0 College and Program Information

Seneca College of Applied Arts and

http://www.senecacollege.ca

Proposed Degree Nomenclature

Bachelor of Commerce – Technology

Location: specific address where the program will be delivered

Seneca@York Campus 70 The Pond Rd Toronto, Ontario M3J 3M6

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

Table of Contents

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 ...... 18 2.2 Conceptual and Methodological Awareness/Research and Scholarship ...... 23 2.3 Communication Skills ...... 25 2.4 Application of Knowledge ...... 26 2.5 Professional Capacity/Autonomy ...... 27 2.6 Awareness of Limits of Knowledge ...... 29 Section 3: Admission, Promotion and Graduation ...... 31 3.1 Admission Standard ...... 32 3.2 Admission Requirements for Direct Entry ...... 33 3.3 Admission Policies and Procedures for Mature Students ...... 34 3.4 Promotion and Graduation Requirements ...... 35 3.5 Advanced Standing Policies and Requirements ...... 36 Section 4: Program Content ...... 38 4.1 Program Overview and Map ...... 39 4.2 Program Advisory Committee ...... 41 4.2 (i) Composition of the Bachelor of Commerce Technology Management Ad-Hoc Program Advisory Committee ...... 42 4.2 (ii) Motions of the Technology Management Degree Program Advisory Committee ...... 44 4.3 Professional Accreditation ...... 45 4.3 (i) Professional Accreditation ...... 45 4.3 (ii) Letters of Support ...... 47 4.4 Learning Outcomes ...... 48 4.4 (i) Degree Outcomes ...... 48 4.4 (ii) Program Learning Outcomes ...... 51 4.4 (iii) Breadth Learning Outcomes ...... 55 4.5 Course Descriptions ...... 62 4.5 (i) Bachelor of Commerce –Technology Management: Core Course Descriptions ...... 62

Table of Contents

4.5 (ii) Bachelor of Commerce – Technology Management: Professional Option Course Descriptions ...... 70 4.5 (iii) Bachelor of Commerce –Technology Management: Non-Core Course Descriptions ... 73 4.5 (iv) Work-Integrated Learning Experience ...... 74 4.6 Course Schedules...... 75 4.6 (i) Course Schedule 1 ...... 75 4.6 (ii) Course Schedule 2 ...... 80 4.7 Work-Integrated Learning Experience ...... 85 4.8 (i) Overview of Seneca’s Course Outline Framework ...... 90 4.8 (ii) Glossary of Instructional Strategies ...... 91 4.8 (iii) Identification of Previously Assessed Courses ...... 93 4.8 (iv) Core Course Outlines ...... Core Courses Tab 4.8 (v) Professional Option Course Outlines ...... Professional Options Tab 4.8 (vi) Non-core Course Outlines ...... Non-Core and Co-op Tab 4.8 (vii) Co-op Course Outlines ...... Non-Core and Co-op Tab 4.9 Bridging Course Descriptions ...... 98 4.10 Bridging Course Outlines ...... 99 4.11 Gap Analysis ...... 100 Section 5: Program Delivery ...... 119 5.1 Introduction ...... 120 5.2 Quality Assurance of Delivery ...... 121 5.3 Support for Teaching and Learning/Faculty Development ...... 123 5.4 Student Feedback ...... 124 5.5 Online Delivery ...... 125 Section 6: Capacity to Deliver ...... 127 6.1 Introduction ...... 128 6.2 Learning and Physical Resources ...... 129 6.3 Resource Renewal and Upgrading ...... 135 6.3 (i) Library ...... 135 6.3 (ii) Seneca IT Plan (2012–2015) ...... 135 6.3 (iii) Campus Expansion ...... 136 6.4 Support Services ...... 137 6.5 Faculty ...... 139 6.6 Curriculum Vitae Release...... 141 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program ...... 142

Table of Contents

6.7 (i) Curriculum Vitae of Faculty Assigned to Deliver the Core Courses and Other Core-Related Requirements ...... 142 6.7 (ii) Curriculum Vitae of Faculty Assigned to Deliver the Non-Core Courses and Any Other Breadth-Related Requirements ...... 281 Section 7: Credential Recognition ...... 287 7.1 Credential Recognition ...... 288 7.1 (i) Employers ...... 288 7.1 (ii) Postsecondary Institutions ...... 288 7.1 (iii) Professional Associations ...... 290 7.2 Career Progression and Lifelong Learning ...... 290 7.3 Letters of Support ...... 291 Section 8: Regulation and Accreditation ...... 303 Section 9: Nomenclature ...... 305 Section 10: Program Evaluation ...... 309 Section 11: Academic Freedom and Integrity ...... 311 Section 12: Student Protection ...... 313 Section 13: Economic Need ...... 315 13.0 Introduction ...... 316 13.1 Industry Demand ...... 317 13.2 Employment Outlook ...... 318 13.3 Institutional Demand ...... 323 13.4 Strategic Analysis ...... 327 Section 14: Duplication ...... 329 14.0 Introduction ...... 330 14.1 Similar or Related College Programs ...... 331 14.2 Similar or Related University Programs ...... 335 Section 15: Optional Material ...... 342 15.1 Program Advisory Terms of Reference ...... 343 15.2 Program Advisory Committee – Additional Material ...... 345 15.3 Bachelor of Commerce – Technology Management Program Advisory Committee Minutes ...... 347 15.4 Seneca College Institutional Plans and Reports ...... 349 Section 16: Policies ...... 351

Section 1: Introduction

Section 1: Introduction

Section 1: Introduction

The following section includes: 1.1 Executive Summary 1.2 Program Abstract

Bachelor of Commerce – Technology Management – 7

Section 1: Introduction

1.1 Executive Summary The proposed Bachelor of Commerce – Technology Management degree program addresses a significant labour market need for “translators” between the technical language of Information and Communications Technology (ICT) practitioners and the strategic and management language spoken across enterprise. It has been designed to address the new reality of business management practices within a highly digitized global environment by providing graduates with information technology skills combined with business management and training. This hybrid approach prepares graduates to operate effectively in cross- functional teams both in the ICT sector and other industries. Driven by the latest in IT, in particular the Internet of Things (IOT) as well as Social, Mobile, Analytics, Apps and Cloud (SMAAC), the majority of a projected 27 000 new IT jobs expected to be created in Ontario by 2019 (2015 IT Labour Market Report http://www.digcompass.ca/labour-market-outlook-2015-2019/)1 require the strong blend of business and IT skills that this degree program provides. Information is the backbone of globally. Technology is more affordable, and, as a result, the amount of information that can harness is growing exponentially. The connectivity in social media and interoperability of devices enables companies to provide services and commerce with fewer restrictions across geographical and time zones than ever before. This interconnected world requires cross-disciplinary skills that the proposed degree program develops in students. According to a report by Canadian Coalition for Tomorrow’s ICT Skills, employment growth for workers in business technology management already far exceeds employment growth in IT occupations.2 The Bachelor of Commerce – Technology Management degree addresses a growing labour market need that is found nationally, provincially and locally within the Greater Toronto Area (GTA). National and provincial economic indicators show increasing shortages of Technology Managers, and hiring managers consistently cite the need for employees across the to have better technology skills and abilities. It is important to note that employers in the ITC sector continue to report that the combination of ICT skills and an understanding of business needs is the most difficult skill profile for which to recruit.3 The proposed Bachelor of Commerce – Technology Management degree program prepares graduates for management, analysis, , consulting and operations positions. It marries and business savvy with in-demand IT skills. Graduates will be prepared for roles as: Business Analysts, Project Managers, Business Transformation Consultants, Management Consultants, Consultants, Entrepreneurs, Intrapreneurs, and IT Managers. To meet this specialized labour market need, Seneca College has designed its Bachelor of Commerce – Technology Management degree program to be cross-disciplinary, providing both technical IT knowledge and foundational business principles. Major concepts vital for success in technology management include topics in business operations disciplines, such as

1 Digital Adoption Compass (2015). Labour Market Outlook 2015–2019. Retrieved from http://www.digcompass.ca/labour-market-outlook-2015-2019/ 2 Canadian Coalition for Tomorrow’s ICT Skills. Business Technology Management. Retrieved from http://ccict.ca/wp- content/uploads/2010/12/BTM-Pamphlet.pdf 3 Ibid Bachelor of Commerce – Technology Management – 8

Section 1: Introduction , marketing, and corporate , as well as those focused on IT in society, types of systems, IT infrastructure and architecture, and . Topics in the Bachelor of Commerce – Technology Management program provide students with the skills that can be applied in a variety of specialized industries (e.g. healthcare, retail, financial and ) for small, medium and large enterprises. These courses provide graduates with a full range of technology and IT solutions to support complex business needs in a globally connected digital world. Moreover, graduates will be prepared to support to use information in a secure manner. This degree program focuses on the students’ development of a breadth and depth of knowledge and skill, a critical requirement for success in the business technology management field. Students develop the ability to apply the breadth and depth of knowledge through cross- disciplinary and networked learning, which is reinforced in all courses through self-directed activity and problem-based learning, group and individual projects, business and industry case studies, and a supervised co-operative education work term. The work-integrated learning and the applied research project (integration project) encourage students to synthesize their learning within a real-world context. In addition to a broad overview and an in-depth conceptualization of business, management and technology, the curriculum offers numerous opportunities for students to broaden their knowledge outside the discipline through liberal studies breadth courses. This is in keeping with Seneca College’s commitment in its Academic Plan (2012–2017) that every Seneca graduate will demonstrate competency in the Seneca Core Literacies. The Seneca Core Literacies ensure that students acquire knowledge, understanding and skills that transcend individual roles and lay a foundation for lifelong learning, professional development and contribution to the organization through professional and personal development. Courses and learning outcomes in the proposed Bachelor of Commerce – Technology Management degree program have been developed by faculty members with degree-level teaching experience who are experts in the business management and ICT fields. The program’s design is based on an industry needs analysis, expressed student interest and confirmed employer support, addressing a clear economic need and a persistent gap in the labour force. The Bachelor of Commerce – Technology Management degree program builds on the strengths of two of Seneca’s Faculties – the Faculty of Business and the Faculty of Applied Science and Engineering Technology. Both Faculties offer multiple baccalaureate degrees, as well as other high-demand credentials. Seneca’s high-demand diploma programs in these two areas will serve as pathway sources for qualified students entering into the Bachelor of Commerce – Technology Management degree program. Strong pathways from existing Ontario College Diplomas are an integral part of the design. The curriculum has been developed with the academic rigour expected to facilitate credit transfer to and credential recognition by other postsecondary institutions in Canada, the United States and abroad. Thanks to its solid grounding in management and ICT theory, as well as application of that theory, the proposed degree program enables graduates to continue their studies at the Ontario College Graduate Certificate or Master’s Degree level. Therefore, the Bachelor of Commerce -- Technology Management degree meets the Postsecondary Education Quality Assessment Board’s standard and benchmarks for credential recognition.

Bachelor of Commerce – Technology Management – 9

Section 1: Introduction

At present, no Ontario college offers a cross-disciplinary baccalaureate degree to prepare business technology management professionals. Seneca’s proposed degree program is the first among peer colleges to respond to this growing and underserved market need. The results of research presented in Section 13 of this submission illustrate the economic need for this degree program – reflecting both the high industry demand for graduates with these skills and the relatively low institutional supply of such graduates. Moreover, the demand for degree-level graduates prepared in cross-disciplinary technology and business disciplines is expected to grow. Seneca is uniquely positioned to deliver this new degree program. In Seneca’s Strategic Mandate Agreement (2014-2017) with the Ministry of Training, Colleges and Universities, two of the program areas of institutional strength identified were Business Management and Information and Communications Technology. Furthermore, Seneca is geographically positioned in York Region, which one of the fastest-growing regions in the province. By addressing a large and growing gap in the marketplace for skilled professionals, Seneca’s Bachelor of Commerce – Technology Management degree program will meet the goals of students, as well as critical present and future needs of industry and the region.

Bachelor of Commerce – Technology Management – 10

Section 1: Introduction

1.2 Program Abstract The cross-disciplinary Bachelor of Commerce – Technology Management degree program provides students with information technology (IT), business management and leadership knowledge and skills that can be applied at every level of the enterprise. It prepares graduates for jobs as IT-savvy business professionals who can operate effectively in cross-functional teams both in the Information and Communications Technology (ICT) sector and other industries. The breadth of business management and IT courses ensures that the program graduates will be capable of planning, designing, developing, implementing and managing IT strategies and to achieve productivity, and competitive advantage in a globally connected digital world of business enterprise. They will be prepared to succeed in roles such as: , Project Manager, Management Consultant, Change Management Consultant, Business Transformation Consultant, Entrepreneur, Intrapreneur and IT Manager. The program learning outcomes and specific course offerings reflect Seneca College’s Academic and Strategic Plan initiatives through cross-disciplinary, innovative and experiential learning opportunities. The integration of applied research and co-operative education provides students with an opportunity to experience and solve problems encountered across organizations in with the broader ICT and business community. Upon completion of the proposed degree program, graduates may continue their studies at the Ontario College Graduate Certificate or Master’s Degree level.

Bachelor of Commerce – Technology Management – 11

Section 2: Degree Level

Section 2: Degree Level

Section 2: Degree Level The following section includes a summary of the 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

Bachelor of Commerce – Technology Management – 13

Section 2: Degree Level

2.0 Introduction The proposed Bachelor of Commerce – Technology Management degree program provides graduates with the solid foundations of core business disciplines (marketing, , accounting and finance, management and law) and Information and Communications Technology (systems analysis and design, web-based applications, architecture and infrastructure, privacy and security). It has a strong management concentration, providing graduates with the knowledge needed to be effective leaders in a world of IT-enabled business. To ensure that a baccalaureate standard for this degree program has been met, the courses and learning outcomes have been developed by experienced faculty members who are familiar with degree-level studies in the fields of business management, consulting and Information and Communications Technology (ICT). The development team mapped the proposed program to similar degrees within Canada and identified areas of differentiation. Graduates need to possess competencies in business technology management in order to understand business trends in society and the digital global economy. According to the Information and Communications Technology Council’s 2014 report on strengthening Canada’s digital advantage4, competing in today’s digital economy requires a company to utilize technology in order to boost productivity. The report states that this in turn necessitates employers being proactive in up-skilling non-ICT professionals to increase their understanding of the impact and potential of technology on companies to remain globally competitive. The Bachelor of Commerce – Technology Management will also enable students to learn about project management. In the upper years of the program, students synthesize their project management knowledge through courses that involve the business impacts of adapting a technology implementation. Graduates of this program will develop skills and knowledge in the following five areas: 1. Business Management: marketing, operations management and law. An understanding of trends in the global economy and in business provides a context for graduates to grasp and act on the external factors that enable businesses to be competitive and strong. 2. Information Technology: IT architecture and infrastructure, analysis and design, and risk management. Ensuring that the right applications are securely built to automate business practices and brought to market so that companies can build a competitive edge. 3. Data Management: structured and unstructured data, analytics and privacy. Understanding how data, for example, financial, health, marketing or advertising, is used in an industry with rapid technological growth positions graduates to understand the competitive advantage in using data ethically while ensuring its privacy. Providing businesses with information presented on the right platform, or optimally visualized to enable making sound business decisions, is crucial.

4 Information and Communications Technology Council. (Fall 2014). Strengthening Canada’s Digital Advantage: Quarterly Monitor of Canada’s Digital Economy. Retrieved from http://www.ictc-ctic.ca/wp-content/uploads/2014/11/SCDA-ICTC- Fall-2014-English.pdf Bachelor of Commerce – Technology Management – 14

Section 2: Degree Level

4. Business Operations: accounting and finance, quantitative decision making and economics. An understanding of various business designs and models to appreciate competitive positioning. 5. Non-core/Breadth: society and culture, civic engagement, and effective communication and presentation. Positions in technology management require graduates to assess the impact of technology on society to work ethically and responsibly. Effective communication and presentation skills are equally important for working with internal stakeholders, technical colleagues and external technology providers. Courses are taught utilizing a quantitative and case-based approach. Business case packs are used to build competence in management concepts and techniques, both horizontally and vertically. This approach instils in students a rigorous cross-disciplinary approach to developing strategic business insights focused on IT management. Depth of knowledge is achieved both in the level and complexity of the course learning outcomes and in the evaluation requirements. Learning outcomes have been developed and reviewed using Bloom’s Taxonomy to ensure an appropriate focus and consistency. Application of knowledge at this level focuses on critical thinking, analysis, evaluation and creation. Course evaluations require students to demonstrate knowledge, understanding, and the application and synthesis of that knowledge at higher levels. The learning outcomes and evaluation strategies firmly establish the proposed program at the honours baccalaureate degree level. The proposed Bachelor of Commerce – Technology Management degree program provides students with the skills to be effective employees in this field upon graduation. Table 2.0 below outlines the five major discipline areas that are addressed by this cross-disciplinary degree program.

Bachelor of Commerce – Technology Management – 15

Section 2: Degree Level

Table 2.0: Five Major Discipline Areas Addressed by the Bachelor of Commerce – Technology Management

Data Management/ Non-core/ Year Business Management Information Technology Analytics Breadth MGMT1810 CMPM1800 CMPD1850 ENGW1801 Management I Intro to Information Systems Structured and Unstructured Writing Strategies MATH1860 and Society Data Quantitative Decision CMPI1801 Making I Intro to IT Infrastructure ACCT1820 CMPP1850 1 Fundamentals of MRKT1830 Programming Marketing I COMM2800 Applied Communication for Business and Industry ORGB1812 CMPM2800 CMPM2850 COMM4802 Organizational Behaviour Business Systems Analysis Data Analytics Presentation Skills MATH2860 and Design LSOXXX Quantitative Decision Liberal Studies Option Making II 2 ACCT1811 ACCT2822 MGMT2822 Business Law and Ethics

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Section 2: Degree Level

Data Management/ Non-core/ Year Business Management Information Technology Analytics Breadth OPRM1852 CMPI3850 CMPS3800 LSOXXX Operations Management I Enterprise Architecture IT Privacy Issues in Liberal Studies Option OPRM2853 CMPM3851 Information Systems Project Management Risk Management 3 MGMT2811 Management ACCT1812 MRKT2830 Marketing II MGMT4812 CMPM4800 LSOXXX Leadership Emergent Technologies Liberal Studies Option MGMT3811 CMPM4801 4 Management III IT Audit and

CMPM4851 Technology Planning and Acquisition Across all five areas:

RSCH4875 Research Methods MGMT4850 Integration Project CMPM4800 Emergent Technologies

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Section 2: Degree Level

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.

Students’ conceptual understanding, specialized knowledge and intellectual autonomy are developed through a number of progressions in distinct discipline areas of General Management Skills, Information Technology, Data Management/Analytics and Business Operations, with breadth courses to develop global awareness. Progression begins with the introduction of foundational concepts in each of the business and technology disciplines. Subsequent courses in a discipline area build upon the foundation, adding knowledge and complexity. Foundational concepts are taught utilizing cross-disciplinary business and technology case studies increasing in complexity as students progress through the curriculum. Information technology (IT) is incorporated in all aspects of modern business practices. Graduates of the Bachelor of Commerce – Technology Management degree will be prepared for a workplace that requires them to apply IT knowledge as a business professional or business knowledge as an IT professional, switching seamlessly from one area to the other. The following section outlines how the six depth and breadth areas of knowledge competencies will be met. 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 discipline. Students in the Bachelor of Commerce – Technology Management degree are provided with a broad overview of management, business operations and IT, ensuring a foundation for their professional success and future academic study. The curriculum provides a cross-disciplinary approach to learning, using business case studies that match subject matter to practical, real- world scenarios and simulations. Student knowledge development and application increases in coverage and complexity as courses progress through each semester. For example, students first acquire foundational knowledge in management and business operations. Management I, II and III courses take

Bachelor of Commerce – Technology Management – 18

Section 2: Degree Level students through an introduction to the field of management in small, medium and large organizations across all sectors. Students learn how to support strategic objectives within organizations through understanding how value is created across the organization to strategy development in guiding organizational direction. Quantitative Decision Making I lays the foundation for business taught in Quantitative Decision Making II, where that foundational statistics knowledge is used for business decision making. An introduction to information systems and the role they serve in business processes, specifically towards gaining competitive advantage, are explored in Introduction to Information Systems and Society. The infrastructure and technology required for businesses to operate in a global economy are explored in Introduction to IT Infrastructure. These two courses, combined with a course focusing on how software and hardware solutions are built, are explored in Business Systems Analysis and Design. Building on this foundational knowledge are Structured and Unstructured Data Management and Data Analytics courses, which provide an overview of the data and information that businesses use to leverage competitive advantage. This knowledge complements courses that teach students how to use predictive marketing to leverage market share and build client relationships (Marketing I and II). Internal and external economic impacts on business decisions are taught in Microeconomics and Macroeconomics courses, which provide students with a solid understanding of decision making through measuring economic performance. Foundational business management and operations, as well as the role of IT in business taught early in the program, lay a solid foundation for students to move into the upper part of the program. Building on that foundational knowledge, students learn how to interpret the legal, ethical, privacy and security implications of technology solutions in business. They study solution integration in a societal context through Risk Management, Enterprise Architecture, IT Audit and Control, Emergent Technologies, and Technology Planning and Acquisition courses throughout the latter half of the degree program. They analyze and propose full-scale IT business solutions that involve the entire spectrum of complex business/technology projects from design and development through audit, technology planning and acquisition. As a result, graduates obtain a strategic perspective on solution integration within the enterprise and the planning of business/IT solutions. They also acquire the leadership and management skills to see these solutions through to implementation and operations. 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. The Bachelor of Commerce – Technology Management degree program is cross-disciplinary at its core. Business management brings together management, marketing, organizational behaviour, operations management and leadership to provide the foundational principles for management, operations and leadership. Courses on IT in society, types of systems, IT infrastructure and architecture, risk management (Introduction to Information Systems and Society, Introduction to IT Infrastructure, Fundamentals of Programming, Business Systems Analysis and Design, Enterprise Architecture, and Risk Management) provide students with the skills that can be applied in a variety of specialized industries (e.g. healthcare, retail, financial and insurance) for small, medium and large enterprises. Major concepts vital for success in the business operations discipline are introduced and explored in the first half of the program, including accounting, marketing, economics and corporate finance (Management Accounting,

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Section 2: Degree Level

Marketing I and II, Microeconomics, Corporate Finance and Macroeconomics). Using the information that is generated within a business securely and visually is explored in Structured and Unstructured Data Management, Data Analytics, and Quantitative Decision Making I and II) courses. The balance of upper-semester courses combined with the liberal studies subjects intersect to create strong, integrative learning for the student. Case studies are used to apply knowledge across disciplines. A challenge when developing baccalaureate degree programs is to ensure that the major fields within the discipline are included. Business management solutions are a vast and ever-expanding discipline. That is why Bachelor of Commerce – Technology Management courses have been developed with flexibility to introduce new business processes and technologies as they evolve. Professional options, along with the Emergent Technologies course delivered in the final year of the program, are included to develop students’ understanding of business practices and technologies. These further enhance the proposed degree program’s viability, high quality and currency. For instance, these courses will provide an opportunity to explore emerging business practices to match the evolving field of mobile technology, the increasing speed of data networks, and the capacity to share a vast amount of data across technologies and devices. Sound business practices, policies and legislation are important considerations when building IT solutions in all business practices. This complex topic is examined in the , Marketing I and II, Operations Management I, Leadership and Emergent Technologies. The Integration Project course enables students to consolidate their breadth and depth of knowledge by solving a real-world business technology scenario. c. A developed ability to: i. gather, review, evaluate and interpret information; and ii. compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline. Students apply their foundational business and IT knowledge to gather requirements; review, evaluate and interpret data; perform analysis; and ultimately recommend technology-related solutions that solve problems in a variety of business scenarios. They learn to utilize the appropriate research methodology as they perform analysis for an organizational client. They learn how to gather information through a variety of methods, summarize key arguments, critically evaluate the strengths and weaknesses of particular approaches, and perform independent research. These skills are developed progressively through Business Systems Analysis and Design, Structured and Unstructured Data Management, Data Analytics, Operations Management I, Quantitative Decision Making II, Marketing II, IT Audit and Control, Integration Project, and Technology Planning and Acquisition. Students also complete an applied research project to demonstrate mastery in the recommendation of a business technology solution (Research Methods and Integration Project courses).

