Senate Office of the Curriculum Management and Program Development Provost and Vice-President Academic New Program Approval Submission

A Motion Senate Meeting Date: June 28, 2012

THAT Senate approve of the proposed master’s program and graduate diploma in Philanthropy and Nonprofit Leadership.

B Faculty: Faculty of Public Affairs IQAP Protocol/Pathway: Protocol 3a, Approval Pathway 3

Academic Unit: School of Public Policy and Administration Description of New master's program and graduate diploma in Program: Philanthropy and Nonprofit Leadership Program: Philanthropy and Nonprofit Leadership

Undergraduate program Graduate program

Degree(s): Master Degree and Graduate Diploma Planned Start: Summer 2013

APPIC Approval* - Meeting Date: January 18, 2012 Program Champion: Susan Phillips *APPIC approval confirms approval by dean(s) (line dean(s) and graduate dean where appropriate) and university librarian

CUCQA Approval Meeting Date: June 13, 2012

SAPC Approval Meeting Date June 21, 2012

Notes:

C Attachments:

Final Calendar Language : Yes

Final Assessment Report: Yes

IQAP Volume I Yes

Outcome: D Approved Not Approved Deferred

Upon approval forward: Board of Governors Quality Council: Yes NA SAPC 21June2012- Final Calendar Language

Master in Philanthropy and Nonprofit Leadership

About the Program

The Master in Philanthropy and Nonprofit Leadership provides a rigorous preparation for making substantive professional contributions within or through philanthropic and nonprofit, organizations, or the public and private organizations that engage with them. The core courses provide an understanding of the roles and ethics of philanthropy, policy processes and regulatory contexts, the procedures and strategies for governance, financing and accountability, and the concepts fundamental to evaluation and research. The elective courses provide a focus either on the raising or effective disbursement of funds or on the organizational development and social impact of the sector.

Academic Regulations

See the General Regulations section of this Calendar.

A grade of B- or higher must normally be obtained in each course credited towards the Master degree. A candidate may, with the recommendation of the MPNL Supervisor and the approval of the Dean of the Faculty of Graduate and Postdoctoral Affairs, be allowed a grade of C+ in courses totaling 0.5 credit.

Admission Requirements

Applicants must have an undergraduate or post-graduate degree (or equivalent) with an average of B+ or higher. The level of academic performance and potential as revealed through the degree is more important than the discipline. Indeed, students enter the program from a wide variety of backgrounds in the social sciences, humanities, and sciences.

The School also considers mid-career applicants who do not satisfy this degree requirement, but who have demonstrated professional excellence over at least five years. Such applicants may use their high achievement in several designated university courses as evidence of their academic potential. These university courses are determined on an individual basis in consultation with the MPNL Supervisor. Contact the School for details.

Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English by attaining, at least: a TOEFL score of 580 written, or 237 CBT (computer-based test) or 86 IBT (internetbased test) with a minimum score in each component (22 in writing, 22 in speaking, 20 in reading, and 20 in listening); or a CAEL score of 70; or an IELTS score of 7.0.

Students may receive advanced standing with transfer of credit for up to 1.0 credit. Advanced standing will be considered only for core courses. It will be determined on an individual basis in consultation with the MPNL Supervisor and the Faculty of Graduate and Postdoctoral Affairs, pursuant to Section 6.1 of the General Regulations section of this Calendar. In general, a grade of B+ or higher is necessary in the equivalent courses in order to receive advanced standing. Appendix C - 88 SAPC 21June2012- Final Calendar Language

Program Requirements

The Master in Philanthropy and Nonprofit Leadership is a 6.0 credit program. Students must complete:

• 3.5 credits of core courses; • 2.0 credits from electives in the three clusters, with at least 1.0 credit from either the Philanthropy cluster or the Organizational Leadership and Management cluster; and • 0.5 credit in PANL 5008 Capstone Project

The seven core courses are listed under A, below. The courses for the 3 clusters are listed under B, below.

A. Core Courses PANL 5001 Foundations of Philanthropy PANL 5002 Policy and Legal Environment PANL 5003 Finances of Philanthropy and the Nonprofit Sector PANL 5004 Governance and Leadership PANL 5005 Organizational Development PANL 5006 Research Methods PANL 5007 Policy and Program Evaluation

B. Clusters Student must complete 2.0 credits of electives. At least 1.0 credit must be from either the Philanthropy cluster or Organizational Leadership and Management cluster.

Philanthropy Cluster The Philanthropy cluster provides an understanding of the principles, practices and institutions involved in the responsible stewardship of philanthropic funds, including both how funds are raised and how they are invested and distributed.

PANL 5301 Planning and Management of Integrated Fundraising PANL 5302 Responsible and Impact Investing PANL 5303 Social Media, Communications and Marketing PANL 5304 Strategic Grantmaking PANL 5305 Globalization of Philanthropy PANL 5372 Special Topics in Philanthropy

Other courses as approved by the MPNL Supervisor

Organizational Leadership and Management Cluster The Organizational Leadership and Management cluster provides an understanding of the challenges and opportunities that confront nonprofits, charities, social enterprises and other civil society organizations in making and implementing change, both within organizations and in public policy.

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PANL 5701 Social Innovation PANL 5702 Social Entrepreneurship PANL 5703 Public Policy and Advocacy PANL 5704 International Civil Society and Public Policy PANL 5772 Special Topics in Organizational Leadership and Management PADM 5212 Civil Society and Public Policy PADM 5215 Benefit-Cost Analysis PADM 5411 Organization Theory PADM 5418 Human Resources Management PADM 5814 Theories of Development PADM 5815 Civil Society Organizations and Development INAF 5003 Project Operations in a Developing Country Context ACCT 5001 Financial Accounting ACCT 5002 Managerial Accounting ACCT 5011 Financial Statement Analysis ACCT 5012 Performance Measurement and Control ACCT 5013 Public Sector and NGO Accounting MGMT 5100 Managing People and Organizations MGMT 5111 Conflict and Negotiation MGMT 5112 Power and Influence MGMT 5113 Managing Teams MGMT 5114 Managing Diversity MGMT 5115 Leadership MGMT 5116 Managing Performance MGMT 5117 Knowledge Management MGMT 5120 Fundamentals of Leading and Managing Organizational Change

Other courses as approved by the MPNL Supervisor

International and Policy Contexts Cluster The International and Policy Context cluster provides an understanding of the globalized environment in which philanthropy and nonprofit organizations operate, and of various policy fields of particular relevance to them.

PADM 5812 Governance in Developing Countries PADM 5817 Health Policy in Developing Countries PADM 5818 Theories of Development INAF 5600 Human Resource Development INAF 5209 Conflict and Development INAF 5002 Issues in International Development INAF 5003 National and Domestic Dimensions of Development INAF 5004 Human Security: From Policy to Practice INAF 5709 Human Rights: International Politics and Policies INAF 5706 Global Health Policy INAF 5219 Rights, Development and Conflict INAF 5602 Development Assistant Theory and Practice Other courses as approved by the MPNL Supervisor

Note: the Diploma in Philanthropy and Nonprofit Leadership will be offered under the Graduate Diplomas in Public Policy and Administration

The Graduate Diplomas serve the needs for continuous learning by working professionals who seek to strengthen or broaden their conceptual and technical skills in particular areas relevant to public policy and administration. Those areas are: Health Policy; Philanthropy and Nonprofit Leadership; Public Management; Public Policy and Program Evaluation; and Sustainable Development;

Academic Regulations

See the General Regulations section of this Calendar.

All candidates are required to obtain a grade of B- or higher in each course in the program.

Admission Requirements

Applicants must have a bachelor's degree (or equivalent). Normally, an average of B+ or higher is required for admission.

Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English by attaining, at least: a TOEFL score of 580 written, or 237 CBT (computer-based test), or 86 IBT (internetbased test) with a minimum score in each component (22 in writing, 22 in speaking, 20 in reading, and 20 in listening); or a CAEL score of 70; or an IELTS score of 7.0.

Note: students in the Diploma programs are not eligible to receive university funding.

Program Requirements

Each of the Diplomas comprises 3.0 credits. The composition of the required and elective courses varies by specialization, as outlined below. The Diplomas are designed to be completed SAPC 21June2012- Final Calendar Language

in two years while working full-time, although students may take the program on either a part- time or full-time basis.

Philanthropy and Nonprofit Leadership

Students must complete:

1. 1.0 credit of required courses: o PANL 5001 Foundations of Philanthropy o PANL 5002 Policy and Legal Environment

2. 2.0 credits electives from the following list: o PANL 5003 Finances for Philanthropy and the Nonprofit Sector o PANL 5004 Governance and Leadership o PANL 5005 Organizational Development o PANL 5006 Research Methods and Design o PANL 5007 Policy and Program Evaluation o PANL 5301 Planning and Management of Integrated Fundraising o PANL 5302 Responsible and Impact Investing o PANL 5303 Social Media, Communications and Marketing o PANL 5304 Strategic Grantmaking o PANL 5305 Globalization of Philanthropy o PANL 5372 Special Topics in Philanthropy o PANL 5701 Social Innovation o PANL 5702 Social Entrepreneurship o PANL 5703 Public Policy and Advocacy o PANL 5704 International Civil Society and Public Policy o PANL 5772 Special Topics in Organizational Leadership and Management

Other courses as approved by MPNL Supervisor

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Philanthropy and Nonprofit Leadership (PANL) School of Public Policy and Administration

PANL 5001 [0.5 credit] Foundations of Philanthropy The motivations, values and ethics, and history of philanthropy, and a critical examination of its role in relation to government, business and society. Trends and emerging challenges in philanthropy and voluntary action over time and in different cultures and regions.

PANL 5002 [0.5 credit] Policy and Legal Environment The legal, tax and regulatory context in which philanthropy, charities and nonprofits operate; the processes of policy formation and means of participating in them.

PANL 5003 [0.5 credit] Finances for Philanthropy and the Nonprofit Sector Revenue source development, business planning, financial management and accountability covering a range of financing options.

PANL 5004 [0.5 credit] Governance and Leadership Theories of leadership, ethical decision making, and the function of governance, boards and strategic planning in directing effective sustainable organizations, building external relationships and managing multiple accountabilities.

PANL 5005 [0.5 credit] Organizational Development Theories and application of organizational development for nonprofit and philanthropic organizations; human resource management for staff and volunteers, control systems, and project and risk management.

PANL 5006 [0.5 credit] Research Methods Understanding of qualitative and quantitative methods with application to philanthropy and nonprofit research. Topics may include research design, techniques for collecting and managing evidence, an introduction to qualitative and statistical analysis and communication of results. Precludes additional credit for PADM 5113 or 5114.

PANL 5007 [0.5 credit] Policy and Program Evaluation Selected concepts, issues and processes in applied planning and evaluation, utilizing both Canadian and comparative experiences. (Also listed as PADM 5420)

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PANL 5008 [0.5 credit] Capstone Project An integrative research project on a topic related to the philanthropic or nonprofit sector. Prerequisite: completion of six core courses, or simultaneous registration in the seventh and final core course.

PANL 5301 [0.5 credit] Planning and Management of Integrated Fundraising Strategic and tactical management, oversight and ethical considerations of a diversity of fundraising methods; donor relationships; planning and managing major, integrated campaigns.

PANL 5302 [0.5 credit] Responsible and Impact Investing The financial instruments, organizational implications and measurement of program-related and other investments that lever economic, social and environmental value by organizations in or straddling the nonprofit and for-profit sectors.

PANL 5303 [0.5 credit] Social Media, Communications and Marketing The use of social media and other information technologies for brand building, marketing, fundraising, and social/political activism. An overview of marketing and communications theory, principles and techniques, and their application in philanthropic, nonprofit, and social entrepreneurial environments.

PANL 5304 [0.5 credit] Strategic Grantmaking Alternative approaches to effective grantmaking and funding practices, including managing the associated accountabilities for both grantmaking bodies and recipient organizations.

PANL 5305 [0.5 credit] Globalization of Philanthropy Understanding global civil society and the effects that globalization has on giving and organizing. The legal, regulatory and cultural considerations for philanthropy, volunteerism, and civil society organizations that work transnationally.

PANL 5372 [0.5 credit] Special Topics in Philanthropy One or more specialized aspects of philanthropy. The topics will change each year.

PANL 5701 [0.5 credit] Social Innovation The processes, business models and leadership of ‘social innovation’ – system changing approaches to dealing with social, cultural, economic and environmental challenges. Use of case studies and prototypes to test assumptions and alternatives.

SAPC 21June2012- Final Calendar Language

PANL 5702 [0.5 credit] Social Entrepreneurship The theory, leadership and management of social entrepreneurship, from evaluating the opportunity through implementation. Includes assessment of startup strategies, raising funds, assessing risks, legal aspects, marketing ideas, managing resources and growth, and creation of socially responsible models.

PANL 5703 [0.5 credit] Public Policy Advocacy Examination of how nonprofit organizations and voluntary action can affect social change and influence public policy processes in both national and international contexts. Practical development of advocacy and public education strategies.

PANL 5704 [0.5 credit] International Civil Society Organizations Understanding the role of international non-governmental organizations in a global civil society, and how they strategically plan and manage key functions including regime creation, humanitarian and development assistance and internal governance and operations.

PANL 5772 [0.5 credit] Special Topics in Organizational Leadership and Management One or more specialized aspects of organizational leadership and management. The topics will change each year. SAPC 21June 2012

Carleton University Committee on Quality Assurance

Final Assessment Report/Executive Summary

Proposed Master’s Program in Philanthropy and Non-Profit Leadership (MPNL)

The Program

A master’s program in Philanthropy and Non-Profit Leadership (MPNL) and an associated graduate diploma (DPNL) have been developed and proposed by Carleton University in response to an important societal need.

In spite of its size and importance to the economy and the well-being of citizens, the nonprofit sector is poorly served by Canadian universities. In particular, there is a complete absence of graduate education in the study of philanthropy. Carleton’s School of Public Policy and Administration (SPPA) proposes to fill this educational gap by launching Canada’s first master’s program in Philanthropy and Nonprofit Leadership (MPNL) together with an associated graduate diploma (DPNL).

The proposed master’s program has the advantage of being endorsed by a national group of senior executives in the Canadian philanthropy community, known as Canada Advancing Philanthropy (CAP), who in a national competition to develop Canada’s first master’s program in philanthropy selected Carleton’s MPNL and will serve as a champion for it.

There is a need for such a program on the part of practicing professionals. The current cadre of nonprofit executive directors and CEOs who have been successful because they are primarily good managers may not have the leadership skills for the new environment in which they work.

