students Operations learn to manage the development and implementation of a project and the Management II required skill set to successfully meet these responsibilities. Theory is supported by hands-on practice with the project management software, tools and techniques involved in operations management. MGMT3811 This course introduces students to deliberate and emergent strategy development to guide organizational direction. Industry and market Management III structures are examined, with the emphasis on evaluating the

Bachelor of Commerce – Marketing 69 Section 4: Program Content

Course Code Course Description & Title effectiveness of business and organizational strategy across different types of firms and industries. Students create strategic plan proposals based on real-world case studies and clients. This course covers the conventional elements of direct and interactive MRKT3842 marketing management, including list management, fulfillment, creative strategy and execution, testing and calculating the expected profitability of Direct and the direct marketing campaign. Students are introduced to different forms Interactive of direct response activities with an emphasis on the enabling effect of Marketing technology. This course focuses on Customer Relationship Management (CRM) using Sales Force Automation (SFA), marketing, client equity calculations, business intelligence, vendor management and customer loyalty topics to understand the full scope of customer interactions within the value chain. MRKT4862 Students learn about state-of-the-art skills and analytic methods to predict customer behaviour. A CRM theoretical framework is used to assess how Customer organizations manage customer relationships and shape the customer Relationship journey. Students segment and micro-segment clients using multiple Management qualitative and quantitative valuations to create opportunities in the digital engagement of customers and data mining to improve digital engagement. Students have opportunities to innovate by creating new paradigms of customer management through exercises to develop leadership skills for managing change. This course examines organizational behaviour (OB) within the context of the learning organization and its ability to manage knowledge. ORGB1812 Organizational theories such as personality, values, motivation, teams, power, and leadership are at the core of this course. Organizational Organizational behaviour improvements are framed within models that ensure theories Behaviour can be applied to high performance organizations. The additional dimension of knowledge management enhances organizational capacity by using data-driven and evidence-based continuous improvement techniques. This course builds upon the topics covered in Marketing Research I, developing a quantitative approach to market research. Students learn the steps required to design ethical market research studies to yield MRKT4870 relevant, timely, applicable and accurate information. In this course, students identify the three types of statistical findings, develop an analysis, Marketing prepare a research proposal, draft questionnaires, tabulate and analyze Research II data, and present their findings to decision makers and stakeholders. Cross-tabulation and data sorting are introduced as tools for segmentation analysis, consumer preference measurement, product design, and pricing research. This course contrasts the composition of the Business-to-Business (B2B) MRKT3872 market with the Business-to-Consumer (B2C) market. It examines the impact of these small vertical markets with complex purchasing processes and high lifetime customer value on industrial transactions. In this course,

Bachelor of Commerce – Marketing 70 Section 4: Program Content

Course Code Course Description & Title Business-to- students focus on market analysis, organizational buying behaviour, Business relationship management and the change required in management Marketing thinking, as well as marketing strategy to serve the needs of organizational customers. This course introduces analytical techniques to gain insight from customer data for direct marketing decisions to increase the response rate and total profitability of direct marketing campaigns. The course covers a range of MRKT4872 data mining techniques used to reduce customer churn, enhance cross- selling and up-selling opportunities, identify the best channel to reach Data Mining for customers, and conduct segmentation analysis. Students learn data Direct Marketers mining, process modeling and methods to apply them within the field of direct marketing and gain hands-on experience by applying data mining techniques to problems using real-world data. In this course, three themes of leadership are explored: the personal side of leadership, the evolution of leadership theory, and the social side of MGMT4812 leadership. For each, a variety of experiential learning techniques including personal reflection, simulations, and problem-solving engage the Leadership students as theory is introduced. Students develop personal effectiveness skills that will assist them in their group and leadership roles. The course is the students’ opportunity to execute a professional research MRKT4877 study in their area of specialization. Students exercise their professionalism and applied research skills to facilitate a sound business Marketing decision on a problem/opportunity in a real client business context. In this Research course, students apply their consultative, project management and client Capstone service knowledge as they work in teams on a marketing problem. They prepare a professional research report and present findings and recommendations to a selected audience. This course is designed to provide students with a robust understanding of MRKT3882 brand management and branding as a powerful marketing concept in the creation of superior competitive advantage. The focus is on how brands Brand are created, managed and evaluated to support positioning strategies. Management Students learn how to create branding strategies that are innovative and unique. This course examines social media analytics as the derivation of consumer insights from social commentary. Students apply a variety of MRKT4882 techniques and strategies for monitoring user behaviour on social media applications, with an emphasis on applying the analytical concepts and Social Media tools of marketing to decisions about segmentation and targeting, Intelligence and branding, pricing, distribution, and promotion. Students experience hands- Web Analytics on application of how to manage multi-ad online campaigns for pay-per- click programs to support social media campaigns.

Bachelor of Commerce – Marketing 71 Section 4: Program Content

4.5 (ii) Bachelor of Commerce – Marketing: Non-Core Course Descriptions Year & Course Code Course Description Semester & Title This course focuses on critical thinking and the rhetorical elements of both persuasive and evaluative forms of writing. Students learn to differentiate between shades of fact and opinion and of objectivity ENGW1801 YEAR 1 and bias, and apply the techniques of sound

SEMESTER 1 argument for a variety of purposes. The main Writing Strategies elements of effective communication, listening and research techniques are also examined. Techniques explored and skills developed in this course are applied throughout the four years of the program. This course focuses on the knowledge and skills required for writing pertinent business correspondence and business or technical proposals and reports as appropriate to the program of study. COMM2800 Students evaluate examples from the specific field of study for their effectiveness and learn to write Applied YEAR 1 abstracts and executive summaries. They utilize Communication for SEMESTER 2 common software packages (Word, Excel, Business and PowerPoint) to communicate material in a variety of Industry print formats. Effective use of e-mail within an e- learning system is examined and incorporated throughout the course. Students participate in individual and group presentations for a variety of purposes and audiences. This subject prepares students to make professional oral presentations to diverse audiences in a variety of settings. It covers the fundamentals of public COMM4802 YEAR 2 speaking and speech writing as well as the production

SEMESTER 3 and use of presentation aids. Students are Presentation Skills introduced to presentation techniques using Microsoft PowerPoint and Adobe Photoshop’s raster-based imaging manipulation and other presentation aids. This course is an introduction to the basic principles and theories of visual design. The emphasis is on the social and visual semiotic theories; the key elements COMM4812 and principles of design–including emotional and YEAR 2 intellectual reaction to colour, form, imagery, SEMESTER 4 Visual language and image combination–image and Communications advertising context and typography. The study of the works of various theorists and practitioners enhances the students’ knowledge of the design elements used to build communication materials.

Bachelor of Commerce – Marketing 72 Section 4: Program Content

Year & Course Code Course Description Semester & Title LSO courses are designed to fall into the major categories of communications, humanities, social LSOXXX sciences and natural sciences. Some are organized YEAR 3 around a genre or sub-discipline, while others are SEMESTER Liberal Studies thematic-based around issues such as modern 5, 6, 7, 8 Option society, historic influences on society and culture, popular culture, exploration of self and civic engagement. Co-op education provides students with the opportunity to integrate academic learning with COOP1801 relevant work experience and to learn more about YEAR 3 themselves and their chosen field of study. The SEMESTER 6 Co-op Professional purpose of this work term is to enable the student to Practice make a smooth transition from the academic setting to a work environment. The integration of classroom activities with work term experience is vital for the complete and successful COPT1801 learning and understanding of co-op work placement experiences. This structured integration and YEAR 4 Co-op Integration reflective learning with peers provides the opportunity SEMESTER 7 and Career to evaluate work experience in a broader context. Planning Guest speakers from the industry give students further employment exposure and an opportunity to network.