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Section 2: Degree Level

d. A developed, detailed knowledge of and experience in research in an area of the discipline. The proposed Bachelor of Commerce – Technology Management degree program provides the students with detailed business and technology knowledge to develop their capacity to view issues from multiple perspectives. It cultivates a broad and diverse approach to analysis, problem solving, project delivery and organization management. The foundational courses in the first two years of the program have students involved in problem-solving scenarios using skills developed in courses that cover Quantitative Decision Making I and II, Management Accounting, Fundamentals of Programming, Structured and Unstructured Data Management, Corporate Finance and Data Analytics. By the third and fourth years of the degree program, problem scenarios are less defined and require students to apply the acquired business and IT knowledge to draw the theory out of the practice, in courses such as IT Audit and Control as well as Technology Acquisition and Planning. These skills are further refined through advanced courses in Privacy Issues in Information Systems, Risk Management, Operations Management I, Marketing II, Management III, Project Management, Leadership, and Emergent Technologies. To support their ability to engage in application and research in an area of the discipline, students take courses such as, Quantitative Decision Making I and II, Business Systems Analysis and Design, Data Analytics, and Research Methods,. The research project, as a deliverable for Integration Project, requires students to apply evidence-based business technology management recommendations to support business processes in response to business operations. e. Developed critical thinking and analytical skills inside and outside the discipline. Elements of critical thinking are incorporated throughout the curriculum, beginning in the first semester as students are introduced to a variety of business scenarios that require them to apply analytical methodologies within the business and technology discipline specific to management, operations and technology. This is covered in Quantitative Decision Making I and II, Management Accounting, Marketing I, Business Law and Ethics, Microeconomics, Business Systems Analysis and Design, Corporate Finance, and Data Analytics courses. In the Business Law and Ethics course taught in the third semester, students learn about organizational considerations within the ethics and corporate responsibility context required to meet legal obligations, client expectations and stakeholder requirements. In Privacy Issues in Information Systems, students explore how the impact of privacy breaches from outside sources can affect business operations. Risk Management covers planned and unplanned forces that can affect business continuity, including strategies for mitigating the impact on continuous business operations. Students are exposed to a range of ethical, philosophical, legal and environmental dilemmas impacting business communities across Canada and within the global economy through courses such as Management I, II and III; Corporate Finance; Business Law and Ethics; Organizational Behaviour; and Leadership. 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 (Management II and III), where students explore how individual business management and technology decisions are implicated by and within the broader stakeholder networks. Bachelor of Commerce – Technology Management – 21

Section 2: Degree Level

f. The ability to apply learning from one or more areas outside of the discipline. Students have multiple opportunities to apply learning across the disciplines of business and information technology. The application of technology in a business context is practiced in a variety of disciplines such as healthcare, retail, finance, education and entertainment. Students learn how to demonstrate effective communication and presentation skills through exposure to a broad base of technology, business and liberal studies courses. The strong, broad, cross-disciplinary approach to management and technology challenges students to understand business and management both in general terms and in terms of how they relate to the technology sector. Each course enables students to develop and apply newly- acquired knowledge to a problem or opportunity drawn from organizational examples. Critical thinking is another key component for this degree program. Elements of critical thinking are incorporated throughout the curriculum and are further supported through community engagement opportunities, collaborative teaching across technology, business and liberal studies, self-reflection and peer assessment. All non-core courses are designed to develop critical analytical thinking skills. Learning outcomes have been written with a focus on higher-level learning such as synthesis, evaluation and creation. All non-core courses are designed to develop students’ transferable skills in literacy, numeracy, critical and analytical thinking. The Liberal Studies Option (LSO) courses offer opportunities for students to broaden their knowledge and gain learning outside the discipline (with at least two courses at an advanced level), in addition to the community engagement experiences. The LSOs, offered through the School of English and Liberal Studies (SELS) and common among all Seneca’s degree programs, provide both breadth and depth. In keeping with its vision to promote social responsibility, cultural awareness and communications competency through responsive, innovative and diverse course offerings, SELS offers courses in economics, communications, psychology, media, natural sciences, Canadian Studies, politics, music, creative writing and modern languages. LSOs are common across all Seneca College degree programs, creating a truly diverse, cross-cultural and cross-disciplinary learning experience for degree program students. These offerings ensure graduates are exposed to a diversity of subjects and perspectives beyond the core knowledge of their base discipline. The 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 theme-based around issues such as modern society, historic influences on society and culture, popular culture, exploration of self and civic engagement. All LSOs are designated as either lower- or upper-level. In order to be designated as an upper-level LSO, courses must meet the following criteria: • include higher-order learning outcomes, • build on previous knowledge, • assign more sophisticated assessments with higher expectations, and • use primary sources.

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Section 2: Degree Level

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.

Throughout the proposed Bachelor of Commerce – Technology Management degree program, students develop and exercise the ability to critically analyze situations, solve problems and lead. The curriculum exposes them to a variety of projects, industry and business case studies, community engagement opportunities, peer mentorship and collaborative teaching across business, technology and liberal studies courses. A seminar series is offered each term where faculty from business, technology and liberal studies come together with students from all four years of the program for discussions, joint student and faculty presentations, presentations from research fairs, guest speakers and selected book reviews to further support integrative learning/thinking and the development of learning communities. The work-integrated learning term and applied research project (Integration Project course) enable synthesis of learning in the context of actual operating businesses and the challenges they face. In addition, the opportunity for short-term study abroad programs is available in an effort to promote global awareness and discovery – students benefit from these “high-impact” experiences.5 Specific course offerings and learning experiences have been designed to address priorities for excellence and innovation in business, specifically in courses such as Management I, II and III, Leadership, Organizational Behavior, Operations Management and Emergent Technologies. Pertinent aspects of current technology and business management issues, best practices and techniques are examined from a number of perspectives with the objective of developing leadership capacity for transformative change within the technology sector. Students learn how to identify and influence changes that occur at the local, national and international levels triggered by various economic, political, cultural and social environments. This application of business management practice is further refined through business case studies used in courses such as Business Systems Analysis and Design, Data Analytics, Marketing I and II, and Operations Management. Courses such as IT Audit and Control, Operations Management, Technology Planning and Acquisition, and the Integration Project enable students to research, evaluate and implement effective solutions as part of an interdisciplinary team or on their own. The investigative approach applied in all courses supports student engagement in a continual process of inquiry, analysis and reflection. Students learn that in order to advance professionally in their field of study, they must commit to lifelong learning, self-reflection and renewal. While courses in the early part of the program are somewhat prescriptive in their approach to problem solving, instruction becomes less prescribed as students progress through upper-semester courses,

5 Shultz, N. (October 2013). Learning Communities as a First Step in an Integrative Learning Curriculum, About Campus. Bachelor of Commerce – Technology Management – 23

Section 2: Degree Level promoting more independent research, self-guided analysis and broader problem solving. This approach equips students with skills to problem-solve in a variety of challenging environments and situations. Case studies describing a problem's context are utilized in a variety of courses to support students’ ability to evaluate different approaches. For example, many business IT solutions generate and require data. Students learn different approaches to acquiring the initial data and to determine the appropriateness of a number of factors, including the difficulty required to acquire the data vs. the cost to acquire the data. Other data issues that are discussed include security and privacy and the lifetime of data’s usefulness. Understanding of these issues is demonstrated as students devise, present and sustain the implementation of appropriate business IT solutions in a confident and knowledgeable manner. While it is apparent that their own time and effort goes into the solution, they learn and consider the effects of their solution in a wider context. For example, if there was an extremely high dollar cost to acquire data from an external source, that factor would influence the get-once vs. get-on-demand acquisition plan. Students encapsulate their knowledge in a real-world scenario by applying it to solving business problem scenarios in risk management, management and the integration project. The fourth-year research methodologies and integration project courses (Research Methods and Integration Project) are designed to demonstrate conceptual and methodological competence through the application in a capstone project. Each student undertakes an in-depth research project under the supervision of a faculty member, culminating in a formal project presentation. Students select their own project topic. The ICT field is fast-changing and innovative, with implications on every type of business – “EVERY” business is a technology business in the 21st century economy. Students use applied research methodologies as they work on their project, demonstrating both enquiry and creativeness. Their analysis and synthesis, augmented by original insights and conclusions, inform the final project work product.

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Section 2: Degree Level

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, informed by key concepts and techniques of the discipline.

The Bachelor of Commerce – Technology Management degree program addresses the critical need for communication skills in the modern business setting. Diverse audiences spread across various contexts and increasingly global in nature render the communication of the interplay of technology and business management challenging. The ability to present findings and often “sell” ideas and solutions is an essential competency of practitioners in the business technology field. Graduates will be able to communicate to individuals found in both spheres of the ICT and business management, which guarantees that they will be highly sought “translators” between the technology of the ICT practitioners and the strategic and management realities of the enterprise. Communication courses including Writing Strategies, Applied Communications for Business and Industry, and Presentation Skills are mandatory. Each of them has a significant practical component to enhance students’ critical thinking, personal awareness and environmental consciousness. Verbal and written communication is refined through a focus on both presentation skills and the development of digital communication skills. Students prepare an analysis and findings for industry and business case studies, research reports and proposals, essays and presentations. This compels them to find meaningful and creative ways to communicate ideas and recommendations and to engage other stakeholders and decision makers. Communication skills are integrated throughout all courses, in all four years of the degree program. Significant emphasis is placed on teamwork and , reflecting the importance of in the modern workplace and the interdisciplinary nature of the graduates of this degree program. The importance of an intercultural understanding and sensitivity in the global context is discussed and reinforced throughout the program in courses such as Business Law and Ethics, Operations Management I, Organizational Behavior, Business Systems Analysis and Design, Leadership and the Integration Project. The Bachelor of Commerce – Technology Management program also provides students with the opportunity to study a diverse variety of breadth subjects through liberal studies options (LSOs) provided by the School of English and Liberal Studies. These give students 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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Section 2: Degree Level

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;

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;

iv. solve a problem or create a new work;

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

The focus of the Bachelor of Commerce – Technology Management degree program is on the application of knowledge for the resolution of business problems through ICT. This focus is reinforced in all courses through self-directed activity and problem-based learning, projects, business case studies and co-operative education work term. Students integrate theories and concepts from a variety of courses and disciplines while demonstrating the application of content and concepts studied as they solve increasingly complex business challenges. Faculty and industry guide them in the reflection on their practice of implementation of ICT solutions, enabling them to adjust their approach and techniques to application definition, development and management based on the real-world context. The Bachelor of Commerce – Technology Management degree program places great emphasis on the application of business management theory – as they progress through the program, students apply their learning to increasingly complex situations. They produce multidisciplinary analyses, critically evaluate evidence, and develop well-supported conclusions and recommendations. The curriculum stream of ICT-based management strategies challenges students, in the third and fourth years, to propose recommendations, applications and solutions in courses such as IT Audit and Control, Technology Acquisition and Planning and Emergent Technologies. The Bachelor of Commerce – Technology Management degree program culminates with an integrative capstone project (Research Methods and Integration Project), in which students apply all that they have learned to organizational business management scenarios and develop and justify their recommendations for an ICT solution to an enterprise client.

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Section 2: Degree Level

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;

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.

A successful career in the technology management sector requires solid grounding in essential employability skills, which also serve as a foundation for further academic study. Graduates of the proposed Bachelor of Commerce – Technology Management degree program will emerge with the following transferable skills necessary for further study, employment and community involvement:

 Leadership and followership skills as members of cross-functional and multi-disciplinary business technology management teams.  Business management skills developed through course work, applied research and work-integrated learning.  Advanced communication and negotiation skills, applicable to multi-cultural and multi- disciplinary stakeholders.  Problem solving, reasoning and critical thinking.  Applied research methods and practice.  Self-awareness and accountability.  Evidence-informed and ethically guided decision making.  Cultural competence and sensitivity. These skills are taught, practiced and evaluated throughout the Bachelor of Commerce – Technology Management degree program using group projects, business case-based learning, community engagement, seminar series, projects with external companies, and work-integrated learning. Courses in the final semesters of the program that specifically synergize the above skills are Research Methods, Integration Project, Management III, Risk Management, Leadership and Project Management. Another opportunity to hone the transferrable skills mentioned above is TalentMash, an event designed to connect employers with Technology Management students and to spread awareness about the field of Technology Management. TalentMash creates a forum for students to connect with peers within the Canadian Coalition for Tomorrow’s ICT Skills (CCICT), now known as the Information Technology Association of Canada (ITAC). Students are encouraged to volunteer and participate in this event to further their learning and develop relationships with external parties.

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Section 2: Degree Level

Students exercise personal accountability and decision making by taking increasing responsibility for the content and direction of their work as they progress through the degree program. The Bachelor of Commerce – Technology Management degree program has been designed to support the progressive acquisition of independent learning skills by promoting the value of research, reading and learning experiences both inside and outside of the classroom and outside the course assignments. Seneca provides out-of-class services to students who wish to enhance their professional capacity and autonomy. The College’s Learning Centre and Student Service units provide courses in , study skills, learning styles and strategy, and other key professional skills that students in baccalaureate programs have historically found helpful. The relentless advance in the IT field necessitates that business IT professionals be managers of their own learning – with a focus on lifelong learning. The progression of courses within the proposed degree program cultivates the skills and empowerment to learn how to learn, setting the students on a path of professional and personal development. Integrity, trust and confidentiality are important traits for any business professional involved in IT because of their exposure to, and reach among, business organization units and their operating data. Each course within this degree program emphasizes Seneca’s expectation of behaviour consistent with academic integrity, with severe sanctions for offenders. Students are expected to behave in a socially responsible manner at all times. Courses such as Business Law and Ethics and Introduction to Information Systems and Society discuss these concepts. These topics are also included as aspects of business case studies in Privacy Issues in Information Systems and in the Integration Project, for example. As students participate in their mandatory work-integrated learning term, they are exposed to the critical nature of professionalism while working in the context of a business setting.

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Section 2: Degree Level

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 evaluation process involving self-reflection and feedback from peers, faculty, community members and employers. The proposed Bachelor of Commerce – Technology Management degree program enables students to capture insights from and reflect upon their experiences in various projects and activities and to explore the impact and outcomes of their decisions to inform future practice. Uncertainty and ambiguity are often important parts of the problem-based scenarios. It is through these learning experiences that students learn how to handle and become comfortable with uncertainty and ambiguity. In courses such as IT Audit and Control, Technology Planning and Acquisition, Data Analytics, and Marketing I and II, they learn techniques for completing work amidst limitations of insight, information or decision making capacity – in a manner that enables making changes when more information becomes available in the future. Over time, students begin to know what they do not know and become comfortable with ambiguity and incomplete information as they are preparing the activities and processes required to gather further authority and knowledge in search for the solution. Problems found within a project, business case study, test or exam are drawn from different areas of the degree program and the application of program skills to contextual situations. Students learn how to learn about a new domain or discipline, including its context, economic environment, key success factors, terminology and success measurement while overcoming the limits to their own knowledge in pursuit of a viable solution. Students also learn how to identify, approach, engage and effectively work with an expert in the problem domain, acquiring information from those with deeper knowledge of the discipline.

Bachelor of Commerce – Technology Management – 29

Section 3: Admission, Promotion and Graduation

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

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Section 3: Admission, Promotion and Graduation

3.1 Admission Standard The proposed Bachelor of Commerce – Technology Management 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 The Seneca’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 and included with this submission. Initially, students must maintain a Grade Point Average 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. Students will be advised to ensure they raise their GPA to the level appropriate for co-op and graduation eligibility. Degree Completion The Advanced Diploma in Business Management is a 3-year credential offered by Seneca College that has a high affinity with the proposed degree program. Graduates from this 3-year diploma, with a GPA of 3.0 or better, will be evaluated to receive block credit into the Bachelor of Commerce – Technology Management degree program. These students would receive 18 courses in a block transfer that falls within the Port Hope Accord, allowing for transfer of 65% of degree-level credit for a 4-year degree program from a completed 3-year advanced diploma. A gap analysis has been performed between the proposed degree program learning outcomes and the vocational outcomes of the corresponding Business Management and Computer Programming and Analysis advanced diplomas to determine a suitable block credit transfer arrangement for students transferring to the degree program. This transfer is detailed in Section 4.11 Gap Analysis.

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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 Matures Students (see the “Policies” section of the submission).

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Section 3: Admission, Promotion and Graduation

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

Bachelor of Commerce – Technology Management – 34

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 – Technology Management – 35

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 – Technology Management – 36

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 (i) Composition of the Bachelor of Commerce Technology Management Ad-Hoc Program Advisory Committee (ii) Motions of the Technology Management Degree 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 – Technology Management – 38

Section 4: Program Content

4.1 Program Overview and Map Seneca’s Bachelor of Commerce – Technology Management degree provides cross-disciplinary education that combines information technology with business to ensure that graduates meet a growing labour market need for the combination of these skills nationally, provincially and locally. Technology, predominantly Information and Communications Technology (ICT), now underpins all business processes and systems and is the driver of significant economic growth and value creation globally. Employers need to be proactive and up-skill non-ICT professionals to increase their understanding of the impact and potential of technology, according to a 2014 Information and Communications Technology Council report.6 National and provincial economic indicators show increasing shortages of Technology Managers, Business Analysts, Management Consultants and Solution Architects who are able to match the complexity of modern technology with the dynamic needs and strategic opportunities of business enterprise. The degree program has been developed with input from industry and faculty. Representatives of a cross-section of industry, working as a Program Advisory Committee, provided guidance and recommendations on curriculum design. The curriculum was further improved through consultation with key industry associations and government agencies, as well as a series of focus groups held with faculty and students. External trends and environmental factors were taken into consideration when developing the curriculum. The proposed Bachelor of Commerce – Technology Management degree program has a balanced curriculum, which provides solid grounding not only in theory but also in its application. It equips graduates with a complete set of tools to develop lasting careers, to meet employer needs and, where appropriate, to continue their studies at the Ontario College Graduate Certificate or Master’s Degree level. The proposed Bachelor of Commerce – Technology Management degree program addresses the needs of industry and fills an employment gap within the marketplace. Chart 4.1 below provides the program map for the proposed degree program.

6 Information and Communications Technology Council. (2014, May 9). Digital Economy Annual Review – 2014. Retrieved from http://www.ictc-ctic.ca/?page_id=4220 Bachelor of Commerce – Technology Management – 39

Section 4: Program Content

Chart 4.1: Bachelor of Commerce – Technology Management Program Map

CO- SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMSETER 4 SEMESTER 5 SEMESTER 6 SEMESTER 7 SEMESTER 8 OP MGMT1810 ACCT1820 MGMT2822 MGMT2811 ACCT2822 MRKT2830 MGMT4812 MGMT3811 Management I Management Business Law and Management II Corporate Finance Marketing II Leadership Management III Accounting Ethics MATH1860 MRKT1830 MATH2860 ORGB1812 ACCT1812 OPRM2853 CMPM4800 MGMT4850 Quantitative Marketing I Quantitative Organizational Macroeconomics Project Emergent Integration Project Decision Making I Decision Making II Behaviour Management Technologies CMPM1800 CMPP1850 ACCT1811 CMPM2850 CMPS3800 CMPI3850 CMPM4801 CMPM4851 Introduction to Fundamentals of Microeconomics Data Analytics Privacy Issues in Enterprise IT Audit and Technology Information Programming Information Architecture Control Planning and Systems and Systems Acquisition Society CMPI1801 CMPD1850 CMPM2800 LSOXXX OPRM1852 CMPM3851 CMPB58XX CMPB58XX

Introduction to IT Structured and Business Systems Liberal Studies Operations Risk Workterm Professional Professional Option

op

Infrastructure Unstructured Data Analysis and Option Management I Management - Option

Management Design Co ENGW1801 COMM2800 LSOXXX COMM4802 LSOXXX LSOXXX RSCH4875 LSOXXX Writing Strategies Applied Liberal Studies Presentation Skills Liberal Studies Liberal Studies Research Methods Liberal Studies Communication Option Option Option Option for Business and Industry COOP1801 COPT1801 Co-op Professional Co-op Integration Practice and Career Planning

Core courses Non-core courses Work-integrated learning courses

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Section 4: Program Content

4.2 Program Advisory Committee The Ministry of Training, Colleges and Universities requires an advisory committee for each college program or related program cluster to ensure curriculum quality and student and graduate success. Committee members are an external selection of exceptional leaders in their fields with a diversity of program-related experience and expertise. The Program Advisory Committee (PAC) is an important resource for Seneca College, and each PAC reports to the Board of Governors through the College President. Regular meeting updates are given to the Board’s Academic Planning Committee. The PAC ensures programs are current and relevant to industry, business and society. Program advisors identify current and future industry trends and shifts in the skills and knowledge that graduates need to meet employer requirements. They advise on the need for new programs and participate in their development and quality assurance. PAC members also assist in identifying industry resources, including guest speakers, field placement, co-op and graduate employment opportunities. They are key liaisons between the College and industry and between the College and the community. Committee members are key players in the future success of students, graduates and Seneca College. In guiding the development of College programs, they help to ensure graduates are well prepared to begin their careers and contribute to their field. Membership is by invitation and appointment is for one 4-year term. A second term may be added when applicable. Meetings are normally held once or twice per year. Program Advisory Terms of Reference are provided in Optional Materials (Section 15 of this submission). The PAC has been established to provide recommendations and direction in the development of this degree program. Its members have met in person and virtually to provide input on industry trends, and to review and approve the proposed degree program’s structure and curriculum. In addition, this degree program has been reviewed by the School of Business Management PAC and the School of Information and Communications Technology PAC. Committee members and motions from these two Program Advisory Committees are included in the Optional Materials (Section 15 of this submission).