However, the demand for the kind of program being proposed by Carleton is not just from professionals who are upgrading their competencies. The philanthropic and non-profit sector also faces enormous issues of succession in its leadership. A recent national study concluded that ‘the sector is not well positioned to replace (aging baby boomers) with new sources of talent.’1 As the HR Council for the Nonprofit Sector stresses (http://hrcouncil.ca/labour/overview.cfm):

A passive approach to labour force issues is no longer an option. The competition for talent — locally, nationally, and globally — is becoming increasingly intense. Other sectors across the Canadian economy are taking labour force issues very

1 Sankey, D. (2011) “Lack of Diversity an Issue in Non-profit Sector: New Initiative aims to Attract Younger, Different Voices,” Ottawa Citizen, September 14.

SAPC 21June 2012

seriously; our sector must become more proactive about attracting people with the right skills. We cannot be complacent, or we run the risk of being left behind. (italics in the original)

There is interest on the part of those graduating from universities with an undergraduate degree in such a program. A 2010 report by the HR Council for the Nonprofit Sector, drawing upon a representative sample of Canadian university students, identified strong demand for careers in the nonprofit sector. However, most do not have a well-defined career plan or know how to find their way into careers in this sector. What is needed is a new degree designation – the equivalent for the nonprofit sector of what the MBA is to the private sector or the MPA to the public sector – that will indicate distinctive expertise and help graduating students carve out career paths to leadership positions in the nonprofit and philanthropic sector.

The MPNL/DPNL is designed to be offered on a pan-Canadian scale accessible from any part of the country through a hybrid delivery format, supplemented by conventional classes for full- time students resident in the National Capital region. While nationally accessible, there is still an advantage of being located in Ottawa where most national NGOs are headquartered and having proximity to Toronto and Montreal which have a concentration of foundations and philanthropic institutions of national significance. These organizations will provide both a market of students and employment for graduates, as well as a source of experienced professionals as guest lecturers and hosts for research projects and internships.

As the Canadian leader for an emerging field, the MPNL/DPNL has four main objectives, which are reflected in curriculum design and delivery modes:  Develop the knowledge, capacity for critical analysis, and research and professional skills that will prepare students to be leaders and innovators in philanthropy, nonprofit, charitable, advocacy, and social enterprise organizations, as well as in the governments and businesses that interact with them;  Serve a national (and potentially international) market, including both working professionals in part-time study and less experienced students in full-time study;  Promote community engagement and sector capacity-building; and  Stimulate leading edge research, both to support the teaching component and build the discipline.

The program has a single set of core courses. The elective courses are structured with a focus on two fields (clusters): 1. Philanthropy: 2. Organizational Leadership and Management. The first is intended to provide the knowledge base for graduates pursuing careers in foundations, social finance, advancement and development offices, and the second for those who seek to be leaders and managers of non-profits, charities, social enterprise and other civil society organizations. Students are required to take a minimum of 1.0 credit in one of these two fields to ensure some depth in a field after completing the core courses. The two fields are supplemented by a third ‘dimension’ that is not intended to be a primary field of study, but aims to provide an understanding of the international and policy contexts through optional courses limited to a maximum of 1.0 credit.

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The Program Approval and Quality Assurance Review Process

In accordance with processes set out in Carleton’s Institutional Quality Assurance Process, an executive summary and business plan were reviewed by Carleton’s Academic Planning, Priorities and Initiatives Committee (APPIC). This Committee is the initial point of approval for new programs. It is concerned with issues of student demand, societal need, fit with the University’s strategic and academic plans, and requires a business plan to ensure the program’s financial viability. Approval of this Committee is required before a full brief for program and quality assurance approval is developed. The Committee approved the proposal for further development.

A brief was developed and submitted to the Programs and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs. The proposed programs as described in the brief were approved by this Committee and, subsequently, by Graduate Faculty Board. This brief was then submitted to the Carleton University Committee on Quality Assurance (CUCQA). The brief forms Appendix A of this Final Assessment Report.

CUCQA met on January 11, 2012 to consider the proposed programs. The Committee was aided in its deliberations by an initial report from the discussant appointed from within this Committee’s membership that also recommended the appointment of three external reviewers (two academic and one professional) to visit the campus, meet with faculty, administrators and students, and provide CUCQA with a report on the proposed program. The discussant’s initial report forms Appendix B of this Final Assessment Report.

The Committee was impressed by the quality of the brief, and felt that the program was ready to be reviewed externally. However, the Committee did have a number of concerns and questions that it wished the external reviewers to address. These questions are included as Appendix C.

The site visit occurred on April 4th and 5th, 2012. The three external reviewers were accompanied throughout their visit by an internal reviewer. The role of the internal reviewer is to provide context and information on Carleton’s processes and practices as they might affect the proposed programs. The internal reviewer plays no role in forming judgments concerning the proposed programs or, as such, in the writing of the reviewers’ report. However, the internal reviewer is available to the three external reviewers to advise on matters of fact during the report writing process.

The report provided by the reviewers (Appendix D) was forwarded to the School of Public Policy and Administration and the Dean of the Faculty of Public Affairs. Their response to the report forms Appendix E of this Final Assessment Report.

The reviewers’ report is supportive of the proposed programs. The reports indicates that ‘While the review team has made some suggestions that could help enhance the program further, it

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strongly believes that the new graduate program is well designed and holds all the necessary elements to be very successful.’ The review team adds that ‘the proposed program has the potential to make an essential contribution to the work of the nonprofit sector in Canada. Such a rigorous and well-designed graduate program will serve to strengthen the professionalization of the sector and help its leaders address challenges as well as capitalize on crucial opportunities.’

The reviewers did not in their report recommend any major changes to the programs. However, they did make several suggestions for improvement. As their response indicates, SPPA felt that these suggestions could easily be accommodated within the existing design of the programs.

The reviewer’s report and the response were provided to the discussant and CUCQA. The discussant provided a recommendation report to CUCQA (Appendix F). This formed the basis of CUCQA’s final deliberations at its electronic meeting which concluded on June 13, 2012.

CUCQA’s Recommendation

The Carleton University Committee on Quality Assurance recommends that that the proposed master’s degree and associated graduate diploma in Philanthropy and Nonprofit Leadership (MPNL/DPNL) be authorized to commence.

In making this recommendation, the Committee recognizes that the reviewers made a number of suggestions for improving the programs. The Committee was, however, reassured by the response of SPPA, which indicated that the suggestions could easily be accommodated within the existing design of the programs. For this reason, CUCQA did not feel that a report was required.

The Committee does, however, wish to draw the attention of SPPA to article 3.4 of the Carleton University IQAP that provides for the monitoring of the program’s implementation. At the end of each academic year after the program has commenced the program will be monitored by the Dean of the Faculty of Graduate and Postdoctoral Affairs in terms of:

1. Registrations compared to projected enrolments and capacity; 2. Completion of milestones agreed by the program; 3. The quality of the student experience as determined by focus groups of students.

A brief report based on this monitoring will be filed with Carleton’s Office of Quality Assurance and forwarded to the Committee. In consultation with the Provost and the Dean of the Faculty of Graduate and Postdoctoral Affairs, the Committee may required the program’s management to make modifications and file a report on these modifications after a two- to three-year period.

In making its recommendation, the Committee also recognizes that considerable faculty expertise already exists within SPPA with respect to the proposed program. This

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notwithstanding, the Committee in addition recognizes that there will be a need to make one new faculty appointment to take effect for each of the first three years of the program’s commencement, in part to add additional faculty expertise with respect to the program, and in part to compensate for the existing faculty in SPPA who will be contributing to the program.

In this context, the Committee recognizes that final authorization for the program to commence rests with the University’s senior executive.

John Shepherd Associate Provost (Academic Quality Assurance) On behalf of the Carleton University Committee on Quality Assurance June 13, 2012

SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Proposal for a New Masters and Graduate Diploma in Philanthropy and Nonprofit Leadership

Submitted to the Quality Assurance Process by the School of Public Policy and Administration Faculty of Public Affairs Carleton University

SELF-STUDY BRIEF

VOLUME I

December 2011

SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

TABLE OF CONTENTS INTRODUCTION...... 1 THE SCHOOL OF PUBLIC POLICY AND ADMINISTRATION...... 1 DEVELOPMENT OF THE SELF STUDY...... 2 A. THE PROGRAM: Masters / Graduate Diploma in Philanthropy and Nonprofit Leadership……..4 1. Rationale...... 4 2. Objectives...... 8 3. The Carleton Advantage: A Unique, National Program...... 10 4. Contribution to Other Academic Programs at Carleton...... 11 5. Reinforcing Carleton University’s Strategic and Academic Plans………………………………..12 B. PROGRAM STRUCTURE AND CONTENT………………………………………………………………………………..15 1. Program Structure: An Overview...... 15 2. How the Program Objectives are Achieved...... 19 3. How the Learning Objectives and Degree Level Expectations are Achieved………………24 4. Learning Outcomes...... 32 5. The Essential Requirements………………………………………………………………………………………46 C. GOVERNANCE...... 47 D. ADMISSION...... 48 1. Admission Requirements...... 48 E. THE FACULTY...... 49 1. Number of Faculty Required...... 49 2. Range of Relevant Faculty at Carleton...... 51 3. Core Faculty for the MPNL...... 53 4. New Faculty Expertise...... 54 5. SPPA Faculty Research Funding Related to the Program……………………………………………55

6. Supervisions...... 60 F. TEACHING...... 61 1. Relationship of Modes of Program Delivery to Learning Objectives and Degree Level Expectations...... 61 2. Class Sizes and Student-Faculty Ratios...... 64

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3. Monitoring and Evaluation...... 65

G. THE STUDENTS ...... 65 1. Degree Progress...... 65

2. Projected Enrollments...... 65

3. Student Funding...... 65

4. Career Paths of Students...... 66

H. RESOURCES...... 66 1. Staff Resources...... 66

2. Space Requirements...... 66

3. Library, Computing and Laboratories...... 67 I. DEVELOPMENT OF THE SELF-STUDY...... 67 REFERENCES ……………………………………………………………………………………………………………………………68

APPENDIX A: MARKET RESEARCH AND LETTERS OF SUPPORT...... 70 APPENDIX B: LETTER OF SUPPORT FROM THE EDUCATION DEVELOPMENT CENTRE REGARDING ONLINE DELIVERY...... 71 APPENDIX C: PROPOSED CALENDAR DESCRIPTION...... 72 APPENDIX D: INTERNATIONAL STANDARDS FOR NONPROFIT GRADUATE EDUCATION……………82 APPENDIX E: SPPA FACULTY RESEARCH REPORT...... 83 APPENDIX F: LIBRARY REPORT ...... 84

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LIST OF TABLES AND FIGURES TABLES 1 - Structure of 2.0 Credits in Elective Courses…………………………………………………………………………17

2 – Mapping the Curriculum to Program Objectives…………………………………………………………………20

3 – How Students will Progress through the MPNL………………………………………………………………….23

4 – How Core Courses Relate to Leadership Learning Objectives…………………………………………….24

5 – How PANL Courses Meet the Graduate Degree Expectations…………………………………………….28

6 – Overview of How the Curriculum Meets the Degree Level Expectations…………………………….31

7 – Learning Outcomes of the Core Courses…………………………………………………………………………….33

8 - Learning Outcomes of the Capstone Project……………………………………………………………………….39

9 - Learning Outcomes for the Philanthropy Field…………………………………………………………………….40

10 - Learning Outcomes for the Organizational Leadership and Management Field…………………43

11 – Faculty in SPPA and Other Units with Supervisory Privileges, Research Relevance and Potential Teaching Assignments………………………………………………………………………………………………51

12 – Core SPPA Faculty Involved in Delivery of the MPNL……………………………………………………….53

13 – Possible Distribution of Teaching Assignments…………………………………………………………………54

14 - Research Funding by SPPA Affiliated Faculty and Research Centres………………………………..55

15 – Potential Distribution of Faculty Supervision (of Capstone Projects) ………………………………61

16 – Format of Program Delivery by Course…………………………………………………………………………….62

17 – Relationship of Delivery Modes to Learning Objectives……………………………………………………63

FIGURES 1 – Governance of the MNPL/DPNL…………………………………………………………………………………………48

iv SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Proposal for a New Masters (MPNL) and Graduate Diploma (DPNL) in Philanthropy and Nonprofit Leadership

Submitted by the School of Public Policy and Administration Carleton University

INTRODUCTION The world of philanthropy and the nonprofit sector is undergoing rapid change in a myriad of ways, becoming complexly hybrid and increasingly global. The senior staff of philanthropic institutions and nonprofits need to be able to anticipate, effectively respond to and manage change – in their own organizations, their financing models, external relationships, and public policy. Not only is there a need for current leaders to enhance their skills and educational credentials, but the enormous succession of personnel that will occur in the next few years requires preparation of a new generation of leaders.

Based on substantial background research that indicates unmet demand for such education at a graduate level, and taking into account Carleton University’s substantial expertise in this field, the School of Public Policy and Administration proposes to launch Canada’s first Masters in Philanthropy and Nonprofit Leadership, with an associated Graduate Diploma, in the summer of 2013.

Volume I of this self-study brief explains the rationale for these new degrees, the program and learning objectives, and how these objectives would be met. Volume II provides the curricula vitae of the associated faculty and Volume III the credentials of the proposed assessors.

THE SCHOOL OF PUBLIC POLICY AND ADMINISTRATION Established in 1953, Carleton’s School of Public Policy and Administration (SPPA) is the oldest and largest in Canada. SPPA offers:

 Master of Arts in Public Administration – This two year (7.5 credit, or 15 course) professionally relevant academic degree admits 65 top quality students per year from across Canada and internationally. Almost 85 percent of the graduates make initial careers in the Government of Canada, largely due to a very successful co-operative education option that allows them to bridge into full-time employment.  PhD in Public Policy – Established in 1991, this interdisciplinary program is the first of its kind in Canada and admits 6-9 students per year. Many of the graduates have made very successful academic careers in Canada and elsewhere.  Masters in Sustainable Energy – Offered jointly with the Faculty of Engineering and Design, SPPA leads the 5.0 credit MA in Sustainable Energy Policy (students may SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

complete an MEng or MASc through Engineering) which admits about 12 students annually.  Graduate Diplomas in Policy and Program Evaluation; Public Management; Health Policy; and Sustainable Development. These 3.0 (six course) diplomas are targeted toward working professionals or those with advanced degrees already; the diplomas may be credited toward the Masters, although there is a separate admissions process.

The School has 23 tenured or tenure-track faculty, 2 cross-appointed faculty, 3 Distinguished Research Professors Emeriti, 21 Adjunct and Adjunct Research professors, as well as approximately 10 contract instructors and a few visitors each year.