Bachelor of Commerce – Marketing 73 Section 4: Program Content

4.6 (ii) Course Schedule 2

Course Schedule 2 - Bachelor of Commerce – Marketing

YEAR 1 SEMESTER 1

Total Semester Course Hours Highest Qualification and Prerequisites Course Code Course Title Non- Discipline of Study (or Core & Co- Core Required) Course Requisites Course PhD MGMT1810 Management I 42 (Management) ACCT1820 Management Accounting 42 MATH1860 PhD (Accounting) MRKT1830 Marketing I 42 PhD (Marketing) MATH1860 Quantitative Decision Making I 42 PhD (Mathematics) ENGW1801 Writing Strategies 42 PhD (Canadian Literature)

YEAR 1 SEMESTER 2

MGMT2811 Management II 42 PhD (Management)

MATH2860 Quantitative Decision Making II 42 MATH1860 PhD (Mathematics) MRKT2830 Marketing II 42 MRKT1830 PhD (Management) Applications for Marketing MATH1860 MRKT2850 42 PhD (Computer Science) Decisions MRKT1830 ENGW1801 – Applied Communication for COMM2800 56 Writing PhD (Canadian Literature) Business and Industry Strategies

Bachelor of Commerce – Marketing 78 Section 4: Program Content

YEAR 2 SEMESTER 3 Total Semester Course Hours Highest Qualification and Prerequisites Course Code Course Title Non- Discipline of Study (or Core & Co- Core Required) Course Requisites Course MGMT2811 ACCT2822 Corporate Finance 42 PhD (Accounting) MATH1860 MRKT3870 Marketing Research I 42 MKRT2850 MBA Marketing Planning and MRKT2832 42 MRKT1830 PhD (Marketing) Strategy Applications for Market MRKT3850 42 MRKT2850 PhD (Computer Science) Intelligence MPhil COMM4802 Presentation Skills 42 (International Relations)

YEAR 2 SEMESTER 4 MGMT1810 OPRM1852 Operations Management I 42 PhD (Management) MATH2860 MATH2860 ACCT1811 Microeconomics 42 PhD (Economics)

Integrated Marketing MRKT2842 42 MRKT1830 MBA Communications Predictive Analytics for MRKT3850 PhD (Industrial MRKT4842 42 Marketing MATH2860 Engineering) COMM4812 Visual Communication 42 MFA

Bachelor of Commerce – Marketing 79 Section 4: Program Content

YEAR 3 SEMESTER 5 Total Semester Course Hours Highest Qualification and Prerequisites Course Code Course Title Non- Discipline of Study (or Core & Co- Core Required) Course requisites Course MGMT2822 Business Law and Ethics 42 MGMT1810 LLB ACCT1811 ACCT1812 Macroeconomics 42 PhD (Economics) MATH2860 MRKT2862 Consumer Behaviour 42 MRKT1830 PhD (Management) PhD (Industrial MRKT4852 Marketing Analytics 42 MRKT4842 Engineering) LSOXXX Liberal Studies Option 42

YEAR 3 SEMESTER 6 OPRM2852 Operations Management II 42 OPRM1852 PhD (Computer Science) MGMT2811 PhD MGMT3811 Management III 42 ACCT1811 (Management) ACCT1812 MRKT3842 Direct and Interactive Marketing 42 MRKT1830 MBA Customer Relationship MRKT5852 DBA (Organizational MRKT4862 42 Management MRKT2862 Leadership COOP1801 Co-op Professional Practice MA LSOXXX Liberal Studies Option 42

Bachelor of Commerce – Marketing 80 Section 4: Program Content

YEAR 4 SEMESTER 7 Total Semester Course Hours Highest Qualification and Prerequisites Course Code Course Title Non- Discipline of Study (or Core & Co- Core Required) Course Requisites Course ORGB1812 Organizational Behaviour 42 MGMT3811 PhD (Human Resources) MRKT4870 Marketing Research II 42 MRKT3870 PhD (Marketing) Business-to-Business MRKT3872 42 MRKT2830 MBA Marketing Data Mining for Direct MRKT4872 42 MRKT3842 MBA Marketers Co-op Integration and Career COPT1801 CPP600 MA Planning LSOXXX Liberal Studies Option 42

YEAR 4 SEMESTER 8 MGMT4812 Leadership 42 ORGB1812 MA (Leadership) MRKT4877 Marketing Research Capstone 42 MRKT4872 PhD (Marketing) MRKT3882 Brand Management 42 MRKT2830 MBA MRKT4882 Social Media Intelligence and 42 MRKT4862 MBA Web Analytics LSOXXX Liberal Studies Option 42

FOUR YEAR TOTALS Subtotal Course Hours 1344 350

Total Program Hours 1694 Percentage of Core to Non-Core 79% 21%

Bachelor of Commerce – Marketing 81 Section 4 Program Content

4.7 Work-Integrated Learning Experience Program Structure Requirements

September January May Year Semester 1 Semester 2 Semester 3

Year One On-Campus Studies On-Campus Studies Vacation

Year Two On-Campus Studies On-Campus Studies Vacation

Year Three On-Campus Studies On-Campus Studies Work term*

Year Four On-Campus Studies On-Campus Studies GRADUATION

* Full-time work term = 14 weeks of full-time equivalent work (minimum 420 hours)

Co-Operative Education Requirements Seneca College’s full-time, semester-long work-integrated learning experiences are supported through the Department of Co-operative (Co-op) Education. This experience combines preparatory classroom-based education with a full-time 14-week work experience (or equivalent), which gives the student credit for this structured job experience. The work term provides an opportunity to apply theoretical knowledge and consolidate learning in an applied setting. In today’s marketplace, work-integrated learning is important in helping students successfully make the school-to-work transition. A Seneca College Co-op Coordinator works closely with each student to ensure a high degree of support throughout the co-op process. The Co-operative Education program has three major components, which take place before, during and after a work term experience. Students are required to complete three components to receive the co-op experience required for graduation from the proposed Bachelor of Commerce – Marketing degree program: 1) COOP1801 – Co-op Professional Practice This course focuses on preparing students for their work-integrated learning experience. Key topics addressed include:

 career goals and employment-related skills,  self-assessment/gap analysis,  labour market research,

Bachelor of Commerce – Marketing 82

Section 4: Program Content

• developing a career portfolio, • developing personal and professional networks, • job search techniques, and • interview skills and strategies.

Additional topics include workplace safety, professionalism, transitioning from school to work and social media. 2) Work Term A work-integrated learning experience is provided through a 14-week full-time (or equivalent) work term in a field related to the student’s specific academic program. Students receive periodic feedback on their work term experience from multiple sources. 3) COPT1801 – Co-op Integration and Career Planning This is an opportunity for students to reflect on their work experience after completing the work term. They prepare a presentation about their work experience, which they then share with their Co-op Coordinator and peers. Students may apply for Prior Learning Assessment (PLA) of COOP1801 and the Co-operative Education Work Experience (see “Policies” section of the submission for the College’s policies and procedures). Outcomes and Evaluation of Work-Integrated Learning Upon successful completion of the work-integrated learning experience (co-op work term) the student is able to:

 Apply marketing theory in the workplace to achieve business outcomes.  Apply time management skills to meet assigned deadlines.  Maintain a log journal to record progress on the work-term learning contract.  Demonstrate effective interpersonal and team building skills.  Conduct demonstrations and presentations as required by management.  Conduct an informative interview with a professional in the field.  Appraise the structure of the organization and its established practices.  Demonstrate fulfillment of additional requirements identified in collaboration with the employer.

How Work Experience Puts into Practice the Program Outcomes The work-integrated learning experience is a highly valuable central component of the Bachelor of Commerce – Marketing degree program as it enables the student to integrate the academic curriculum with actual experience in the field. The students experience working with professionals who are applying the knowledge and skills taught in the first three years of the degree program. It is an opportunity for them to integrate and practice their knowledge and skills as well as gain an understanding of the role and the demands and rewards of the profession in general.

Bachelor of Commerce – Marketing 83 Section 4: Program Content

The integrated learning experience has been designed in collaboration with the Department of Co-operative Education with an aim to strengthen and complete the program outcomes. The individual departments of the College will continue to work together to ensure that students meet the co-op outcomes and the program learning outcomes while on their co-op work term. Thus the student’s placement is a partnership between the student, co-op provider and the College. The work-integrated learning experience allows students to develop their business acumen and marketing skills, gain essential work experience and understand the real-world expectations of employment positions. It hones their professionalism and interpersonal skills. Method of Evaluating the Student During Placement The three components of the work-integrated learning experience (see Co-operative Education Requirements above) are evaluated as Satisfactory or Unsatisfactory and, therefore, are not included in the calculation of the student’s Grade Point Average (GPA). Although they are not categorized as either core or non-core courses, they are considered requirements for graduation. Their evaluation is discussed with and, ultimately, decided on by the academic faculty (including the Program Coordinator and Chair). The program Co-op Coordinator evaluates the learning outcomes and the satisfactory course completion of the pre- and post-courses (COOP1801 and COPT1801, respectively), which are delivered by the Department of Co-op Education. The program Co-op Coordinator’s role includes facilitating these courses. The full-time work term experience (or equivalent) assessment is completed with information from three sources: Co-op Coordinator, supervising (workplace) Manager and student. Co-op Coordinators perform a midterm site visit to assess the relationships between the employee/employer, workload, working conditions, and to provide/receive feedback and support. The supervising Manager is asked to complete an evaluation form upon completion of the placement. Students complete an end-of-term self-assessment. Based on these three evaluations, the Co-op Coordinator provides a recommendation to be discussed with academic faculty at the end-of-semester promotion committee meetings regarding whether the student has successfully met the learning outcomes.