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Section 4: Program Content

4.2 (i) Composition of the Bachelor of Commerce Technology Management Ad-Hoc Program Advisory Committee

Name: Mark Baughman Academic Qualifications: Business Data Processing Diploma, Business Information Systems, Fanshawe College Occupation/Title: Vice President, Technology Related Credentials: N/A Professional Affiliations: N/A Name of Employer: Exchange Solutions

Name: Jeremy Laurin Academic Qualifications: Advertising and Public Relations diploma, St. Lawrence College; York University Adjunct Professor, Faculty of Health Occupation/Title: President and CEO Related Credentials: Featured TEDx Speaker, Alumni of Distinction recipient (2000), Entrepreneur of the Year recipient (2001) Professional Affiliations: Past Board Member, York Technology Alliance 2012/2013 Name of Employer: ventureLAB

Name: Richard Boire Academic Qualifications: BSc, Physiology and Biochemistry, McGill University; MBA, Finance and Statistics, Concordia University Occupation/Title: Partner Related Credentials: N/A Professional Affiliations: Canadian Marketing Association (CMA) (2009–2012); past Chair of CMA’s Customer Insight and Analytics Committee; Chair of Predictive Analytics World (2013) Name of Employer: Boire Filler Group

Name: Tim Gladwell Academic Qualifications: Computer Programming and Analysis Advanced Diploma, Seneca College Occupation/Title: Team Lead – Transportation and Development Support Related Credentials: N/A Professional Affiliations: N/A Name of Employer: Canadian Tire

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Section 4: Program Content

Name: Adele Pugliese Academic Qualifications: Business Administration (Marketing), Lakehead University Occupation/Title: Director Data Governance and Management; Enterprise Data Management Office Related Credentials: Masters Certificate in Lean Six Sigma – Black Belt, York University – Schulich School of Business; APMG Change Management Practitioner Certification, Learning Tree Professional Affiliations: N/A Name of Employer: Scotiabank

Name: Jonathan Ward Academic Qualifications: N/A Occupation/Title: Crisis and Business Continuity Manager Related Credentials: MBCI (Certified Business Continuity Professional) Business Continuity Institute (BCI); MBCS CITP (Member of the British Computer Society and Chartered Information Technology Professional) British Computer Society Professional Affiliations: Member Business Continuity Institute, Member British Computer Society Name of Employer: Canadian Tire Corporation

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Section 4: Program Content

4.2 (ii) Motions of the Technology Management Degree Program Advisory Committee The following motions were passed unanimously via email on or before April 27th, 2015: Motion 1: “The Bachelor of Commerce – Technology Management (BTM) ad-hoc Program Advisory Committee (PAC) supports the proposed curriculum and proposal for the Bachelor of Commerce – Technology Management.” It was MOVED by Richard Boire, SECONDED by Jeremy Laurin. CARRIED Motion 2: “The proposed curriculum of the Bachelor of Commerce – Technology Management reflects current knowledge in the business and technology fields and meets/exceeds the current education/training and relevance to the field of practice”. It was MOVED by Richard Boire, SECONDED by Jeremy Laurin. CARRIED

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Section 4: Program Content

4.3 Professional Accreditation 4.3 (i) Professional Accreditation At the present time accreditation is not required by professionals engaged in the field of technology management. Three professional organizations have been included in this section that relate to the Bachelor of Commerce – Technology Management degree program, and affiliation with these organizations will be pursued when the program is launched. Canadian Information Processing Society The Canadian Information Processing Society (CIPS) has established the Business Technology Management Accreditation Council to accredit undergraduate Business Technology Management degree programs at Canadian universities. The Council is a joint venture between CIPS and the Canadian Coalition for Tomorrow’s Information and Communications Technology Skills (CCICT – http://ccict.ca/), now known as the Information Technology Association of Canada (ITAC – http://itac.ca/). It has established accreditation criteria for Business Technology Management degrees (http://www.cips.ca/node/2408). The CCICT was founded in 2007 by a group of visionary organizations seeking to proactively address the long-term talent/skills requirements of Canadian business, government and organizations. Its goal is to help increase ICT-related postsecondary enrolments by inspiring young people to pursue tech-related careers to meet the significant demand for talent and innovation by Canadian businesses. ITAC is committed to helping their members (companies and organizations in Canada involved in ICT) to achieve greater success through advocacy, public policy, education, networking, professional development, events and opportunities in domestic and foreign markets. Accreditation recognizes programs whose graduates have received an outstanding undergraduate education in Business Technology Management – an education informed by state-of-the-art knowledge and research to support the needs of industry. These accreditation criteria incorporate principles of outcome-based accreditation. Program accreditation involves completing a questionnaire and providing a variety of supporting documents, including but not limited to sample student work, college policies and site visit by a team representing the Council. During the site visit, the accreditation panel meets with students, faculty, graduates and Program Advisory Committee members to ensure the program adheres to the accreditation criteria as defined for Business Technology Management programs at the college level. The process for accreditation can occur prior to the first graduating class; however, accreditation is not granted until the program produces graduates. CIPS also provides certifications for IT professionals. There are two certifications available:

 Information Systems Professional – this designation represents a commitment to IT professionalism by ensuring skills are continuously updated and relevant experience is taking place. This designation is recognized as a self-regulating designation in the provinces of: British Columbia, Alberta, Saskatchewan, Ontario, New Brunswick and Nova Scotia. It is also recognized in the United Kingdom (by the British Computer Society), Australia (by the Australian Computer Society) and New Zealand (by the New Zealand Computer Society). In the USA, CIPS has a mutual recognition agreement with the ICCP (http://www.iccp.org) to facilitate easier cross-border movement for professionals in IT.

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Section 4: Program Content

 Information Technology Certified Professional – this designation is directed towards senior IT practitioners who understand how to effectively utilize and apply their organizational experience to achieve organizational excellence. This certification has also been accredited by the International Professional Practice Partnership (IP3). The Canadian Institute of Management The Canadian Institute of Management (CIM) is Canada's organization dedicated to professional development. It was chartered in 1942 by a group of managers to increase opportunities for professional development. CIM accredits full-time programs and grants exemption from academic requirements leading to the Certified in Management (C.I.M.) and the Professional Manager (P.Mgr.) professional designations. CIM has certified that the Proposed Bachelor of Commerce – Technology Management degree program will be fully eligible for CIM National Accreditation when it is launched. A Letter of Support is included in Section 7.3 of this submission.

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Section 4: Program Content

4.3 (ii) Letters of Support Provided in Section 7.3.

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Section 4: Program Content

4.4 Learning Outcomes 4.4 (i) Degree Outcomes Chart 4.4 (i): Courses That Map to Each Competency in the Board’s Degree Standard

Baccalaureate/Bachelor Honours Standards Ontario Qualification Framework – Degree Outcomes

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Semester 1 MGMT1810    Management I MATH1860 Quantitative Decision   Making I CMPM1800 Introduction to Information   Systems and Society CMPI1801 Introduction to IT   Infrastructure ENGW1801  Writing Strategies Semester 2 ACCT1820   Management Accounting MRKT1830   Marketing I CMPP1850 Fundamentals of   Programming CMPD1850 Structured and    Unstructured Data Management COMM2800 Applied Communication for  Business and Industry

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Section 4: Program Content

Baccalaureate/Bachelor Honours Standards Ontario Qualification Framework – Degree Outcomes

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Semester 3 MGMT2822     Business Law and Ethics MATH2860 Quantitative Decision   Making II ACCT1811   Microeconomics CMPM2800 Business Systems      Analysis and Design Semester 4 MGMT2811  Management II ORGB1812   Organizational Behaviour CMPM2850     Data Analytics COMM4802  Presentation Skills Semester 5 ACCT2822   Corporate Finance ACCT1812   Macroeconomics CMPS3800 Privacy Issues in      Information Systems OPRM1852   Operations Management I

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Section 4: Program Content

Baccalaureate/Bachelor Honours Standards Ontario Qualification Framework – Degree Outcomes

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Methodological

Communi

Awareness the of Semester 6 MRKT2830     Marketing II OPRM2853    Project Management CMPI3850   Enterprise Architecture CMPM3851     Risk Management Semester 7 MGMT4812    Leadership CMPM4800    Emergent Technologies CMPM4801       IT Audit and Control CMPB58XX     Professional Option RSCH4875       Research Methods Semester 8 MGMT3811     Management III MGMT4850       Integration Project CMPM4851 Technology Planning and      Acquisition CMPB58XX     Professional Options

Bachelor of Commerce – Technology Management – 50

Section 4: Program Content

4.4 (ii) Program Learning Outcomes Graduates of the proposed Bachelor of Commerce – Technology Management degree will demonstrate the ability to consistently: 1. Analyze business problems and make ethically sound strategic decisions enabled by Information Technology (IT).

2. Manage a business technology project within a cross-functional and multi-disciplinary team by applying project management principles.

3. Adopt operations management principles and information technology to improve efficiency and effectiveness of business processes.

4. Propose strategic and operational solutions by applying principles of management accounting and financial analysis.

5. Build information technology solutions that automate and support business processes.

6. Model ethical, legal and professional codes of conduct of the Canadian business environment and global marketplace.

7. Design data solutions to support business operations, strategic decision making and business planning while ensuring adequate risk management.

8. Evaluate organizational structures and management processes, with a focus on small and medium-sized enterprises, to improve organizational performance.

9. Apply interpersonal, team building and leadership skills required for dynamic business environments.

10. Communicate information and ideas to persuade an audience using the most suitable medium and mode for the message.

Bachelor of Commerce – Technology Management – 51

Section 4: Program Content

Chart 4.4 (ii): Courses that Map to Each Program Learning Outcome

Course Codes/ leadership skills

tegic and Name

formation technology

Analyze business problems Manage a business technology project operationsAdopt management principles Propose stra operational solutions Build in solutions ethical,Model legal, and professional codes of conduct Design data solutions Evaluate Apply interpersonal, team building, and Communicate information and ideas

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Semester 1 MGMT1810     Management I MATH 1860 Quantitative Decision     Making I CMPM1800 Introduction to     Information Systems and Society CMPI1801 Introduction to IT   Infrastructure ENGW1801  Writing Strategies Semester 2 ACCT1820

Management   

Accounting MRKT1830   Marketing I CMPP1850 Fundamentals of   Programming CMPD1850 Structured and     Unstructured Data Management COMM2800 Applied   Communication for Business and Industry

Bachelor of Commerce – Technology Management – 52

Section 4: Program Content

Course Codes/ leadership skills

tegic and Name

formation technology

Analyze business problems Manage a business technology project operationsAdopt management principles Propose stra operational solutions Build in solutions ethical,Model legal, and professional codes of conduct Design data solutions Evaluate organizational structure Apply interpersonal, team building, and Communicate information and ideas

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Semester 3 MGMT2822 Business Law and     Ethics MATH2860 Quantitative Decision    Making II ACCT1811   Microeconomics CMPM2800 Business Systems       Analysis and Design Semester 4 MGMT2811      Management II ORGB1812 Organizational     Behaviour CMPM2850    Data Analytics COMM4802    Presentation Skills Semester 5 ACCT2822    Corporate Finance ACCT1812   Macroeconomics CMPS3800 Privacy Issues in      Information Systems OPRM1852 Operations       Management

Bachelor of Commerce – Technology Management – 53

Section 4: Program Content

Course Codes/ leadership skills

tegic and Name

formation technology

Analyze business problems Manage a business technology project operationsAdopt management principles Propose stra operational solutions Build in solutions ethical,Model legal, and professional codes of conduct Design data solutions Evaluate organizational structure Apply interpersonal, team building, and Communicate information and ideas

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Semester 6 MRKT2830      Marketing II OPRM2853     Project Management CMPI3850     Enterprise Architecture CMPM3851     Risk Management Semester 7 MGMT4812    Leadership CMPM4800

Emergent   Technologies CMPM4801       IT Audit and Control RSCH4875       Research Methods Semester 8 MGMT3811     Management III MGMT4850       Integration Project CMPM4851 Technology Planning     and Acquisition CMPB58XX     Professional Options

Bachelor of Commerce – Technology Management – 54

Section 4: Program Content

4.4 (iii) Breadth Learning Outcomes Seneca College’s General Education Policy7 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 (LSOs). 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 courses will be at the advanced level. Thus every Seneca College degree program graduate will be exposed to increasingly complex theory outside their main field of study. The LSOs provide both breadth and depth. They are designed to fall into the major categories of the 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 program reflects current knowledge in the fields represented in the non-core/breadth offerings. The following summary table identifies the courses that map to each breadth learning outcome.

Breadth Outcomes Courses that Contribute to this Outcome

 Writing Strategies 1. Demonstrate critical thinking,  Applied Communication for Business and quantitative reasoning, written and Industry oral communication skills.  Presentation Skills  Liberal Studies Options

2. Demonstrate more than introductory  Upper-level Liberal Studies Options knowledge in the humanities, sciences, social sciences, global cultures, and/or mathematics.

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

4. Critically analyze and evaluate the  Writing Strategies distinctive assumptions and modes of  Applied Communication for Business and analysis of a discipline outside the Industry core field(s) of study.  Presentation Skills  Liberal Studies Options

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

Bachelor of Commerce – Technology Management – 55

Section 4: Program Content

As stated in the Seneca College Academic Plan (2012-2017), which promises that every Seneca graduate will demonstrate competency in the Seneca Core Literacies8. “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 decision”. The 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. Chart 4.4 (iii) demonstrates how the degree program’s courses address the Seneca Core Literacies.

8 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 – Technology Management – 56

Section 4: Program Content

Bachelor of Commerce – Technology Management Chart 4.4 (iii): Mapping the 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

Semester 1 MGMT1810        Management I MATH1860 Quantitative Decision   Making I CMPM1800 Introduction to    Information Systems and Society CMPI1801 Introduction to IT    Infrastructure ENGW1801     Writing Strategies

Bachelor of Commerce – Technology Management – 57

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

Semester 2 ACCT1820 Management      Accounting MRKT1830       Marketing I CMPP1850 Fundamentals of      Programming CMPD1850 Structured and        Unstructured Data Management COMM2800 Applied Communication       for Business and Industry

Bachelor of Commerce – Technology Management – 58

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

Semester 3 MGMT2822 Business Law and      Ethics MATH2860 Quantitative Decision     Making II ACCT1811    Microeconomics CMPM2800 Business Systems       Analysis and Design Semester 4 MGMT2811        Management II ORGB1812 Organizational         Behaviour CMPM2850       Data Analytics COMM4802     Presentation Skills

Bachelor of Commerce – Technology Management – 59

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

Semester 5 ACCT2822      Corporate Finance ACCT1812      Macroeconomics CMPS3800 Privacy Issues in     Information Systems OPRM1852 Operations       Management I Semester 6 MRKT2830        Marketing II OPRM2853      Project Management CMPI3850    Enterprise Architecture CMPM3851      Risk Management

Bachelor of Commerce – Technology Management – 60

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

Semester 7 MGMT4812        Leadership CMPM4800       Emergent Technologies CMPM4801          IT Audit and Control RSCH4875          Research Methods Semester 8 MGMT3811          Management III MGMT4850          Integration Project CMPM4851 Technology Planning    and Acquisition CMPB58XX      Professional Options LSOXXX      

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Section 4: Program Content

4.5 Course Descriptions 4.5 (i) Bachelor of Commerce –Technology Management: Core Course Descriptions Year 1 Semester 1

Course Title Calendar Course Description

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, adapt to change, and manage MGMT1810 the risks involved in managing and growing an organization. The Management I roles and responsibilities of managers – from the 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 provides students with the quantitative foundation required for performing management analytics. The course introduces students to the role of statistics in management analytics MATH1860 and will focus on descriptive analytics—the process of summarizing Quantitative Big Data into smaller and useful chunks of information. Statistical Decision Making I methods include a range of techniques for describing, summarizing, and visualizing statistical data. Students also learn how to use probability distributions to represent and analyze uncertainty in managerial decision making. This course introduces students to the basic information systems and their role within society. Key components of information systems such as, people, software and hardware, networks, and CMPM1800 data will be covered. This will be expanded into discussions on Introduction to data, information, and knowledge. Students learn how information Information Systems systems are leveraged in organizations to improve business and Society processes and gain competitive advantage. Key types of business information systems are introduced and the way these systems are developed and introduced into an organization to meet an organization’s needs. This course provides an introduction to the computer hardware and software, and the networks that form an IT infrastructure. Students learn about individual components and their relationship. The CMPI1801 course will give an in-depth understanding of IT infrastructure, Introduction to assessment of capabilities and limitations, the impact to hardware, IT Infrastructure software, network, and organizational systems, and determine the impact the of change. This provides students with the skills to engage with front line technical staff and managers.

Bachelor of Commerce – Technology Management – 62

Section 4: Program Content

Year 1 Semester 2

Course Title Calendar Course Description This course examines how management accounting information is used within organizations to plan, monitor and control the enterprise. Management across all functional areas is guided by financial data and the management accounting system of the ACCT1820 organization. Students are introduced to the following topics: Management management accounting, cost accounting terminology, job costing, Accounting process costing, activity-based 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-savvy customers. This course introduces MRKT1830 leading-edge marketing practice in targeting, engaging and Marketing I converting customers, and the analytic nature 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 introduces fundamental concepts of programming. Students learn the principles of programming, such as structured CMPP1850 programming, object-oriented programming, testing, and Fundamentals of debugging. Scalability and complexity of programming solutions will Programming also be explored. The course will also discuss problem-solving strategies, such as problem decomposition.

This course introduces students to both structured and unstructured data management. Students will be introduced to the CMPD1850 principles of relational database design and use to support a variety Structured and of business scenarios that require structured data. For unstructured Unstructured Data data management, students will be introduced to the management Management and access of various data types used in non-standard ways. Concepts will include queries, database security, administration and distributed databases.

Bachelor of Commerce – Technology Management – 63

Section 4: Program Content

Year 2 Semester 3

Course Title Calendar Course Description This course introduces students to the importance of legal considerations within the organizational context. The emphasis is on the interface of privacy law, intellectual property rights, and MGMT2822 government regulation particularly in relation to competition and Business Law and consumer protection. Students are introduced to ethics and Ethics corporate responsibility required to meet legal obligations, client expectations and stakeholder requirements. The legal and ethical implications of emerging technology and social trends will be highlighted. This course develops students’ understanding of the role of predictive and prescriptive analytics in management analytics. MATH2860 Students learn how to use statistical methods to support Quantitative Decision in management decision making. In this course, students are Making II introduced to the range of predictive and prescriptive analytic techniques, such as, sampling distributions, estimation, hypothesis testing, correlation and regression. This course explores the exogenous and endogenous influences on consumption and production and how prices are determined and resources allocated under different market structures and diverse ACCT1811 economic environments. Students are introduced to econometric Microeconomics analysis to derive demand curves from market data, and game theory and its application to explain the marketing strategy of firms is discussed. This course focuses on the techniques and tools involved in gathering and analyzing requirements for business system CMPM2800 requirements and, where required, the design of new business Business Systems processes to ensure organizational efficiency. An introduction will Analysis and Design be given to build versus buy evaluation, including implementation on focused software systems.

Bachelor of Commerce – Technology Management – 64

Section 4: Program Content

Year 2 Semester 4

Course Title Calendar Course Description This course prepares students to evaluate and manage organizational assets to support strategic objectives within organizations. The students are introduced to how value is created MGMT2811 across the organization and how evidence-based decision making Management II models enable managers to apply the 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 examines organizational behaviour (OB) within the context of the learning organization and its ability to manage knowledge. Organizational theories such as personality, values, ORGB1812 motivation, teams, power, and leadership are at the core of this Organizational course. Organizational behaviour improvements are framed within Behaviour models that ensure theories can be applied to high performance organizations. The additional dimension of enhances organizational capacity by using data- driven and evidence-based continuous improvement techniques.

This course will first introduce students to topics such as data sources, data quality, data definition, data loading, data integration and data analysis. They will then explore the various techniques and tools, such as search engines, tagging, data mining, and text CMPM2850 analytics, that support searching for and interpreting the information Data Analytics and storage approaches, such as content and document management systems, to help manage such information. The remainder of the course will focus on several specific areas of analytics such as text analysis and web analytics.

Bachelor of Commerce – Technology Management – 65

Section 4: Program Content

Year 3 Semester 5

Course Title Calendar Course Description

This course provides an integrated overview of finance including the requirement for, and the acquisition and administration of, the financial resources of the organization. Short-term and ACCT2822 intermediate needs for funds in the operation of a business Corporate Finance enterprise are examined, as well as long-term financing options, capital structures, mergers, and acquisitions. In this course, students explore the principles of management that underlie the finance manager’s role. This course concentrates on the branch of economics dealing with the performance, structure, behaviour, and decision making of the economy as a whole. Students are introduced to measurement of ACCT1812 economic performance at the regional, national and global levels, Macroeconomics fiscal and monetary policy, and key international organizations. In this course, macroeconomic analyses and techniques are applied in various sectors to examine complex issues and inform strategy. This course provides students with the foundation required to understand the security concerns faced by institutions, end-users, network administrators, and technical support staff in today's CMPS3800 globally connected environments. Students are introduced to Privacy Issues in legislation, security policies, security attacks, techniques for Information Systems detecting and preventing such attacks, data privacy, national and international laws, and from an organizational perspective. This course approaches the discipline of operations management from the perspective of the general manager rather than the operations specialist. Students are introduced to the concepts and OPRM1852 tools required to execute the organization’s strategy, achieve its Operations performance targets, and map operational performance and issues Management I to the outcomes of the firm. The students learn frameworks, methods, and models for business operations that are equally applicable to manufacturing or services.

Bachelor of Commerce – Technology Management – 66

Section 4: Program Content

Year 3 Semester 6

Course Title Calendar Course Description

This course focuses on the client and provides the background, concepts and skills required by professional salespeople to create customer perceived value. Students learn how technology-enabled MRKT2830 sales practices are leveraged to establish trust-based relationships. Marketing II In the course, 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. In this course, students are introduced to the importance of project management to ensure the success of key deliverables, such as new products and services, along with accompanying infrastructure. This course addresses Project Management Body of Knowledge OPRM2853 (PMBOK) topics such as, integration, scope, time, cost, quality, Project Management human resources, communication, risk, and

management. Students will learn responsibilities of the

development and implementation of a project and the required skill set to successfully meet these responsibilities. Theory is supported by hands-on practice with the software, tools, and techniques involved in project management. This course examines the frameworks for governance needed to plan, implement, and support enterprise architecture. Students are CMPI3850 introduced to the key architecture domains, security, application, Enterprise Architecture software and design patterns, and their inter-relationships and dependencies to support an organizations’ infrastructure.

In this course, students are introduced to the principles, structures, processes of risk management, and risk management theory CMPM3851 specific to information technology. The course emphasizes the Risk Management application of risk management strategies specific to IT and the broader context of business continuity planning (BCP).

Bachelor of Commerce – Technology Management – 67

Section 4: Program Content

Year 4 Semester 7

Course Title Calendar Course Description In this course, three themes of leadership are explored: the personal side of leadership, the evolution of leadership theory, and the social side of leadership. For each, a variety of experiential MGMT4812 learning techniques including personal reflection, simulations, and Leadership problem-solving engage the students as theory is introduced. Students develop personal effectiveness skills that will assist them in their group and leadership roles.

This course explores topics in business technology management that reflect the most recent changes and emergent trends in the CMPM4800 development and prioritizing of technology in the market place. Emergent Technologies Students examine the provisioning, deploying, and utilization of emergent technologies and the effect on current business practices.

This course focuses on the need to protect IT assets and how to put in place controls, such as policies, to protect IT assets. Students discuss how to apply continual IT auditing to assess the CMPM4801 effectiveness of these controls within the context of the IT Audit and Control organization's structure, objectives, and activities. In the course, students learn to use tools as part of the audit process and how to develop organized, consistent, and accurate data collection.

CMPB58XX See 4.5 (ii) for a list of professional option course descriptions. Professional Option

This course examines the various components of the research process including the formulation of research questions or a research hypothesis; the review of the literature; qualitative, RSCH4875 quantitative and mixed method research designs; research ethics; Research Methods data collection; analysis of data; and ethical protocol. Students develop the elements of a research proposal based on a problem relevant to their professional practice.

Bachelor of Commerce – Technology Management – 68

Section 4: Program Content

Year 4 Semester 8

Calendar Course Description Course Title

This course introduces students to deliberate and emergent strategy development to guide organizational direction. Industry and market structures are examined, with the emphasis on MGMT3811 evaluating the effectiveness of business and organizational strategy Management III across different types of firms and industries. Students create strategic plan proposals based on real-world case studies and clients.

In this capstone course, students apply the business knowledge and skills developed throughout the entire degree program to develop a comprehensive and detailed proposal. The focus is on MGMT4850 the analysis of the requirements of an organization and its Integration Project operations, analysis of the relevant and current theory and research, presentation of solutions, and argument in favour of the recommended option.

Students learn how to identify the technology requirements for a business and then plan the steps necessary to select and acquire CMPM4851 specific technology. The impact of technology trends on an Technology Planning and organization, the purchasing process, including the Request for Acquisition Proposal (RFP), contracting types, and how to manage contracts once in place will be discussed.

CMPB58XX See 4.5 (ii) for a list of professional option course descriptions. Professional Option

Bachelor of Commerce – Technology Management – 69

Section 4: Program Content

4.5 (ii) Bachelor of Commerce – Technology Management: Professional Option Course Descriptions

Course Title Calendar Course Description

This course provides a comprehensive review of common predictive analytic techniques as they relate to marketing. Students explore techniques presented under three main categories of predictive MRKT4842 analytics: time series, regression and machine learning. The Predictive Analytics for examination of these techniques will support making marketing Marketing forecasts, performing diagnostics, building predictive models, and using machine learning techniques to profitably impact the customer journey. The emphasis of this course is on application rather than theoretical foundations of the techniques. In this course, students explore health informatics as the study of the nature, design and application of IT-based innovations in the delivery, HLTH1820 management, and planning of healthcare services. Students learn Introduction to Health about the fundamental building blocks of health information systems, Informatics information and communication systems in healthcare, and the impact of information technology on healthcare and society will be explored. 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” framework is used to highlight the role of management oversight MRKT3850 and the reliability of management insights as they relate to the capture, Applications for Market cleaning, curation, integration, storage, processing, indexing, search, Intelligence sharing, transfer, mining, analysis and visualization of large volumes of fast-moving and highly complex data. It presents an overview of concepts, tools and techniques for processing structured, semi- structured, and unstructured data. This course explores the management of healthcare organizations and the requirement for reliable, accurate, secure, and relevant clinical and HLTH1821 administrative information. Students build on concepts introduced in Health Informatics II Level 1 and explore the role of electronic records, clinical decision support, and administrative and financial systems in the improvement and support of the patient care process. 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 shaping its corporate future. This course provides students with the necessary skills to develop marketing plans and customer-based MRKT2832 business strategies. Students analyze strategic market planning, the Marketing Planning and implementation of market-based business strategy and the evaluation Strategy of 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.