SPPA is situated in a unique Faculty of Public Affairs (FPA) which brings together 12 units, including other interdisciplinary professional schools (The Norman Paterson School of International Affairs, School of Journalism and Communication), a professional School (Social Work), established academic disciplines (Economics; Law; Political Science), interdisciplinary Institutes (Criminology and Criminal Justice; European, Russian and Eurasian Studies; Political Economy; African Studies), the Clayton H. Riddell Graduate Program in Political Management, and an elite, limited enrolment undergraduate program, the Arthur Kroeger College of Public Affairs.

DEVELOPMENT OF THE SELF STUDY The program development team for this proposal comprises three SPPA faculty:  Calum Carmichael, Associate Professor, Graduate Supervisor for the Masters of Arts in Public Administration, and substantive expert in the nonprofit field;  Allan Maslove, Professor, former Director of SPPA and founding Dean of the Faculty of Public Affairs; and  Susan Phillips, Professor, Director of SPPA, and substantive expert in the philanthropy and nonprofit field. The work of the committee was greatly assisted by the Acting Graduate Administrator, Tabbatha Malouin.

The idea for the Masters originated in 2006 among a group of SPPA faculty associated with two of our research centres, the Centre for Voluntary Sector Research and Development (CVSRD - http://www.cvsrd.org/) and the Carleton Centre for Community Innovation (3CI - http://www3.carleton.ca/3ci/).1 For several years, CVSRD had partnered with universities in the US, Mexico and Europe, with funding from the federal government, to offer student exchanges related to the study of civil society. Through these exchanges, we witnessed the strong interest by students in nonprofit studies and in potential careers in this sector. Given this student

1 Given that the interests of the two research centres have converged in recent years and to achieve administrative efficiencies, CVSRD and 3CI were merged in 2011 under the name 3CI. 2 The School’s governance body is referred to as ‘Management Committee’ which comprises all regular faculty, the School administrator and graduate student representatives.

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interest and our appreciation of the success of graduate programs in this field in other countries, we began to explore the possibility of a new Masters degree at Carleton. The first step was to conduct a scan of similar programs in Canada, which concluded that educational opportunities in Canada are very limited.

Second, a very successful experiment was launched in 2007 to offer an existing graduate course, Nonprofit Governance and Management, in a concentrated format to a mix of full-time students and working professionals (who could take the course for credit or as professional development). Within a few hours of the announcement of the course being offered, there were 65 registered and a waiting list of 25. It was particularly interesting that at least half the professionals who registered chose to take if for credit. Although numbers had to be reduced to a more manageable size in subsequent years, the course has been consistently over- subscribed (with strong students from across the Faculty of Public Affairs and the community), and it receives excellent reviews. Both the younger full-time graduate students and the established professionals particularly appreciate the benefit of peer-to-peer, inter-generational learning. By the third year, enrolment had expanded beyond the National Capital Region, attracting for example two students from Alberta who were supported by the Muttart Foundation. They noted that their alternative choice had been the program at Stanford University, but they decided that ours had more relevant content and value.

An updated, more detailed environmental scan was conducted in 2010 that again supported our assessment that there is huge gap in supply of programs in the nonprofit field in Canada (attached as Appendix A). This scan was accompanied by extensive ‘soundings’ of leaders in the nonprofit sector who provided enthusiastic support for a new graduate credential.

Coincidentally, in the spring of 2010 a group of senior executives in the Canadian philanthropy community (Canada Advancing Philanthropy - CAP) who were concerned with the same challenge of educating a future workforce in the third sector issued a call for proposals from Canadian universities for a Masters program that might become the generally accepted credential for entry into upper levels in the philanthropic sector. The idea was to create a degree that would be for philanthropy what the MBA is for the private sector or the MPA for the public sector. Their RFP was backed by considerable market research indicating strong demand for such a degree. SPPA responded to that invitation and our proposal received the endorsement of CAP. Even more significant, the Carleton proposal was the only one endorsed as the national program of choice (See attached letter from Guy Mallabone, Appendix A).

This endorsement (backed by its market research), our own environmental scans indicating limited supply, extensive consultations expressing support, and a good fit with the ‘community engagement’ aspect of Carleton University’s Strategic Plan provided a strong case for proceeding. A proposal for the Masters in Philanthropy and Nonprofit Leadership was developed and approved in concept by SPPA’s governing Management Committee.2 In June 2011, the proposal with the requisite costing and program structure, was approved in principle

2 The School’s governance body is referred to as ‘Management Committee’ which comprises all regular faculty, the School administrator and graduate student representatives.

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by Carleton’s Academic Planning, Priorities and Initiatives Committee (APPIC), the first stage of the Quality Assurance process.3 APPIC requested that further discussions take place with the Sprott School of Business related to their existing course offerings and that external funds be raised to cover the shortfall for the first year until the program is at steady state. The positive results of these discussions and the fundraising initiative are reported in this brief.

Discussions with faculty with substantive expertise in this field and a careful review of international accreditation and professional standards produced a draft curriculum that was reviewed at an SPPA faculty retreat, revised and then approved by the SPPA Management Committee. The draft curriculum has also been vetted, and revised, through several iterations of consultations with leaders in philanthropy and the nonprofit sector. Discussions were also held with relevant units within the University. Specifically, the proposal has been circulated to the directors of the Norman Paterson School of International Affairs (NPSIA), the School of Social Work and Kroeger College/Clayton H. Riddell Graduate Program in Political Management. All of the faculty listed in the proposal have been consulted as to their participation.

In parallel with refinement of the draft curriculum, the first phase of an intensive fundraising initiative is being undertaken with the goal of raising $300,000 for the first two years. The ultimate fundraising target is much higher than this, and fundraising will continue beyond the first two years to support both the teaching and research components of the program, but the immediate goal is to meet the APPIC request to cover the upfront revenue gap. Although donor agreements have not yet been signed, there is strong indication that we will meet the Phase I fundraising target and will have agreements finalized in the next six months. Specifically, interest has been expressed by three major foundations and a private donor.

A. THE PROGRAM: Masters / Graduate Diploma in Philanthropy and Nonprofit Leadership . . . . redefining philanthropy, renewing civil society 1. Rationale Relative to paid employment, Canada’s nonprofit sector is ranked second in the world in size (Hall et al., 2005). Our nonprofit and philanthropic sector encompasses over 160,000 organizations, generates annual revenues of approximately $112 billion, and employs 2 million people (Statistics Canada et al., 2004). In terms of employment, it is twice the size of the mining, oil and gas sectors combined, and 11 times larger than auto manufacturing. It includes a wide variety of organizations ranging from religious institutions to hospitals, food banks to environmental groups, locally focused groups to international development organizations, social justice groups to associations focused on raising funds to conduct research on specific diseases and provide support for individuals coping with diseases. About half of the organizations in the sector are registered as charities under the federal Income Tax Act. They finance their activities from a range of sources including seeking donations through individual

3 APPIC’s membership is the President and Vice‐Chancellor, the Provost (chair), the Vice‐Presidents, the Deans, the University Librarian, the Associate Vice‐President (Academic), the Associate Vice‐President (Students and Enrolment) and the Assistant Vice‐President (Institutional Research and Planning).

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and institutional philanthropy, commercial activities, and serving as executing agencies for governments.

A Rapidly Changing Sector This sector faces a rapidly changing environment which is creating both new strains and a myriad of new opportunities. These changes are having a profound effect on how nonprofit organizations are financed, governed and managed, and how they interact with the corporate sector, with governments and with citizens. Nonprofits rely more heavily on earned income than ever before (Statistics Canada, 2004) and competition for funding has become intense. Social entrepreneurship is creating new ways of promoting social value using commercial means and is leading to experimentation with new types of hybrid organizations and collaborations (Jackson, 2004; Mendell, 2010; Smith 2010). In addition, new forms of social finance and program-related investments are encouraging foundation executives to look at their grantmaking activities in different ways (Hebb, 2008). Individual philanthropists are taking a much more strategic, hands-on and directive approach to the intended use and assessment of impacts of their gifts. The competition for donations and new regulatory approaches to charitable fundraising are adding greater rigor to the management of philanthropy as well as increased pressures for transparency and accountability (Birnbaum, 2010; Phillips, in press). At the same time, the nature of the services provided by nonprofits – with the associated financial, human resource and project management issues – is becoming increasingly complex.

Public policy and regulatory frameworks are being pressed to keep pace with these changes, and many charities find that they need to be more actively engaged in public policy advocacy as part of their work. In Canada, as elsewhere, many governments are striving to forge more constructive relationships with the nonprofit sector, leading to new forms of co-governance arrangements (Bolton & Abdy, 2007; Phillips & Smith, 2011).

In effect, the public, private and nonprofit sectors now intersect in new ways, creating more complex challenges but also expanded opportunities for all three sectors (Osborne, 2006). To respond and innovate in this complicated environment, new kinds of creative and critical thinking, knowledge and professional skills are required for both current and emerging leaders. The current cadre of executive directors and CEOs who have been successful because they are primarily good managers may not have the leadership skills for the new social entrepreneurship and co-governance.

This sector also faces enormous issues of succession of its leadership. A recent national study concluded that “the sector is not well positioned to replace (aging baby boomers) with new sources of talent.” (Sankey, 2011). The sector’s workforce is comparatively well educated and professional and, on average, older than that of the for-profit sector (HR Council 2008, 2010). The demographics mean that to an even greater extent than in business or government, this sector will face large numbers of retirements over the next four to six years. As the HR Council stresses (http://hrcouncil.ca/labour/overview.cfm):

A passive approach to labour force issues is no longer an option. The competition for talent — locally, nationally, and globally — is becoming

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increasingly intense. Other sectors across the Canadian economy are taking labour force issues very seriously; our sector must become more proactive about attracting people with the right skills. We cannot be complacent, or we run the risk of being left behind. (emphasis in the original)

Strong Demand The need for education to meet these emerging challenges is recognized by current managers in this sector. A comprehensive Graduate Program Survey of over 400 professionals conducted by CAP indicated that 54 percent of respondents plan to pursue post-secondary education in the next one to five years (see Appendix A). The type of education they will be pursuing will overwhelmingly be at the graduate level. For new professionals to this sector, a Masters degree is clearly understood to be the required credential. As the Chair of CAP, Guy Mallabone, notes, “Our committee has concluded from this survey, and the tremendous amount of anecdotal evidence presented to us regularly, including increasing Canadian enrolment numbers at foreign post-secondary philanthropy programs, that there is a strong appetite in the Canadian market for a Masters program in Philanthropy here in Canada.”

The demand is not just from professionals who are upgrading their competencies, however. Both informal surveys of students entering the Masters of Arts in Public Administration and our successful ‘test drive’ with the Nonprofit Governance and Management course indicate that there is also strong interest among younger graduate students who are just beginning to carve out career paths (see also HR Council, 2010b).

The professionalization of this field and the combination of knowledge and skills needed to succeed as leaders in it warrant a new degree designation, one that combines knowledge and skills in public policy, leadership, financing, and organizational development. The proposed degree has, of course, not yet been announced, but based on the ‘grapevine,’ the School is already receiving half a dozen emails or phone calls a month from potential students across the country inquiring about admission.

Bob Wyatt, CEO of the Muttart Foundation and one of the most respected leaders in this sector summed up quite emphatically the value of the proposed program: “I’ve reviewed the proposal several times, and given it a great deal of thought. I can come to no other conclusions than that it is brilliant. It is relevant, it is timely, it is necessary” (see Appendix A).

A Specialized Field, Neither Public nor Business Administration The professionalization of the nonprofit field has created demand for a designated degree that provides a package of knowledge and competencies specific to this sector. While this package draws on aspects of both public and business administration, it is significantly different from either the existing MA in Public Administration offered by SPPA or the MBA offered by the Sprott School of Business.

The two year, multidisciplinary MA in Public Administration prepares graduates for careers in policy analysis and public management within the public service of Westminster systems of

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government. The nature of government means that even graduates who will assume managerial roles will require substantial skills in research and policy analysis. Consequently, the seven course core comprises two courses in economics (micro and macro), two in research methods and design, a course in political economy, one in policy analysis, as well as one in public management. In the eight elective courses, students may acquire additional tools for policy analysis, develop further expertise in one or two policy fields (Innovation, Science and Environment or International and Development) or in public management. In contrast, senior staff in philanthropy and nonprofit organizations will require a greater emphasis on leadership and management than on research and policy analysis.

The content of management that needs to be covered is different in the nonprofit than in the public sector in several ways (Nenshi, 2008; Paton & Mourdant, 2001; Tschirhart, 2010). First, in government strategic direction is established by elected officials whose relationship with a neutral public service follows centuries of convention as well as legislation, with authorities and accountabilities being primarily hierarchical. In the nonprofit sector, ‘governance’ is in the hands of volunteer boards (even in very large organizations), and a persistent issue is ensuring that such boards perform well. A second difference lies in financing. In public administration, revenue development refers mainly to taxation policy; in the nonprofit sector and philanthropy, financing is much more diverse and uncertain, requiring substantial innovation in financing instruments, constant attention to external (funder and donor) relationships, and investment strategies (particularly in philanthropy). Third, the organizations of government are generally large, complex, hierarchical and unionized, whereas nonprofits vary enormously in size, but most are much smaller, ‘flat’ in their authority structure, and require attention to managing volunteers as well as paid staff.

These differences are substantial enough that the study of public management is only partially relevant to philanthropy and nonprofits. There is some common ground, however, and this is built into the proposed degree (Cohen & Abbott, 2000). Leaders and managers in the nonprofit sector need to be good consumers, and sometimes producers, of research; they need to be able to demonstrate and communicate their impact; and they need to understand, at least in a general way, how the policy process works if they are to have influence on it. There is also some overlap with an MBA, particularly in financial and business planning (and increasingly, in entrepreneurship). However, differences in the nature of the relationships with ‘shareholders’ and ‘stakeholders’ in the for-profit versus the nonprofit sector permeate core values and influence internal management (see Mirabella & Wish, 1999, 2000, 2001).

The proposed MPNL reflects these differences: it is a more managerial focused degree than the MA in Public Administration, and thus shorter (6.0 credits compared to 7.5 credits). It addresses the distinctive nature of leadership and management in the nonprofit context while enabling students to acquire relevant knowledge in public policy and business by taking electives in the MA in Public Administration or the MBA.

Limited Supply In spite of its size, Canada’s nonprofit sector is poorly served by our universities. In contrast to Europe or the United States (where there are more than 168 graduate programs with a

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concentration in nonprofit management or philanthropy, see http://academic.shu.edu/npo/), this sector has been virtually ignored in graduate education in Canada. In particular, there is a complete absence of graduate education in the study of philanthropy.