Bachelor of Commerce – Marketing 84 Section 4: Program Content

Examples of Anticipated Work Placements The College currently has existing relationships with the following employers: Employer Industry Potential Position About Communications Advertising Marketing Creative Writer and Social Media Strategist Appreciation Events Canada Service Events Coordinator Inc. Astral Out of Home Advertising Communication Intern Bell Media Media Marketing and Innovation Intern Canada Cares Non Profit Publicity Intern Canadian Tire Corporation Retail Marketing Coordinator Dignitas International Non Profit Donor Relations Eagle Eye Oakville Events Service Marketing Associate Ehealth Ontario Government Communication Coordinator EQ Works Advertising SEO/SEM Specialist Europe Now Enterprises Ltd Service International Marketing Assistant Four Seasons Hotels and Hospitality Social Media Marketing Intern Resorts Hewlett Packard Canada (Co) ICT Consumer Sales & Marketing Intern Labatt Breweries of Canada Food & Beverage Trade Marketing Intern Maple Leaf Sports and Entertainment Corporate Partners and Entertainment Marketing Intern Ministry of Economic Government Policy & Marketing Coop Student Development and Trade NBC Universal Canada Entertainment Marketing Intern Scotiabank Financial Services Business Research Intern Sick Kids Foundation Health Care Business Process & Data Integrity Smuckers Foods of Canada Food & Beverage Sales Analyst Corp Teranet ICT Market Research/ Data analyst Walt Disney Studios Motion Entertainment Promotions Intern Pictures Canada

Bachelor of Commerce – Marketing 85 Section 4: Program Content

The Co-op Education Department’s business development team will work closely with the School of Marketing to identify opportunities for Seneca College’s expansion into new areas of employment related to the proposed Bachelor of Commerce – Marketing degree program. Support for Co-op Students The Co-operative Education Department at Seneca College consists of 22 staff members across all campuses and provides comprehensive support to all co-op students. The Department strives to develop long-term relationships with employers to generate a steady stream of relevant work term opportunities for our students. Students receive a wide range of supports to help them achieve success, including personal service from a Co-op Coordinator, who teaches the Co-op Professional Practice and Co-op Integration and Career Planning classes. The Co-op Coordinators are career professionals with industry connections who are available for personal mentoring with students. They conduct a site visit to each student on a work term, thus supporting both the student and the employer. They often act as skilled and knowledgeable mediators in workplace misunderstandings and can advocate on behalf of the student if needed. The Seneca Co-op Department’s business development team plays a key role in supporting the development of new work-integrated learning opportunities. The Business Developers generate new work term opportunities through activities such as creating and delivering outreach initiatives, maximizing social media, connecting with association/organizations, attending industry-specific trade shows/events and calling employers directly.

Bachelor of Commerce – Marketing 86 Section 4: Program Content

4.8 Course Outlines 4.8 (i) Identification of Previously Assessed Courses

Previously Assessed Core Courses

Consent Course Title Consent Program Granted (Year) Leadership Bachelor of Commerce – Business Management 2011

Previously Assessed Non-Core Courses

Consent Course Title Consent Program Granted (Year) Writing Strategies Renewal of Bachelor of Commerce – Financial 2014 Services Management Applied Communication for Renewal of Bachelor of Commerce – Financial 2014 Business and Industry Services Management Presentation Skills Renewal of Bachelor of Commerce – Financial 2014 Services Management

Previously Assessed Liberal Studies Options

Consent Course Title Consent Program Granted (Year) Approaches to Canadian B.A.T. – Software Development 2003 Literature Conversational Spanish B.A.T. – Control Systems Technology 2006 B.A.B. – Municipal and Corporate Canadian Political Economy 2006 Administration Canadian Politics and B.A.T. – Control Systems Technology 2006 Government Canadian Short Story B.A.T. – Informatics & Security 2005

Canadians and Americans B.A.T. – Informatics & Security 2005 B.A.B. – Human Resources Strategy and Cities and Civilizations 2005 Technology Creative Writing B.A.T. – Informatics & Security 2005

Critical Thinking I B.A.T. – Software Development 2003

Bachelor of Commerce – Marketing 87 Section 4: Program Content

Consent Course Title Consent Program Granted (Year) Critical Thinking II B.A.T. – Software Development 2003 B.A.B. – Municipal and Corporate Current Issues in Canada 2006 Administration Digital Dilemmas B.A.T. – Informatics and Security 2005

Food for Thought B.A.T. – Software Development 2003 B.A.B. – Municipal and Corporate Introduction to Political Science 2006 Administration Introduction to Psychology B.A.T. – Informatics and Security 2005

Introduction to Sociology B.A.T. – Software Development 2003

Introduction to World Literature B.A.T. – Flight 2003

Introduction to World Literature II B.A.T. – Flight 2003

Introduction to French I B.A.T. – Informatics and Security 2005

Introduction to French II B.A.T. – Informatics and Security 2005

Introductory Spanish I B.A.T. – Software Development 2003

Introductory Spanish II B.A.T. – Software Development 2003

Media and the Information Age B.A.T. – Control Systems Technology 2006

Media as Art Form B.A.T. – Software Development 2003

Middle Eastern Societies B.A.T. - Environmental Site Remediation 2003 B.A.B. – Municipal and Corporate Municipal Issues 2006 Administration Physical Geography B.A.T. – Software Development 2003

Popular Literature B.A.T. – Software Development 2003

Principles of Psychology B.A.T. – Control Systems Technology 2006

Science Fiction B.A.T. – Control Systems Technology 2006

The Biology of Aging B.A.T. – Software Development 2003 B.A.B. – Human Resources Strategy and Themes in Canadian History 2005 Technology B.A.B. – Municipal and Corporate Urban Studies 2006 Administration

Bachelor of Commerce – Marketing 88 Section 4: Program Content

Consent Course Title Consent Program Granted (Year) Work in Canada B.A.T. – Software Development 2003 B.A.B. – Municipal and Corporate Economics – An Overview 2006 Administration Modern Social and Political B.A.B. – Human Resources Strategy and 2005 Thought Technology The Short Story B.A.T. – Software Development 2003

Asian/North American Literature B.A.T. – Software Development 2003 Understanding Science and B.A.T. – Software Development 2003 Technology Canada: The Rise of the Modern B.A.B. – Municipal and Corporate 2006 Nation Administration Canadian Autobiography B.A.T. – Control Systems Technology 2006

Canadian Popular Music B.A.T. – Informatics and Security 2005 Cultural Trash: Waste, Excess B.A.T. – Control Systems Technology 2006 and Repression Globalization in the 20th Century B.A.T. – Control Systems Technology 2006 and Beyond Movies and Meaning B.A.T. – Control Systems Technology 2006

The Culture of Image B.A.T. – Informatics and Security 2005

Global Politics Bachelor of Interdisciplinary Studies 2012

The History of the United States Bachelor of Interdisciplinary Studies 2012

How Things Work Bachelor of Interdisciplinary Studies 2012

Introduction to Astronomy Bachelor of Interdisciplinary Studies 2012

Introduction to Geometry Bachelor of Interdisciplinary Studies 2012 Art, Science, and Technology: Bachelor of Interdisciplinary Studies 2012 Intersections Contemporary Issues in Bachelor of Interdisciplinary Studies 2012 Abnormal Psychology Narrative, Drama and the Visual Bachelor of Interdisciplinary Studies 2012 Arts Economics of Immigration Bachelor of Interdisciplinary Studies 2012 Women and Gender in European Bachelor of Interdisciplinary Studies 2012 History

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Consent Course Title Consent Program Granted (Year) Film and Philosophy Bachelor of Interdisciplinary Studies 2012 Heroes and Heroines in Western Bachelor of Interdisciplinary Studies 2012 Literature Nutrition Through the Life Span Bachelor of Interdisciplinary Studies 2012

Scientific Revolutions Bachelor of Interdisciplinary Studies 2012 The Global Financial Crisis: Bachelor of Interdisciplinary Studies 2012 2008-2009 The Television Age Bachelor of Interdisciplinary Studies 2012 Consent Renewal for Bachelor of Software Poetry 2014 Development Social Consciousness: Equity and Consent Renewal for Bachelor of Software 2014 Social Justice Development Consent Renewal for Bachelor of Software Social History of Modern Asia 2014 Development Murder and Memories: Consent Renewal for Bachelor of Software 2014 Researching History Development Consent Renewal for Bachelor of Software Utopia Fictions (Online) 2014 Development Consent Renewal for Bachelor of Software Film, Form and Culture 2014 Development Consent Renewal for Bachelor of Software Introduction to World Drama 2014 Development Consent Renewal for Bachelor of Software Film and Politics 2014 Development Consent Renewal for Bachelor of Software The Graphic Novel 2014 Development Consent Renewal for Bachelor of Software Sociology of the Family 2014 Development Film Wars: Warner Brothers vs. Consent Renewal for Bachelor of Software 2014 MGM Development Buy, Use, Toss: The Future of Consent Renewal for Bachelor of Software 2014 Consumption Development Consent Renewal for Bachelor of Child Scholarly Research and Writing I Pending Development Social Media and Professional Consent Renewal for Bachelor of Child Pending Identity: The Web of Influence Development Cheering for the Home Team: Consent Renewal for Bachelor of Child The Contradictions of Modern Pending Development Sport Gender and Sexuality in World Consent Renewal for Bachelor of Child Pending History Development