Bachelor of Commerce – Technology Management – 70

Section 4: Program Content

Course Title Calendar Course Description

In this course, students study the importance of the use of alternative dispute resolution processes in both public and private sectors as a HLTH4810 less formal, cost-effective strategy to resolve problems, improve Mediation and Negotiation working relationships, and enhance productivity. This course introduces Strategies students to the theory and practice of mediation with a strong emphasis on the practical application of problem solving and negotiation skills. This course introduces students to the methods used by marketing research to support responsible marketing-related business decisions. Students gain an understanding of the required steps in designing a market research study to yield relevant, timely, applicable and accurate MRKT3870 information in a way that is ethical, professional and builds shareholder Marketing 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. This course will focus on psychological and physiological factors in human/computer interaction. In this course, students will gain a deeper CMPP4840 understanding of the influence of culture and human behavioural Human Factors in patterns on the use of computers and on the development of interface Computing design as well as ways in which computer technology itself may influence human behaviour. The course will also examine broad issues of ergonomics and their influence on human/computer interaction. Cryptography and encryption are core data security methods. This course builds a solid understanding of the various methods of SCRT1801 protecting data by looking at how cryptography has evolved over the Security Principles: centuries: from the simple ciphers of the Roman Empire to the complex Cryptography and methods of today, to future concepts and theories. Students will learn Encryption how various methods of cryptography have improved over time and to recognize which encryption methods work best for given real-world situations. This course is an introduction to the digital data analysis for security students. We will look at capturing data from appropriate data sources SCRT2805 (such as packet captures, log files, IDS systems, and configuration Security Arts: Digital files) then analyzing and displaying this data, using visualization Data Analysis techniques, in ways that will help detect/mitigate threats or help fulfill compliance requirements. Emphasis is placed on using the applicable tools for data analysis and statistical review. This course covers the principles and practices of physically securing an organization's people, facilities and data resources against unauthorized access, theft, sabotage and other security breaches. CMPS5807 Topics will include, but are not limited to, facility access control, IT Physical and environmental and safety measures, social engineering techniques, Environmental physical security penetration testing, locks and lock picking, video Security surveillance systems, and biometric authentication systems. Students will also learn how to develop policy and procedures for physical security, including appropriate incident response.

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Section 4: Program Content

Course Title Calendar Course Description

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. Students learn about state-of-the-art skills and MRKT4862 analytic methods to predict customer behaviour. A CRM theoretical Customer framework is used to assess how organizations manage customer Relationship relationships and shape the customer journey. Students segment and Marketing micro-segment clients using multiple 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 social media analytics as the derivation of consumer insights from social commentary. Students apply a variety of techniques and strategies for monitoring user behaviour on social MRKT4882 media applications, with an emphasis on applying the analytical Social Media concepts and tools of marketing to decisions about segmentation and Intelligence and targeting, branding, pricing, distribution, and promotion. Students Web Analytics experience hands-on application of how to manage multi-ad online campaigns for pay-per-click programs to support social media campaigns.

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Section 4: Program Content

4.5 (iii) Bachelor of Commerce –Technology Management: Non-Core Course Descriptions

Course Title Calendar Course Description

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 and bias, and apply the techniques of sound argument for a variety Writing Strategies of purposes. The main 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. Students evaluate examples from the specific field of study for their COMM2800 effectiveness and learn to write abstracts and executive summaries. Applied Communication They utilize common software packages (Word, Excel, PowerPoint) for Business and Industry to communicate material in a variety of 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 course prepares students to make professional oral presentations to diverse audiences in a variety of settings. It covers the fundamentals of public speaking and speech writing as well as COMM4802 the production 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.

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4.5 (iv) Work-Integrated Learning Experience Year 3 Semester 6

Course Code and Title Calendar Course Description Co-operative education provides students with the opportunity to integrate academic learning with relevant work experience COOP1801 and to learn more about themselves and their chosen field of Co-op Professional study. The purpose of this work term is to enable the student to Practice make a smooth transition from the academic setting to a work environment.

Year 3 between Semesters 6 and 7

Course Code and Title Calendar Course Description

The student co-operative education work term is designed to integrate related, practical experience with academic studies. The work term is based on a partnership between Seneca College and the community and involves the participation of the student, professor, employers and employees. Co-operative education affords students with an opportunity to enhance their CWT650 in-school learning at the College while developing a greater Co-op Work Term awareness and understanding of the world in which they choose to work. As the work-integrated learning experience is for the most part self-directed, students are able to explore a variety of occupational areas within the realm of public safety and develop skills, knowledge and attitudes that are necessary to become productive and satisfied contributors of society.

Year 4 Semester 7

Course Code and Title Calendar Course Description

The integration of classroom activities with work term experience is vital for the complete and successful learning and

understanding of co-op work placement experiences. This COPT1801 structured integration and reflective learning with peers provides Co-op Integration and the opportunity to evaluate work experience in a broader Career Planning context. Guest speakers from the industry give students further employment exposure and an opportunity to network.

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4.6 (ii) Course Schedule 2 Course Schedule 2 – Bachelor of Commerce – Technology Management

Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 1 PhD MGMT1810 Management I 42 (General Management) Quantitative Decision PhD MATH1860 42 Making I (Mathematics) Introduction to Semester PhD CMPM1800 Information Systems 42 1 (Computer Science) and Society Introduction to IT PhD CMPI1801 42 Infrastructure (Computer Science) PhD ENGW1801 Writing Strategies 42 (Literature) Management PhD ACCT1820 42 MATH1860 Accounting (Accounting) PhD MRKT1830 Marketing I 42 (Marketing) Fundamentals of PhD CMPP1850 42 Semester Programming (Computer Science) 2 Structured and PhD CMPD1850 Unstructured Data 42 (Computer Science) Management Applied PhD COMM2800 Communication for 56 ENGW1801 (Literature) Business and Industry

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Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 2 Business Law and MGMT2822 42 MGMT1810 LLB Ethics Quantitative Decision PhD MATH2860 42 MATH1860 Making II (Mathematics) MATH2860 PhD Semester ACCT1811 Microeconomics 42 3 (Economics) CMPM1800 Business Systems PhD CMPM2800 42 Analysis and Design (Computer Science) CMPI1801 LSOXXX Liberal Studies Option 42 MGMT1810 PhD MGMT28112 Management II 42 (General Management) PhD Organizational ORGB1812 42 (Organizational Behaviour Behaviour) Semester MATH2860 PhD CMPM2850 Data Analytics 42 4 CMPD1850 (Computer Science) LSO XXX Liberal Studies Option 42 MPhil (International COMM4802 Presentation Skills 42 Relations)

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Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 3 MGMT2811 PhD ACCT282 Corporate Finance 42 MATH1860 (Accounting/Finance) PhD ACCT1812 Macroeconomics 42 ACCT1811 (Economics) Semester Privacy Issues in PhD CMPS3800 42 CMPM1800 5 Information Systems (Computer Science) Operations MGMT1810 PhD OPRM1852 42 Management I MATH2860 (Operations) LSOXXX Liberal Studies Option 42

MRKT2830 Marketing II 42 MRKT1830 PhD (Marketing) PhD (Computer OPRM2853 Project Management 42 CMPM2800 Science) PhD CMPI3850 Enterprise Architecture 42 Semester (Computer Science) 6 PhD CMPM3851 Risk Management 42 CMPM2800 (Computer Science) LSO XXX Liberal Studies Option 42 Co-op Professional COOP1801 Practice Co-op Work Term

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Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 4 Masters MGMT4812 Leadership 42 ORGB1812 (Leadership) Emergent PhD CMPM4800 42 Technologies (Computer Science) Semester PhD CMPM4801 IT Audit and Control 42 MATH1860 7 (Computer Science)

CMPB58XX Professional Option 42

CMPS3800 PhD RSCH4875 Research Methods 42 OPRM1852 (General Management) Co-op Integration and COPT1801 COOP1801 Career Planning MGMT2811 PhD MGMT3811 Management III 42 ACCT1811 (General Management) ACCT1812 PhD MGMT4850 Integration Project 42 RSCH4875 (Computer Science) Semester Technology Planning PhD 8 CMPM4851 42 ACCT2822 and Acquisition (Computer Science) CMPB58XX Professional Option 42

LSOXXX Liberal Studies Option 42

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Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites

Subtotal Course Hours 1344 350

Total Program Hours 1694

Percentage of Core to Non-Core 79% 21%

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4.7 Work-Integrated Learning Experience Chart 4.7: 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 co-operative education learning experiences are supported through the Department of Co-Operative (Co-op) Education. A co-op experience combines preparatory classroom-based education with a semester-long work experience, which gives a student credit for structured job experience. Co-op provides an opportunity to apply theoretical knowledge and consolidate learning in an applied setting. In today’s marketplace, co-operative education is important in helping students make the school-to-work transition successfully. A Seneca College Co-op Coordinator works closely with each student. The College ensures a high degree of support is provided to students 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 complete the co-op experience for graduation from the proposed degree program: 1) COOP1801 – Co-op Professional Practice This course focuses on preparing students for their co-op work experience. Key topics addressed in this course include:

 career goals and employment-related skills,  labour market research,  resume and cover letter writing,  job search techniques, and  interviewing. Bachelor of Commerce – Technology Management – 85

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Additional topics may include workplace safety, networking, professionalism, transitioning from school to work and social media. 2) Co-op Experience (Co-op Work Term) A co-op learning experience is provided through a 14-week full-time equivalent work experience, which is in a field related to the student’s specific academic program. Students receive feedback on their work term experience from the program’s Co-op Coordinator and employer throughout the work term. 3) COPT1801 – Co-op Integration and Career Planning After completing the co-op integrated learning experience, students are provided with an opportunity to reflect on their work experience in this course. They prepare a presentation about their work experience, which they share with their Co-op Coordinator and peers. Students also benefit from learning from their peers about breadth in their field by listening to presentations. Co-op education provides:

 integration of theory and practice,  career exploration and development,  progressive skill acquisition,  professional socialization,  workplace literacy, and  workforce readiness. Students may apply for Prior Learning Assessment (PLA) of COOP1801 and the Co-Operative Education Work Experience. (See “Policies” section of the submission for Seneca College’s policies and procedures.) Outcomes and Evaluation of Work-Integrated Learning Upon successful completion of the work-integrated learning experience (including the co-op work term) at a general level, the student will be able to:

 Integrate classroom theory of business technology management with workplace practice.

 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.

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How Work Experience Puts the Program Outcomes into Practice The work-integrated learning experience is a highly valuable central component of the Bachelor of Commerce – Technology Management degree program as it enables the student to integrate the academic curriculum with actual experience in the field. The students will 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. 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. In this way, the student’s work term is a partnership between the student, co-op provider and the College. The work-integrated learning experience enables 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 Student During Work-integrated Learning 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 the co-operative education courses 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.

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Examples of Anticipated Work-integrated Learning Positions Students in the Bachelor of Commerce – Technology Management degree program could potentially obtain co-op work terms in areas such as:  Business Analyst,  Project Manager,  Change Manager,  Consultant,  Customer and Supplier Management Officer, and  Marketing Support Specialist. A sample of the employers Seneca College currently has existing relationships with:  Bank of Nova Scotia  Elizabeth Arden  Canadian Tire  HR Strategies Consulting Inc,  Strategic Element Consulting  Keilhauer  Hydro One Networks Inc.  McDonalds Restaurants of Canada  CIBC Limited  Angus Consulting Management Limited  PowerStream Inc.  Bluenotes  Questrade Inc.  Thriftys Inc.  Scotiabank  City of Vaughan  Shoppers Drug Ma  CGI

The Co-op Education Department’s business development team will work closely with the School of Information and Communications Technology and the School of Business Management to identify opportunities for Seneca College’s expansion into new areas of employment related to the proposed Bachelor of Commerce – Technology Management 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 to mentor individual students. The Co-op Coordinator conducts a site visit to each student on a work term, to provide support to both the student and the employer. Co-op Coordinators may

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Section 4: Program Content act as skilled and knowledgeable mediators in workplace misunderstandings and can advocate on behalf of the student if needed. The Seneca Co-operative Education 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.

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4.8 (i) Overview of Seneca’s Course Outline Framework In accordance with Seneca’s Academic Policy, the College’s course outline incorporates three components: the college-common, the school-specific and the addendum. The college- common course outline is aligned to the calendar description and contains elements that are only modifiable following consultation with the Chair, Dean, and Program Quality Unit. The common elements are specific to the course code and title, course description, vocational learning outcomes, Essential Employability Skills (EES), and policy related to academic integrity, accommodation, and discrimination and harassment. The school-specific area of the course outline contains elements that are particular to the delivery of the course at the departmental/program level. Content found within the school- specific area must continue to meet the course description and the learning outcomes. This level of specificity addresses current and emerging trends by enabling some modification of the topic outline; the mode of instruction; the prescribed text(s), reference material(s) and supplies; and the detailed evaluation framework. The addendum communicates to students the faculty-specific elements to support their success in the course. This may include the grading policy, attendance, participation or late submission guidelines, due dates and deadlines, and a detailed course schedule. In alignment with Seneca's course outline policy, the course outlines in this proposal, and more particularly the school-specific elements for the common business courses, reflect the discipline of technology management.

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4.8 (ii) Glossary of Instructional Strategies Case Study This is an instructional strategy that provides students with detailed information about a real- life situation and relies on students to participate in discussions. Students analyze the presented situation, decide what has been done correctly, and what mistakes might have been made in terms of principles and accepted practices within their field of specialization. Group discussions enable them to explain, justify and defend their own analysis of the case situation. It is important to structure multi-logical case studies (messy, real-world scenarios with information missing and extraneous information) to encourage higher-order problem solving. Collaborative Teaching This is an instructional strategy that encourages faculty from several Schools to collaborate to teach courses in business, information technology, and liberal studies. This approach supports the development of integrative thinking, encouraging students to make connections between disciplines while fostering a climate of fluid learning communities.9 Community Engagement This is an instructional strategy that facilitates integrative learning, Seneca requires that students to engage with individuals and/or groups in the community as part of their course work in order to learn about real-world challenges from a variety of perspectives, make connections between theoretical knowledge and practical application, and promote problem solving and critical thinking. Learning This is an instructional strategy that integrates group activity with the overall learning process. Activities are designed to promote both learning and social skills development through the incorporation of three concepts: (a) group rewards, (b) individual accountability, and (c) equal opportunity for success. Cooperative learning is specifically effective when used as a supplement for review, practice, remediation or enrichment. Guided Design (Problem-Based Learning/Problem Solving) This is an instructional strategy that applies problem-based learning and focuses on developing the students’ decision-making skills through solving open-ended problems that require extensive information gathering outside the traditional classroom. This method assists students in thinking logically, communicating ideas and applying specific steps in a decision-making process. The instructor acts as a consultant while the students apply the subject matter learned, exchange ideas and reflect on solutions developed within their groups.

9 Shultz, N. Learning Communities as a First Step in an Integrative Learning Curriculum, About Campus, October, 2013

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Interactive Media-Rich Lectures This is an instructional strategy that utilizes one or more media forms (audio, video and live computer demonstrations) to bring classroom topics to life. Students are engaged in the lecture and their input are be used to develop examples. Panel Discussions This is an instructional strategy to support students’ listening and assessment skills. This strategy incorporates three to six qualified persons who present information or their views on a specific topic to the participants in the form of a panel. Alternatively, students may research a topic and comprise the panel themselves to present their findings. They participate in either format through prior research on the topic by asking questions following the presentations. Role-Playing This is an instructional strategy that utilizes spontaneous dramatization of real-life situations to promote problem solving and understanding of individual positions/attitudes. When the role-play ends, the group discusses the feelings expressed, actions observed and the implications for continual development. Simulations This is an instructional strategy that requires students or teams to solve complex problems which are presented as an abstraction of a real-life situation. Students perform manipulations, make responses and take actions to correct deficiencies. At the conclusion of the simulation, the instructor and students debrief, discuss, and evaluate the observation, emotional responses, behaviours and actions as a result of the activity. Socratic Teaching This is an instructional strategy used to foster critical thinking. Faculty focus on giving students thought-provoking questions to engage inquiry and analysis. Socratic inquiry may include a variety of dimensions: questioning goals and objectives, evaluating the nature of the problem, assessing whether or not there is enough relevant information, considering alternative interpretations, analyzing concepts/ideas, questioning assumptions, and discerning the implications and consequences of various views.

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4.8 (iii) Identification of Previously Assessed Courses Previously Assessed Core Courses

Consent Course Title Consent Program Granted (Year) Leadership Bachelor of Commerce – Business Management 2011 IT Audit and Control Bachelor of Technology – Informatics and 2014 Security Technology Planning and Bachelor of Technology – Software Development 2014 Acquisition Risk Management Bachelor of Technology – Informatics and 2014 Security Emergent Technologies Bachelor of Technology – Informatics and 2014 Security Cryptography and Encryption Bachelor of Technology – Informatics and 2014 Security Digital Data Analysis Bachelor of Technology – Informatics and 2014 Security IT Physical and Environmental Bachelor of Technology – Informatics and 2014 Security Security Human Factors in Computing Bachelor of Technology – Software Development 2014

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

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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 and Security 2005

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

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

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

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Consent Course Title Consent Program Granted (Year)

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 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

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Consent Course Title Consent Program Granted (Year)

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 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

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Consent Course Title Consent Program Granted (Year) 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 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 This section is not applicable.

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4.10 Bridging Course Outlines This section is not applicable.

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4.11 Gap Analysis Seneca College anticipates a number of program streams may be interested in degree completion with the Bachelor of Commerce – Technology Management degree program. An analysis conducted to determine the transfer opportunities for students into this cross- disciplinary degree program found two high-affinity programs – an advanced diploma in Business Administration – Management and an advanced diploma in Computer Programming and Analysis. The result of this gap analysis determines the point at which a graduate from these two programs could transfer for degree completion and if any bridging courses are required.

Business Administration – Management Diploma – Gap Analysis The Business Administration – Management Diploma (MTCU 60200) offered at Ontario colleges is a 3-year program addressing a number of the skill areas in the business management field. Graduates of the advanced diploma in Business Administration – Management are employed in a broad range of employment settings in all sectors of business and industry, both domestic and international. This program is general in nature and is designed to provide a wide range of career opportunities. Graduates of the 3-year advanced diploma in Business Administration – Management must reliably demonstrate the ability to: 1. Evaluate the impact of global issues on an organization’s business opportunities by using an environmental scan. 2. Apply principles of corporate sustainability, corporate social responsibility and ethics to support an organization’s business initiatives. 3. Assess and use current concepts/systems and technologies to support an organization's business initiatives. 4. Conduct and present research to support business decision making. 5. Plan, implement and evaluate projects by applying project management principles. 6. Perform work in compliance with relevant statutes, regulations and business practices. 7. Apply human resource practices to support management objectives and the organization’s goals. 8. Use accounting and financial principles to support the management and operations of an organization. 9. Assess marketing and sales concepts and strategies and apply them to the needs of an organization. 10. Outline principles of and operations management, and assess their impact on the operations of an organization. 11. Participate in the development of a . 12. Develop strategies for ongoing personal and professional development to enhance work performance in the business field. 13. Outline strategies used to manage risks in an organization's business activities.

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Note: the learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing or weighting of significance.

The content of the introductory courses in the Bachelor of Commerce – Technology Management degree program covers similar topics to those found in the advanced diploma in Business Administration – Management. The difference is that the content of the proposed degree program meets the standards of the Ontario Qualification Framework for an honours baccalaureate program. Students in the advanced diploma in Business Administration – Management may lack depth and breadth of knowledge, skill and application required of a degree program. Table 4.11 (i) summarizes the results of a gap analysis of the learning outcomes of the proposed Bachelor of Commerce – Technology Management degree program against the vocational outcomes of the Business Administration – Management advanced diploma program. This analysis determines a suitable block credit transfer arrangement for graduates of the advanced diploma to transfer to the degree program.

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Table 4.11 (i): Gap Analysis – Pathways from the Business Administration – Management Advanced Diploma

Degree Business Administration Program –Management Advanced Gap Analysis Remediation of Gap Learning Diploma Outcomes Outcomes MTCU 60200 Analyze 1. Evaluate the impact of Diploma graduates have Specialized business global issues on an the capacity to analyze technology and problems and organization’s business business problems and research courses make ethically opportunities by using an make ethically sound including: sound strategic environmental scan. strategic decisions but they  Research Methods decisions 2. Apply principles of lack the specific  Integration Project enabled by corporate sustainability, technology sector  Business Systems Information corporate social knowledge and the Analysis and Technology (IT). responsibility and ethics to research methods and Design support an organization’s analytical skills to evaluate business initiatives. business problems with the 3. Assess and use current rigour expected of degree concepts/systems and program graduates. technologies to support an organization's business initiatives. 4. Conduct and present research to support business decision making. 5. Plan, implement and evaluate projects by applying project management principles. 9. Assess marketing and sales concepts and strategies and apply them to the needs of an organization. 13. Outline strategies used to manage risks in an organization's business activities. Manage a 5. Plan, implement and Diploma graduates have Specialized business evaluate projects by the framework to apply technology and technology applying project project management project management project within a management principles. principles but lack specific courses including: cross-functional 6. Perform work in technology sector and multi- compliance with relevant knowledge and knowledge  Emergent disciplinary team statutes, regulation and of cross-functional and Technologies by applying business practices. multidisciplinary teams in  Project project 11. Participate in the this sector. Management of a principles. business plan. Bachelor of Commerce – Technology Management – 102

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Degree Business Administration Program –Management Advanced Gap Analysis Remediation of Gap Learning Diploma Outcomes Outcomes MTCU 60200 13. Outline strategies  Business Systems used to manage risks in Analysis and an organization's business Design activities.  Technology Planning and Acquisition  Integration Project Adopt 3. Assess and use current Diploma graduates have Specialized operations concepts/systems and knowledge of the principles technology and management technologies to support an of operations management project management principles and organization's business to identify ways to improve courses including: information initiatives. efficiency and  Introduction to technology to 5. Plan, implement and effectiveness of business Information improve evaluate projects by process but lack specific Systems and efficiency and applying project technology sector Society effectiveness of management principles. knowledge.  Introduction to IT business 10. Outline principles of Infrastructure processes. supply chain management  Business Systems and operations Analysis and management and assess Design their impact on the  Project operations of an Management organization.  IT Audit and 13. Outline strategies Control used to manage risks in  Integration Project an organization’s business activities. Propose 4. Conduct and present Diploma graduates have Specialized strategic and research to support an accounting framework technology courses operational business decision making. and financial tools for including: solutions by 3. Assess and use current strategic and operational  Risk Management applying concepts/systems and decision making but they  Technology principles of technologies to support an lack specific technology Planning and management organization’s business sector knowledge. Acquisition accounting and initiatives. financial 8. Use accounting and analysis. financial principles to support the management and operations of an organization. 11. Participate in the development of a business plan. 10. Outline principles of supply chain management and operations

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Degree Business Administration Program –Management Advanced Gap Analysis Remediation of Gap Learning Diploma Outcomes Outcomes MTCU 60200 management, and assess their impact on the operations of an organization. 13. Outline strategies used to manage risks in an organization's business activities. Build information 3. Assess and use current Diploma graduates will not Specialized technology concepts/systems and have met this outcome. technology courses solutions that technologies to support an including: automate and organization’s business  Introduction to support initiatives. Information business 4. Conduct and present Systems and processes. research to support Society business decision making.  Introduction to IT Infrastructure  Privacy Issues in Information Systems  Business Systems Analysis and Design  Fundamentals of Programming  Enterprise Architecture  Structured and Unstructured Data Management  Emergent Technologies  IT Audit and Control  Technology Planning and Acquisition

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Degree Business Administration Program –Management Advanced Gap Analysis Remediation of Gap Learning Diploma Outcomes Outcomes MTCU 60200 Model ethical, 2. Apply principles of Diploma graduates lack Specialized legal and corporate sustainability, the rigour expected of technology, professional corporate social degree program presentation, and codes of responsibility and ethics to graduates. research courses conduct of the support an organization’s including: Canadian business initiatives.  Privacy Issues in business 6. Perform work in Information environment and compliance with relevant Systems global statutes, regulation and  Presentation Skills marketplace. business practices.  Research Methods 12. Develop strategies for  Integration Project ongoing personal and professional development to enhance work performance in the business field. Design data 3. Assess and use current Diploma graduates will not Specialized solutions to concepts/systems and have met this outcome to technology courses support technologies to support an the rigour expected of including: business organization’s business degree program  Privacy Issues in operations, initiatives. graduates. Information strategic 9. Assess marketing and Systems decision making sales concepts and  Structured and and business strategies and apply them Unstructured Data planning while to the needs of an Management ensuring organization.  Risk Management adequate risk 11. Participate in the  Data Analytics management. development of a business plan. 13. Outline strategies used to manage risks in an organization's business activities. Apply 7. Apply human resource Diploma graduates have No remediation is interpersonal, practices to support developed effective required. team building management objectives interpersonal, team and leadership and the organization’s building and leadership skills required goals. skills required for for dynamic 12. Develop strategies for challenging, ever-changing business ongoing personal and business environments. environments. professional development to enhance work performance in the business field.