In the late 1990s, the J. W. McConnell Family Foundation partnered with McGill University to offer an executive Masters that would upgrade the skills of senior staff in the sector. The foundation paid 75 percent of all costs (including travel), while the student's organization paid the remaining $8,000. Because the program was intended to provide a short term injection of leadership talent, it was designed to operate for only a few years and was closed. The MBA concentration at the Schulich School of Business has operated since 1993 but the high tuition fees of the MBA (about $53,000/degree for domestic students) has kept numbers quite small and, while some business skills are undoubtedly necessary in this sector, an MBA has generally not been viewed as the degree of choice in Canada. A new Masters in Community Development at the University of Victoria, begun in 2009, is being offered through a combination of concentrated residential and online courses. While it has attracted good numbers (26 students per year), it has a primarily regional audience and a focus on processes of community development that appeal to the staff of smaller community-based organizations and co- operatives. The Third Sector concentration in the Queen’s MPA was academic rather than professional, and has been weakened since the Kahanoff Foundation withdrew its funding. The new graduate diploma in Social Innovation offered by the University of Waterloo, in collaboration with the McConnell Foundation, touches on aspects of the proposed curriculum but is more specialized. Because there is no graduate degree in philanthropy in Canada, most Canadians who wish to study philanthropy, as noted by CAP, go to US universities.

In short, our assessment is that existing Canadian graduate programs do not adequately serve the need for recruitment of new leaders into the nonprofit sector, the up-skilling of existing managers and leaders, or the creation of more professional standards and credentials within this sector. Carleton University has several advantages in offering a Masters in this field, including its substantial faculty expertise in SPPA and affiliated disciplines (including Business, Journalism and Communication, International Affairs, Social Work, History and Geography).

2. Objectives The objective of the Masters and Graduate Diploma in Philanthropy and Nonprofit Leadership is to strengthen the knowledge, capacity for critical analysis, and research and professional skills that will prepare students to be leaders and innovators in philanthropy, nonprofit, charitable, advocacy, and social enterprise organizations, as well as in the governments and businesses that interact with them.

Masters The MPNL would serve a national (and potentially international) market through an innovative, hybrid delivery format involving concentrated, residential summer institutes and online learning using Carleton University’s new, sophisticated platform for online learning known as

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‘CUOL’ (see attached letter from Carleton’s Associate Vice-President (Academic), Teaching and Learning, Appendix B). This would enable working professionals from across Canada to complete the 6.0 credit degree in eight academic terms. The addition of some classroom instruction and use of existing capacity in optional courses in the MA in Public Administration (and other programs to a lesser extent) would enable full-time students to have the benefit of peer-to-peer learning during the summer institutes while completing the degree in four academic terms (or if a co-op or internship in a nonprofit or philanthropic organization is pursued, in five terms). With an annual intake of 25, the expected steady state enrolment would be 50 full-time equivalent (FTE) Masters students.

Graduate Diploma In addition to the MPNL, a 3.0 credit Type 3 Graduate Diploma in Philanthropy and Nonprofit Leadership (DPNL) is proposed as a shorter program aimed at those who already have advanced degrees and experience in the sector. The DPNL would be eligible for provincial student subsidies (which are calculated according to ‘basic income units’ – BIUs) and would use the same courses as the MPNL; there would be no separate DPNL courses. The DPNL thus requires no additional resources. The admission requirements and degree level expectations would be the same for the Diploma as the Masters, so it is not intended to be an inferior quality degree, but one aimed at an experienced audience. It could also serve as a ladder into the Masters because the DPNL courses could later be credited toward the MPNL, although a separate admission decision into the Masters would be required.

The relative enrolment numbers between the MPNL and DPNL would be jointly managed, with the emphasis being on the Masters. The School’s focus, for at least the first few years, will be on creating an outstanding Masters degree, and we believe that we will be at enrolment capacity with this program alone. However, it would be feasible to take some additional outstanding students into the Diploma (2-3 per year), and it serves as a cushion, taking more students if necessary should the Masters numbers be unexpectedly low. After a few years, we can reassess demand and delivery, and potentially expand the DPNL. The clear intent, however, is that the DPNL not be used to undermine enrolment in the Masters, and admissions will be managed accordingly. Based on our experience with the School’s other 3.0 credit Graduate Diplomas, we do not see this to be a problem.

A Strong Base of Diverse Audiences The Masters and Graduate Diploma have been designed to cover philanthropy and nonprofit leadership for two reasons. First, substantial core knowledge is applicable to both areas and, second, it ensures the ability to consistently meet enrolment targets. Specifically, there will be several related, but different audiences, including those with a primary interest in:  philanthropy and social finance, leading to careers in advancement and development in universities, hospital foundations and other large and medium sized organizations; foundations; fundraising consulting; and, potentially, as philanthropists.  Leading, managing and advising nonprofits, charities, social enterprises, international NGOs, advocacy, and other civil society organizations.  Public service positions that develop policy or collaborate in service delivery with the nonprofit sector.

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 Financial institutions and other corporations in positions related to corporate social responsibility, impact and responsible investing.

The program is structured to provide a foundation of required courses that cover the core knowledge and skills common to these career paths, and then allow students some flexibility to customize the program to suit their interests. The intent will be to admit a ‘bouquet’ of highly qualified students covering this range so that the peer-to-peer learning experience is very rich.

Integrating Teaching with Research and Community Engagement The teaching component of both degrees would be supported by Carleton’s substantial research expertise in this field and by our wide networks that facilitate community collaborations, led by 3CI, the very active research centre associated with the School.

3. The Carleton Advantage: A Unique, National Program The timing is right to launch a Masters program specifically designed to meet the opportunities and challenges of the nonprofit and philanthropic sector, and Carleton is the ideal home for this degree for several reasons.

A National Program Building on the Ottawa Advantage The MPNL/DPNL is designed to be offered on a pan-Canadian scale accessible from any part of the country through a hybrid delivery format, supplemented by conventional classes for full- time students resident in the National Capital region. While nationally accessible, there is still an advantage of being located in Ottawa where most national NGOs are headquartered and having proximity to Toronto and Montreal which have a concentration of foundations and philanthropic institutions of national significance. These organizations will provide both a market of students and experienced professionals as guest lecturers and hosts for research projects and internships.

Carleton’s Critical Mass of Expertise and Community Connections It is not an exaggeration to say that Carleton has greater faculty expertise in the nonprofit and social enterprise sector than any other university in the country, as indicated in the faculty profiles in Volume II. Carleton has two major research centres in this field: the Carleton Centre for Community Innovation (3CI, now merged with CVSRD) and the Sprott Centre for Social Enterprises. SPPA faculty have been awarded two SSHRC Community-University Research Alliance (CURA) grants (valued at $1 million each), led by Professors Graham and Phillips in 2000-2005 and Adjunct Research Professor Hebb in 2011-2016, as well as a variety of other funding over the past twelve years.

The multi-disciplinary faculty associated with 3CI have international reputations for their work in social finance, community engagement, and in public policy, taxation and regulation of the nonprofit and charitable sectors. They are deeply involved in international research networks and are regularly called upon to advise governments, national nonprofits and international

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organizations on issues related to this sector. This research will provide sophisticated content for the degree, and the degree will advance the work of 3CI and other faculty with research agendas in this field.

Another important advantage is Carleton’s demonstrated ability to engage in cross-disciplinary collaboration. This will enable us to bring research and teaching that combines aspects of public policy, business, law, international affairs, political science and social work.

The MPNL is more than a degree program but is an essential component in ‘field building’ – in establishing a new discipline of philanthropy studies and creating greater research capacity in the rapidly expanding study of nonprofits. Although the latter is a fairly well established field (with major international associations, conferences and journals), the former is still emerging as a sub-area. The integration of Carleton’s research capacities into the teaching component, and the ability of the degrees to stimulate research is a valuable contribution to this more ambitious goal of field-building.

The plan is also to use the degrees as a basis from which to develop related, sophisticated professional development courses that will help extend learning opportunities into various communities of practice in Canada and internationally. For instance, as a spin-off of its $1 million, five year CURA on Responsible Investing, 3CI is currently in discussions with faculty at the University of Oxford to establish an international certificate program in Responsible Investing to be delivered annually at Carleton in conjunction with the MPNL summer institutes. The breadth of faculty expertise at Carleton and our diverse connections with faculty and researchers across Canada and internationally and with professionals who might co-teach some courses enables us to build toward a diversity of innovative related initiatives.

Endorsement by CAP The commitment and enthusiasm of the members of CAP for helping to establish and champion the MPNL as the flagship program in Canada is an enormous benefit. A fundraising plan for $300,000 to support the upfront costs is engaged, and CAP members have agreed to assist with making contacts and promoting the program across the country. In particular, they can provide a platform at the annual and regional meetings of all the relevant professional associations in Canada to discuss and recruit for the program.

4. Contribution to Other Academic Programs at Carleton The MPNL/DPNL will serve as a valuable complement to several graduate programs at Carleton, and the intent is to develop these complementarities to the full extent possible. First, any unused spaces would be open to graduate students from other programs (notably the MA in Public Administration, MBA, International Affairs, Social Work and others, with relevant prerequisite knowledge). With an annual intake of 25, the required (seminar) courses will run more or less at capacity, but any available spaces will be open to other students The MPNL optional courses should have capacity to accommodate about 7-8 per course, creating approximately 40 new spaces per year. The inclusion of a course in the MPNL core that is also a

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requirement in the MA in Public Administration and a course that is a popular elective in the MA, both of which would be offered in an online format, will enable them to accept some additional MA students, thereby taking some of the pressure off the two existing courses that are both over-subscribed.

5. Reinforcing Carleton University’s Strategic and Academic Plans Education for leadership roles in the nonprofit, social enterprise and philanthropic sector is inherently about innovation and developing more effective ways of engaging and supporting communities. The program is designed to provide creative, critical inquiry and realize its learning objectives in ways that are fully supportive of Carleton University’s Strategic and Academic Plans.

Advancing the Strategic Plan – Defining Dreams The MPNL/DPNL fits perfectly with and would help advance the core precepts of Carleton University’s Strategic Plan, known as Defining Dreams (see http://www1.carleton.ca/about/cu/wp- content/uploads/strategic_plan_final.pdf). The Plan identifies four pillars of identity that make Carleton a top university of choice: innovation; location in the national capital; engagement with the community; and solutions to real-world problems. In addition, it gives priority to four interdisciplinary themes of focus: sustainability and the environment; health; new digital media; and global identities and globalization.

The proposed degree takes full advantage of location, and is aimed at innovation, community engagement and solving real world problems. As the national capital, Ottawa is home base for many national, as well as local, nonprofit organizations which are a primary constituency for the proposed program. In addition, Ottawa is home to government agencies (as varied as the Canada Revenue Agency and the Canadian International Development Agency) with extensive working relationships with this sector. Carleton’s location enhances our ability to attract students and to be a key player in research projects of national significance.

As for engagement with communities and offering solutions to real world problems, the degree and associated research would deepen and broaden the links that already exist with the nonprofit and philanthropic sectors (for example, through the activities of 3CI). Indeed, the MPNL could be a prime opportunity at Carleton for engaging community and helping community organizations innovate to address the myriad of very real problems they currently face. The MPNL would involve community leaders as guest speakers and instructors, as mentors, as collaborators in the mandatory ‘capstone’ projects and as hosts for internships for students in the full-time stream. And, the vast majority of graduates of the program would go into careers that directly benefit community.

Of the four interdisciplinary themes identified in Defining Dreams, the proposed Masters would directly contribute to three: sustainability and the environment, health, and global identities and globalization. Of the wide range of areas that are the focus of nonprofit organizations, environment and health are two of the most prominent. In the area of health, for example,

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organizations range from hospitals, to community clinics, to associations dedicated to research and patient care aspects of specific disease. The global identities and globalization theme is reflected in a combination of courses that are designed to prepare graduates for careers in NGOs working in international development and international social justice. The program is interdisciplinary, as are all the programs of SPPA, incorporating material from a variety of disciplines and including instruction by faculty and practitioners from a diversity of disciplines.

Compatibility with the Academic Plan - Realizing our Dreams as Canada’s Capital University The 2010/11-2014/15 Carleton University Academic Plan that complements Defining Dreams stresses the importance of ‘critical and creative inquiry.’ Such inquiry is meant to: pursue high levels of academic quality; connect teaching with research that is dynamic and innovative; expand human knowledge and understanding; address the challenges of our world; and provide student enrichment through engagement and community outreach.

The MPNL embraces critical and creative inquiry in several ways:  Academic Quality: The program is intended to be of the highest academic quality, meeting international academic standards. Although there is no Canadian accreditation system in this field, the degree has been designed to be compatible with the nonprofit standards of the (US) National Association of Public Affairs and Administration (NASPAA).

 Integration of Research and Teaching: Teaching will be supported by the active research agendas of a range of core and affiliated faculty (see Volume II for the nature and range of their research). The fundraising request includes a budget to enable faculty and practitioners to translate their research into teaching cases. Teaching and community outreach will also be supported by 3CI. This centre has brought in approximately $2.5 million in funding over the past five years, including Social Sciences and Humanities Research Council (SSHRC), government and foundation funding for a range of projects that include social finance, social entrepreneurship, social economy in the North and community economic development. Its sister centre, CVSRD (now merged into 3CI) has attracted about $1.5 million over this period, including a project for the Canada Revenue Agency that trains small charities to meet the agency’s mandatory reporting requirements. Such research almost always engages students as assistants, and the associated networks of scholars may provide guest modules or lectures in the program.

 Innovative Delivery using Sophisticated Technologies: The delivery mode is a hybrid format of concentrated two-week residential summer sessions (thereby making use of the physical plant in the ‘off season’ and generating revenues from on-campus accommodation), and innovative technologies using the CUOL platform. Of the 7 course (3.5 credit) required core, 4 courses will be delivered during the ‘summer institutes’ and 2 online; of the 4 (2.0 credit) elective courses, 2 will be delivered during the summer institutes and 2 online. This format not only allows us to appeal to a national (and international) market, but enables us to make effective use of guest speakers and instructors in this emerging field. Some of the most important

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experiments in social finance, for example, are taking place in Europe and the US, and this format will allow us to engage international experts to speak to these developments in a cost effective manner.

 An Immersive Student Experience: The 2-3 summer institutes, combining full- and part- time students and a range of instructors and guest speakers, combined with social events and field trips, will provide an intensive and rich experience for students. An ongoing, moderated listserve and good use of social media will promote ongoing peer- to-peer learning, as well as engagement with the instructors.

 Integration of Academic with Experiential Learning: An important goal of the program is to integrate academic learning with professional practice and experiential learning. A required 0.5 credit capstone project is an important aspect in this integration as it will allow the more experienced students to address a topic related to their work and for the less experienced to engage with a nonprofit or philanthropic institution on a project developing solutions to real world challenges. The extensive networks of 3CI (with a contact list of almost 3,000 nonprofits and close working relationships with a variety of key community partners) will facilitate good matches for the capstone that have benefit for the community partners as well as the students. The revenue model includes the cost of a graduate/program administrator to direct this process and assist with ongoing community relationships. These projects will not only benefit students but have value for a wide range of community organizations.