Bachelor of Commerce – Marketing 90 Section 4: Program Content

Consent Course Title Consent Program Granted (Year) Introduction to Political Ideology: Consent Renewal for Bachelor of Child Pending Theory and Practice Development Consent Renewal for Bachelor of Child Love: Historical and Philosophical Pending Development Smart Phones, Talking Apes, and Consent Renewal for Bachelor of Child Baby Geniuses: An Introduction to Pending Development Cognitive Sciences Consent Renewal for Bachelor of Child Introductory to Astronomy Pending Development

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4.9 Bridging Course Descriptions Bridging Course Code and Title Calendar Course Description

In this course, graduates of introductory business courses continue to explore basic management

theory and skills with an in-depth examination of MGMT2827 the management functions of planning, organizing, leading and controlling. Taking an integrative Advanced Topics in Management approach to analyzing the external business environments, this course focuses on macroeconomic principles and global perspectives. Quantitative analysis is applied in assessing alternative solutions to business decisions.

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4.10 Bridging Course Outline Course: MGMT2827 Advanced Topics in Management Year/Semester: Bridging Semester

Course Description In this course, graduates of introductory business courses continue to explore basic management theory and skills with an in-depth examination of the management functions of planning, organizing, leading and controlling. Taking an integrative approach to analyzing the external business environments, this course focuses on macroeconomic principles and global perspectives. Quantitative analysis is applied in assessing alternative solutions to business decisions.

Method(s) of Instruction A variety of instructional techniques may be used that could include interactive, media-rich lectures; seminars; guest speakers’ collaborative discussions; wikis; problem-based learning; case analyses; debates; journal article review; videos; role play; group projects; group in- class activities and presentations.

Content Outline by Topic  Economic systems, legal systems and forms of business ownership around the globe  International trade, exchange rates and organizations (MAFTA, EU, WTO)  Applied econometrics using real market demand and supply data  Government, public sector and private sector interactions; civil society  Business risk – market risk versus systemic risk  Management functions: planning, organizing, leading, controlling  Management decisions – the importance of data and analytics across functional areas  Management issues – market maturity, technological change  Management issues – HR allocation, labour relations

Actual Contact Hours 3 hours per week x 14 weeks

Method(s) and Frequency of Evaluation of Student Performance The final grade for this course is composed of the following components: Integrative Case Study Analysis 30% Term Tests 40% Final Exam 30% Total 100%

Resources to be Purchased/Provided by Students Program Case Study Package

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Required Textbook Erskine, James A.: M. Leenders and L. A. Mauffette-Leenders. Learning with Cases Richard Ivey School of Business, 2007.

Porter, M.E. (1990). The Competitive Advantage of Nations. New York: Free Press.

Learning Outcomes Upon successful completion of this course, students will be able to: 1. Assess the current global trends and challenges in regulatory, political, social and technological environments of major economic and legal systems. 2. Use basic graphical, algebraic and time series techniques to identify trends, test hypotheses and inform forecasts at the aggregate level to predict growth, interpret estimates and assess data quality. 3. Discuss the influence of major international trade organizations and monetary unions on monetary policy options and trading relationships. 4. Discuss the role of planning, organizing, leading and controlling for professional managers in the areas of human resources, marketing, operations and finance. 5. Describe planning, organizing, leading and controlling in each functional area within an organization. 6. Define value creation from the perspectives of external and internal stakeholders.

Faculty Qualified to Teach this Course Relevant Master’s level degree and/or business-related postgraduate degree and relevant work experience or demonstrated expertise in the field.

Percentage of the Course Content Offered Online None

Faculty Qualifications Required to Teach/Supervise the Course Relevant Master’s level degree, 3-5 years relevant work experience and/or demonstrated expertise in the field.

Classroom Requirements Regular classroom Electronic classroom Activity-based learning centre

Equipment Requirements Students are required to bring tablets or laptops to class.

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4.11 Gap Analysis Seneca College anticipates that students in a number of program streams will be interested in degree completion with the Bachelor of Commerce – Marketing degree program. The Business – Marketing Diploma (BMT) and the Business Administration – Marketing Advanced Diploma (BAM) have been identified as two high-affinity programs. 4.11 (i) Gap Analysis: Pathway from Business – Marketing Diploma to Bachelor of Commerce – Marketing Seneca College anticipates that graduates of the two-year Business – Marketing diploma program (BMT) will be interested in a degree completion pathway. The BMT graduates have a significant background in marketing concepts and applications. The content of the introductory marketing courses in the Bachelor of Commerce – Marketing degree program covers topics similar to those found in the BMT diploma program. However, the BMT students may lack the depth and breadth of knowledge and critical analytical skills to support the range of its application in marketing decision making that is required of the Bachelor of Commerce – Marketing degree program to meet the standard of the Ontario Qualifications Framework for an Honours Baccalaureate program. Table 4.11 (i) summarizes the assessment of the gaps and identifies the remediation required to fill those gaps, creating BMT pathways to the degree. The Ministry’s standards for Business – Marketing programs can be found at http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/business/market4.pdf.

Table 4.11 (i)

Business – Marketing Degree Program Knowledge or Skill Gap Diploma Program Outcome Gap Remediation Outcome 1. Evaluate evidence- 5. Analyze results of based decision Lack the higher level Reach-Back marketing activities learning opportunity Course – making using using criteria related to to support critical MRKT4842 quantitative and budgeted sales, costs, analytical skills in the Predictive qualitative profits and other assessment of Analytics for information. appropriate criteria. evidence and results. Marketing

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Business – Marketing Degree Program Knowledge or Skill Gap Diploma Program Outcome Gap Remediation Outcome 1. Contribute to the development of an integrated marketing communication strategy for marketing products, concepts, goods or services based on an identified target market. 2. Contribute to the development of pricing strategies that take into account perceived value, competitive pressures, corporate objectives and cost 2. Formulate analysis. business strategies 3. Contribute to the in order to address Bridging Course development of Lack the depth and market trends and – MGMT2827 strategies for the breadth of the meet efficient and effective management content Advanced organizational distribution of products, and context. Topics in goals. concepts, goods and Management services.

4. Determine strategies for developing new and modified products, concepts, goods and services that respond to evolving market needs. 11. Develop personal, professional development strategies and plans to enhance leadership. 12. Participate in the development of a business plan.

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Business – Marketing Degree Program Knowledge or Skill Gap Diploma Program Outcome Gap Remediation Outcome 3. Interpret complex 5. Analyze results of Reach-Back numeric and marketing activities Course – financial data for using criteria related to Lack the depth in MRKT4842 strategic and budgeted sales, costs, quantitative analysis. Predictive operational profits and other Analytics for decision making. appropriate criteria. Marketing 4. Implement Lack knowledge of Reach-Back multifaceted operationalizing Course – workflow, and marketing projects OPRM1852 inventory and by applying project Operations performance management skills. Management I management. 5. Market to various 15. Adapt to and apply target groups and various and changing Graduates are markets using technologies, systems, prepared for traditional, new and computer advanced courses in and emerging applications used in years 3 and 4 of the media and marketing degree program. technologies. environments. 1. Contribute to the development of an integrated marketing communication strategy for marketing products, concepts, goods or services 6. Create integrated based on an identified marketing target market. communications 6. Contribute to the plans using development of a Graduates are marketing marketing plan prepared for advanced courses in concepts, models, including marketing objectives, marketing years 3 and 4 of the frameworks and mix, marketing degree program. tools. strategies, budgetary considerations and evaluation criteria. 8. Communicate marketing information persuasively and accurately in oral, written and graphic formats.

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Business – Marketing Degree Program Knowledge or Skill Gap Diploma Program Outcome Gap Remediation Outcome 7. Conduct research 10. Participate in to analyze Graduates are conducting market prepared for opportunities and research to provide advanced courses in support decision information needed to years 3 and 4 of the making. make marketing degree program. decisions.

5. Analyze the results of marketing activities using criteria related to budgeted sales, costs, profits and other appropriate criteria. 9. Analyze the viability of 8. Evaluate marketing marketing products, Bridging Course strategies to concepts, goods or Lack the breadth of – MGMT2827 assess their impact services in an management and Advanced on consumers and international market or econometric context. Topics in the achievement of markets. Management business goals. 11. Develop personal, professional development strategies and plans to enhance leadership, management skills and marketing expertise. 9. Model ethical, legal and professional Graduates are codes of conduct 13. Apply the principles of prepared for of the Canadian business ethics and advanced courses in business corporate social years 3 and 4 of the environment and responsibility. degree program. global marketplace.