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Degree Business Administration Program –Management Advanced Gap Analysis Remediation of Gap Learning Diploma Outcomes Outcomes MTCU 60200 Evaluate 7. Apply human resource Diploma graduates largely Specialized organizational practices to support meet this outcome but they technology courses structure and management objectives lack the organizational including: management and the organization’s structure and management  Introduction to processes, with goals. processes specific to the Information a focus on small 12. Develop strategies for technology sector. Systems and and medium- ongoing personal and Society sized professional development  Introduction to IT enterprises, to to enhance work Infrastructure improve performance in the  Business Systems organizational business field. Analysis and performance. 1. Evaluate the impact of Design global issues on an  Project organization’s business Management opportunities by using an  IT Audit and environmental scan. Control 4. Conduct and present  Integration Project research to support  Data Analytics business decision making. 5. Plan, implement and evaluate projects by applying project management principles. Communicate 4. Conduct and present Diploma graduates meet Specialized research information and research to support this outcome to the level courses including: ideas to business decision making. attained by third-year  Presentation Skills persuade an 6. Perform work in degree program students  Research Methods audience using compliance with relevant but additional development  Integration Project the most statutes, regulation and is required to meet the suitable medium business practices. degree-level standard. and mode for Upper-semester degree the message. courses continue to stress clear, concise, verbal, written and digital communication skills.

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Gap Analysis – Summary The gap analysis provides evidence that graduates from the Business Administration – Management advanced diploma transferring to the Bachelor of Commerce – Technology Management degree program with a minimum GPA of 3.0 have knowledge in various functional areas of business management. The gaps for the graduates of the advanced diploma tend to be in the knowledge of research methods, the analytical skills required to evaluate business management problems with the expected depth of criticism and rigour of degree-level education, and the depth and breadth of knowledge in the technology specialization. The gap is remediated by requiring graduates of the advanced diploma to complete an additional four semesters of degree-level study, with an emphasis on courses in technology, research, and breadth. Any gaps in depth and breadth of study will be addressed in the completion of senior-level courses in the final two years of the degree program in combination with the learning experiences, volume of reading, and the assignments associated with the degree-level courses. Graduates will receive credit for 20 courses in a block transfer. See Chart 4.11(i) for a schematic of the block transfer credit and the required courses. The green boxes indicate courses that graduates of the advanced diploma program in Business Administration will receive credit. White boxes indicate courses that students will need to complete. Students will pathway into the degree program by following a prescribed program map and will be integrated with existing degree program students.

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Chart 4.11 (i): Transfer Credits Granted from Business Administration Advanced Diploma

SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6 CO-OP SEMESTER 7 SEMESTER 8

MGMT1810 ACCT1820 MGMT2822 MGMT2811 ACCT2822 MRKT2830 MGMT4812 MGMT3811 Management I Management Business Law and Management II Corporate Finance Marketing II Leadership Management III Accounting Ethics MATH1860 MRKT1830 MATH2860 ORGB1812 ACCT1812 OPRM2853 CMPM4800 MGMT4850 Quantitative Marketing I Quantitative Organizational Macroeconomics Project Emergent Integration Project Decision Making I Decision Making II Behaviour Management Technologies CMPM1800 CMPP1850 ACCT1811 CMPM2850 OPRM1852 CMPI3850 CMPM4801 CMPM4851 Introduction to Fundamentals of Microeconomics Data Analytics Operations Enterprise IT Audit and Control Technology Planning Information Programming Management I Architecture and Acquisition

Systems and Society CMPI1801 CMPD1850 CMPM2800 LSOXXX CMPS3800 CMPM3851 CMPB58XX CMPB58XX Introduction to IT Structured and Business Systems Liberal Studies Privacy Issues in Risk Professional Option Professional Option Infrastructure Unstructured Data Analysis and Option

Work term Management Design Systems ENGW1801 COMM2800 LSOXXX COMM4802 LSOXXX LSOXXX RSCH4875 LSOXXX Writing Strategies Applied Liberal Studies Presentation Skills Liberal Studies Liberal Studies Research Methods Liberal Studies Communication for Option Option Option Option Business and Industry COOP1801 COPT1801 Co-op Professional Co-op Integration Practice and Career Planning

Credit granted Required to complete Work-integrated learning courses

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Chart 4.11 (ii): Program Completion Plan for Business Administration Advanced Diploma Transfer Students (Modified Curriculum Sequence)

SEMESTER 5 SEMESTER 6 CO-OP SEMESTER 7 SEMESTER 8

CMPM1800 CMPP1850 CMPM4800 OPRM2853 Introduction to Fundamentals of Emergent Project Management Information Systems Programming Technologies and Society

CMPI1801 CMPI3850 CMPM2850 CMPM4851 Introduction to IT Enterprise Data Analytics Technology Planning and Infrastructure Architecture Acquisition

CMPS3800 CMPD1850 RSCH4875 MGMT4850 Privacy Issues in Structured and Research Methods Integration Project

Information Systems Unstructured Data Management

CMPM2800 CMPM3851 CMPM4801 CMPB58XX Business Systems Risk Work term IT Audit and Control Professional Option Analysis and

LSOXXX COMM4802 LSOXXX LSOXXX Liberal Studies Presentation Skills Liberal Studies Liberal Studies Option Option Option

COOP1801 COPT1801 Co-op Professional Co-op Integration Practice and Career Planning

Core courses Non-core courses Work-integrated learning courses

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Computer Programming and Analysis (CPA) – Gap Analysis The advanced diploma in Computer Programming and Analysis (CPA) (MTCU 60503) offered at Ontario colleges is a 3-year program with an option to complete up to three semesters of co-op work term. The program provides students with rigorous skills in object-oriented methodology, particularly in program design and system analysis. Internet concepts are integrated into all courses across the curriculum and focus on the development of dynamic database-driven web applications in a variety of operating system platforms. Graduates are prepared to work as Software Developers, Systems Analysts, Information Systems Specialists, Business Analysts, Database Administrators, Web Application Developers, Systems Programmers, Game Programmers, or UNIX/Linux System Administrators. A gap analysis of the learning outcomes of the proposed degree program against the vocational outcomes of the CPA advanced diploma was conducted to determine a suitable block credit transfer arrangement for graduates of the advanced diploma to transfer to the degree program (see Table 4.11 (iii)). Graduates of the advanced diploma in Computer Programming and Analysis must reliably demonstrate the ability to: 1. Troubleshoot and document problems associated with software installation and customization.

2. Analyze and define the specifications of a system based on requirements.

3. Design, test, document and deploy programs based on specifications.

4. Apply knowledge of the design, modelling, implementation and maintenance of a database.

5. Apply knowledge of networking concepts to develop, deploy and maintain programs.

6. Propose and justify the design and development of an integrated solution based on an analysis of the business environment.

7. Use relevant methodologies, policies and standards to develop integrated solutions.

8. Apply knowledge of security issues in the analysis, design and implementation of integrated solutions.

9. Develop and maintain effective working relationships with clients.

10. Articulate, defend and conform to workplace expectations found in information technology (IT) environments.

11. Contribute to the successful completion of the project applying the project management principles.

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Table 4.11 (iii): Gap Analysis – Degree Pathways from the Computer Programming and Analysis Advanced Diploma Program

This table summarizes the gap analysis and identifies the remediation of the gaps for the graduates of the Computer Programming and Analysis advanced diploma.

Degree Computer Programming Program and Analysis MTCU Gap Analysis Remediation of Gap Learning 60503 Outcomes Analyze 1. Troubleshoot and Diploma graduates will The following degree business document problems have developed software level courses are problems and associated with software applications for a variety of required: make ethically installation and scenarios, including  Business Law and sound strategic customization. completion of a capstone Ethics decisions 2. Analyze and define the project that develops a  Management I, II, enabled by specifications of a system project for a real client but and III Information based on requirements. they lack the business  Data Analytics Technology (IT). 6. Propose and justify the knowledge as well as the  Privacy Issues in design and development research methods. Information of an integrated solution Systems based on an analysis of  Emergent the business environment. Technologies 8. Apply knowledge of security issues in the analysis, design and implementation of integrated solutions. Manage a 4. Apply knowledge of the Diploma graduates will No remediation business design, modeling, have met this outcome required. technology implementation and through the completion of project within a maintenance of a a capstone project for a cross-functional database. real client, which involves and multi- 7. Use relevant understanding business disciplinary team methodologies, policies processes to implement a by applying and standards to develop technological solution. project integrated solutions. management 9. Develop and maintain principles. effective working relationships with clients. 11. Contribute to the successful completion of the project applying the project management principles in use.

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Degree Computer Programming Program and Analysis MTCU Gap Analysis Remediation of Gap Learning 60503 Outcomes Adopt operations 1. Troubleshoot and Diploma graduates lack The following degree management document problems depth of operational level courses are principles and associated with software management knowledge required: information installation and expected of degree  Operations technology to customization. program graduates. Management I improve 3. Design, test, document efficiency and and deploy programs  Management I, II effectiveness of based on specifications. and III business 6. Propose and justify the processes. design and development of an integrated solution based on an analysis of the business environment. 7. Use relevant methodologies, policies and standards to develop integrated solutions. Propose 6. Propose and justify the Diploma graduates will The following degree strategic and design and development have completed a cost level courses are operational of an integrated solution benefit analysis that required: solutions by based on an analysis of includes labour costs,  Management applying the business environment. acquisition needs and Accounting principles of 7. Use relevant services, and ongoing  Microeconomics management methodologies, policies maintenance costs but lack  Macroeconomics accounting and and standards to develop specific principles of  IT Audit and financial integrated solutions. management accounting Control analysis. and financial analysis.  Corporate Finance  Quantitative Decision Making I and II Build information 1. Troubleshoot and Diploma graduates will No remediation technology document problems have met this outcome. required. solutions that associated with software automate and installation and support business customization. processes. 4. Apply knowledge of the design, modeling, implementation and maintenance of a database. 6. Propose and justify the design and development of an integrated solution based on an analysis of the business environment.

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Degree Computer Programming Program and Analysis MTCU Gap Analysis Remediation of Gap Learning 60503 Outcomes 7. Use relevant methodologies, policies and standards to develop integrated solutions. 8. Apply knowledge of security issues in the analysis, design and implementation of integrated solutions. Model ethical, 9. Develop and maintain Diploma graduates have The following degree- legal and effective working had exposure to level courses are professional relationships with clients. professionalism practices required: codes of conduct 10. Articulate, defend, and in IT with respect to  Business Law and of the Canadian conform to workplace software development Ethics business expectations found in case studies but they will  Organizational environment and information technology not have adequate depth Behaviour global (IT) environments. of business knowledge  Leadership marketplace. expected of a degree program graduate. Design data 2. Analyze and define the Diploma graduates have The following degree- solutions to specifications of a system knowledge of a variety of level courses are support business based on requirements. components of an required: operations, 4. Apply knowledge of the enterprise business  Operations strategic design, modeling, system solution but lack Management I decision-making implementation and the depth and rigour of  IT Audit and and business maintenance of a degree program Control planning while database. graduates. ensuring 6. Propose and justify the adequate risk design and development management. of an integrated solution based on an analysis of the business environment. 7. Use relevant methodologies, policies and standards to develop integrated solutions. 8. Apply knowledge of security issues in the analysis, design and implementation of integrated solutions. Evaluate 6. Propose and justify the Diploma graduates have The following degree organizational design and development knowledge of a variety of level courses are structure and of an integrated solution components of an required: management based on an analysis of enterprise system but lack  Operations processes, with the business environment. the depth and rigour of Management I

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Degree Computer Programming Program and Analysis MTCU Gap Analysis Remediation of Gap Learning 60503 Outcomes a focus on small 9. Develop and maintain degree program  Marketing I and II and medium effective working graduates.  Microeconomics sized relationships with clients.  Macroeconomics enterprises, to 10. Articulate, defend, and improve conform to workplace organization expectations found in performance. information technology (IT) environments. Apply 9. Develop and maintain Graduates will have The following degree interpersonal, effective working partially met this through level course is team building, relationships with clients. their capstone project required: and leadership 10. Articulate, defend, and courses but not to the skills required for conform to workplace rigour expected of degree  Leadership dynamic expectations found in graduates. business information technology environments. (IT) environments. Communicate 6. Propose and justify the Diploma graduates will The following degree information and design and development have met this outcome but level course is ideas to of an integrated solution not to the rigour expected required: persuade an based on an analysis of of degree graduates.  Presentation Skills audience using the business environment.  Research Methods the most suitable 10. Articulate, defend, and  Integration Project medium and conform to workplace mode for the expectations found in message. information technology (IT) environments.

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Gap Analysis -- Summary The gap analysis provides evidence that graduates of the advanced diploma in Computer Programming and Analysis transferring to the Bachelor of Commerce – Technology Management degree program with a minimum GPA of 3.0 will have knowledge in the functional areas of information technology needed for the Bachelor of Commerce – Technology Management degree. Gaps tend to be in the knowledge of general management, business operations, and research methods in terms of the rigour required in degree-level education. The gaps will be remediated by requiring graduates to complete an additional five semesters of degree-level study, with the emphasis on courses in business operations, general management, business math skills, accounting and finance, research, and advanced technology courses. Any gaps in depth and breadth of study will be addressed in the completion of senior courses in the final two years of the degree program in combination with the learning experiences, volume of reading and the assignments associated with the degree-level courses. Graduates will receive 15 courses in a block transfer. This transfer falls within the Port Hope Accord, which allows for transfer of up to 65% of degree-level credit for a 4-year degree program from a completed 3-year advanced diploma. Students will pathway into the degree program by following a prescribed program map and will be integrated with existing degree program students (see Chart 4.11 (ii)). Blue boxes indicate courses that graduates of the advanced diploma in Computer Programming and Analysis will receive credit. White boxes represent courses that students will need to complete.

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Chart 4.11 (iv): Transfer Credits Granted from Computer Programming and Analysis Advanced Diploma

SEMESTER 1 SEMESTER 2 SEMESTER 3 SEMESTER 4 SEMESTER 5 SEMESTER 6 CO-OP SEMESTER 7 SEMESTER 8

MGMT1810 ACCT1820 MGMT2822 MGMT2811 ACCT2822 MRKT2830 MGMT4812 MGMT3811 Management I Management Business Law and Management II Corporate Finance Marketing II Leadership Management III Accounting Ethics MATH1860 MRKT1830 MATH2860 ORGB1812 ACCT1812 OPRM2853 CMPM4800 MGMT4850 Quantitative Marketing I Quantitative Organizational Macroeconomics Project Emergent Integration Project Decision Making I Decision Making II Behaviour Management Technologies CMPM1800 CMPP1850 ACCT1811 CMPM2850 CMPS3800 CMPI3850 CMPM4801 CMPM4851 Introduction to Fundamentals of Microeconomics Data Analytics Privacy Issues in Enterprise IT Audit and Control Technology Planning Information Programming Information Architecture and Acquisition Systems and Society Systems CMPI1801 CMPD1850 CMPM2800 LSOXXX OPRM1852 CMPM3851 CMPB58XX CMPB58XX Introduction to IT Structured and Business Systems Liberal Studies Operations Risk Professional Option Professional Option

Infrastructure Unstructured Data Analysis and Option Management I Management Work term Management Design ENGW1801 COMM2800 LSOXXX COMM4802 LSOXXX LSOXXX RSCH4875 LSOXXX Writing Strategies Applied Liberal Studies Presentation Skills Liberal Studies Liberal Studies Research Methods Liberal Studies Communication for Option Option Option Option Business and Industry COOP1801 COPT1801 Co-op Professional Co-op Integration Practice and Career Planning

Credit granted Required to complete Work-integrated learning courses

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Chart 4.11 (v): Program Completion Plan for Computer Programming and Analysis Advanced Diploma Transfer Students (Modified Curriculum Sequence)

SEMESTER 4 SEMESTER 5 SEMESTER 6 CO-OP SEMESTER 7 SEMESTER 8

MGMT1810 ACCT1820 MGMT2811 ACCT1812 MGMT3811 Management I Management Management II Macroeconomics Management III Accounting

MATH1860 MRKT1830 ACCT1811 CMPM4801 MRKT2830 Quantitative Marketing I Microeconomics IT Audit and Marketing II Decision Making I Control

MGMT2822 ORGB1812 MGMT4812 OPRM1852 ACCT2822 Business Law and Organizational Leadership Operations Corporate Finance Ethics Behaviour Management I

term

- CMPS3800 MATH2860 CMPM4800 RSCH4875 MGMT4850

Privacy Issues in Quantitative Emergent Work Research Methods Integration Project Information Decision Making II Technologies Systems

LSOXXX COMM4802 CMPM2850 LSOXXX LSOXXX Liberal Studies Presentation Skills Data Analytics Liberal Studies Liberal Studies Option Option Option

COOP1801 COPT1801 Co-op Professional Co-op Integration Practice and Career Planning

Core courses Non-core courses Work-integrated learning courses

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Section 5: Program Delivery

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 – Technology Management degree program will be delivered full time. Flexibility has been built into the curriculum by providing some courses in online and hybrid delivery modes and some options in the evenings or weekends through the Faculty of Continuing Education. Business case studies will be developed for use in this degree program and will be taught by faculty who bring the workplace diversity and richness into the classroom through their industry experience. Course delivery includes professor-led discussion, student- driven study, and activity-based learning. These delivery formats result in a large portion of the learning in the proposed degree program being guided, hands-on, and then evaluated by the faculty. All courses are one semester in length, spanning 14 weeks, usually meeting three hours per week. The discipline's material adapts well to this timeframe because it provides a suitable amount of time to learn, apply the material in practice and demonstrate competence with an evaluated assessment, typically an exam or major assignment. Business case studies that extend beyond individual course boundaries enhance experiential learning. They build across multiple courses and in multiple semesters. Moreover, students are encouraged to participate in cross-disciplinary competitions, both within and outside Seneca College, with events such as Startup Weekend and Innovation Day already established within the School of Business Management. Students are also encouraged to participate in events such as the annual Free Software and Open Source Symposium (FSOSS), as well as TalentMash (http://btmtalentmash.ca/), an event sponsored by industry/academics in support of students in technology management programs, coordinated by Information Technology Association of Canada (ITAC). The proposed degree program places great emphasis on the application of business theory as it relates to managing complex IT environments, and students have numerous opportunities to apply their learning to increasingly complex situations.

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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 are achieving the intended learning outcomes. Curriculum design and delivery are 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 College committees and councils are involved in program approvals and quality assurance measures. Table 5.2 below outlines the various committees and their roles in ensuring that quality measures and outcomes are met.

Table 5.2: Seneca College’s Quality Assurance Measures and Outcomes

Quality Measure Participants/Purpose/Outcomes Frequency

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

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Program-Specific Reviews

Quality Measure Participants/Purpose/Outcomes Frequency

Formative program Chair provides a high-level review of program data Biennial review including: applications, enrolment, retention, co-op employment rates, KPI surveys and course assessment surveys. Summative program Program review team conducts an in-depth analysis Every 5-7 years review of cumulative quantitative and qualitative data 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 years evaluation Study/Summative Review and conducts a site visit – aligned with committee (EPEC) during which members of the external committee 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 years review Degree Consent Renewal materials and meet as required for with faculty members, students, employers and consent administrators to assess program alignment with renewal Board standards.

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 its 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/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 formative and summative program review as well as 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 or Moodle Learning (LMS). Academic community engagement among students and between students and faculty is achieved through synchronous and asynchronous discussion tools, which promote enhanced discussion. The LMS provides tools that allow for the sub-groupings of learners, 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. Learners are able to share ideas through listservs, newsgroups, e-mail and document exchange. Many courses are supported by distributing iPads to students allowing for access to courses developed for the iTunes University delivery platform. The College’s plans, policies and practices pertaining to technology and to computer- and web- based learning (see the “Policies” section of this submission) demonstrate how all benchmarks listed in the 2014 PEQAB Handbook for Ontario Colleges will be met, including safeguards to protect the student’s identity and the integrity of the student’s work. For example, all Seneca College online degree courses must include at least 30% of proctored evaluation. Academic Information Technology Policies are in place to protect students in both classroom- and web- based courses, including protecting students’ confidentiality and privacy. Personal data is destroyed securely when no longer needed, and students’ identification for coursework and examinations is verified. A selection of courses in the proposed Bachelor of Commerce Technology Management degree program will be offered in hybrid mode to provide flexible options for students. Hybrid mode combines synchronous, face-to-face instruction with asynchronous, online instruction. Hybrid courses enable instructors to implement more active-learning tasks and incorporate rich, online resources. For example, students work together online to develop case solutions and to improve their interpersonal, communication and professional skills. Seneca College embraces multiple learning modalities, of which hybrid learning is one. The College has developed a Hybrid Guide to help professors design, develop and teach hybrid curricula. The College has an active hybrid teaching and learning community, which it supports by offering ongoing professional development. Technology is incorporated to meet students’ learning outcomes through videos, real-world research examples, problem solving exercises and hands-on training.