 Experiential Learning and Community Capacity Building: Full-time students may wish to undertake a paid ‘co-op’ or internship for one term, although this will be an optional component of the program. These internships will provide firsthand experience and will build professional networks for future employment, while also having value for community organizations. As with the capstone, these can be facilitated by 3CI and the program administrator. A part of the fundraising request is dedicated to establishing a funding pool for subsidies to smaller organizations that cannot afford the full cost of a student internship (our intent is to make the compensation rates competitive with those in co-op positions in government or industry). In addition, we are seeking additional funding for fellowships and scholarships that support experiential learning. An endowment already provides two such fellowships, the Leiff Fellowships in Social Innovation, which fund two graduate students annually (up to $8,000 each) to work with community organizations on innovative projects that will have impact. See http://www1.carleton.ca/sppa/2010/lieff-fellowship-2010.

 Community Outreach: The student experience will be enriched by a series of research seminars and related events that will also be open to people from community, national and international organizations based in Ottawa (and web streamed for those at a distance). The use of social media is taught in the program and will be used as an important vehicle of communication by the program.

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 Taking Advantage of the Location in the Nation’s Capital: As noted, Ottawa is the natural home for such a program given the location of most national and international NGOs and professional/business associations in the city, as well as a myriad of local organizations, federal government departments and think tanks. Not only will representatives of these organizations be invited to speak in classes and events, but we imagine that their staff will be a large market of students for the program.

In sum, the goal is ambitious: to become a world leader in research and education related to the nonprofit sector and philanthropy. In the process, we seek to advance the development of these as academic and professional fields, and be audacious in leading evidence-based change in policy and practice.

B. PROGRAM STRUCTURE AND CONTENT 1. Program Structure: An Overview The program has been designed to meet: 1) program level objectives, including consistency with the academic competencies and standards for such programs identified by the (US) National Association of Public Affairs and Administration (NASPAA) and by the Nonprofit Academic Centers Council (NACC) and the professional standards articulated by the Standards Program being led by Imagine Canada, and a structure that enables a mix of full- and part-time students who can finish in a timely manner; and 2) specific learning objectives that align with Carleton’s Graduate Degree Level Expectations. While Canadian programs are not currently eligible for NASPAA accreditation, the program has been designed to satisfy these standards should accreditation be opened to international participation.

The multidisciplinary nature of the program and adherence to international academic accreditation standards in this field mean that the degree is necessarily heavily oriented toward course work, concluding with a major integrative research paper. a. The proposed MPNL is 6.0 credits consisting of:  3.5 credits of core required courses;4  2.0 credits from a choice of three clusters: o Philanthropy o Organizational Leadership and Management, and o International and Policy Contexts. A minimum of 1.0 credit must be taken in the Philanthropy or the Organizational Leadership and Management cluster; and  0.5 credit capstone project.

The required core comprises seven 0.5 credit courses that cover: 1) foundations of philanthropy; 2) the policy and legal environment of philanthropy and the nonprofit sector; 3)

4 In terms of instructional hours, a 0.5 credit is equivalent to a three hour class once a week for 12-13 weeks, if taught in the standard delivery format.

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financing and financial management; 4) governance and leadership; 5) organizational development; 6) quantitative research methods; and 7) evaluation and impact analysis. More detailed descriptions are provided in Table 7 and calendar language appears in Appendix C.

The elective courses are structured with a focus on two fields: Philanthropy, and Organizational Leadership and Management. The first is intended to provide the knowledge base for graduates pursuing careers in foundations, social finance, advancement and development offices, and the second for those who seek to be leaders and managers of nonprofits, charities, social enterprises, and other civil society organizations.

The requirement that a minimum of 1.0 credit be taken in either the Philanthropy or Organizational Leadership field ensures that students acquire some depth in a field after completing the core. However, a student may acquire even greater depth in one field by taking all 2.0 credits of electives in that field. In a professional context, these fields have substantial points of intersection and overlap, however, so the program provides flexibility in the choice of 1.0 credit of electives.

These two fields are supplemented by a third dimension, an understanding of the international and policy contexts (see Table 1). The intent is that students who are interested in working in a particular sub-sector of civil society (e.g. health, international development) can acquire a solid understanding of the context. Courses from the International and Policy Context dimension are optional; a student need not take any of these courses, and is limited to a maximum of 1.0 credit because they are meant to be supplementary background, not a primary field of study. Thus, the International and Policy Context cluster is not considered a formal ‘field’ of the degree. In describing the program, the language of ‘cluster’ is applied both to the two fields and to this dimension so as to avoid multiple terms, but the difference in status and requirements – specifically that at least 1.0 credit must be taken in either Philanthropy or Organizational Leadership and Management and any credit in International and Policy Context is optional and limited to 1.0 credit – will be clearly articulated.

A concluding 0.5 credit capstone project (requiring about a 40 page paper) is intended to integrate across the foundational and elective courses and apply this material to real world problems.

It should be noted that all new and existing courses in the core and electives are 5000 level (Masters) courses; the program does not make use, except by special permission in individual cases, of 4000 level (undergraduate) courses cross-listed to a graduate level.

As shown in Table 1, the electives will be selected from a menu of courses related to Philanthropy or Organizational Leadership, which can be supplemented by the study of policy fields (eg: health; education; social policy; and issues facing developing countries). Please note that the proposed designation for courses specific to the MPNL/DPNL is ‘PANL.’

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Table 1 - Structure of 2.0 Credits in Elective Courses

A minimum of 1.0 credit selected from either:* Optional (a maximum of 1.0 credit) Philanthropy Organizational Leadership & Policy & International Management Contexts New Courses: New Courses:  PANL 5301: Planning &  PANL 5701 : Social Innovation Management of Integrated  PANL 5702 : Social Fundraising Entrepreneurship  PANL 5302: Responsible & Impact  PANL 5703: Public Policy & Investing Advocacy  PANL 5303: Social Media,  PANL 5704: International Civil Communications and Marketing Society & Public Policy  PANL 5304: Strategic Grantmaking  PANL 5772: Special Topics in  PANL 5305: Globalization of Organizational Leadership & Philanthropy Management  PANL 5372: Special Topics in Philanthropy Existing PADM courses: Existing PADM courses:  5212 -Civil Society and Public  5221 - Health Policy in Policy Canada  5215 - Benefit-Cost Analysis  5222 - Economics and Health  5411 - Organization Theory Policy  5415 – Strategic Management in  5224 - Aboriginal Policy the Public Sector  5225 - Trade Policy  5418 - Human Resources  5227 - Education Policy Management  5228 - Social Policy  5814 - Program and Project  5422 - Urban and Local Management Government  5815 - Civil Society Organizations  5612 - Industrial Policy, and Development (required Innovation and Sustainable course in IMDG) Production  5816 - Program Evaluation in  5615 - Politics and Policy of Developing Countries Energy in Canada  5616 - Environmental Policy  5619 - Urban Sustainability  5620 - The Science, Politics and Economics of Global Climate Change  5811 - The International Policy Framework  5812 - Governance in Developing Countries  5817 - Health Policy in Developing Countries  5818 - Theories of Development Existing INAF courses:  Existing INAF/IDMG courses:  5003 - Project Operations in a  5600 - Human Resource

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Developing Country Context Development  5209 - Conflict and Development  5002 - Issues in International Development  5002 - Human Security: From Policy to Practice  5003 - National and Domestic Dimensions of Development  5004 – Human Security: From Policy to Practice  5706 - Global Health Policy  5709 - Human Rights: International Politics and Policies  5219 - Rights, Development and Conflict  5602 - Development Assistance Theory and Practice Existing Business courses:  ACCT 5001 - Financial Accounting  ACCT 5002 - Managerial Accounting  ACCT 2011 - Financial Statement Analysis  ACCT 5012 - Performance Measurement and Control  ACCT 5013 - Public Sector and NGO Accounting  MGMT 5100 - Managing People and Organizations  MGMT 5111 - Conflict and Negotiation  MGMT 5112 - Power and Influence  Mgmt 5113 - Managing Teams  Mgmt 5114 - Managing Diversity  Mgmt 5115 - Leadership  Mgmt 5116 - Managing Performance  Mgmt 5117 - Knowledge Management  Mgmt 5120 - Fundamentals of Leading and Managing Organizational Change

PADM – School of Public Policy and Administration, INAF – Norman Paterson School of International Affairs IDMG – Concentration in International Development Management, Sprott School of Business * Prerequisites established by the delivering unit must be met for some courses; spaces in other units subject to availability.

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b. The proposed Type 3 Graduate Diploma (DPNL) is 3.0 credits consisting of:  1.0 credit of required courses: o PANL 5001 - Foundations of Philanthropy o PANL 5002 - Policy and Legal Environment  2.0 credits of electives from the remaining PANL courses or other courses approved by the MPNL/DPNL Supervisor.

The 3.0 credit Diploma is consistent in length with the four existing Graduate Diplomas in SPPA. It would have the same admission requirements, comparable standards of evaluation, and use the same classes as the MPNL.5 Successful completion of the DPNL could be counted toward the MPNL, although a student must be admitted separately into the MPNL and completion of the DPNL does not guarantee admission to the MPNL.

The same learning objectives and expectations apply to the DPNL as the Masters, although because students would be selected for professional experience (desired but not required), there is less need for an integrated capstone project. The benefit of the DPNL is that it allows students who are working full-time and may not be able to commit to a full Masters to obtain a professionally relevant academic degree that may then be expanded into the MPNL. It could also be an attractive option with combined with a Masters in another field, such as Social Work, and it could be a vehicle for expansion of enrolments over time if demand exists.

2. How the Program Objectives are Achieved The MPNL/DPNL embraces several program objectives – that is, objectives that pertain to the overall composition of the program, how students move through it and how they move from the degree to careers. These objectives are to: 1. Meet international academic and professional standards in a rigorous manner 2. Prepare students for relevant career paths 3. Accommodate both working professionals in part-time study and full-time students, and 4. Enable students to complete the program in a reasonable time frame

This section addresses how the program structure and content meets each of these objectives.

A Rigorous Academic and Professional Program A primary objective is that the degree has both academic rigor, meeting international standards in this field, and be professionally relevant. The ability of the curriculum to meet this objective has been accomplished in two ways.

5 A ‘Type 3’ Diploma is a stand alone credential to which students apply and are admitted directly. Students cannot enter the Diploma by reversion, that is, by completing part of a Masters degree and converting this into a Diploma, nor can students do it concurrently as an add-on or top-up to another degree being taken at the university.

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First, the core courses and electives have been systematically tested against the academic competencies and standards for Nonprofit Programs that are articulated for US programs by NASPAA (http://www.naspaa.org/) and internationally by NACC (http://www.naccouncil.org/) (see Appendix D). We are confident that we have covered all of these competencies, and that the program will be as academically sound as any in the world. Second, its relevance to the challenges faced by professionals in this field has been incorporated by testing the curriculum against the sector’s new Standards Program (www.imaginecanada.ca/standards_initiative) and by presenting the proposal to nonprofit leaders, advancement officers and philanthropists — and reworking based on their suggestions. For example, the core courses were revised following the very constructive comments of a focus group with members of CAP. While the content can evolve to some extent over time with the testing of new subject matter through Special Topics courses, we are quite confident that the program will equip graduates to be forward looking, innovative and address both current and future challenges in this field.

Table 2 indicates how the curriculum maps onto recognized academic and professional standards in the field and the extent to which different modes of study can be accommodated.

Table 2 – Mapping the Curriculum to Program Objectives

Course Program Objectives Meets Accommodates International Full & Part Accreditation / Time/Distance Professional Studies* Standards Required Core PANL 5001 Foundations of Philanthropy yes yes PANL 5002 Policy and Legal Environment yes yes PANL 5003 Finances for Philanthropy and the yes yes Nonprofit Sector PANL 5004 Governance and Leadership yes yes PANL 5005 Organizational Development yes yes PANL 5006 Research Methods and Design II yes yes PANL 5007 Policy and Program Evaluation yes yes PANL 5008 Capstone Project Not specified yes Philanthropy Cluster PANL 5301 Planning and Managing Integrated Not specified Yes Fundraising PANL 5302 Responsible and Impact Investing Not specified Yes PANL 5303 Social Media, Communications and yes Yes Marketing PANL 5304 Strategic Grantmaking Not specified yes PANL 5305 Globalization of Philanthropy yes yes Organizational Leadership and Management Cluster PANL 5701 Social Innovation Not specified Yes PANL 5702 Social Entrepreneurship Not specified Yes PANL 5703 Public Policy Advocacy yes Yes PANL 5704 International Civil Society Organizations yes yes

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PADM 5212 - Civil Society and Public Policy yes no* PADM 5215 – Benefit Cost Analysis Not specified no PADM 5415 - Strategic Management in the Public yes no Sector PADM 5411 - Organization Theory yes no PADM 5418 - Human Resources Management yes no PADM 5814 - Program and Project Management yes no PADM 5815 - Civil Society Organizations and Not specified no Development PADM 5816 - Program Evaluation in Developing Not specified no Countries INAF 5003 - Project Operations in a Developing Not specified no Country Context ACCT 5001 Financial Accounting Most are additional no ACCT 5002 Managerial Accounting to standards (in ACCT 5011Financial Statement Analysis terms of depth of ACCT 5012 Performance Measurement and Control analysis provided) ACCT 5013 Public Sector and NGO Accounting MGMT 5100 Managing People and Organizations Yes – provides no MGMT 5111 Conflict and Negotiation additional depth; MGMT 5112 Power and Influence essentials are MGMT 5113 Managing Teams covered in the core MGMT 5114 Managing Diversity MGMT 5115 Leadership MGMT 5116 Managing Performance MGMT 5117 Knowledge Management MGMT 5120 Fundamentals of Leading and Managing Organizational Change

International and Policy Context Cluster Existing courses Students will disperse themselves across these Additional No* (one or two may be courses with only a small number in each; the fit with to offered online in the objectives vary by course, but all provide depth in a standards future) particular field to supplement the key electives. * assumes part-time students are not resident in Ottawa

Prepares Students for Relevant Career Paths The objective of the Masters and Graduate Diploma in Philanthropy and Nonprofit Leadership is to strengthen the knowledge, capacity for critical analysis, and research and professional skills that will prepare students to be leaders and innovators in philanthropy, nonprofit, charitable, advocacy, and social enterprise organizations, as well as in the governments and businesses that interact with them.