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Business – Marketing Degree Program Knowledge or Skill Gap Diploma Program Outcome Gap Remediation Outcome 7. Develop strategies to establish effective working relationships 10. Communicate with clients, customers, consumers, co-workers, information and supervisors and others. ideas to persuade Graduates are an audience using 8. Communicate prepared for the most suitable marketing information advanced courses in medium and mode persuasively and years 3 and 4 of the accurately in oral, degree program. for the message. written and graphic formats. 14. Use professional sales techniques to make a sale. 15. Adapt to and apply a Reach-Back 11. Solve business variety of changing Course – problems by technologies, systems Lack the depth and MRKT4842 applying current and computer range of tools for Predictive applications used in business analytics. workplace Analytics for marketing technology. Marketing environments. 12. Execute web- based optimization that furthers Reach-Back Course – business Lack the depth and MRKT4842 range of tools for objectives by Predictive business analytics. applying predictive Analytics for analysis and Marketing decision

management frameworks.

The analysis demonstrated that graduates of the Business – Marketing diploma program would have gaps in the knowledge and skills in operations management, predictive analytics, economic analysis, and the contextual depth of management. Therefore, they would be required to take one intensive bridging course covering advanced management topics and two reach-back courses: Predictive Analytics for Marketing and Operations Management I in order to fill the identified gaps. The bridging course provides additional depth and context, particularly in microeconomics and strategy. The predictive analytics course prepares students for advanced statistical analysis

Bachelor of Commerce – Marketing 99 Section 4: Program Content using leading software. The operations management course completes the business fundamental concentration by preparing the students for studies in project management and the research capstone project in the final two years of the degree program. These three courses, based on business case studies and evidence-based practice, support learning at an advanced level by addressing the content and skills in both disciplines. They will be offered online in the bridging semester. Upon successful completion of these courses, including a major integrative business case study analysis, students will be able to enter the fifth semester of the Bachelor of Commerce – Marketing degree program. Graduates of the Business – Marketing Diploma program (BMT) may transfer into the Bachelor of Commerce – Marketing program with a minimum GPA of 3.0 upon completion of one bridging course (MGMT2827 Advanced Topics in Management) and two reach-back courses (MRKT4842 Predictive Analytics for Marketing and OPRM1852 Operations Management I).

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Section 4 Program Content

4.11 (ii) Gap Analysis: Pathway from Business Administration – Marketing Advanced Diploma to Bachelor of Commerce – Marketing Seneca College anticipates that graduates of the three-year Business Administration – Marketing advanced diploma program (BAM) will also be interested in a degree completion pathway. The BAM graduates have advanced knowledge and experience with marketing concepts and applications. The content of the marketing concentration courses in the Bachelor of Commerce – Marketing degree program covers similar topics to those found in the BAM advanced diploma program. However, the BAM graduates may lack the depth and breadth of knowledge, skill, and application required of the Bachelor of Commerce – Marketing degree program to meet the standards of the Ontario Qualifications Framework for an Honours Baccalaureate program. Table 4.11 (ii) summarizes the assessment of the gaps and identifies the remediation required to fill those gaps, creating BAM pathways to the degree. The Ministry’s standards for Business Administration – Marketing programs can be found at http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/business/busmrk-e.html.

Table 4.11 (ii)

Diploma Program Outcome Degree Program Knowledge or Gap Business Administration – Outcome Skill Gap Remediation Marketing 5. Evaluate results of 1. Evaluate evidence- marketing activities using based decision criteria related to budgeted Reach-Back Course – making using sales, costs, profits and Lack of depth in MRKT4842 other appropriate criteria. quantitative quantitative and Predictive analysis. qualitative 7. Project the impact of a Analytics for information. marketing initiative using Marketing quantitative information.

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Diploma Program Outcome Degree Program Knowledge or Gap Business Administration – Outcome Skill Gap Remediation Marketing 1. Develop an integrated marketing communication strategy for marketing products, concepts, goods or services based on an identified target market. 3. Develop pricing strategies that take into account perceived value, competitive pressures, corporate objectives and cost analysis. 4. Develop strategies for the efficient and effective Degree program 2. Formulate distribution of products, provides a higher business concepts, goods and level learning Bridging services. strategies in order opportunity to Course – support greater to address market 5. Determine strategies for MGMT2827 depth in the trends and meet developing new and Advanced content and organizational modified products, concepts, context of Topics in goals. goods and services that designing Management respond to evolving market marketing needs. strategies. 8. Address marketing problems and opportunities using a variety of strategies and tactics.

13. Develop personal, professional development strategies and plans to enhance leadership, management skills and marketing expertise. 14. Assist in the development of a business plan. 3. Interpret complex numeric and 5. Evaluate results of Reach-Back marketing activities using Course – financial data for Lack of depth in criteria related to budgeted MRKT4842 quantitative strategic and sales, costs, profits and Predictive analysis. operational other appropriate criteria. Analytics for decision making. Marketing

Bachelor of Commerce – Marketing 103 Section 4: Program Content

Diploma Program Outcome Degree Program Knowledge or Gap Business Administration – Outcome Skill Gap Remediation Marketing 4. Implement multifaceted Reach-Back marketing projects Lack knowledge Course – by applying project of operations OPRM1852 management management. Operations Management I skills.

5. Market to various 17. Adapt to and apply a target groups and Graduates are variety of changing markets using prepared for technologies, systems and advanced traditional, new computer applications used courses in years and emerging in marketing environments. 3 and 4 of the media and degree program. technologies.

1. Develop an integrated marketing communication strategy for marketing products, concepts, 6. Create integrated goods, or services based on an marketing identified target market. communications 7. Formulate and prepare a Graduates are plans using marketing plan including prepared for advanced marketing marketing objectives, marketing concepts, models, mix, marketing strategies, courses in years 3 and 4 of the frameworks and budgetary considerations and evaluation criteria. degree program. tools. 10. Communicate marketing information persuasively and accurately in oral, written and graphic formats.

7. Conduct research Graduates are 12. Conduct primary and to analyze prepared for secondary market research advanced opportunities and to provide information courses in years support decision needed to make marketing 3 and 4 of the making. decisions. degree program.

Bachelor of Commerce – Marketing 104 Section 4: Program Content

Diploma Program Outcome Degree Program Knowledge or Gap Business Administration – Outcome Skill Gap Remediation Marketing 4. Determine strategies for developing new and modified products, concepts, goods and services that respond to evolving market 8. Evaluate marketing needs. strategies to Bridging 5. Evaluate results of assess their Lack the breadth Course – marketing activities using impact on of management MGMT2827 criteria related to budgeted consumers and the and econometric Advanced sales, costs, profits and achievement of context. Topics in other appropriate criteria. business goals. Management 11. Evaluate the viability of marketing products, concepts, goods or services in an international market or markets. 9. Model ethical, legal and professional Graduates are codes of conduct 15. Apply the principles of prepared for of the Canadian business ethics and advanced

business corporate social courses in years environment and responsibility. 3 and 4 of the global degree program. marketplace. 9. Develop strategies to establish effective working 10. Communicate relationships with clients, information and customers, consumers, co- Graduates are ideas to persuade workers, supervisors and others. prepared for an audience using advanced

the most suitable 10. Communicate marketing courses in years medium and mode information persuasively and 3 and 4 of the for the message. accurately in oral, written degree program. and graphic formats.

16. Use professional sales techniques to make a sale.

11. Solve business 17. Adapt to and apply a Reach-Back problems by variety of changing Lack the depth Course – technologies, systems and applying current and range of MRKT4842 computer applications used workplace tools for business Predictive in marketing environments. technology. analytics. Analytics for

Marketing

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Diploma Program Outcome Degree Program Knowledge or Gap Business Administration – Outcome Skill Gap Remediation Marketing 6. Execute web- based optimization that furthers business Lack the depth Reach-Back Course – objectives by and range of tools for business MRKT4842 applying predictive analytics. Predictive analysis and Analytics for decision Marketing management frameworks.