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Section 6: Capacity to Deliver

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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Section 6: Capacity to Deliver

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 including 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 – Technology Management degree program will be delivered at Seneca College’s Seneca@York Campus. Several of the College’s Schools are located at this campus, including the Animation Arts Centre, Communication Arts, Computer Studies, and Biological Sciences and Applied Chemistry, as well as Corporate Communications and Technical Communication programs. The campus consists of two buildings located on the grounds of York University. Seneca@York campus has a bookstore, library, learning centre, cafeteria, 24-hour security and an athletic and recreation centre. The Campus Bus Service provides transportation for students and employees between King, Markham, Newnham and Seneca@York Campuses weekdays during the Fall, Winter, Spring and Summer Semesters. The proposed degree program adds to the suite of programs at Seneca@York Campus, which include two existing degree programs, Bachelor of Technology (Software Development) and Bachelor of Technology (Informatics and Security), as well as numerous certificate, diploma, advanced diploma and graduate certificate programs. Seneca College has been building its capacity to deliver degree programs over the last decade. Systems, policies and procedures are in place for the ongoing development, delivery and review of the following 12 degree programs: 1. Bachelor of Aviation Technology 2. Bachelor of Child Development (King Campus) 3. Bachelor of Commerce – Business Management 4. Bachelor of Commerce – Financial Services Management 5. Bachelor of Commerce – Human Resources Strategy and Technology 6. Bachelor of Commerce – International Accounting and Finance 7. Bachelor of Commerce – Management 8. Bachelor of Interdisciplinary Studies 9. Bachelor of Technology (Informatics and Security) 10. Bachelor of Technology (Software Development) 11. Bachelor of Therapeutic Recreation (King Campus) 12. Nursing (Collaborative BScN Degree with York University/Seneca College King Campus)

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

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6.2 Learning and Physical Resources

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

Seneca Books: Research Databases3: Audio-Visual DVDs: Libraries  All Campuses: 13 8441  Primary: 18  All Campuses: Resources 4 Relevant to the  Newnham Campus:  Secondary: 14 585 Field of Study 6619  Newnham  Seneca@York Campus: 364 E-Books: Campus: 3774  Seneca@York  All Campuses: 47 3272 Periodicals: Campus: 91

 All Campuses: 35 Audio-Visual  Seneca@York streamed films: Campus: 7  Newnham Campus: 19 All campuses: figure not available. Reference Service Other Library  CAAT Interlibrary Loan Video-streamed  Electronic: Seneca Resources and Agreement with 24 films: 32 785 Libraries offer both Services Ontario Community email and live chat Colleges reference services  Universities Interlibrary during peak hours, as Loan Agreements well as a 24/7 access

to “Ask Us” – a Reference Service searchable online  In-Person and FAQ knowledge base Telephone for students.  Research  Online Tutorials: 25 Consultations: 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 16 717 are at Seneca@York and 41 029 are at Newnham campus libraries. 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 ACM Digital Library Books24X7 Business Source Premier CBCA Business Computer Database Gartner Research IEEE – All Society Periodicals Information Science Collection package and Proceedings Order Plan Lynda.com ProQuest Entrepreneurship ProQuest Science Journals Safari Books Online SAGE Journals ScienceDirect (Elsevier Journals) Small Business Collection Vocational Studies Complete Wiley Journals Program Specific Databases: Secondary Academic OneFile Academic Search Premier Applied Science and Technology Source BestCase (WestLawNext) Canadian NewsStand Major Canadian Reference Centre Dailies Canadian Periodical Index CRC ENGnetBase InfoTrac Newsstand (C.P.I.Q.) LawSource (WestLawNext) Lexis-Nexis Academic QuickLaw Core Universe Regional Business News Scotts Directories Online Tutorials Online Training Videos Creating Videos: Research, Citation and  Research Success Tutorials Searching:  Academic Honesty  Scripting Plagiarism Tutorial  Creating Animated  Why Research?  APA and MLA Citation Style PowerPoint Videos  Choosing Your Keywords Tutorials  Filming Live Action  Searching for Articles  Screencasting Using Library Search  Editing  Introduction to the Library Catalogue Presentations, Pitches and  Introduction to Searching Storytelling: Individual Databases  Finding Literary Criticism Storytelling  Finding Articles on Current Issues Copyright:  Popular vs Scholarly Sources 4 Copyright in "Mashups"  Evaluating Websites  Integrating Research Into Your Paper

 Why Cite?

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 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 for Degrees 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 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 Seneca College degree programs across all campuses. Library staff, in conjunction with degree program coordinators, plan a scaffolded sequence of instructional classes, workshops and online tutorials that occur throughout the degree program. As part of this initiative, students in the proposed Bachelor of Commerce – Technology Management degree program can expect to receive multiple topical and assignment-directed in-class research sessions, including support 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 offers extended 24/7 Study Hall available to all students. Library Service desks offer research and borrowing assistance to students in-person, while AskUS and AskON services reach students virtually.

Subject Guides Seneca Libraries is committed to supporting degree programs by ensuring that registered students have adequate, relevant and current resources easily available to them. Staff direct students to available resources by providing 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 technology management.

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Currently, there are eight Subject Guide pages to support students enrolled in the proposed Bachelor of Commerce – Technology Management degree program:

 http://seneca.libguides.com/computerscience

 http://seneca.libguides.com/electronics

 http://seneca.libguides.com/Accounting-FinancialServices  http://seneca.libguides.com/business  http://seneca.libguides.com/cases  http://seneca.libguides.com/companyindustry  http://seneca.libguides.com/business/entrepreneurship  http://seneca.libguides.com/business/management

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On- and Off-Site Computer Resources and Web Access

Number of Number of Computers Computers with Internet Number of Location of Computers Available to Access Year Students Students in Available to (Cumulative) Proposed Students in Program Proposed Other On Site Program (Specify)

2016/2017 55 1656 1656 Seneca@York

2017/2018 123 1656 1656 Seneca@York

2018/2019 208 1656 1656 Seneca@York

2019/2020 287 1656 1656 Seneca@York

The computers at all campuses are on a 4-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 King, Markham, Newnham and Seneca@York The Service Desk hours of operation at Seneca@York Campus are:

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

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Classroom Space and Seating Capacity

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

2016/2017 55 26 7 6 S@Y

2017/2018 123 26 7 6 S@Y

2018/2019 208 26 7 6 S@Y

2019/2020 287 26 7 6 S@Y

Specialized Equipment, Workstations and Laboratory Space Computer lab rooms, including both hardware and software, are available to students in the proposed Bachelor of Commerce – Technology Management program. The computers have a powerful standard configuration and provide a very wide range of current, special and general- purpose software to students. Computing facilities are available on a 24/7 basis. The inter- and intra-networks are of high bandwidth. The classrooms are well equipped and provide an excellent, comfortable working environment. Workstations are renewed on a 3-4-year cycle.

 The [College I.T.] Virtual Help system provides a reliable and fast response to hardware and software problems.

 Students are able to access College servers containing academic work, e-mail, websites, library resources and learning management systems from remote locations.

 Limited assistive technologies (i.e. voice recognition software, larger monitor) are provided for individuals with disabilities.

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6.3 Resource Renewal and Upgrading 6.3 (i) Library Collections Funding Seneca Libraries utilizes an ongoing and comprehensive plan for curriculum-driven library collection development. Long-term “collection profiles” are used 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 of approximately $1,220,000 annually in support of the development and renewal of print and electronic learning resources in all subject areas. 6.3 (ii) Seneca 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, an awareness of technology trends related to education was necessary. 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 the “Policies” section of the submission for the College’s policies and procedures for the complete Academic IT Plan (2012–2015).

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6.3 (iii) Campus Expansion There are currently no plans for expansion at Seneca@York Campus.

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6.4 Support Services Seneca College’s size and diversity means that students have access to 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 Services is responsive to student needs by providing co-operative Career 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. The Learning Centres provide tutoring to all Seneca College students. Faculty provide the academic leadership and direction that have made Tutoring 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

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individual sessions in time management, study skills and oral fluency. Although most tutors are from Seneca College, students from other post- secondary 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 Services assists students to manage the financial aspects Financial Aid of their education through government loans, scholarships, bursaries and Services a work-study program. In addition to the residences at the Newnham and King Campuses, Residence which accommodate over 1300 Seneca students, there is an internet- based, off-campus housing registry to assist students who are commuting to the College. Participation in the Seneca Student Federation Inc. and the Seneca Student Student Athletics Association help students develop leadership and team Government building skills. The athletic, social and cultural programming organized Services 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. Numerous opportunities exist for Seneca graduates to transfer credits to University Canadian and international universities. The services of the University Transfer Office 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. Seneca College has a comprehensive set of policies and procedures to ensure the safety and security of its students and staff. Given the size Health and Safety 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. Professional and dedicated staff provide high quality childcare to infants, toddlers, preschool- and kindergarten-aged children of students and Child Care graduates. Childcare centres are located at the Newnham and King campuses.

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6.5 Faculty See the “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 Cumulative Ratio of Cumulative Cumulative Full-Time Part-Time FT Year Semester Enrolment Enrolment Faculty Faculty Students Full-Time Part-Time Equivalents Equivalents to FT (F.T.E.) (F.T.E.) Faculty Fall 55 0 1.0 0 55:1 1 Winter 48 0 1.0 0 48:1 2016/17 Summer 0 0 Fall 123 0 3.0 0 41:1 2 Winter 115 0 3.0 0 38:1 2017/18 Summer 0 0 Fall 208 0 5.0 0 42:1 3 Winter 178 0 5.0 0 36:1 2018/19 Summer 0 0 Fall 287 0 6.0 0 48:1 4 Winter 257 0 6.0 0 43:1 2019/20 Summer 0 0

Note: calculations are based on faculty teaching 15 hours in Fall and Winter Semesters and 12 hours in the Summer Semester. All faculty teaching in the Bachelor of Commerce – Technology Management program meet the PEQAB requirements. All faculty have relevant professional credentials and related work experience. They hold at least a Master’s Degree in a closely related field or discipline and engage in a level of scholarship, research or creative activity sufficient to ensure their currency in the field. No less than 50 percent of faculty teaching in the core courses, as well as those teaching in non-core courses, hold the terminal academic credential in the field or in a closely related field of study. Faculty credentials are verified and documentation is maintained by the College.

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Table 6.5 (ii): Enrolment Plan

Bachelor of Commerce – Technology Management Enrolment Plan

Year 1 (2016) Year 2 (2017) Year 3 (2018) Year 4 (2019) Sem. F W S Total F W S Total F W S Total F W S Total 1 55 0 0 55 55 0 0 55 55 0 0 55 55 0 0 55 2 0 50 0 50 0 50 0 50 0 50 0 50 0 50 0 50 3 0 0 0 0 48 0 0 48 48 0 0 48 48 0 0 48 4 0 0 0 0 201 46 0 66 20 46 0 66 20 46 0 66 5 0 0 0 0 0 19 0 19 662 19 0 85 66 19 0 85 6 0 0 0 0 0 0 0 0 19 63 0 82 19 63 0 82 Co-op 0 0 0 0 0 0 0 0 0 Co-op Co-op 0 0 Co-op Co-op 0 7 0 0 0 0 0 0 0 0 0 0 0 0 79 0 0 79 8 0 0 0 0 0 0 0 0 0 0 0 0 0 79 0 79 Totals 55 50 0 105 123 115 0 238 208 178 0 386 287 257 0 544

Notes: 1 Students entering the program after completing a 3-year Computer Programming and Analysis Advanced Diploma are shown as new students in Semester 4, beginning in the second year of the program delivery. 2 Students entering the program after completing a 3-year Business Management Advanced Diploma are shown as new students in Semester 5, beginning in the third year of the program delivery. See section 4.11 Gap Analysis for program completion arrangements for each of the Advanced Diploma transfer pathways.

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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 program application.

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Section 7: Credential Recognition

Section 7: Credential Recognition

Section 7: Credential Recognition

The following section includes: 7.1 Credential Recognition (i) Employers (ii) Postsecondary Institutions (iii) Professional Associations 7.2 Career Progression and Lifelong Learning 7.3 Letters of Support

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7.1 Credential Recognition For each new program, consultation is conducted with various stakeholders to ensure the new credential supports industry need. Stakeholders are industry representatives in Program Advisory Committees (PAC), other academic institutions to explore opportunities for further study, and professional associations. New degree opportunities are explored in sectors where there is demand for skilled graduates. 7.1 (i) Employers Consultation with the Bachelor of Commerce – Technology Management Program Advisory Committee (PAC) and other employers in the field resulted in a strong endorsement of the need for, and quality of, the proposed Bachelor of Commerce – Technology Management degree program. Their Letters of Support are included in Section 7.3 of this submission. Over the course of the development of this degree program, faculty and management consulted with a wide variety of IT management professionals, academics and employers. Feedback from the consultations reconfirms the findings of the research conducted to support this degree proposal that there is a need for this degree program and that the curriculum will be recognized and valued in the marketplace as well as by other postsecondary institutions. One-to-one discussions with potential employers were held; many indicated their support for this degree program by writing letters confirming their belief in the curriculum and support for employability of the graduates. This broad-based consultation then guided the development of the specifics of the curriculum within this proposal. The curriculum of the proposed Bachelor of Commerce – Technology Management degree program provides graduates with the skill sets necessary to work in and “translate” between ICT and business management, and with the adaptive skills required to enhance their future earning potential. Organizations require competent professionals who possess not only the skills and theory used in daily activity but also understand legal, ethical and communication principles as they relate to their services. The convergence of these areas is vital to the IT/business management professional, and the proposed degree program provides students with the opportunity to explore these key topics and apply their knowledge in a constructive manner. The proposed Bachelor of Commerce – Technology Management degree program maximizes the graduates’ potential for employment and promotion in their field. 7.1 (ii) Postsecondary Institutions The proposed Bachelor of Commerce – Technology Management degree program maximizes the graduates’ opportunities for subsequent study. It meets PEQAB’s standard and benchmarks for credential recognition. The Bachelor of Commerce – Technology Management degree program 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. Issues of transferability and credit transfer have been a focus of Seneca College’s attention in order to facilitate the mobility needs of its graduates. Efforts have been made to ensure that courses are commensurate with undergraduate baccalaureate instruction at other postsecondary institutions.

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Graduates from existing Seneca College’s baccalaureate degree programs have been considered and admitted to countless Master’s Degree programs domestically and internationally. The College’s rigorous curriculum has prepared a number of students for further education at the graduate level, and the College is seeing an increase in the number of students successfully pursuing graduate studies as a result. Seneca College has had students admitted to graduate studies at the University of Toronto, Ryerson University and York University and have had students pursue graduate studies at programs outside of the province at institutes including Royal Roads University and as far as Griffith University in Australia. Dr. Milena Head, Professor, Information Systems and Acting Director, MBA Programs of McMaster University’s Degroote School of Business, has stated that McMaster would welcome graduates from Seneca College’s Bachelor of Commerce – Technology Management degree program into their Masters of Business Administration program, which speaks to the quality and standard that Seneca College embeds into each baccalaureate degree it administers. The following universities have given written confirmation that graduates of Seneca College’s baccalaureate degree programs are eligible to apply to their Master’s programs, and will be considered for admission based on their outlined admission criteria:

 Birmingham City University  Royal Melbourne Institute of Technology  Centenary College  Royal Roads University  Davenport University  Schiller International University  Embry-Riddle Aeronautical University – Prescott Arizona  St. Mary’s University Campus  Thompson Rivers University  Griffith University  University Canada West  Hawaii Pacific University  University of Cape Breton  McMaster University  University of New Brunswick –  Memorial University of Fredericton Newfoundland  University of New Brunswick – St.  Northwood University John Students from Ontario College baccalaureate degree programs, including Seneca College, have successfully been admitted to graduate studies at Brock, Carleton, Waterloo, Western, Windsor and OCAD universities, in addition to a variety of professional degree programs such as teachers college and law school. Students have even gone on to pursue PhD Degrees after completion of their Master’s Degree. Discussions have been initiated with University of Western Ontario, UOIT, University of Ottawa and Dalhousie University for recognition for further study.

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7.1 (iii) Professional Associations The proposed Bachelor of Commerce – Technology Management degree program has been reviewed by of the following accreditation bodies, and the feedback from these bodies confirms Seneca College’s findings that there is a need for this degree program and that the curriculum will be recognized by key accreditation bodies.

The Canadian Institute of Management The Canadian Institute of Management (CIM) is Canada's senior management organization dedicated to professional development. It was chartered in 1942 by a group of managers to increase opportunities for professional development. CIM accredits full-time programs and grants exemption from academic requirements leading to the Certified in Management (C.I.M.) and the Professional Manager (P.Mgr.) professional designations. CIM has certified that Seneca College’s proposed Bachelor of Commerce – Technology Management degree program will be eligible for the CIM National Accreditation when it is launched. A Letter of Support can be found in Section 7.3 of this submission. The Information Technology Association of Canada The Information Technology Association of Canada (ITAC) is the voice of the Canadian Information and Communications Technologies (ICT) industry. ITAC is an advocate for the expansion of Canada’s innovative capacity through the adoption of technology. ITAC is committed to helping their members achieve greater success through advocacy, public policy, education, networking, professional development, events and business development opportunities in domestic and foreign markets. Its vision is for a “Canada that has achieved a true world-class, leading digital society that continues to deliver prosperity and competitiveness for the country in a global market.”10 ITAC has extended its support for the proposed creation of the Bachelor of Commerce – Technology Management degree program; their Letter of Support can be found in Section 7.3 of this submission. 7.2 Career Progression and Lifelong Learning The importance of lifelong learning for career advancement and professional designation maintenance is central to the proposed Bachelor of Commerce – Technology Management degree program. As the students progress through the program, the competitive workplace is highlighted, career development discussed, and the myriad of ongoing learning opportunities for graduates are emphasized. Graduates will be prepared to take responsibility for their continued professional development, which is vital for advancement and success in their careers. Practitioners from industry will impress upon students the value of lifelong learning and maintaining currency in theory, technology, tools and best practices in this fast-paced industry. As the students progress towards graduation, the competitive nature of the workplace will be highlighted, and career development and ongoing learning opportunities for graduates will be discussed. Graduates of the Bachelor of Commerce – Technology Management degree program may pursue Master’s level education in business management.

10 Information Technology Association of Canada. About Us. Retrieved from http://itac.ca/about-itac/ Bachelor of Commerce – Technology Management – 290

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7.3 Letters of Support The following communications from employers, professional associations and academic institutions speak to the strength and need for the proposed Bachelor of Commerce – Technology Management degree program. Included in this section are Letters and Records of Support received from the following agencies and organizations:

– City of Markham,

 Canadian Institute of Management,

 ventureLAB,

 Chief Information Officer - City of Vaughan,

 ITAC (Information Technology Association of Canada), and

 Nuvo Research Inc.

 CMS Consulting Inc. The following postsecondary institutions have written Letters of Support in endorsement of the proposed degree program:

 British Columbia Institute of Technology (BCIT).

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Section 8: Regulation and Accreditation

Section 8: Regulation and Accreditation

Section 8: Regulation and Accreditation

Where licensing or certification is required by legislation for entry to practice in the profession or trade, the Ministry of Training, Colleges and Universities requires that colleges ensure that their programs will meet the requirements of the regulatory body in order to be approved for funding. Alternatively, colleges may choose to have a program accredited or recognized by a voluntary membership organization or association. Graduate eligibility for association recognition or adherence to standards imposed by the body is not a requirement for program funding approval by the Ministry of Training, Colleges and Universities.

☐ There is legislative requirement that the program graduates must be certified or licensed by a regulatory authority to practice or work in the occupation.

 Recognition of the program by a voluntary professional body is being sought.

☐ Recognition is not being sought.

There are no Canadian requirements for accrediting technology managers. The Canadian Institute of Management (CIM) is a federally chartered, not-for-profit organization institute that is licensed to award capabilities-based professional designations in general management and administration. The CIM designations recognize managers from various specialty disciplines who meet an established set of criteria, reflecting high standards of professional integrity and work performance. A centerpiece of these designations is a strong management background both in academics and practical experience. The Bachelor of Commerce – Technology Management degree program has been mapped to CIM’s academic accreditation standards, which focus on core managerial areas of: Management, Managerial Communications, Canadian Business Law, Managerial Accounting, and Strategic Policy Analysis. The Bachelor of Commerce – Technology Management degree program is aligned with CIM’s National Accreditation standards. Seneca graduates of the Bachelor of Commerce – Technology Management degree will be well positioned to receive all of the academic credits for CIM’s C.M.I. and P.Mgr. certifications. When the Bachelor of Commerce Technology Management is formally launched, Seneca will seek formal CIM accreditation. A Letter of Support from CIM is included in section 7.3 of this submission.

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Section 9: Nomenclature

Section 9: Nomenclature Section 9: Nomenclature

The proposed title for this degree is Bachelor of Commerce – Technology Management. This title reflects the nature of the postsecondary education achieved and is consistent with nomenclature of similar degree programs, thus facilitating public understanding of the credential. The program is a 4-year Bachelor’s Degree that provides students with a 40-course foundation in business management and in the use of information technology to create competitive advantage for the enterprise. As indicated in the 2014 PEQAB Handbook for Ontario Colleges, colleges may use the terminology Bachelor of Subject. In the university milieu, Bachelor of Commerce Degree programs are comprised of a variety of subjects from the core areas of business management – including marketing, finance, accounting, communications, economics and information systems. These foundational subjects run through all Bachelor of Commerce programs. Graduates of an undergraduate Commerce Degree have a strong foundation in the business management discipline. Nineteen Ontario universities run programs in the area of business. Of these, nine offer a Bachelor of Commerce. All Bachelor of Commerce programs are similar in structure in that they offer core business subjects supplemented with specific courses in the area of focus. This clearly situates Seneca’s business degrees within the cluster of other Bachelor of Commerce degrees offered within Ontario. Seneca’s proposed nomenclature is consistent with that of similar programs. The proposed nomenclature of a Bachelor of Commerce is in keeping with the practice of other postsecondary institutions and therefore satisfies the Board requirement to facilitate the public understanding of its nature, purpose and discipline. The following comparative analysis supports the preceding conclusion. Similar to other Bachelor of Commerce programs, the curriculum of Ryerson’s Bachelor of Commerce – Technology Management clusters around five major areas:

 Business Management (e.g. Marketing, Finance, Operations and HR Management);

 Technology (e.g. Information Technology, Systems Architecture, Network Design and Management);

 Technology in Business (e.g. Business Change Management, Business Process Analysis, Managing the IT and Business Interface);

 Project Skills (e.g. Risk Management, Project Management, Quality Assurance); and

 Personal and Interpersonal Skills (e.g. Presentation Skills, Communication Skills, Leadership, Negotiation). The other Bachelor of Commerce programs in Ontario yield similar results. Ryerson University’s distribution program credits within the Bachelor of Commerce Technology are listed below with Seneca’s distribution of credits within the Bachelor of Commerce – Technology Management degree program. It is important to note that the Bachelor of Commerce –Technology Management degree program has a full co-op term where students develop knowledge and competencies relevant to their interest, motivation and career trajectory.

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These hours are not reflected in the chart below. A very strong correlation between the two programs exists, which further strengthens the argument for the nomenclature of a Bachelor of Commerce for the proposed degree program. Ryerson University’s Seneca’s Bachelor of Bachelor of Commerce – Commerce – Technology Business Technology Management Management

IT-Enabled Business 27% 31% Analysis and Solutions

Foundations of Business 29% 20% and Economics

Foundation (Conceptual, Quantitative, 15% 15% Communication)

Career Electives 23% 13%

Liberal Studies Electives 15% 12%

Furthermore, in 2011 the Minister of Training, Colleges and Universities granted consent for a nomenclature changes for degrees offered by the Seneca Faculty of Business. The Quality Assessment Panel assessor, who was asked to provide an opinion to inform that decision, included six guiding principles for determining whether a degree program meets the nomenclature standard for a Bachelor of Commerce Degree in his report. The six principles and a summary of how the proposed Bachelor of Commerce – Technology Management degree program addresses these principles are outlined below: Principle 1 – The program should require the student to complete at least 120 credits of academic work to be equivalent to a 4-year undergraduate program. Seneca College’s Bachelor of Commerce – Technology Management degree program requires students to complete 121 credits of academic work. Principle 2 – The program should cover the basic core curriculum of a commerce or business program, which is sometimes referred to as “the fundamental tools and concepts of business. The Bachelor of Commerce – Technology Management degree program covers the fundamental concepts of business, including finance, marketing, operations, human resources, accounting, economics, statistics and quantitative analysis, and information systems. Principle 3 – If a program has a specialization (other than a general business designation), there should be at least 10 courses or 30 credits in the field of specialization. The Bachelor of Commerce – Technology Management degree program includes 14 courses or 42 credits focused on the technology.

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Section 9: Nomenclature

Principle 4 – The program should provide the student an opportunity to undertake study of topics that fall outside the general field of commerce or business. The Bachelor of Commerce – Technology Management degree program includes 8 courses representing 350 hours (approximately 21%) outside the core field of commerce, management or technology, giving students ample opportunity to undertake study of breadth topics. Principle 5 – The courses should be taught at a sufficient level of academic rigour to be considered as “university-level study”. The Bachelor of Commerce – Technology Management degree program is composed of courses that are taught at a level of academic rigour to be considered baccalaureate level in preparation and delivery. Previous sections of this submission include course outlines that demonstrate high-level learning outcomes. The degree program is also 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. Principle 6 – The program should be made up of a mix of “lower-level” or introductory courses in a field of study and “upper-level”, or more advanced, courses in the field. Subjects in the third and fourth years are more advanced, building on knowledge from earlier semesters. This demonstrates that the proposed Bachelor of Commerce – Technology Management degree program is in keeping with the practice of other postsecondary institutions offering similar degree programs, and as such, nomenclature is consistent.