The ‘sector’ that is the focus of this degree is diverse and hybrid. This includes traditional charities and nonprofits, but also public benefit organizations that rely on entrepreneurial business models, for-profit organizations working explicitly to achieve a public benefit (social business), and various combinations. Philanthropy – broadly defined as the “use of private

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resources for an explicit public benefit” – is being redefined and reinvented by new instruments of social finance, program-related and blended investments and entrepreneurship. The aim of the MPNL is to prepare students for careers that may lead down any of these paths which are increasingly intersecting. The core of the program is intended to provide a foundation of basic knowledge that would enable students to follow any of these routes, and to move between them over the course of a career.

While a hybrid field, there are expected to be two broad categories of interest: leading and managing organizations (charities, nonprofits, social enterprises etc.) in both a domestic and international context, and the advancement and development of philanthropy (usually in larger institutions or corporations). The remainder of the degree is designed to provide more specialized expertise in these two areas by requiring a minimum of 1.0 credit in electives from either cluster. Because leaders need to be able to work within specific policy contexts, a third cluster allows students to acquire a working knowledge of policy area or to focus on the international arena with the expectation of working with an international NGO.

Our experience in offering the graduate course in Nonprofit Governance and Management in a concentrated format is that there will also be some interest from public servants (or aspiring public servants) at all levels of government because they increasingly need to know how to work with organizations in this sector. These students are likely to want a broad base of elective courses.

Given the evolving nature of this field and the importance of network building through the residential summer institutes, the educational experience will benefit from a mix of student interests, and such a mix will be promoted through the admission selection process.

Students could structure the program so that they acquire considerable depth in either Philanthropy or Organizational Leadership by taking all 2.0 credits of electives in one cluster, or they could acquire a greater breadth of knowledge of both fields by taking electives from both, or supplement the primary cluster with knowledge of a policy field(s). Students could not take more than 1.0 credit of elective in the Policy and International Context cluster as this would not give adequate substance in the two advertised pillars of the degree. The inclusion of ‘Special Topics’ courses allows us to try out new subjects, which if successful and popular may become regular courses, listed in the calendar with their own titles.

Accommodate Both Working Professionals and Full-Time Students In terms of professional experience and desired mode of study, we expect students entering the program will fall mainly into two categories: 1) new graduates looking towards careers in nonprofits and philanthropy; and 2) mid-career people already employed in this sector who recognize the need for advanced education to enable them to move into positions of increasing responsibility and leadership.

The delivery of courses in the program is adapted to meet the needs of these two groups as much as possible. Delivery modes will include:

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1) Regular four-month term classes (for full-time students) 2) Executive formats, i.e, three summer institutes of 2-4 weeks (and concentrated weekend courses, which may be added later as demand driven) 3) Online, interactive distance delivery

Carleton’s Educational Development Centre (EDC) is eager to work with the School in developing online distance delivery (see Appendix B). The choice, mix and scheduling of delivery options will be arranged, to the extent possible, to meet the needs and circumstances of the student body.

Enable Students to Complete the Program in a Reasonable Time Frame The degree length is set at 6.0 credits for three reasons: it is a somewhat specialized Masters so the appropriate substance can be covered in 6.0 credits; many students are likely to already have advanced degrees; comparative programs in the US and Europe tend to have a maximum length equivalent to 6.0 credits. The length and structured nature of the degree would allow students in full-time study to complete in four academic terms (five with a co-op or internship placement) and working professionals in part-time study to complete in eight academic terms.

As shown in Table 3, the multi-disciplinary degree is highly structured, with courses offered in specific terms (including three sets of summer institutes) and in a logical order. This is not only efficient (making full use of the capacity of each course), but it means that students proceed through the program as a cohort, taking advantage of peer-to-peer learning which aids in retention and steady progress through the degree. The program begins in the summer with an intensive ‘summer institute’ in order to develop cohesion among the incoming cohort.

Table 3 – How Students will Progress through the MPNL

Summer Fall Winter Summer Fall Winter Summer Fall Year 1 Year 2 Year 3 Part Summer Online: Online: Summer Online: Online: Summer Time Institute: Institute: Institute: 2 core 2 core 1 core 2 core 1 cluster 1 cluster 2 cluster Capstone courses courses course courses course course courses

Full Summer Online: Online: Summer Time Institute: Institute: 2 core 2 core 1 core 2 core courses courses course courses

In class: In class: In class: Capstone 1-2 cluster 2 cluster 1 cluster courses courses course (if needed)

Optional Co-op/ Internship

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The final component of the degree, the capstone project, will first be presented in the initial proposal stage at a session with classmates in the second term (for full-time students) or at the second summer institute (for part-time students) to ensure students do not procrastinate on it. Final papers will be presented (by video conference for the distance learners, in-person for the full-time students) at the end of the final term, again creating expectations of a timely finish.

Diploma students could finish in part-time study with two summer institutes and two online courses (over four terms) or in full-time study over two terms.

3. How the Learning Objectives and Degree Level Expectations are Achieved This section explains how the learning of objectives of the MPNL/DPNL are to be achieved and how they satisfy Carleton’s Graduate Degree Level Expectations.

Identification of Graduate Degree Level Expectations Carleton University, in accordance with the Council of Ontario Universities, adopted the following expectations of the competencies that Masters level students are expected to achieve upon graduation:  Depth and breadth of knowledge: A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;  Research and scholarship: A conceptual understanding and methodological competence, including a comprehension of research techniques, the ability to critically evaluate research and provide a treatment of complex issues, and on this basis, to develop and support a sustained argument in written form;  Application of knowledge: Ability to apply an existing body of knowledge in the critical analysis of a new question;  Professional capacity and autonomy: The qualities and transferable skills necessary for employment;  Communication skills: The ability to communicate ideas, issues and conclusions clearly.  Awareness of the limits of knowledge: Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.

This assessment first examines how the MPNL/DPNL will meet the degree-specific learning objectives and, second, how it will achieve Carleton’s Graduate Degree Level Expectations.

Meeting the Objective of Preparing Leaders and Innovators The objective of the Masters and Graduate Diploma in Philanthropy and Nonprofit Leadership is to strengthen the knowledge, capacity for critical analysis, and research and professional skills that will prepare students to

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be leaders and innovators in philanthropy, nonprofit, charitable, advocacy, and social enterprise organizations, as well as in the governments and businesses that interact with them.

While meeting the Degree Level Expectations, the MPNL also needs to deliver on its primary objective of preparing graduates who can anticipate, critically assess and produce innovative, ethical and sustainable solutions to complex problems in the context of philanthropy and the nonprofit sector. The successful leaders in this field will need knowledge and skills for:

 Organizational leadership: the ability to govern and lead a sustainable organization in an ethical manner.

 Collective leadership: the ability to collaborate and have influence in the external environment, including the ability to lead evidence-based policy change, engage with stakeholders and work in cross-sectoral partnerships, both domestically and internationally.

 Individual leadership: the exercise of personal and professional skills relevant to leadership in nonprofits, social enterprises and philanthropy.

The required seven core courses have been designed to address all three aspects of leadership. The core first ensures that students have an understanding and can critically assess the history, cross-cultural and regional differences, trends and ethical issues in philanthropy and voluntary action, and the role of philanthropy in building healthy societies.

Organizational leadership is addressed by core courses in: 1) Governance and Leadership which covers strategic issues of board governance and theories of leadership and change; 2) Organizational Development which covers oversight of management and accountability within an organization and professional skills such as negotiation and conflict resolution; and 3) Financing which includes business planning and understanding of the evolving range of new financing instruments available to this sector.

Collective leadership is the focus of the core course on the Policy and Legal Environment which provides a critical assessment of the legal, tax and regulatory context in which philanthropy, charities and nonprofits operate. In the current environment, effective leaders need to be good consumers of research, particularly quantitative research, and be able to direct effective evaluations. Courses in each of these round out the core of the program.

The skills for individual leadership are woven throughout the core (and elective) courses and the experiential learning of the capstone project. Similarly, ethical issues which are important in every category of leadership are not addressed as a separate ‘component’ but are integrated into every course, both core and elective.

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The preparation for leadership is achieved not only through the nature of the content but by the expectation that students will engage in informed discussions with the instructors and a wide range of guest speakers, themselves accomplished leaders who hold differing and challenging views of this sector and the need for change.

The delivery of the program means that students will take the core as a cohort, and in a particular order, starting with the Foundations of Philanthropy and Policy and Legal Environment so that they have the broader picture in mind when studying organizational leadership.

Table 4 – How Core Courses Relate to Leadership Learning Objectives

Core Course Addresses Leadership Objective related to: Organizational Collective Individual PANL 5001 Foundations of Philanthropy √ PANL 5002 Policy and Legal Environment √ √ PANL 5003 Finances for Philanthropy and the √ √ Nonprofit Sector PANL 5004 Governance and Leadership √ √ √ PANL 5005 Organizational Development √ √ PANL 5006 Research Methods and Design II √ √ PANL 5007 Policy and Program Evaluation √ √ √

Meeting the Graduate Degree Level Expectations This section first explains how the Graduate Degree Level Expectations are embedded in the program as a whole, and then how specific courses meet these expectations.

The Degree as a Whole The MPNL/DPNL is designed so that, as an integrated curriculum, all the Graduate Degree Level Expectations are satisfied.

Depth and breadth of knowledge: The MPNL is designed to give students a comprehensive knowledge of philanthropy and nonprofit studies, incorporating concepts and theories from a variety of disciplines (e.g. public policy, law, management/business/finance, economics, political science). Critical assessment of these concepts and creative, independent thinking is essential to success in the program. A relatively large required core (3.5 of 6.0 credits) is intended to provide this comprehensive base. Multidisciplinary perspectives will be built into individual courses, particularly in the summer institutes and online courses which enable experts from different disciplines to deliver modules or give guest lectures. The 2.0 credits of electives that build on this seven course core will facilitate greater depth in particular sub- areas, and will also incorporate multidisciplinary perspectives and integrate understanding of professional practice with theory and concepts.

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Research and Scholarship: The degree is situated in an inherently applied field in which the ability to apply theories and research to real world, often complex, problems is a necessity. We are also conscious that this is a relatively new field that still lacks some coherence, and thus students will be pushed in all their courses to question, provide critical evaluation of the field and explore how research might be extended. As fitting a graduate program, the courses will be taught as seminars in which informed discussion is expected and the research papers (normally 25 pages) are required for most courses. These research papers, as well as the capstone project, will be important vehicles for critical inquiry and for gathering empirical data for testing and applying concepts and theories. The degree includes a required 0.5 credit course in Research Methods and Design (mainly quantitative methods) because we believe that graduates need to be able to be both good producers and consumers of research. The development and use of case studies that require the application of theory, research and critical thinking to actual problems will be used extensively in a variety of courses.

Level of Application of Knowledge: The capstone project will require students, working individually or in teams for larger projects, to apply original thinking, research methods, and professional skills in working with partner organizations on issues that these organizations are struggling to address. The proposal for the capstone project must first be presented to instructors, peers and community partners and the results later communicated and defended to the student cohort, faculty supervisors and partners. In addition to this major opportunity to apply theory and conduct original research, the research papers prepared for most of the courses will serve as vehicles of knowledge application, but on a smaller scale.

Professional capacity/autonomy: As a professional program built on rigorous academic content, the reinforcement of professional capacities and skills is inherent in all aspects of delivery, including group work, class presentations, and working with community partners. The program will involve a mix of experienced professionals (mainly studying part-time) and less experienced full-time students. The interaction and peer-to peer learning that takes place between the two sets of students will be a valuable aspect of learning professional norms. The delivery mode of summer institutes and online learning necessitate that students come to these sessions well prepared and are engaged throughout, and online learning will demand significant responsibility taking and independence. As research indicates, students learn as well, and in some respects better using online platforms, and are as satisfied with the process (if done well) as more conventional in-class sessions. The need to make the capstone project useful to a ‘client’ organization and to present the results to these organizations will quickly establish high norms of professional and responsible conduct of research.

In terms of evaluation, SPPA has a longstanding practice of clearly communicating our academic standards (by written equivalents of the expectations of A+, A etc. level work that are included in all syllabi). Adherence to University policies on academic integrity would, of course, be followed.

The intellectual treatment of ethical decision-making is central to the curriculum, and would be addressed in some way in virtually all of the core and elective courses. After considerable

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discussion and reflection, we concluded that such integration of ethical issues is preferred to a stand-alone course on ethics because it creates the understanding that ethical conduct is central to all aspects of work in this field. (As the program evolves, it would be possible to test a separate course on ethics using the Special Topics course designation.)

Level of communication skills: In virtually every course, students will be required to effectively communicate their ideas, in both oral and written form, and the quality of such communication is normally taken into account in student evaluations. Most courses (with the possible exception of Research Methods which uses a series of problem sets) require analytical term papers for which the quality of written communication is evaluated. The defense of the capstone proposal and project will necessitate strong oral and written communication skills. To prepare students to be effective communicators, the program includes (an optional but we anticipate popular) course in communications and marketing in which students will learn and practice a variety of communications technologies and approaches.

Awareness of limits of knowledge: The animating theme of this program is the capacity to understand the implications of a rapidly changing environment and to lead change. To be able to do so, students must be cognizant of the contributions of a variety of interpretations, theories, and models, and be able to critically assess and apply them in a problem solving manner. They must be capable of gathering and making effective use of evidence, and defending their positions and solutions. They must also be able to question the limits of knowledge of the field as well as their own knowledge. These limits will be continually tested through assignment of readings that push conventional understanding and through class discussions, and such questioning will be expected to be displayed in the research papers.

How Specific Courses Map onto the Graduate Degree Level Expectations Table 5 indicates how each of the core and elective courses relate to the Graduate Degree Expectations and Table 6 provides a summary of how, collectively, the courses meet the objective of preparing innovators and leaders, as well as the Degree Expectations.

Table 5 – How PANL Courses Meet the Graduate Degree Expectations Note that only the primary courses that relate to the Degree Expectations are listed; it is anticipated, however, that the Degree Expectations are reflected in most courses, although to a lesser degree in some. This list covers only the new PANL courses, not existing ones as fewer students will take these electives.