The analysis demonstrated that graduates of the Business Administration – Marketing Advanced Diploma program would have gaps in the knowledge and skills in operations management, predictive analytics, econometrics, and the contextual depth of management. Therefore, they will be required to take one intensive bridging course covering advanced management topics, MGMT2827 Advanced Topics in Management, and two reach-back courses – MRKT 4842 Predictive Analytics for Marketing and OPRM1852 Operations Management I. The strength of the graduates of BAM is their advanced knowledge and skills in consumer behaviour, interactive marketing, business-to-business marketing, and brand management, which translates into advanced standing for the courses in this subject matter delivered in semesters 5 and 6 of the degree program. The management course provides additional depth and context, particularly in microeconomics and strategy. The predictive analysis course prepares students for advanced statistical analysis using leading software. The operations management course completes the business fundamental concentration and prepares the students for project management and the research capstone project. These three courses teach an advanced level of content and skills in both disciplines and are based on case studies and evidence-based practice. They will be offered online in the Spring and Summer semesters. Upon successful completion of these three courses, including a major integrative case study analysis, students will be able to enter the fifth semester of the Bachelor of Commerce – Marketing degree program. Graduates of Business Administration – Marketing Ontario College Advanced Diploma program (optional co-op) may transfer into the Bachelor of Commerce – Marketing Degree program with a minimum GPA of 3.0 upon the completion of one bridging course (MGMT2827 Advanced Topics in Management) and two reach-back courses (MRKT4842 Predictive Analytics for Marketing and OPRM1852 Operations Management I) and receive the following:

 Direct entry into Year 3, Semester 5  Credit for: o MRKT3882 Brand Management, o MRKT2862 Consumer Behaviour,

Bachelor of Commerce – Marketing 106 Section 4: Program Content o MRKT3842 Direct and Interactive Marketing, o MRKT3872 Business-to-Business Marketing.

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Section 5: Program Delivery

Section 5: Program Delivery The following section includes: 5.1 Introduction 5.2 Quality Assurance of Delivery 5.3 Support for Teaching and Learning/Faculty Development 5.4 Student Feedback 5.5 Online Delivery

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5.1 Introduction The Bachelor of Commerce – Marketing degree program will be delivered using a variety of teaching methods that engage the student in applied learning. This includes lecture, interactive learning, group projects, guest speakers, role play, student presentations, online learning and research activities. As a bachelor's degree program in an applied area of study, each course is delivered in a manner to enable the student to achieve the learning outcomes. At a minimum, the delivery includes professor-led discussion, student-driven study, and activity-based learning, which together enable the student to apply the concepts, knowledge, and techniques learned through discussion and study. As a result, much of the learning is guided, hands-on, and then evaluated by the faculty. All courses are one semester in length, fourteen (14) weeks and usually meeting three (3) hours per week. This timeframe provides a suitable amount of time to learn and apply the material, and demonstrate competence with a completion milestone (typically an exam or major assignment).

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5.2 Quality Assurance of Delivery Seneca College conducts sustained, evidence-based and participatory inquiry to ensure that courses and programs, whether delivered using traditional, web facilitated, blended, hybrid, or online methods, are achieving the intended learning outcomes. Curriculum design and delivery are periodically assessed throughout the program life cycle, with more in-depth analysis taking place during: a) the program proposal process (prior to approval), b) formative reviews (every second year), and c) summative reviews (every five to seven years).

A number of Seneca College committees and councils are involved in program approvals and quality assurance measures. The table below outlines the various committees and their roles in ensuring that quality measures and outcomes are met. Table 5.2: Seneca Quality Assurance Measures and Outcomes

Quality Measure Participants/Purpose/Outcomes Frequency

Institutional/Program Committees Program Advisory Industry and external professionals in the specific Typically twice Committee (PAC) field selected to advise the College regarding per year industry trends, desired program changes to maintain currency, graduate skills and knowledge required in the industry and employment opportunities. Academic Planning Sub-committee of the Board of Governors, 5–7 meetings and Student Affairs responsible for discussion and recommendations to per year (APSA) sub- ensure the academic health of the College and the committee of the quality of the programs and services it offers. Board of Degree activity and highlights are reported to APSA Governors and the Board. Academic Council Council of representative faculty, chairs and deans to 8–9 meetings review and recommend changes to academic policy. per year Revisions to academic degree policies are endorsed by Academic Council for approval by the Vice- President, Academic. Advisory to the Office of the Vice-President, Academic. Degree Council Standing committee of Academic Council responsible 4–5 meetings for creation, review and recommendations for per year (Council mandate degree-related academic policies, sharing best is currently under practices, and marketing of degrees. review) Promotion Program faculty and chair meetings held to review At end of every Committee individual student achievement and mastery of semester learning outcomes.

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Program-Specific Reviews Formative program Chair provides a high-level review of program data Biennial review including: applications, enrolment, retention, co-op placement rates, KPI surveys and course assessment surveys. Summative Program review team conducts an in-depth analysis Every 5–7 program review of cumulative quantitative and qualitative data years aligned with the formative review process, including Program Context, Infrastructure, Curriculum and Effectiveness to inform recommendations for program changes. Recommended action plan is presented by Chair and Dean to Vice-President, Academic. External program External team of academic peers reviews Self- Every 5–7 evaluation Study/Summative Review and conducts a site visit years – aligned committee (EPEC) during which members of the external committee with summative site visit meet with faculty members, students, employers and program review administrators to gather information with the purpose and consent of assessing the program. renewal cycle PEQAB site visit Quality Assessment Panel, selected by PEQAB, Every 5–7 review Degree Consent Renewal materials and years as meets with faculty members, students, employers required for and administrators to assess program alignment with consent Board standards. renewal

Contained in the “Policies” section of this submission is Seneca College’s policy on Quality Assurance, which describes the College’s commitment to regular academic program review and the College’s capacity to provide college-wide infrastructure and student support services such as libraries, learning centres, computer labs, appropriately equipped classrooms, student services and student work space.

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5.3 Support for Teaching and Learning and Faculty Development The Centre for Academic Quality (CAQ, formerly CAE) was envisioned in June 2010 and announced to the Seneca community in December 2010. The mandate of the Centre is to provide vision, leadership and support to further Seneca College’s quality and innovation mission relative to teaching and learning. The focus is on program development, program review, degree development and renewal, instructional design, innovative curriculum, e-learning and faculty support in educational technologies and pedagogy. The Centre’s goals are to enrich student experience at Seneca by providing faculty and academic leaders with access to expertise in exemplary teaching practice, program development and review, and e-learning. It provides opportunities for exploration, collaboration and innovation in teaching strategies and supports and celebrates excellence in teaching. The CAQ is comprised of two units, Teaching and Learning and Program Quality, under the leadership of the Vice-President, Academic:

 Teaching and Learning offers access to expertise in teaching practice, active learning strategies, course design, new learning technologies and multiple ways of assessing learning to enrich the student learning and faculty teaching experience at Seneca. A cross-disciplinary, experiential approach to learning is modeled and championed with Seneca faculty. Working in partnership with academic schools, departments and faculty a wide range of professional development activities, resources and services are provided to facilitate the achievement of the goals of the Seneca Academic Plan. Teaching and Learning draws on the expertise of the Office of Leadership and Employee Development for registration and tracking of faculty development and joint programming ventures to support faculty and academic leaders.

 The Program Quality Unit provides information and support for faculty and academic leadership for program development and review. Curriculum design consultation, supported with materials from Teaching and Learning, supports chairs and deans through the internal and provincial process for program and funding approval for credentials ranging from certificates to baccalaureate degrees. The Program Quality Unit also supports the preparation of materials for institutional quality assurance for audits and institutional accreditation. CAQ staff include full-time and seconded faculty, full-time administrators and temporary staff (including co-op students). Visiting faculty lend their expertise to project teams as required. In addition to driving quality assurance relative to academic programs, Centre staff engage in applied research to inform decisions related to curriculum and pedagogy.

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5.4 Student Feedback Student feedback is collected through an online survey that is distributed during the Fall and Winter Semesters for all classes. Students in classes taught by part-time instructors during the Spring Semester also receive an opportunity to provide feedback. See the “Policies” section of the submission for Seneca College’s policies on student feedback.

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5.5 Online Delivery Seneca College expects all courses to have an online presence through the Blackboard Course Management System or other equivalent Learning or Course Management System. Academic community among students and between students and faculty is achieved through synchronous and asynchronous discussion tools, which promote enhanced discussion. Blackboard provides tools to create the sub-groupings of students who have their own online space for small-group learning activities and group project collaboration. The collaboration tools used for live chat help to build community and extend learning. Synchronous conferencing enables a wide range of students to interact and build community. E-mail is a tool for enhanced and timely feedback. Course Management Systems localize and organize course material, creating a virtual learning environment. Students are able to share ideas through listservs, newsgroups, e-mail and document exchange. Many courses are supported by distributing iPads and iTunes University access to students. Online delivery will also be used for bridging and reach-back courses. See “Policies” section of the submission for Seneca College’s policies on online delivery.