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Section 10: Program Evaluation

Section 10: Program Evaluation

Section 10: Program Evaluation

See the “Policies” section of submission for Seneca College’s policy regarding program evaluation.

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Section 11: Academic Freedom and Integrity

Section 11: Academic Freedom and Integrity

Section 11: Academic Freedom and Integrity

See the “Policies” section of submission for Seneca College’s policy regarding academic freedom and integrity.

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Section 12: Student Protection

Section 12: Student Protection

Section 12: Student Protection

See the “Policies” section of submission for Seneca College’s policy regarding student protection.

Bachelor of Commerce – Technology Management – 313

Section 13: Economic Need

Section 13: Economic Need

Section 13: Economic Need

The following section includes: 13.0 Introduction Industry Demand 13.2 Employment Outlook 13.3 Institutional Demand 13.3 Strategic Analysis

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Section 13: Economic Need

13.0 Introduction This section of the proposal demonstrates there is sufficient demand within the marketplace to employ graduates of the Bachelor of Commerce – Technology Management degree program. The program’s design is based on industry needs analysis, expressed student interest and confirmed employer support. It meets a clear economic need within the labour force. The analysis provides information on labour market trends related to the occupation of IT managers and on student demand for the proposed degree program, including:  Statistics Canada labour market data, based on three National Occupation Classification (NOC) codes: NOCs 2171, 0213 and 1122;  labour market data collected by the ICT sector (e.g. Information and Communications Technology Council);  data on student demand (applications and registrations) for competitive college programs, collected from the Ontario Colleges Application Services (OCAS); and  data on student demand for Ontario college diploma programs (IT and business) that could serve as “feeder programs”. Information technology is the backbone of business operations globally. Technology has become more affordable in recent years, the information available to business is growing exponentially, and connectivity in social media along with interoperability of devices are enabling companies to provide more services and commerce. The result is a more complex, interconnected world in which businesses operate. The success of enterprises increasingly depends on the expertise of technology managers. These individuals have a composite of technical skills, business knowledge, industry/domain expertise and soft skills11 – skills that companies need and seek in order to achieve productivity, entrepreneurship and competitive advantage. ICT skills alone are not sufficient – research shows that their economic value increases exponentially when allied with complementary business and people skills.12 Employers in the ICT sector continue to report that the combination of ICT skills and an understanding of business needs is the most difficult skill profile for which to recruit.13

11 ICTC. Business Analysts and the Digital Economy. (2012). Retrieved from http://www.ictc-ctic.ca/wp- content/uploads/2012/06/ICTC_BizAnalystWP_EN_04-12.pdf 12 ICTC. Outlook for Human Resources in the ICT Labour Market, 2011–2016. (March 2011). Retrieved from http://www.ictc-ctic.ca/wp-content/uploads/2012/06/ICTC_Outlook2011_EN_11-11.pdf 13 Ibid Bachelor of Commerce – Technology Management – 316

Section 13: Economic Need

13.1 Industry Demand In March 2015, Information and Communications Technology Canada (ICTC) released its labour market projections for the period 2015–2019.14 The findings affirm that chronic shortages in skilled ICT labour will likely continue unabated, will affect all regions of Canada, and will limit Canada’s capacity to leverage the kinds of innovations that could drive economic growth and prosperity:  By 2019, more than 182 000 critical ICT positions in Canada will be left unfilled.  Ontario will need to fill 76 300 ICT positions over the next five years.  In Ontario, 59% of the ICT labour force is employed in the Greater Toronto Area (GTA). By 2019, cumulative hiring requirements for ICT positions in the GTA are expected to exceed 52 700. Graduates of the proposed Bachelor of Commerce – Technology Management degree program will perform a vital hybrid function – as both business managers and IT specialists. They will use technological skills to access and exploit business intelligence to competitive advantage, and to implement business strategies that ensure sustainability in a highly complex, dynamic and evolving global economy. This hybrid approach prepares graduates to work effectively in cross-functional teams both in the ICT sector and other industries.

14 ICTC. (2015). The Smart Economy Reshaping Canada’s Workforce: Labour Market Outlook 2015-2019. Retrieved from http://www.digcompass.ca/wp-content/uploads/2015/03/Labour-Market-Outlook-2015-2019.pdf. Bachelor of Commerce – Technology Management – 317

Section 13: Economic Need

13.2 Employment Outlook As described earlier in this proposal, Seneca College’s proposed degree program is designed to prepare graduates to enter occupations that require expertise in areas such as:  software development,  infrastructure,  information technology administration, and  project management. These skills and competencies correspond to those found in the following three NOC codes:  Information Systems Analysts and Consultants (NOC 2171),  Computer and Information Systems Managers (NOC 0213), and  Professional Occupations in Business Services to Management (NOC 1122). NOC codes 2171 and 0213 are among the four ICT occupations that the ICTC has identified as being affected by “acute and pervasive skills shortages.”15

1. Information Systems Analysts and Consultants (2171)16 Under the NOC system, Information Systems Analysts and Consultants (2171) “confer with clients to identify and document requirements; conduct business and technical studies; design, develop, integrate and implement information systems business solutions; and provide advice on information systems strategy, policy, management, security and service delivery.” (Note: the ICTC classifies the occupation Business Analyst (BA) and “related professionals” under this NOC code.17) Typical job titles for this occupation include:  IT (information technology) Consultant,

 Computer Consultant,

 Systems Analyst,

 Informatics Consultant,

 Informatics Security Analyst,

 Information Systems Business Analyst,

 Quality Assurance Analyst,

15 ICTC. (2011). Outlook for Human Resources in the ICT Labour Market, 2011-2016. Retrieved from http://www.ictc- ctic.ca/wp-content/uploads/2012/06/ICTC_Outlook2011_EN_11-11.pdf 16 Government of Canada. Job Bank: Information Systems Analysts and Consultants (NOC 2171). Retrieved from http://www.jobbank.gc.ca/report-eng.do?area=9219&noc=2171&ln=n&s=2 17 ICTC. 2011). Outlook for Human Resources in the ICT Labour Market, 2011-2016. (Retrieved from http://www.ictc- ctic.ca/wp-content/uploads/2012/06/ICTC_Outlook2011_EN_11-11.pdf

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Section 13: Economic Need

 Management Information Systems (MIS) Analyst,

 Systems Auditor,

 Systems Consultant, and

 Systems Security Analyst. Minimum entry qualifications for this occupation are usually a Bachelor's Degree in Computer Science, Computer Systems Engineering, Software Engineering, Business Administration or a related discipline, or completion of a college program in Computer Science is usually required. The ICTC estimates there are 150 000 Business Analysts in Canada. However, only 25% of these BAs are employed in “core ICT occupations.”18 Although the ICTC’s 2015 labour market report does not provide employment projections specific to BAs, it does indicate that 56% of the 811 200 ICT professionals employed in Canada work in sectors other than ICT.19 This finding suggests there is a strong economic need for BAs across industries, not just within the ICT sector. Results from Statistics Canada’s National Household Survey (2011) show that in Ontario: 20  67% of Information Systems Analysts and Consultants (NOC 2171) are employed in the Toronto economic region.  77% of Ontario workers in this occupation are employed full time.  More than one-third (38%) work in professional, scientific and technical services, followed by 18% in finance and insurance, 13% in , 8% in wholesale trade, 6% in information and cultural industries, and 18% in “all other” industries.  On average, Information Systems Analysts and Consultants in Ontario earn higher annual incomes ($78,626) compared to the average for all occupations in Ontario ($61,495). Employment Outlook: NOC 2171 This occupation (NOC 2171) has experienced consistent and rapid employment growth. The Canadian Coalition for Tomorrow’s Skills (CCICT) reports that over the decade 2000–2010, employment growth for BAs increased at a rate of 10% annually; in the 12 months prior to June 2010, it increased by 38%.21 Such sustained and rapid employment growth bodes well for the job prospects of graduates of Seneca’s proposed degree program.

18 ICTC defines “core ICT occupations” as those “whose primary focus is producing or supporting an ICT product, service, system or application and for which a minimum of one year of formal training in ICT, and usually significantly more, is required. Computer programmers and user support technicians are examples of these occupations.” See: ICTC. (2012). Business Analysts and the Digital Economy. Retrieved from http://www.ictc- ctic.ca/wp-content/uploads/2012/06/ICTC_BizAnalystWP_EN_04-12.pdf 19 ICTC. (2015). The Smart Economy Reshaping Canada’s Workforce: Labour Market Outlook 2015-2019. Retrieved from http://www.digcompass.ca/wp-content/uploads/2015/03/Labour-Market-Outlook-2015-2019.pdf 20 Employment Ontario. 2171 Information Systems Analysts and Consultants. Retrieved from http://www.tcu.gov.on.ca/eng/labourmarket/ojf/pdf/2171_e.pdf 21 CCICT. (2010). Business Technology Management. Retrieved from http://ccict.ca/wp- content/uploads/2010/12/BTM-Pamphlet.pdf

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Section 13: Economic Need

The ICTC anticipates that by 2016, Canadian employers will need about 171 000 Business Analysts and related professionals in order to meet labour demand, which translates into a labour shortfall of about 21 000. Labour and skills shortages will impact organizations in every region of Canada.22 In Ontario, new job openings for BAs are expected to almost double the share of new job openings for all occupations (60% versus 34%) over the period 2013–2017.23 2. Computer and Information Systems Managers (NOC 0213) Under the NOC system, Computer and Information Systems Managers (NOC 0213) plan, organize, direct, control and evaluate the activities of organizations that analyze, design, develop, implement, operate and administer computer and telecommunications software, networks and information systems. They are employed throughout the public and private sectors.24 Typical job titles for this occupation include:  EDP (electronic data processing) Manager,  Computer Systems Manager,  Data Centre Manager,  Data Processing Director,  Information Systems Manager,  Manager, Data Processing and Systems Analysis,  Manager, Management Information System (MIS),  Manager, Software Engineering,  Software Development Manager, and  Systems Development Manager. The minimum entry requirement for this occupation is a Bachelor's or Master's Degree in Computer Science, Business Administration, Commerce or Engineering. Several years of experience are required in systems analysis, data administration, software engineering, network design or computer programming, including supervisory experience.25 In 2010, there were approximately 145 200 Computer and Information Systems Managers in Canada.26

22 ICTC. (2012). Business Analysts and the Digital Economy, p. 3. Retrieved from http://www.ictc-ctic.ca/wp- content/uploads/2012/06/ICTC_BizAnalystWP_EN_04-12.pdf 23 Employment Ontario. 2171 Information Systems Analysts and Consultants. Retrieved from http://www.tcu.gov.on.ca/eng/labourmarket/ojf/pdf/2171_e.pdf 24 Government of Canada. Job Bank: Computer and Information Systems Managers (NOC 0123). Retrieved from http://www.jobbank.gc.ca/report-eng.do?area=9219&lang=eng&noc=0213&action=final&s=1&source=8 25 Ibid 26 ICTC. (March 2011). Outlook for Human Resources in the ICT Labour Market, 2011-2016. Retrieved from http://www.ictc-ctic.ca/wp-content/uploads/2012/06/ICTC_Outlook2011_EN_11-11.pdf

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Section 13: Economic Need

Results from the 2011 National Household Survey show that in Ontario27:  This occupation has a provincial labour force of nearly 27 100.  85% of Computer and Information Systems Managers in Ontario are employed full time.  28% are employed in professional, scientific and technical services; 13% in finance and insurance; 12% in public administration; 11% in wholesale trade; 9% in information and cultural industries; and 27% in all other industries (27%).  The average annual income for Computer and Information Systems Managers in Ontario is much higher than the average for all Ontario occupations ($108,038 vs. $61,495). In Ontario, this occupation is relatively more concentrated in the Toronto economic region compared to other areas due to the large number and variety of technology companies in the region: 60% of Ontario workers in this occupation (16 400) are employed in the Toronto economic region.28 Employment Outlook: NOC 0213 Statistics Canada employment projections for the 2013–2022 period indicate there will be a shortage of skilled labour for this occupation. Of new job openings, 43% will arise from expansion demand, while 48% will come from retirements.29 Employment opportunities for Computer and Information Systems Managers in the Toronto economic region are expected to be “good.”30 3. Professional Occupations in Business Services to Management (NOC 1122)31 Under the NOC system, workers in this occupation analyze and provide advice on the managerial methods and organization of a public or private sector establishment. They conduct research to determine efficiency and effectiveness of managerial policies and programs. They also conduct assessments and propose improvements to methods, systems and procedures in areas such as operations, human resources, and communications. Statistics Canada notes that ICT innovations are profoundly impacting business operations across the economy and the skills needs of individuals in this occupation: “As information technology also plays a key role in business operations, many employers are seeking individuals with a combination of skills in information technology and business administration, as well as knowledge of the employer's business line.”32 Workers in this occupation are employed by firms, advertising agencies and throughout the public and private sectors, or are self-employed. Typical job titles related to Professional Occupations in Business Services to Management (NOC 1122) include:  Business Management Consultant,

27 Employment Ontario. 0123 Computer and Information Systems Managers. Retrieved from http://www.tcu.gov.on.ca/eng/labourmarket/ojf/pdf/0213_e.pdf 28 Ibid 29 Ibid 30 Ibid 31 Government of Canada. Job Bank: Professional Occupations in Business Services to Management (NOC 1122). Retrieved from http://www.jobbank.gc.ca/report-eng.do?area=0236&lang=eng&noc=1122&action=final&s=2 32 Ibid Bachelor of Commerce – Technology Management – 321

Section 13: Economic Need

 Business Methods Analyst,  Management Analyst,  Organizational Analyst, and  Operations Management. The minimum entry requirement for this occupation is a Bachelor's Degree or college diploma in Business Administration, Commerce or a related discipline. Statistics Canada’s National Household Survey (2011) indicates that this occupation is “fairly large and growing,” with an Ontario labour force of approximately 31 700.33 About 60% (21 000) workers in this occupation are employed in the Toronto economic region, reportedly due to the large number of company head offices, finance and insurance companies, and professional, scientific and technical service firms.34 Employment Outlook: NOC 1122 Statistics Canada’s projections for the period 2013–2022 indicate that Canada will experience a shortage of labour in this occupation “because of increased competition in the marketplace and constant changes in the business environment.”35 Employment opportunities within this occupation are expected to be “good” in Ontario.36

33 Ibid 34 Ibid 35 Ibid 36 Ibid Bachelor of Commerce – Technology Management – 322

Section 13: Economic Need

13.3 Institutional Demand A scan of Ontario college programs reveals that Seneca College’s proposed Bachelor of Commerce – Technology Management degree program would be unique among colleges throughout the province. George Brown College, Cambrian College and Algonquin College offer graduate certificate programs, which variously combine information technology and business analytics.37 However, no Ontario college currently offers a Bachelor of Commerce in Technology Management. In terms of programming, Seneca’s closest competitor would be Conestoga College, which offers two specialized Bachelor Degree programs that combine business and technology management. They are:  Bachelor of Business Administration in Accounting, Audit, and Information Technology38 (MTCU 80103); and  Bachelor of Applied Health Information Science (MTCU 81643).

As a result of a consultative process that began in 2009, led by the Canadian Coalition for Tomorrow’s ICT Skills (CCICT)39 to design a Bachelor of Commerce – Technology Management (BTM) degree program, about a dozen universities across Canada created BTM-related programs, including: Acadia, Concordia, Laval, McMaster, Ryerson, Simon Fraser, Université du Québec en Outaouais, University of Alberta, University of British Columbia, University of Toronto (Mississauga), University of Waterloo and Wilfrid Laurier. However, no College has developed this type of program. Typically, these programs take the form of a Bachelor of Business Administration (BBA) or a Bachelor of Commerce, with a BTM major or concentration. Other configurations include a BBA degree combined with a Bachelor Degree in Computer Science or in Management Information Systems (MIS). Graduates qualify for the Certified Business Technology Manager (CBTM) designation. CCICT partners with the Canadian Information Processing Society for the accreditation of university programs and the certification of entry-level BTM graduates with a minimum of one year’s relevant work experience.40 Eligibility for accreditation will be after first graduating class at which time an application for accreditation will be submitted. Conestoga College’s Related Programs Conestoga College’s Bachelor of Business Administration in Accounting, Audit and Information Technology, first offered in 2009, is designed to address the need for professional accountants and auditors with information technology expertise. The curriculum was developed in partnership with professional accounting organizations in Ontario. Graduates are required to

37 Cambrian’s graduate certificate in IT Business Analytics began in 2013; George Brown’s graduate certificate in Information Systems Business Analyst began in 2007; Algonquin’s graduate certificate in Business Intelligence System Infrastructure began in 2012. 38 Conestoga College. Accounting, Audit, and Information Technology (Bachelor of Business Administration) (Co-op). Retrieved from http://www.conestogac.on.ca/fulltime/1241C.jsp 39 CCICT is an industry-led group of employers, universities and industry organizations, founded by Bell Canada in 2007, with over 100 members from across Canada. 40 CCICT. Business Technology Management. Retrieved from http://ccict.ca/wp-content/uploads/2010/12/BTM- Pamphlet.pdf

Bachelor of Commerce – Technology Management – 323

Section 13: Economic Need write the certification examinations and to fulfill the experience requirements of the College’s accrediting partners.41 The Bachelor of Applied Health Information Science (BAHIS) at Conestoga is Canada's only 4- year undergraduate degree program to be accredited by the Canadian Health Information Management Association (CHIMA). As a result of the accreditation, graduates of the BAHIS program will be eligible to challenge the national certification examination and enter the field of Health Information Management (HIM) as certified professionals.42 Both of these programs provide courses in information technology. Indeed, Conestoga’s BAHIS program provides a comprehensive curriculum that includes courses in analytics, change management, programming and information systems – but with a singular domain focus: the health industry. Clearly, both of these programs are designed to prepare graduates to enter a specific industry (accounting and health, respectively). In this respect, their curriculum orientation differs significantly from that of Seneca College’s proposed program. Data from the Ontario College Application Service (OCAS) indicate that student demand for these two Conestoga programs over the past four cycles (2011–2014) has been strong, with an annual average of 289 applications, and has steadily increased (see Table 13.3 (i)). The number of applications to the BBA program in Accounting, Audit and Information almost doubled over the past four cycles, while registrations increased by 59%. The Bachelor of Applied Health Information Science degree program experienced a 66% increase in the number of applications over the same four cycles, and a 61% increase in the number of registrations. Table 13.3 (i): Applications and Confirmations (Annual Averages) for Comparable Programs at Conestoga College, 2011–201443

Annual Annual Confirmation

Applications Confirmations Rate Program (Average) (Average) (Average) Bachelor of Business Administration: Accounting, 243 56 23% Audit and Information

Bachelor of Applied Health: Information Science 123 31 25%

Potential Transfer/Feeder Programs Seneca College’s proposed Bachelor of Commerce – Technology Management program offers a unique blend of technical and business skills that would likely attract transfer students enrolled in computer and business diploma programs in the GTA. This offering would be appealing to students who do not want to specialize in a specific technical area such as electronics and computer engineering, programming, IT network administration, or business managers from a specific business area such as human resources, international business, etc. This offering will provide solid foundational knowledge in IT and business. The degree marries project

41 Conestoga College. Accounting, Audit, and Information Technology (Bachelor of Business Administration) (Co-op). Retrieved from http://www.conestogac.on.ca/fulltime/1241C.jsp 42 Conestoga College. Applied Health Information Science (Bachelor of) (Co-op). Retrieved from http://www.conestogac.on.ca/fulltime/1131C.jsp 43 Data derived from OCAS, www.ocas.ca Bachelor of Commerce – Technology Management – 324

Section 13: Economic Need management and business savvy with in-demand IT skills. Of the 27,000 new IT jobs expected to be created in Ontario by 2019 according to ICTC’s labour market projections for the period 2015–2019, the majority of the jobs require a strong blend of business and IT: Information Systems Analysts and Consultants, Computer and Information Systems Managers, driven by the latest innovations in IT, in particular the Internet of Things (IOT) as well as Social, Mobile, Analytics, Apps and Cloud (SMAAC). Over the 2010–2014 cycles, demand was strong (see Table 13.3 (ii)) for the 2-year diploma programs in Computer Programming offered at Humber, Seneca and Sheridan; and for the advanced diploma programs in Computer Programming and Analysis (Sheridan, George Brown and Seneca) and computer systems technology (George Brown, Seneca, Sheridan, Centennial). OCAS data also show that the advanced diploma programs in business (offered at Centennial, Humber, George Brown and Seneca) received a high number of applicants and confirmations (see Table 13.3 (ii)) over the same period. Graduates of these programs who are seeking a blend of technical and business skills would rank this program high in their consideration for degree completion. Seneca College will offer degree completion pathways to graduates of the George Brown, Humber and Centennial College business diploma programs. The potential of this program to attract Seneca’s own business diploma graduates is also considered high. Diploma graduates would be able to transfer into the Bachelor of Commerce – Technology Management degree with one-to-two years of block transfer credit, depending on the program of origin. Block Transfer credits from the Business Administration – Management advanced diploma are documented in Section 4.9. Seneca College’s use of a common general management course framework within its business baccalaureate degrees guarantees that students in business degree programs at Seneca College, and other institutions, will be able to transfer into the proposed degree program while preserving the bulk of their earned credits.

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Section 13: Economic Need

Table 13.3 (ii): Applications and Confirmations (Annual Averages) for Diploma Programs in Computer Programming/Analysis/Technology, and in Business Administration: Multiple Ontario Colleges, 2010–201444

Annual Annual Confirmation

Applications Confirmations Rate Program (Average) (Average) (Average) Computer Programming (2-year diploma): 1174 212 18% Humber, Seneca, Sheridan Computer Programming and Analysis; and Computer Systems Technology (advanced diploma): 1062 271 26% Sheridan, George Brown, Seneca, Centennial

Business Administration (advanced diploma): 3053 625 21% Centennial, Humber, George Brown, Seneca

44 Data derived from OCAS, www.ocas.ca Bachelor of Commerce – Technology Management – 326

Section 13: Economic Need

13.4 Strategic Analysis Over the past decade, there has been an unprecedented demand for business management professionals with ICT-related knowledge and skills, both within the ICT sector and across industries. This need is expected to intensify as technological innovations and business intelligence and analytics become “the new norm” for creating sustainable competitive advantage for enterprises. Employment growth for workers in business technology management already far exceeds employment growth in IT occupations including software engineers, computer engineers (except software), user support technicians and electrical engineers.45 Universities across Canada have been creating Bachelor Degree programs in business that blend IT and business skills and knowledge in response to the expressed needs of industry. Seneca College’s proposed Bachelor of Commerce – Technology Management program would lead the way among colleges in Ontario in offering a Bachelor of Commerce in Technology Management. Seneca’s program would distinguish itself from the BTM programs offered at Ontario universities (e.g. Ryerson and University of Toronto) by providing a prescribed curriculum that ensures coverage of the requisite skills sought by employers in business IT entry-level managers. The College has a solid record of delivering applied diploma programs in Information and Communications Technology and in Business Administration. Seneca’s success of these programs suggests there is a sizable market niche for the College’s proposed program, both in terms of transfers and first-entry into the postsecondary system.

Seneca’s proposed degree program is positioned to provide much-needed business and technology education of specific interest to the York Region. In 2013, the York Region Business Directory revealed there were 491 companies classified as Computer Systems Design and Related Services. The professional, scientific and technical services industry makes up the largest sector, accounting for 18.7% of all employers in York, considerably larger than the provincial average of 15.1%.46 Markham is considered to be one of the top technology centres of Canada: strategically located in the heart of the GTA, it is home to more than 400 corporate head offices, over 1000 high technology and life sciences companies, and 236 companies that focus on Computer Systems Design and related services.47 Markham’s economic strategy will continue to place a high priority on technological development to grow and sustain its labour market. Seneca’s proposed Bachelor of Commerce – Technology Management program would supply the local area with graduates that can meet the need for managers, analysts and consultants who are cross-trained in business management and information technology, to fill positions in the growing business technology management field.