Graduate Degree Level PANL Courses Number and Name Expectation Depth and Breadth of Knowledge A systematic understanding of PANL 5001 -Foundations of Philanthropy knowledge, including, where PANL 5002 - Policy & Legal Environment appropriate, relevant knowledge PANL 5004 - Governance & Leadership outside the field and/or PANL 5302 - Responsible & Impact Investing discipline, and a critical PANL 5305 - Globalization of Philanthropy awareness of current problems PANL 5701 - Social Innovation

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and/or new insights, much of PANL 5702 - Social Entrepreneurship which is at, or informed by, the PANL 5704 - International Civil Society & Public Policy forefront of their academic discipline, field of study, or area of professional practice. Research and Scholarship A conceptual understanding and PANL 5006 - Research Methods & Design II methodological competence that PANL 5007 - Policy & Program Evaluation a) Enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline; b) Enables a critical evaluation of PANL 5001 -Foundations of Philanthropy current research and advanced PANL 5002 - Policy & Legal Environment research and scholarship in the PANL 5003 - Finances of Philanthropy & the Nonprofit Sector discipline or area of professional PANL 5004 - Governance & Leadership competence; and PANL 5005 - Organizational Development PANL 5302 - Responsible & Impact Investing PANL 5303 - Social Media, Communications & Marketing PANL 5304 - Strategic Grantmaking PANL 5305 - Globalization of Philanthropy PANL 5372 - Special Topics in Philanthropy PANL 5701 - Social Innovation PANL 5702 - Social Entrepreneurship PANL 5703 - Public Policy & Advocacy PANL 5704 - International Civil Society & Public Policy PANL 5772 - Special Topics in Org Leadership & Mgmt c) Enables a treatment of PANL 5002 - Policy & Legal Environment complex issues and judgments PANL 5003 - Finances of Philanthropy & the Nonprofit Sector based on established principles PANL 5004 - Governance & Leadership and techniques; and, PANL 5005 - Organizational Development PANL 5007 - Policy & Program Evaluation (i.e. Professional application PANL 5301 - Planning & Mgmt of Integrated Fundraising courses) PANL 5303 - Social Media, Communications & Marketing PANL 5304 - Strategic Grantmaking PANL 5701 - Social Innovation PANL 5702 - Social Entrepreneurship PANL 5703 - Public Policy & Advocacy On the basis of that competence, PANL 5008 - Capstone Project has shown at least one of the PANL 5001 -Foundations of Philanthropy following: PANL 5002 - Policy & Legal Environment PANL 5003 - Finances of Philanthropy & the Nonprofit Sector a) The development and support PANL 5004 - Governance & Leadership of a sustained argument in PANL 5005 - Organizational Development written form; or PANL 5007 - Policy & Program Evaluation PANL 5301 - Planning & Mgmt of Integrated Fundraising b) Originality in the application of PANL 5302 - Responsible & Impact Investing PANL 5303 - Social Media, Communications & Marketing

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knowledge. PANL 5304 - Strategic Grantmaking PANL 5305 - Globalization of Philanthropy PANL 5372 - Special Topics in Philanthropy PANL 5701 - Social Innovation PANL 5702 - Social Entrepreneurship PANL 5703 - Public Policy & Advocacy PANL 5704 - International Civil Society & Public Policy PANL 5772 - Special Topics in Org Leadership & Mgmt Level of Application of Knowledge Competence in the research PANL 5008 - Capstone Project process by applying an existing PANL 5372 - Special Topics in Philanthropy body of knowledge in the critical PANL 5772 - Special Topics in Org Leadership & Mgmt analysis of a new question or of a specific problem or issue in a new (to some extent in all courses) setting. Professional Capacity and Autonomy a) The qualities and transferable PANL 5002 - Policy & Legal Environment skills necessary for employment PANL 5003 - Finances of Philanthropy & the Nonprofit Sector requiring: PANL 5004 - Governance & Leadership PANL 5005 - Organizational Development i) The exercise of initiative and of PANL 5007 - Policy & Program Evaluation personal responsibility and PANL 5008 - Capstone Project accountability; and PANL 5301 - Planning & Mgmt of Integrated Fundraising PANL 5302 - Responsible & Impact Investing ii) Decision-making in complex PANL 5303 - Social Media, Communications & Marketing situations; PANL 5304 - Strategic Grantmaking PANL 5701 - Social Innovation PANL 5702 - Social Entrepreneurship PANL 5703 - Public Policy & Advocacy PANL 5704 - International Civil Society & Public Policy b) The intellectual independence PANL 5301 - Planning & Mgmt of Integrated Fundraising required for continuing PANL 5302 - Responsible & Impact Investing professional development; PANL 5303 - Social Media, Communications & Marketing (courses that may PANL 5304 - Strategic Grantmaking change/innovate in professional PANL 5702 - Social Entrepreneurship practice) PANL 5703 - Public Policy & Advocacy c) The ethical behaviour PANL 5001 -Foundations of Philanthropy consistent with academic PANL 5004 - Governance & Leadership integrity and the use of PANL 5006 - Research Methods & Design II appropriate guidelines and PANL 5007 - Policy & Program Evaluation procedures for responsible PANL 5301 - Planning & Mgmt of Integrated Fundraising conduct of research; and PANL 5302 - Responsible & Impact Investing (all courses to some extent d) The ability to appreciate the PANL 5001 -Foundations of Philanthropy broader implications of applying knowledge to particular contexts. Communication Skills

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The ability to communicate ideas, PANL 5303 - Social Media, Communications & Marketing issues and conclusions clearly. PANL 5008 - Capstone Project

(all courses to some extent) Awareness of the Limits of Knowledge Cognizance of the complexity of PANL 5001 -Foundations of Philanthropy knowledge and of the potential PANL 5002 - Policy & Legal Environment contributions of other PANL 5004 - Governance & Leadership interpretations, methods, and PANL 5302 - Responsible & Impact Investing disciplines. PANL 5305 - Globalization of Philanthropy PANL 5701 - Social Innovation PANL 5372 - Special Topics in Philanthropy PANL 5772 - Special Topics in Org Leadership & Mgmt

Table 6 – Overview of How the Curriculum Meets the Degree Level Expectations The achievement of Learning Objectives is not all or nothing for most courses; this table indicates the relative importance of each course in meeting these objectives: High = very important to the particular learning objective; Moderate = moderately important. Courses which had low or no relevance to the Degree Level Expectations were eliminated during the design process. In relation to Depth and Breadth of Knowledge, the table indicates whether the focus is on providing breadth or depth or both.

Course Prepares Graduate Degree Level Expectations Leaders & Innovators Depth/Breadth Research & Application Professional Communicati Awareness of of Knowledge Scholarship of Capacity/Aut on Skills Limits of Knowledge onomy Knowledge Required Courses PANL 5001 High Breadth High Moderate Moderate Moderate High Foundations of Philanthropy PANL 5002 Policy and High Breadth High High Moderate Moderate High Legal Environment PANL 5003 Finances High Breadth/Depth Moderate High Moderate High Moderate for Philanthropy and the Nonprofit Sector PANL 5004 High Breath/Depth High High High High High Governance and Leadership PANL 5005 High Breadth/Depth High High High High Moderate Organizational Development PANL 5006 Research Moderate Depth High High Moderate Low Moderate Methods and Design II PANL 5007 Policy and Moderate Depth High High High High High Program Evaluation PANL 5008 Capstone High Depth High High High High Moderate Project Philanthropy Cluster PANL 5301 Planning High Depth Moderate High High High High and Managing Integrated Fundraising PANL 5302 High Depth High High High Moderate High Responsible and Impact Investing PANL 5303 Social High Breadth/Depth Moderate High High High Moderate

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Media, Communications and Marketing PANL 5304 Strategic High Depth Moderate High High Moderate High Grantmaking PANL 5305 High Breadth/Depth High High Moderate Moderate High Globalization of Philanthropy Organizational Leadership and Management Cluster PANL 5701 Social High Depth High High High High High Innovation PANL 5702 Social High Depth High High High High High Entrepreneurship PANL 5703 Public High Depth Moderate High High High High Policy Advocacy PANL 5704 High Breadth/Depth High High High High High International Civil Society Organizations PADM 5212 - Civil Moderate Breadth/Depth High High Moderate High High Society and Public Policy PADM 5215 – Benefit Moderate Depth High High High Moderate Moderate Cost Analysis PADM 5415 - Moderate Depth Moderate High High High Moderate Strategic Management in the Public Sector PADM 5411 - Moderate Breadth High High Moderate Moderate High Organization Theory PADM 5418 - Human Moderate Depth Moderate High High Moderate Moderate Resources Management PADM 5814 - Program Moderate Depth High High High Moderate Moderate and Project Management PADM 5815 - Civil High Breadth/Depth High Moderate Moderate High High Society Organizations and Development PADM 5816 - Program High Depth High High High High High Evaluation in Developing Countries INAF 5003 - Project High Depth Moderate High High High Moderate Operations in a Developing Country Context International and Policy Contexts Cluster Existing courses Students will disperse themselves across these optional courses with only a small number in each; the fit with objectives vary by course, but all provide depth in a particular field to supplement the key electives. Additional to accreditation standards

4. Learning Outcomes In the Ontario Quality Assurance framework learning outcomes, which articulate the knowledge and skills students are expected to acquire and use, are a means of aligning individual courses with degree level expectations and learning objectives. In this section, the learning outcomes of the required core, capstone project and the two degree fields, Philanthropy and Organizational Leadership and Management, are identified. Descriptions are provided of the content and expected learning outcomes of each of the proposed PANL courses. Please note

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that because these are (with two exceptions) new courses, some of which will be taught by new hires, it is not possible at this stage to provide detailed course outlines.

The Required Core: Learning Objectives and Outcomes The object of the seven required core courses is to lay a foundation. This foundation allows for critical inquiry, the analysis of theories and concepts, and understanding of the history and trends in civil society and philanthropy, and the cultivation of professional knowledge and skills that will be further developed by the cluster courses and capstone project. The program will be marketed and students admitted with the understanding that the MPNL/DPNL is fundamentally about critical and creative inquiry, intended to prepare students to be audacious thinkers, leaders and innovators in philanthropy and the nonprofit sector, rather than about the ‘instrumentalities’ and techniques of management.

An overarching learning outcome is that students apply critical analysis and creative inquiry to all topics and components of the program. In broad terms, after completing the core courses, students should:  Understand the changing environment of philanthropy and civil society in Canada and internationally, and anticipate issues and challenges based on this understanding  Appreciate the history, cross-cultural and regional differences and trends in philanthropy and voluntary action  Understand ethical issues and make sound judgments about appropriate ethical conduct related to personal and organizational decisions  Be good consumers and users of research for evidence-based decision-making  Have a working knowledge of: o the taxation, legal and regulatory frameworks governing charities and nonprofits in Canada and how to participate in policy processes; o models of effective leadership and governance; o business planning and financing; o theories and good practices in organizational development; o how to assess and communicate the impact of the work of one’s organization, and use performance measurement in planning and decision-making; and  Have acquired a useful set of essential leadership and professional skills.

Table 7 illustrates how each of the core courses contributes to the development of this package of knowledge and skills.

Table 7 – Learning Outcomes of the Core Courses

Course PANL 5001 Foundations of Philanthropy Calendar The motivations, values and ethics, and history of philanthropy, and a critical examination Description of its role in relation to government, business and society. Trends and emerging challenges in philanthropy and voluntary action over time and in different cultures and regions.

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Overview This course provides students with an understanding of the history, context and future of and civil society and philanthropy. Ethical issues involved in giving and volunteerism are an Learning animating theme that runs throughout the course. Objectives The first quarter of the course focuses on multidisciplinary models explaining the rise and growth of civil society and provides a critical assessment of the relationship of civil society and philanthropy to the public and private sectors: what are the appropriate boundaries of philanthropy? Is voluntary action crowded out by the welfare state? The second section provides an understanding the impulses or motivations for philanthropy and voluntary action, including individual motivations and personal factors (e.g. age, education) and the role of religion and humanism in shaping ideas about charity and giving. Students will acquire an appreciation of how historical patterns have shaped the contemporary policy, legal and regulatory frameworks that are the focus of PANL 5002.

The third part examines the importance of place in philanthropy involving an appreciation of differences in global/regional patterns of philanthropy (in developed versus developing countries and by specific regions/cultures) and by scale, for example in minority and diaspora communities. The intent is that students understand a diversity of different forms of philanthropy, including ‘vertical’ or institutionalized forms (e.g. charitable giving, creation of private foundations) and ‘horizontal’ forms such as poor-to-poor giving circles in developing countries. They should understand the dark side as well as the benefits of philanthropy and volunteerism. The concluding section considers emerging challenges, such as ‘philanthrocaptialism’ and transnational philanthropy, and considers the implications for civil society, institutionalized philanthropy and public policy.

An integration of theory and application is achieved by the use of case studies that address challenges and ethical issues; class discussion of these cases promotes analytical thinking and communication of critical reflections. A major research paper (20- 25 pages) that provides an analytical assessment of a topic covered in the course provides students an opportunity to acquire more depth in a particular area and understand the limits of existing knowledge about philanthropy and civil society.

Learning  An understanding of the core concepts and theories of philanthropy and voluntary Outcomes action At the end of  Appreciation of the diversity of forms of philanthropy and their development over time the course and in different cultures, religions and regions students will  A critical appraisal of the benefits and limitations of philanthropy and volunteerism have:

Course PANL 5002 Policy and Legal Environment Calendar The legal, tax and regulatory context in which philanthropy, charities and nonprofits Description operate; the processes of policy formation and means of participating in them. Overview This course has two key learning objectives. The first is to ensure that students have a and basic understanding of how the policy process works in Canada and knowledge of how to Learning participate in and influence it. The second is to provide a comprehensive knowledge of Objectives the primary legal and regulatory frameworks within which philanthropy and nonprofits/

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charities operate.

The first several weeks of the course concentrate on policy development and implementation in Canada, and the fundamentals of a Westminster, federal system of government. Students learn the importance of framing a public policy ‘problem,’ the process of building allies (‘collective leadership’) and the various ways in which representatives of nonprofit organizations might constructively engage in policy processes so as to shape policy debates and outcomes. The purpose of this course is to provide an introduction, and students may develop a more sophisticated understanding of policy processes and advocacy in PANL 5703 – Public Policy and Advocacy.

The remainder of the course leads students through a critical assessment of the taxation, policy and regulatory frameworks that guide the work of philanthropy and nonprofits, with a focus on Canada. These include: 1) tax incentives for charitable giving and the legal definition of a ‘gift;’ 2) the definition and legal treatment of ‘charitable’ and nonprofit, and associated regulations related to political and business activity, mandatory reporting and accountabilities; 3) incorporation and liability; and 4) regulation of fundraising and good governance. Students are expected not only to learn the basic legal and regulatory parameters that govern the operations of charitable organizations and nonprofits in Canada, but to critically assess how they might be reformed and improved. The latter is assisted by comparative analysis and by guest speakers who can provide insights based on experience of the implications of current frameworks.