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Section 6: Capacity to Deliver

Section 6: Capacity to Deliver The following section includes: 6.1 Introduction 6.2 Learning and Physical Resources 6.3 Resource Renewal and Upgrading 6.4 Support Services 6.5 Faculty 6.6 Curriculum Vitae Release 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program (i) Curriculum Vitae of Faculty Assigned to Deliver the Core Courses and Other Core-Related Requirements (ii) Curriculum Vitae of Faculty Assigned to Deliver the Non-Core Courses and Any Other Breadth-Related Requirements

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6.1 Introduction Seneca College’s Quality Assurance Policy ensures the “college’s capacity to deliver college- wide services, such as: infrastructure and supporting services (libraries, learning centres, computer labs); appropriately equipped classrooms cafeterias; student services and student work areas; human resources policies and practices; donor accountabilities and stewardship; financial practices; marketing and institutional communications.” The proposed Bachelor of Commerce – Marketing degree program will be delivered at Seneca’s Newnham campus and will add to the portfolio of programs offered at this campus. The proposed Bachelor of Commerce – Marketing degree program also serves to complement Seneca College’s current portfolio of Baccalaureate Degrees. Within the Faculty of Business there currently are five such degrees offered: Business Management; Financial Services Management; Human Resources Strategy and Technology; International Accounting; and International Business Management. Along with this submission, the Faculty of Business is also submitting proposals for a Bachelor of Commerce – Technology Management degree program and a Bachelor of Healthcare Management degree program. All Baccalaureate Degrees offered by the Faculty of Business share a common framework for their general management courses. The differentiating feature of the Bachelor of Commerce – Marketing degree program is its emphasis on business and marketing analytics. Several courses in the curriculum focus on the increasing demands being placed on marketing professionals for insight and alignment of customer demands to the businesses strategy and execution. This degree program is designed to prepare graduates for careers such as:

Database Marketing Advertising and Promotions Marketing Analyst Analyst Manager Marketing Research Business Intelligence Data Analysis Manager Analyst Pricing Analyst Digital Media Specialist Product Manager Data Scientist CRM Analyst Marketing Manager Predictive Analytics CRM Campaign Manager Social Media Manager Specialist Quantitative Analyst Web Analytics Specialist Director Marketing Analytics

Seneca College has been building its capacity to deliver degree programs over the past decade. Systems, policies and procedures are in place for the ongoing development, delivery and review of the following 12 degrees programs: • Bachelor of Aviation Technology • Bachelor of Child Development • Bachelor of Commerce – Business Management • Bachelor of Commerce – Financial Services Management • Bachelor of Commerce – Human Resources Strategy and Technology

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Section 6: Capacity to Deliver

• Bachelor of Commerce – International Accounting and Finance • Bachelor of Commerce – International Business Management • Bachelor of Interdisciplinary Studies • Bachelor of Technology (Informatics and Security) • Bachelor of Technology (Software Development) • Bachelor of Therapeutic Recreation • Collaborative Bachelor of Science of Nursing (BScN) Degree with York University/Seneca College

The following sections (6.2, 6.3, 6.4 and 6.5) provide further evidence of the College’s capacity to deliver the proposed degree program.

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Section 6: Capacity to Deliver

6.2 Learning and Physical Resources Library Resources

Bachelor of Commerce – Marketing

Number of Print Number of Electronic Number of Media Holdings Holdings Holdings

Seneca Books: Research Databases3: Audio-Visual DVDs: Libraries 1 4 Resources All Campuses: 9091 Primary: 23 All Campuses: 501 Relevant to Newnham Campus: 3742 Secondary: 12 Newnham Campus: the Field of 334 Study

Periodicals: Audio-Visual All Campuses: 34 E-Books: Streamed Films: 2 Newnham Campus: 16 All Campuses: 41 7122 All campuses: figures not available Reference Service Other CAAT Interlibrary Loan Video Streamed Library Agreement with 24 Ontario Electronic: Seneca Films: 32 785 Resources community colleges libraries offer both email and and live chat reference Services Universities Interlibrary Loan Agreements services during peak hours as well as 24/7 access to ‘Ask Us’ – a searchable online FAQ Reference Service knowledge base for In-Person & Telephone students. Research Consultations: Online Tutorials: 25 one-on-one research appointments with subject librarians.

1 The above figures do not include resources available to support the Liberal Studies options. Liberal Studies would have access to the entire collection of over 84 050 print volumes, of which 41 029 are at the Newnham Campus library.

2 The above figures do not include resources available to support the Liberal Studies Options. Liberal Studies would have access to the entire collection of over 208 462 eBook titles.

3 Seneca Libraries’ eJournal collection includes approximately 78 329 titles.

4 Seneca Libraries’ DVD collection includes approximately 4928 titles.

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Program-Specific Databases: Primary ABI/Inform Academic Search Premier Business Source ACM Digital Library Books24X7 Premier Canadian Newsstand CARDonline Lite CBCA Business Communication & Mass Communications & Mass Computer Database Media Complete Media Collection Gartner Research IEEE – All Society Lexis Nexis Academic Universe Periodicals Package & Proceedings Order Plan Lynda.com Marketline Mintel Reports Passport GMID PMB Product Data ProQuest Entrepreneurship Academic Safari Books Online ScienceDirect (Elsevier Ultimate HR Manual Journals) Program-Specific Databases: Secondary Academic OneFile AdForum Canadian Business Resource (CBR) Canadian Reference Canadian Periodical Index eStatement Studies Centre (CPI.Q.) Expanded Academic HR Downloads.com Insurance & Liability Collection ASAP Media Names & Scott’s Directories WARC Numbers

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Online Tutorials Online Training Videos Research Success Creating Videos: Research, Citation and Searching: Tutorials Scripting Why Research? Academic Honesty Plagiarism Tutorial Creating Animated Choosing Your Keywords APA & MLA Citation PowerPoint Videos Style Tutorials Searching for Articles Using Library Filming Live Action Search

Screencasting Introduction to the Library Catalogue

Editing Introduction to Searching Individual Databases Presentations, Pitches and Storytelling: Finding Literary Criticism

Storytelling Finding Articles on Current Issues

Integrating Research Into Your Paper

Why Cite?

Identifying Citation Information for an APA Reference

Identifying Citation Information for an MLA Citation

Building a Works Cited List Using MLA

Additional Information for Library Support Information Literacy Seneca Libraries provides its clients with the skills necessary to access, evaluate and ethically use the information they need to complete their studies and to be successful in their chosen career. To achieve this goal, Seneca Libraries has initiated an Information Literacy Mapping Plan to coordinate library instruction for all degree programs across all Seneca College campuses. Library staff, in conjunction with degree program coordinators, plan a sequence of instructional classes, workshops and online tutorials that occur throughout the degree program. As part of this initiative, students in the Bachelor of Commerce – Marketing degree program will receive multiple topical- and assignment-directed in-class research sessions including support

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Section 6: Capacity to Deliver for their final applied-research project. In addition, they will have access to a range of online tools, tutorials and research resources. Library Facilities Seneca Libraries has four campus locations (King, Markham, Newnham and Seneca@York). Each library facility has a variety of student spaces, including individual study carrels, group study areas, bookable study rooms, group media pods, desktop computers and leisure reading areas. All library locations are open Monday to Friday, with two of the main campus locations remaining open 9-5 on Saturday and Sunday. During the exam period, Seneca Libraries makes its extended hours 24/7 Study Hall available to all students. The Library Service Desks offer research and borrowing assistance to students in person, while the AskUS and AskON services reach students virtually. Subject Guides Seneca Libraries supports degree programs by ensuring that registered students have adequate, relevant and current resources easily available to them. It provides the students with a comprehensive starting point—a Subject Guide page on the Seneca Libraries website. These resources may include databases, magazines, journals, newspapers, print sources, audio-visual materials, RRS feeds and other valued and reviewed sites on the Internet related to marketing. Currently, there are nine Subject Guide pages to support students enrolled in the Bachelor of Commerce – Marketing degree program:

 http://seneca.libguides.com/Accounting-FinancialServices  http://seneca.libguides.com/advertising  http://seneca.libguides.com/marketsegmentation  http://seneca.libguides.com/business  http://seneca.libguides.com/cases  http://seneca.libguides.com/companyindustry  http://seneca.libguides.com/humanresources  http://seneca.libguides.com/business/management  http://seneca.libguides.com/computerscience

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On- and Off-Site Computer Resources and Web Access at Newnham Campus

Number of Number of Computers with Computers Number of Internet Access Location of Computers Available to Year Students Available to Students in (Cumulative) Students in Proposed Proposed Program On Program Other (Specify) Site 2016/2017 50 1108 1108 Yes Mobile devices

2017/2018 106 1108 1108 Yes Mobile devices 2018/2019 120 1108 1108 Yes Mobile devices 2019/2020 150 1108 1108 Yes Mobile devices

The computers at all campuses are on a four-year renewal cycle. Student Help Desk services are available in Computer Labs, Computing Commons, Library and Student Services.  By phone: (416) 491-5050  By e-mail: [email protected]  In person at four main Seneca College campuses. The Service Desk hours of operation at the Newnham campus are:

 Monday to Friday – 7:30 a.m. – 11:00 p.m.  Saturday to Sunday – 9:00 a.m. – 5:00 p.m.