45 Canadian Coalition for Tomorrow’s ICT Skills. Business Technology Management. Retrieved from http://ccict.ca/wp-content/uploads/2010/12/BTM-Pamphlet.pdf 46 Workforce Planning Board of York Region and Bradford West Gwillimbury. Workforce Trends: 2014 Labour Market Update. Retrieved from http://www.wpboard.ca/english/pdfs/Local%20Labour%20Market%20Update%202014%20Final.pdf 47 City of Markham. Economic Profile, Mid-Year 2014. Retrieved from https://www.markham.ca/wps/wcm/connect/markhampublic/3e5c0c3b-fd67-4ef8-9176- 1de531c726f2/Economic+Profile+Markham+Mid-Year+2014.pdf?MOD=AJPERES&CACHEID=3e5c0c3b-fd67- 4ef8-9176-1de531c726f2 Bachelor of Commerce – Technology Management – 327

Section 14: Duplication

Section 14: Duplication

Section 14: Duplication

The following section includes: 14.0 Introduction 14.1 Similar or Related College Programs 14.2 Similar or Related University Programs

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Section 14: Duplication

14.0 Introduction Seneca College has on file (available upon request) the research undertaken to complete Section 14. Seneca found three similar/related existing Ontario College programs and five similar/related University programs: In order to highlight the similarities and differences between the proposed Bachelor of Commerce – Technology Management degree program and existing university and college degree programs, it is important to pinpoint the distinctive feature of the proposed curriculum, which is the merging of business and technology business strategies in order to gain competitive advantage for an organization. The curriculum of the proposed degree program comprises the traditional content found in all Bachelor of Commerce degree programs in the business management concentration and augments that with specialization in technology management. This reflects the nature of the business environment of today – a hybrid blend of business and technology skills designed to bridge the full potential value of business technology solutions. The Bachelor of Commerce – Technology Management degree program will differentiate Seneca from its competitors by offering a prescribed program of courses that will ensure graduates have the combination of business and IT skills to meet the needs of a highly digitalized global industry. To enhance the employability of graduates, the emphasis is on the application rather than the theoretical foundations of techniques – students gain hands-on experience by applying IT and management techniques and solutions to real-world problems using common software applications and tools.

Bachelor of Commerce – Technology Management – 330

Section 14: Duplication

14.1 Similar or Related College Programs This section presents a comparative analysis to identify similarities and differences between the proposed degree program and similar university programs in Ontario. Table 14.1 (i) shows the list of programs. Table 14.1 (i): List of Related College Programs

Program Name and Credential Institution Computer Systems Technician – Software Engineering Advanced Sheridan College Diploma Bachelor of Information Technology – Interactive Media and Design Algonquin College New Web Media Design Diploma Niagara College

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Section 14: Duplication

1. Institution: Sheridan College

Program Name and Credential: Computer Systems Technician – Software Engineering Advanced Diploma Program Description: Computers drive the 21stcentury economy, so a Computer Systems Technician – Software Engineering diploma is exceptionally marketable – especially if you earn it at Sheridan. Graduates of our Computer Systems Technician program process practical, workplace-ready software engineering skills that translate directly to the workplace. Analysis of Similarities:

 Both programs cover programming, networking and database concepts.

Analysis of Differences:

 Sheridan’s program has a heavy focus on programming, database management and administration, network administration and security and business system development with little focus on operations management, marketing, business, leadership, law, ethics, privacy and management-level focused IT courses such as IT Audit and Control, Technology Acquisition and Planning.  Seneca’s program offers more breadth and depth in business management courses.  Sheridan’s program offers optional co-op; Seneca’s program has mandatory co-op.

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Section 14: Duplication

2. Institution: Algonquin College

Program Name and Credential: Bachelor of Information Technology – Interactive Media and Design Program Description: Bachelor of Information Technology – Interactive Media and Design provides multidisciplinary education in diverse, yet connected, subject matter such as: computer animation and video effects, game design and development, virtual reality systems, graphic design 3D visualization, human computer interaction (HCI) and electronic commerce (as described on the Algonquin College website).

Analysis of Similarities:

 Both programs offer courses in marketing and math.

Analysis of Differences:

 Algonquin’s program has an emphasis on multimedia.  Algonquin lacks coverage in business management courses and IT management courses.

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Section 14: Duplication

3. Institution: Niagara College

Program Name and Credential: New Media Web Design Diploma

Program Description: In New Media Web Design you will focus on front-end subjects like HTML5/CSS3, responsive design, layout, and usability and you will learn the programming fundamentals required to work in a collaborative environment. Mentored client work, use of online expertise, W3C best practices, and industry standard software and CMSes are program cornerstones. Analysis of Similarities:

 Both programs offer courses in programming, database essentials, math and communications.

Analysis of Differences:

 Seneca focuses on software development and the IT architecture and infrastructure of business technology solutions and covers more extensively corporate finance, operations management, leadership, marketing and business management.  Niagara’s program lacks focus on business management and IT management, whereas Seneca requires, as part of its core course offering, that students take prescribed courses in technology acquisition and planning, IT audit and control, and risk management.  Bachelor of Information Technology – Interactive Media and Design provides multidisciplinary education in diverse, yet connected, subject matter such as: computer animation and video effects, game design and development, virtual reality systems, graphic design 3D visualization, human computer interaction (HCI) and electronic commerce.  Niagara’s program does not offer co-op; Seneca’s program has mandatory co-op.

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Section 14: Duplication

14.2 Similar or Related University Programs This section presents a comparative analysis to identify similarities and differences between the proposed program and some similar university programs in Ontario.

Table 14.2 (i): List of Related University Programs

Program Name and Credential Institution Bachelor of Commerce Ryerson University Bachelor of Applied Science York University Bachelor of Business Technology Management Wilfred Laurier University Bachelor of Arts University of Toronto Bachelor of Commerce Lakehead University

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Section 14: Duplication

1 Institution: Ryerson University

Program Name and Credential: Bachelor of Commerce (B Comm) with co-op option

Program Description: The Honours Bachelor of Commerce Program is a 4-year undergraduate program, with curricula offered in (with load distribution): IT-enabled and solutions (27%), foundations of business and economics (20%), foundational (15%), career electives (23%) and liberal studies electives (15%). IT-enabled analysis and solutions focuses on improvements of organizational processes and performance. Foundations of business and economics provide scope/context for business process analysis (e.g. marketing, accounting, finance, etc.). Foundational courses cover quantitative, conceptual reasoning; critical thinking; and communication skills. Profession- related career electives address development of knowledge and competencies relevant to student interest, motivation and a career trajectory of choice (e.g. human activity including banking, healthcare, transportation, government, commerce, manufacturing, education, art, entertainment, etc.).

Analysis of Similarities:

 Both programs provide a well-rounded business education, general knowledge, management-specific knowledge and development of the capacity to lead in a variety of organizational situations.  Both programs can be accredited.  Both programs prepare students for seeking professional certifications.

Analysis of Differences:

 Ryerson’s program provides fewer general management options. Depending on selection of courses, students may not get depth of knowledge that Seneca’s program provides. Limited or no courses in leadership, economics, business operations, law or marketing.  Through courses such as Emerging Technology and professional options, Seneca’s program provides students with the latest practices and methodologies to support rapidly changing business technology.  Seneca College’s program includes a mandatory one-semester co-op work term; Ryerson University’s program provides the option of co-op.  Seneca’s program is designed to provide much lower student to faculty ratios.

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2. Institution: York University

Program Name and Credential: Bachelor of Applied Science – Information Technology (BAS)

Program Description: This Honours Bachelor of Applied Science Program is a 4-year undergraduate program, consisting of 120 credits in general education (natural science, general education in the social science or humanities categories), professional courses in information technology and assurance, e-commerce development and business systems analysis.

Analysis of Similarities:

 Both programs provide a well-rounded education, covering areas such as general business knowledge, finance, accounting, management, information technology and general education.

Analysis of Differences:

 York’s course selection is stream-focused on IT Auditing and Assurance, eCommerce development or Business Systems Analysis. The variety of electives and frequency of course offerings can dilute its focus on business and technology management.  Seneca’s program blends all streams mentioned in the previous bullet as part of a prescribed core course offering.  Seneca College’s program includes a mandatory one-semester co-op work term; York University’s program does not.  Seneca’s program is designed to provide much lower student to faculty ratios.

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3. Institution: Wilfrid Laurier University

Program Name and Credential: Bachelor of Business Technology Management (BBTM) with mandatory co-op

Program Description: The Honours Bachelor of Business Technology Management Program is a 4-year undergraduate program, consisting of 41 half-course equivalents with majors offered in: Accounting, Business Economics, Business Finance, General Management, Human Resources Management/Industrial Relations, International Business, Information Systems, and Marketing. Analysis of Similarities:

 Both programs provide a well-rounded business education, general knowledge, management-specific knowledge, and development of the capacity to lead in a variety of organizational situations.  Both programs prepare students for seeking professional certifications.

Analysis of Differences:

 Laurier’s program focus is on general business administration and management, with minimal focus on technology. Technology focus is on software development only.  Seneca focuses on software development and the IT architecture and infrastructure of business technology solutions.  Laurier lacks focus on IT management, whereas Seneca requires, as part of its core course offering, students to take prescribed courses in technology acquisition and planning, IT audit and control, and risk management.  Seneca’s program is designed to provide much lower student to faculty ratios.

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4 Institution: University of Toronto

Program Name and Credential: Bachelor of Arts

Program Description: The Honours Bachelor of Arts Program is a 4-year undergraduate program, consisting of courses offered in: Accounting, Business Economics, Business Finance, General Management, Human Resources Management/Industrial Relations, International Business, Information Systems, and Marketing. Analysis of Similarities:

 Both programs offer a blend of business, finance, management and computer science.

Analysis of Differences:

 University of Toronto’s program focuses on academic courses in the arts and sciences, with hands-on applied courses in digital media and technology. It allows students to get an Honours Degree from University of Toronto and a digital (DEM) specialist certificate from Sheridan College.

 Seneca’s program includes IY architecture and infrastructure management in addition to digital media and technology as part of software development.  Seneca College’s program includes a mandatory one-semester co-op work term; University of Toronto does not provide co-op.  Seneca’s program is designed to provide much lower student to faculty ratios.

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5. Institution: Lakehead University

Program Name and Credential: Bachelor of Commerce (BComm) with co-op option

Program Description: The Honours Bachelor of Commerce Program is a 4-year undergraduate program, consisting of 41 half-course equivalents with majors offered in: Accounting, Business Economics, Business Finance, General Management, Human Resources Management/Industrial Relations, International Business, Information Systems, and Marketing.

Analysis of Similarities:

 Both programs provide a well-rounded business education, general knowledge, management-specific knowledge and development of the capacity to lead in a variety of organizational situations.  Both programs prepare students for seeking professional certifications.

Analysis of Differences:

 Lakehead’s program majors are Accounting, Business Economics, Business Finance, General Management, Human Resources Management/Industrial Management, Information Systems, and Marketing.  Seneca’s program includes a mandatory one-semester co-op work term; Lakehead’s program provides the option of co-op.  Lakehead’s program does not have required courses in advanced IT concepts such as data analytics, emerging technologies, privacy, IT Audit and Control.  Lakehead students are not exposed to IT courses until third year, and emphasis is on foundational IT concepts.  Seneca’s program is designed to provide much lower student to faculty ratios.

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Section 15: Optional Material

Section 15: Optional Material

Section 15: Optional Material The following section includes: 15.1: Program Advisory Terms of Reference 15.2: Program Advisory Committee Additional Material 15.3 Bachelor of Commerce – Technology Management Program Advisory Committee Minutes 15.4 Seneca College Institutional Plans and Reports

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15.1 Program Advisory Terms of Reference

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15.2 Program Advisory Committee – Additional Material The Bachelor of Commerce – Technology Management degree program proposal has been reviewed by the Program Advisory Committee at meetings co-hosted by the School of Information and Communications Technology as well as the School of Business Management. The minutes of the Bachelor of Commerce – Technology Management Program Advisory Committee of May 14th, 2014, including the motions that confirm the program meets the requirements of the field of practice and supports the program proposal, are included in this section of the document. The motions to support the proposed degree program were passed virtually. School of Business Management The School of Business Management Program Advisory Committee (PAC) is an active committee that meets two-to-three times a year on a regular basis to provide input on industry trends. This Bachelor of Commerce – Technology degree was discussed at the Business Management PAC meeting on January 22nd, 2014, where the motion to support the program was passed and the committee confirmed that the program meets or exceeds the requirements of the field of study. The committee passed the following two motions unanimously on January 22nd, 2014; Motion 1: “The School of Business Management Advisory Committee supports the proposed curriculum and proposal for the Bachelor of Commerce – Technology Management Degree.” It was MOVED by Alan Kwong, SECONDED by Gregory Gilpin. Carried. Motion 2: “The proposed curriculum of the Bachelor of Commerce – Technology Management degree reflects current knowledge in Business and Health fields and meets/exceeds the current education/training and relevance to the field of practice.” It was MOVED by Russ Laird, SECONDED by Sue Taylor. Carried. School of Information and Communications Technology The program was also reviewed by the PACs that support the School of Information and Communications Technology on the following dates: November 5th, 2014, (both motions) and March 5th, 2014 (first motion). Motions are below. On November 5th, 2014, the CNS/CTY Program Advisory Committee from the School of Information and Communications Technology passed the following two motions: “THAT the Advisory Committee supports and approves the proposed curriculum and application to the Ministry of Training, Colleges and Universities for approval of the Bachelor of Commerce – Business Technology Management degree program”.

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It was MOVED by Alissa Woo, SECONDED by Celeste So-brien Beatty, “THAT the advisory committee supports and approves the proposed curriculum and application for the BACHELOR OF COMMERCE –TECHNOLOGY MANAGEMENT DEGREE program as presented”. Carried.

The Advisory Committee agrees “THAT the proposed curriculum of the Bachelor of Commerce – Business Technology Management degree meets and/or exceeds the current requirements of the field of study”.

It was MOVED by Sandee Dela Cruz, SECONDED by Stephen Hall, “THAT the advisory committee agrees that the proposed BACHELOR OF COMMERCE – TECHNOLOGY MANAGEMENT DEGREE program meets and/or exceeds the current requirements of the field of study as presented”. Carried.

On March 5th, 2014, the CPD/CPA/BSD/DAD Program Advisory Committee from the School of Information and Communications Technology passed the following two motions: “The School of Information and Communications Technology Program Advisory Committee supports the proposed curriculum proposal for the Bachelor of Commerce – Business Technology Management degree.”

It was MOVED by Richard Boire, SECONDED by Mati Veerasingham, “THAT the advisory committee supports the proposed curriculum proposal for the Bachelor of Commerce – Business Technology Management degree as presented.” Carried.

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15.3 Bachelor of Commerce – Technology Management Program Advisory Committee Minutes

BACHEOR OF COMMERCE – TECHNOLOGY MANAGEMENT ADVISORY COMMITTEE MINUTES Wednesday, May 14, 2014 S2143 – Large Boardroom – Seneca@York Campus 6:30 – 9:00 p.m.

The committee considered the following three questions when reviewing the Bachelor of Commerce – Technology Management degree program learning outcomes, program map and course descriptions:

1. Do you see any gaps/issues in the curriculum? 2. Any general comments/concerns about the program? 3. Where do you see employment opportunities for graduates of this program?

The committee reviewed and commented on the Bachelor of Commerce – Technology Management degree program learning outcomes.

 Tim Gladwell asked Mary-Lynn Manton and Chris Dudley if the program is similar to an degree program where students learn to deal with the optimization of complex processes or systems. Or is the program geared perhaps to teach only the foundations of IT and Business Management? Students will need to be concerned with the development, improvement, implementation and evaluation of IT solutions to fit diverse business needs. In theory, yes, the program will address aspects of industrial engineering as the term encompasses, for example, operations management, project management, process engineering, systems engineering.  Richard Boire highly recommended that Outcomes No. 1 and 9 should incorporate a strong mathematical and statistics component. Graduates working within the IT industry need a strong knowledge of data collection and how to use that data.  Jeremy Laurin recommended that Outcome No. 11 should be expanded to include . Graduates should be aware of the process of pursuing innovative solutions to assist with social problems. The committee reviewed and commented on the proposed curriculum map of the program.  The committee learned that the cooperative education component of the program would be mandatory in order for a student to graduate from the program.  Mike Sparling informed the committee that the program would also incorporate an applied research component.  A discussion took place about including any professional option courses similar to other degree programs being offered in the School of Information and

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Communications Technology. Professional option courses are designed to deliver topics/areas that pertain to current trends and changes within the IT industry.  Chris Dudley informed the committee that the Liberal Studies Option (LSO) courses would be treated the same as in any other degree program in the College. Students would be able to choose from the numerous LSOs offered at various campuses across the College.  Mark Baughman suggested that there should be a course that includes the quality assurance life cycle.  Richard Boire suggested that there should be an emphasis on data analytics to help solve business problems. Risk management and the knowledge of incorporating market data analytics has become crucial in the solving of business dilemmas.  Jeremy Laurin suggested that the BTM760 (Entrepreneurship and the Business Plan) course would be better offered in the sequence of courses prior to the co- op work term experience.  Tim Gladwell suggested that the courses should incorporate the topic of supply chain management.  Mary-Lynn Manton informed the committee that the admissions requirements for the program would be similar to those of other degree programs in the College. Students would have completed a Grade 12 Mathematics (U) level course and a Grade 12 English (U) course and four other Grade 12 (U) or (M) courses. It is recommended that four of the (U) or (M) credits include one course in business and one course in computer studies.

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Section 15: Optional Material

15.4 Seneca College Institutional Plans and Reports The itemized list below includes links to the various college institutional plans and reports.

 2012-2017 Strategic Plan http://www.senecacollege.ca/about/reports/strategic-plan/strategic-plan-2012-17.pdf

 2012-2017 Academic Plan http://www.senecacollege.ca/about/reports/academic-plan/academic-plan-2012-17.pdf

 2014-2015 Seneca Calendar http://www.senecacollege.ca/fulltime/FullTimeCalendar.html

 2015-2016 Seneca Viewbook http://bit.ly/Seneca15-16Viewbook

 2014-2015 Academic Policy http://www.senecacollege.ca/academic-policy/

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Section 16: Policies

Section 16: Policies

Section 16: Policies

Table of Contents for Policies Aggregated Policies as of December 2014 ...... 1 1. Admission, Promotion and Graduation ...... 1 Admission of Mature Students ...... 2 General Admission Requirements (Source: Academic Policy 2014-2015, 2.2) ...... 2 Course Prerequisites (Source: Academic Policy 2014-2015, 2.3) ...... 2 Qualifications and Equivalencies (Source: Academic Policy 2014-2015, 4.1- 4.2) ...... 2 Mature Students – Full-Time Studies (Academic Policy 2014-2015, 2.5) ...... 3 Procedures for Mature Students: (Source: Academic Calendar 2014-2015, p. 292) ...... 3 The Level of Achievement Required of Students in the Program for Promotion within the Program and for Graduation ...... 4 Minimum Acceptable Performance (Academic Policy 2014-2015, 8.10)...... 4 Promotion by Semester Course (Academic Policy 2014-2015, 12.1) ...... 4 Grading Policy (Academic Policy 2014-2015, 8.1) ...... 4 General Education Policy for Degree Programs ...... 6 Academic Remediation, Sanctions, and Suspension for Students Who Do Not Meet Minimum Achievement Requirements ...... 7 Minimum Acceptable Performance Policy (Academic Policy 2014-2015, 8.10) ...... 7 Credit Transfer/Recognition (Including Any Bridging Requirements for Certificate/Diploma to Degree Laddering) ...... 8 Advanced Standing/Transfer Credit (Academic Policy 2014-2015, 4.3) ...... 10 Equivalent Admission Requirements (Academic Calendar, 2014-2015, p.292) ...... 11 Board of Admissions and Notice of Acceptance (Academic Calendar, 2014-2015, p.292) ...... 12 Academic Qualifications from Other Countries (Academic Calendar, 2014-2015, p.292)...... 12 OntarioLearn Degree Credit Recognition (Source: Degree Implementation Committee) ...... 12 Residency Requirement (Source: Academic Policy 2014-2015, 5.9) ...... 12 Duplicate Use of Credit & Course Equivalency (Source: Academic Policy 2014-2015, 5.5) ...... 12 Entrance Examinations and Advanced Placement Based on Prior Learning Assessments for “Life Experience” ...... 13 Prior Learning Assessment (Academic Policy 2014-2015, 4.4) ...... 13 Prior Learning Assessment for Co-Op Component of Seneca Degrees (Source: Degree Implementation Committee) ...... 14

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2. Program Delivery ...... 15 Quality Assurance of Program Delivery Method(s) ...... 16 Academic Quality Assurance Policy ...... 16 Mechanisms and Processes for Student Feedback Regarding Program Delivery ...... 18 Overview of Student Feedback ...... 18 Student Feedback: Criteria and Instruments ...... 18 Student Feedback Questionnaire ...... 20 Technology, Computer, and Web-Based Learning Modes of Delivery ...... 21 Plans, Policies and Practices Pertaining to Technology, Computer and Web-based Learning ...... 21 Academic IT Plan (2012-2015) ...... 26 Information Technology Acceptable Use Policy ...... 34 Infrastructure, Technology, and Resources Practices ...... 39 Freedom of Information and Protection of Privacy ...... 42 Standard Disclaimer for Print Materials ...... 53 Accessibility Policy ...... 54 Copyright Policy ...... 56 Professional Development of Faculty Including the Promotion of Curricular and Instructional Innovation as well as Technological Skills ...... 59 Professional Development Policy ...... 59 3. Capacity to Deliver ...... 62 Academic/Professional Credentials Required of Present and Future Faculty Teaching Courses in the Program ...... 63 Seneca College Recruitment, Selection and Hiring Policy ...... 63 Academic/Professional Credential Required of Faculty Acting as Research/Clinical/ Exhibition Supervisors...... 64 Seneca College Recruitment, Selection and Hiring Policy ...... 64 The Requirement to Have on File Evidence Supplied Direct to the Organization from the Granting Agency of the Highest Academic Credential and any Required Professional Credential Claimed by Faculty Members ...... 64 Seneca College Recruitment, Selection and Hiring Policy ...... 64 The Regular Review of Faculty Performance, Including Student Evaluation of Teaching and Supervision ...... 65 Interim Faculty Performance Review Policy ...... 65 The Means for Ensuring the Currency of Faculty Knowledge in the Field ...... 66 Faculty Teaching and Supervision Loads ...... 67

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Academic Employees Collective Agreement, Sept. 1, 2014 to Sept. 30, 2017 ...... 67 Faculty Availability to Students ...... 68 Professional Development of Faculty Including the Promotion of Curricular and Instructional Innovation as well as Technological Skills ...... 69 4. Program Evaluation ...... 70 Internal Periodic Review of the Program ...... 71 Academic Program Review Policy ...... 71 5. Academic Freedom and Integrity ...... 76 Academic Freedom and Integrity ...... 77 Academic Freedom Policy ...... 77 Academic Honesty and the College’s Plan for Informing Faculty and Students about, and Ensuring their Compliance with, Policies Pertaining to Academic Honesty ...... 77 Academic Honesty Policy (Academic Policy 2014-2015, 9) ...... 77 Appendix Honesty Offenses (Academic Policy 2014 -2015, Appendix E) ...... 78 The Ownership of Intellectual Products of its Employees and Students ...... 83 Intellectual Property Policy ...... 83 Research Involving Humans and/or Animals, and the Management of Research Funds ...... 88 Ethical Conduct for Research involving Human Subjects ...... 88 Policy: Integrity in Research & Scholarship ...... 91 Seneca Research Ethics Board ...... 93 The Research Ethics Process at Seneca College ...... 98 6. Student Protection ...... 107 The Resolution of Students’ Academic Appeals, Complaints, Grievances, and/or Other Disputes ...... 108 Appendix C: Academic Appeal Procedures ...... 108 Tuition Fees (Source: Academic Policy 2014-2015, 3.1-3.2, Appendix A; Academic Calendar 2014- 2015)...... 110 Student Dismissal ...... 119 14.2 Mandatory Withdrawal from the College (Academic Policy 2014-15, Section 14.2)...... 119 Minimum Acceptable Performance (Source: Academic Policy 2014-15, 8.10) ...... 119 Cheating and Plagiarism Penalties (Academic Policy 2012-13, 9.3) ...... 120

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