Classroom Space and Seating Capacity

Number of Average Large Extra Location Year Students (~40 (40– Large Other On Site (Cumulative) Seats) 60) (>70) (Specify)

Total lecture 2016/2017 50 44 50 8 seats: 5400

Total lecture 2017/2018 106 44 50 8 seats: 5400

Total lecture 2018/2019 120 44 50 8 seats: 5400

Total lecture 2019/2020 150 44 50 8 seats: 5400

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Specialized Equipment, Workstations, and Laboratory Space The Seneca Sandbox is a new library initiative that supports and promotes digital literacies at Seneca College. It provides flexible spaces and equipment to aid in the exploration and creation of digital media projects, for example, sales presentations. It also features an instruction program, through which the library provides workshops to students, faculty and staff on a variety of topics including designing digital assignments, creating video projects, digital story-telling and presentation skills. In addition to teaching new skills and approaches, the Seneca Sandbox workshops reinforce academic honesty, information literacy and issues around digital citizenship such as privacy. More information can be found at www.senecacollege.ca/sandbox.

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6.3 Resource Renewal and Upgrading Library Collections Funding Seneca Libraries has established an on-going and comprehensive plan for curriculum-driven library collection development. It features long-term “collection profiles” to develop up-to-date, relevant and faculty-supported collections. The number of items collected or made available is proportionate to the number of students in the program as well as the average cost of materials, and is based on known usage of the collection. Seneca College has committed to funding approximately $1,220,000 annually in support of the development and renewal of print and electronic learning resources in all subject areas. Seneca Academic IT Plan (2012-2015) The goal of Seneca College’s Academic IT Plan (2012-2105) was to move the College to a fully student-centred learning community by 2015/2016, where technology (including mobile technology) is a major feature of the learning environment. In order to accomplish this goal, the College had to consider technology trends related to education. The guiding principles of the plan include: 1. To develop an overarching strategy to support the eLearning plan, which will focus on Academic IT in the future: mobile computing, social networking and blended learning, as well as providing students with activity-based, problem-based and experience-based approaches. 2. To allocate resources to support needs based on new program development and applied research needs. 3. To provide accountability and flexibility for greater transparency to stakeholders and enable more strategic spending through regular reporting to allow adjustments to be made based on identified needs. 4. To provide support for innovation in new learning environments and the professional development to support its rollout. 5. Ensure that the Academic IT Plan exists to support the academic process and is an investment to support teaching and learning.

See “Policies” section of the submission for the College’s policies and procedures for the complete Academic IT Plan (2012-2015).

Campus Expansion There are currently no plans for expansion at the Newnham campus.

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6.4 Support Services Seneca College’s size and diversity means that students have an unparalleled selection of services and resources to support them in their chosen field of study. Support Service Brief Description of Service Academic advising is routinely provided by coordinators and advisors in each School. In addition, the Library/Learning Commons provides both academic and technical services and resources at each of the campuses. The Academic academic support includes one-on-one tutoring, skills development Advising workshops, computer help desks and special needs services. The information and technical resources include microcomputer stations; e- mail access; books, magazines and periodicals; audio-visual materials and equipment; online reference service; and online access to research databases.

Career Career Services is responsive to student needs by providing co-operative education opportunities, career and vocational counselling, and job Counselling placement advice and resources. Personal, academic and vocational counselling is provided by Counselling and Accessibility Services. Personal concerns, relationship and gender issues as well as support in clarifying interests, aptitudes, needs and values as students make vocational and academic decisions Personal are addressed by professional counsellors. Psychoeducational and Counselling vocational assessments are also provided. Counselling and special needs services are available. How to access them is articulated on the unit’s website http://www.senecacollege.ca/students/counselling/. This type of assistance is provided to students through classes, workshops, special events, resources and individual consultation. Student advising includes clarification of interests and skills, job search strategies, and resume and interview preparation. Students can access Placement/Career resources in the Career Centre at each campus or online through the Services Career Services website http://careerservices.senecac.on.ca. Career Link (https://www.senecacareerlink.com) is Seneca College’s exclusive job posting website, providing students and recent graduates access to on-campus, part-time, Summer and full-time job openings.

Services for Students with disabilities are accommodated through a variety of Students with services and resources provided by the Counselling and Accessibility Disabilities Services Department.

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Support Service Brief Description of Service Tutoring The Learning Centres provide tutoring to all Seneca College students. Faculty provide the academic leadership and direction that have made the Learning Centres key resources that enhance student success and retention. The Centres offer both one-on-one and small group tutoring in Math, English and specific subject areas. They also offer workshops and individual sessions in time management, study skills and oral fluency. Although most tutors are from Seneca College, students from other postsecondary institutions are also hired to provide this type of academic support. Seneca College’s Learning Centres provide one-on-one and small group tutoring for degree, diploma and certificate programs. They assist students with their English, Math, general education and program- specific subjects. Students can analyze their learning styles; get specific help in their field of study or other related subjects and learn how to get the most out of their Seneca degree. Other(s): Financial Aid Financial Aid Services assists students to manage the financial aspects Services of their education through government loans, scholarships, bursaries and a work-study program. Residence In addition to the residences at the Newnham and King Campuses, which accommodate over 1300 Seneca students, there is an internet- based, off-campus housing registry to assist students who are commuting to the College. Student Participation in the Seneca Student Federation Inc. and the Seneca Government Student Athletics Association help students develop leadership and Services teambuilding skills. The athletic, social and cultural programming organized by the student organizations provides students with a holistic educational experience. The cultural diversity at Seneca College provides rich experiences for students to learn about many different cultures and to develop awareness and tolerance of differences. Student Life The Student Life Centre at each campus provides a full range of services Services and resources, including advocacy and advisement, student insurance, legal aid clinic and student success initiatives.

University Numerous opportunities exist for Seneca graduates to transfer credits to Transfer Office Canadian and international universities. The services of the University Transfer Office (http://www.senecac.on.ca/degreetransfer/) include coordination of the degree transfer guide (http://www.senecac.on.ca/degreetransfer/guide/), student advisement and on-campus university fairs.

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Support Service Brief Description of Service Health and Safety Seneca College has a comprehensive set of policies and procedures to ensure the safety and security of its students and staff. Given the size and complexity of the organization, the potential for serious incidents is significant, although there are few incidents because of the proactive and highly effective manner in which issues are addressed. Child Care Professional and dedicated staff provide high quality childcare to infants, toddlers, preschool- and kindergarten-aged children of students and graduates. Childcare centres are located at the Newnham and King campuses.

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6.5 Faculty See “Policies” file for Seneca College’s policies, guidelines and practices pertaining to faculty and staff. Table 6.5 (i): 4-year Enrolment Projection Plan and Staffing Implications

Cumulative Full- Cumulative Ratio of Full-Time Time Faculty Enrolment Students to Full- Year Semester Equivalents Full-Time Time Faculty (F.T.E.)

Fall 50 2.0 25:1 1 Winter 40 2.0 20:1 (2016/2017) Summer 0 0 0

Fall 106 4.0 26.5:1 2 Winter 96 4.0 24:1 (2017/2018) Summer 0 0 0

Fall 120 4.0 30:1 3 Winter 105 4.0 26.25:1 (2018/2019) Summer 0 0 0

Fall 150 4.0 37.5:1 4 Winter 140 4.0 35:1 (2019/2020) Summer 0 0 0

Note: calculations are based on faculty teaching 15 hours in Fall and Winter Semesters and 12 hours in the Summer Semester.

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Table 6.5 (ii): Enrolment Plan

Bachelor of Commerce – Marketing Enrolment Plan Year 1 (2016) Year 2 (2017) Year 3 (2018) Year 4 (2019) Tota Sem F W S Total F W S Total F W S Total F W S l 1 25 0 0 25 40 0 0 40 40 0 0 40 60 0 0 60 2 0 20 0 20 0 38 0 38 0 35 0 35 0 55 0 55 3 0 0 0 0 18 0 0 18 35 0 0 35 33 0 0 33 4 0 0 0 0 0 15 0 15 0 30 0 30 0 30 0 30 5 25 0 0 25 30 0 0 30 25 0 0 25 38 0 0 38 6 0 20 0 20 0 25 0 25 0 20 0 20 0 35 0 35 Co-op 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 0 0 0 0 18 0 0 18 20 0 0 20 19 0 0 19 8 0 0 0 0 0 18 0 18 0 20 0 20 0 20 0 20 Totals 50 40 0 90 106 96 0 202 120 105 0 225 150 140 0 290

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6.6 Curriculum Vitae Release Seneca College has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the degree program application.

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