To ensure both depth and breadth in this course, it is anticipated that some modules of it (e.g. the legal components) may be taught by specialist guest instructors. Learning  A basic understanding of how policy is formulated and implemented in a Westminster Outcomes system of government At the end of  A comprehensive knowledge and critical assessment of the taxation, legal and the course regulatory frameworks governing charities and nonprofits in Canada students will  Appreciation of alternative means of taxation and regulation based on comparative have: perspectives

Course PANL 5003 Finances for Philanthropy and the Nonprofit Sector Calendar Revenue source development, business planning, financial management and Description accountability covering a range of financing options. Overview This course provides the essentials of business planning and budgeting for nonprofit and organizations, recognizing that the funding environment is changing rapidly as a variety of Learning new vehicles of entrepreneurship and social finance become popular. Approximately the Objectives first third of the course concentrates on business planning: students learn the fundamentals of financial management so that they can develop and implement a business plan in a nonprofit organization, as well as understanding the complexities of accountabilities involved.

The second part of the course considers alternative sources of revenues, engaging in a critical assessment of the advantages and limitations of each and addressing the central issues of how to create financially sustainable organizations that deliver on their missions.

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Particular attention is given to new forms of social entrepreneurship and social finance (e.g. mission/program related investments), understanding these from the perspective of both nonprofits/social enterprises and foundations/funders. Drawing on the literature and experience provided by case studies and guest speakers, students will engage in critical discussions of contemporary questions such as: Is diversification of funding always the best route? How does a nonprofit mitigate the risk of earned income and entreprenership? Consideration of ethical challenges, such as avoiding mission drift and promoting responsible investing, occurs throughout the course.

Students integrate and apply their knowledge by developing a basic business plan for ‘client’ organizations and presenting these in class to the clients. Learning  Ability to read a financial statement and explain one to a board of directors Outcomes  Ability to develop a basic business plan and budget for a nonprofit/philanthropic At the end of organization the course  Critical understanding of the advantages and risks of different revenue models and students will mixes have:

Course PANL 5004 Governance and Leadership Calendar Theories of leadership, ethical decision making, and the function of governance, boards Description and strategic planning in directing effective sustainable organizations, building external relationships and managing multiple accountabilities. Overview This course focuses on cultivation of individual and organizational leadership. The and foundation is laid by providing a critical understanding of classical and contemporary Learning theories of individual and collaborative leadership. In both class discussions and Objectives assignments, students are expected to provide a critical reflection on these theories. Through selected role playing, students learn how to understand their own leadership strengths and limitations and how to improve their leadership skills.

Building on this foundation, the second theme examines the effective functioning of boards of directors/trustees, notably how to exercise a board’s challenge function, set strategy and priorities, manage risk and liabilities, and provide appropriate transparency and accountability to stakeholders. Different models of board governance and particular challenges of corporate governance in the nonprofit and philanthropic sector are considered including founder’s syndrome, board diversity, managing board-CEO relationships (with the longevity of CEOs in this sector), and working with multiple external and internal accountabilities.

In the third part of the course, students connect board governance with strategic planning; after reviewing models of strategic planning, they undertake an assignment to develop and defend a strategic plan. Learning  Reflective assessments of the main theories of leadership and understanding of Outcomes personal strengths and limitations in leadership At the end of  Ability to assess whether a board of directors is working effectively, and how to the course improve its functioning students will  Skills for development and implementation of a strategic plan have:

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Course PANL 5005 Organizational Development Calendar Theories and application of organizational development for nonprofit and philanthropic Description organizations; human resource management for staff and volunteers, control systems, and project and risk management. Overview PANL 5005 complements Governance and Leadership by addressing issues of how and governance connects to managing a high-performing nonprofit organization. It provides Learning an introduction to contemporary thinking, drawing on a range of theories and models, Objectives and good practice in the effective and efficient management of third sector organizations in a changing environment. The goal is to ensure that students can anticipate, diagnose, and be proactive in addressing organizational issues and dilemmas, in part by understanding the sound functioning of human resource, control, information and risk management systems.

The course is rooted in theories of organizational behaviour and development, with particular application to nonprofits and social enterprises. Theory is connected to analysis of the fundamental challenges of human resource management in the nonprofit context, such as executive compensation, succession planning and the role of volunteers. Specific attention, accompanied by practical skills development, is given to the management of volunteers and paid staff, including: job analysis; recruitment, selection, training and development; motivation, reward and recognition; and negotiation and conflict management. In addition, students get an introduction to project, information/ technology and risk management. Ethical considerations and understanding of complexities and uncertainties of management are integrated through these topics.

The ability to apply organizational theory to challenging situations and exercise of skills are enhanced through extensive use of case studies, role playing, and discussions with practitioners. Learning  Ability to apply relevant organizational theory to managing in the nonprofit and Outcomes philanthropic context At the end of  Knowledge of how to lead and oversee implementation of effective management the course systems for high-performing nonprofit organizations students will  Cultivated some professional skills for such leadership, oversight and management have:  Understanding of the limits of knowledge in organizational development

Course PANL5006 Research Methods and Design II (Also listed as PADM 5114) Calendar Understanding and using descriptive statistics, probability theory and sampling Description distributions, hypothesis testing of quantitative and qualitative population parameters, and regression analysis with application to policy. Overview Leaders in philanthropy and the nonprofit sector need to be able to work effectively in an and evidence-based environment, whether in analyzing trends (e.g. in giving, public opinion Learning polling), using data analysis to guide strategic management or in fund development and Objectives donor relationships. They need to be able to be good consumers of research and know which kinds of data analysis might be useful for their own decision-making.

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This course develops an understanding of the most-used methods of statistics including data analysis, probability theory, and inference. It provides students with the statistical tools needed to perform basic descriptive statistics and hypothesis testing. They learn to apply these methods, using a software package, to questions and data sets relevant to philanthropy and the nonprofit context. The regular use of applied problem sets helps students incrementally build their knowledge and understand its application. Learning  Ability to understand and apply basic techniques of quantitative analysis to the Outcomes planning, policy analysis, management, and evaluation of nonprofit organizations and At the end of their programs the course  Understanding of the limitations of quantitative analysis students will have:

Course PANL 5007 Policy and Program Evaluation (Also listed as PADM 5420) Calendar Selected concepts, issues and processes in applied planning and evaluation, utilizing both Description Canadian and comparative experiences. Overview One of the greatest pressures on nonprofit and philanthropic organizations is to and demonstrate and communicate their impact to funders and stakeholders, and to be able Learning to use such evaluation as a tool for strategic decision-making to improve their Objectives performance and reallocate their own scarce resources. This course provides students with an introduction to the theoretical concepts and design frameworks in evaluation, and an appreciation of how to link evaluation and monitoring with program and policy design. The intent is that students have the knowledge to be astute consumers of evaluation and that can commission and lead the development of performance measurement systems in their organizations.

The first part of the course provides an appreciation of the application of performance measurement within the nonprofit and public sectors, including the issues faced by foundations and other funders in requiring and making effective use of the evaluations, and an understanding of the various types of evaluation activity. The role of a nonprofit’s board of directors in creating an evaluation culture and guiding the demand for and use of performance measurement is critically assessed.

The second part leads students through evaluation theory and design, including program theory, the theory and use of logic models, approaches to multi-method analyses, understanding the concept and challenges of attribution, engagement of stakeholders, and evaluation reporting and communication. It is not expected that students become expert at conducting evaluations, but that they can distinguish a quality evaluation from a poor one, and can make effective use of the evaluation function. Group work on an assignment to develop an evaluation framework and design for a nonprofit or foundation will promote application of theory and concepts, and teach students to work with stakeholders. Learning  A deep appreciation of the role of evaluation in program design and how to make Outcomes effective use of evaluation; understanding of the role of the board in this process At the end of  A comprehensive knowledge of the concepts and elements of an evaluation

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the course framework and design, and ability to discern a what constitutes a quality evaluation students will  Knowledge of how to communicate the impact of an organization’s work have:

The Capstone Project: Learning Objectives and Outcomes The capstone project is designed to: 1) strengthen the integration and application of knowledge and research skills to a new question of practical relevance; 2) enhance professional capacity and autonomy by working with a partner organization; and 3) develop oral and written communication skills. How this is to be achieved and the learning outcomes are described in Table 8. Table 8 - Learning Outcomes of the Capstone Project

Course PANL 5008 Capstone Project Calendar An integrative research project on a topic related to the philanthropic or nonprofit Description sector.

Prerequisite: completion of six core courses, or simultaneous registration in the seventh and final core course. Overview The format of this course emphasizes ‘coaching’ by the instructor, subject relevant and guidance by faculty supervisors, peer-to-peer learning, and hand-on learning from Learning working with ‘client’ organizations. A diversity of civil society organizations, Objectives governments or corporations with issues relevant to this course are invited to apply to be partners for the capstone projects, indicating an organizational, policy or other issue in which they seek assistance and are willing to host a student to work with them on addressing (working professionals may chose a topic related to their workplace). These partner organizations and faculty supervisors are matched with students working individually or in teams.

Students prepare a project proposal that is presented to the capstone project instructor, faculty supervisor, class and the partner. Based on these proposals, any significant gaps in knowledge or methods are identified for the class as a whole, and form the basis of selected additional teaching modules. These are supplemented with additional professional skills building as needed. For the most part, students work quite independently, with support from their faculty supervisors and in close collaboration with their partner organizations.

The applied research is written up as (an approximately 40 page) paper which is again presented to the class and partners. Grades are assigned by the individual faculty supervisors in consultation with the Capstone Project Instructor. Learning  Developed strong applied research, communication and professional skills Outcomes  Acquired an in depth understanding of a specific issue of philanthropy or nonprofit At the end of leadership and management, and applied the knowledge acquired across the program the project as a whole in analyzing this issue students will  Contributed substantially to the work of a partner organization in addressing a have: challenging issue

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The Field Courses: Learning Objectives and Outcomes The design of the program recognizes that students may have different sets of interests and intended career paths, leaning more toward fundraising and grantmaking (‘philanthropy’) or leading/managing an organization. It is also recognized that the knowledge and skills required in the former are not isolated or discrete from the latter, and that philanthropy and the nonprofit sector are rapidly becoming hybridized, particularly with the introduction of social finance. The program therefore strikes a balance between requiring some specialization (1.0 credit from a field) and some flexibility (a choice of the remaining 1.0 credit of electives).

In both fields, the learning outcomes require that students can blend theory with application and professional skills; they can use the material to inform their own assessments; and can anticipate issues and opportunities. It is also important that they appreciate the limits of knowledge of the field, and of themselves: in a complex and changing environment, they should be able to ask good, informed questions even if they do not have all the answers.

Table 9 - Learning Outcomes for the Philanthropy Field

Philanthropy Cluster Course PANL 5301 Planning and Management of Integrated Fundraising Calendar Strategic and tactical management, oversight and ethical considerations of a diversity of Description fundraising methods; donor relationships; planning and managing major, integrated campaigns. Overview The goals of this course are to give students a comprehensive and sophisticated and understanding of the development and implementation of strategies for fund Learning development, and knowledge of how to manage relationships and associated Objectives accountabilities. The learning style is to integrate theory with practical techniques that promote effective and ethical revenue generation.

The course begins with an assessment of current practice and trends in fundraising and of practice standards. It works through the process of development of an integrated funding strategy which includes: clarification of its goals and purposes; assessment of campaign/funding readiness; analysis of potential sources of support, matching these to appropriate methods; the management of human resources (including volunteers and consultants); the stewardship of donors; and effective communication, donor recognition and reporting. Ethical considerations are raised at each point, as are legal and regulatory requirements, professional standards and accountabilities. The uses and major challenges involved in the primary types of fund development are considered including capital campaigns, major gifts and planned giving.

Particular attention is given to the changing role of technology and information management systems. Students obtain familiarity with at least one major fund tracking program and practice professional skills, notably related to ‘making the request’ and donor stewardship. Case studies and scenario enactment assist in connecting the conceptual to the practical.

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Learning  Understanding of the strengths and limitations of the primary types of fundraising Outcomes  A deep appreciation of legal/regulatory requirements, professional standards At the end of and ethics of fundraising the course students will  Ability to develop an integrated fund development strategy and know how to have: implement it

Course PANL 5302 Responsible and Impact Investing Calendar The financial instruments, organizational implications and measurement of program- Description related and other investments that lever economic, social and environmental value by organizations in or straddling the nonprofit and for-profit sectors. Overview Foundations and other investors of philanthropic funds are increasingly looking for and social, environmental and financial – blended – returns on their investments. Learning Foundations in particular are increasingly leveraging more of their invested assets in Objectives support of their missions: no longer is there a clear distinction between endowments and grantmaking as foundations look to using their investments for mission or program- related purposes to achieve both a financial and a public benefit return. Foundations, pension funds and charities, among others, are also increasingly interested in ensuring the investments they make align with their missions and accord with broader principles, as articulated by the United Nations-backed Principles for Responsible Investment Initiative (PRI).

This course develops an understanding of the rationale, principles and financial instruments for responsible and impact investment. Substantial parts of the course consider regulatory limitations on program-related investments (and the potential for regulatory reform), the challenges involved in expanding responsible and impact investing, analysis of alternative instruments, and the measurement of return on investment. Learning  Knowledge of the principles, instruments and good practices of responsible and impact Outcomes investing At the end of  Understanding of regulatory, organizational and other challenges involved in the course implementing responsible and impact investment students will  Ability to recommend a sound strategy for responsible/impact investment in light of have: knowledge of good practices and challenges

Course PANL 5303 Social Media, Communications and Marketing Calendar The use of social media and other information technologies for brand building, Description marketing, fundraising, and social/political activism. An overview of marketing and communications theory, principles and techniques, and their application in philanthropic, nonprofit, and social entrepreneurial environments. Overview Effective communications and marketing of their values, work and impact is vital to and foundations, nonprofits and social enterprises. The communication function has been Learning radically reshaped in recent years by social media and interactive web technologies. Objectives This course aims to first provide an understanding of marketing and communications

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theory and principles. How do and how could philanthropy and nonprofit organizations effectively embed a communications strategy in the roles of board governance?

Second, the use of social media and other information technologies for brand building, giving, marketing, and related purposes is assessed. Third, the use of a variety of exercises enables students to practice how to manage effective communications, marketing and e-philanthropy strategies, drawing on both the literature and real world issues. Learning  An understanding of the principles and relevant theories of marketing and Outcomes communications At the end of  Knowledge of how to develop an effective brand building and communications/ the course marketing strategy, including how to make effective use of social media students will  Effective communications skills have:

Course PANL 5304 Strategic Grantmaking Calendar Alternative approaches to effective grantmaking and funding practices, including Description managing the associated accountabilities for both grantmaking bodies and recipient organizations. Overview It is often said in the study of philanthropy that it is more difficult to distribute money and effectively than to raise it in the first place. Strategic grantmaking involves disciplined Learning efforts to produce actions and affect change according to established goals and Objectives priorities. Grant recipients are the means through which this strategy is advanced. There is an emerging field of theory and best practice related to grantmaking that informs this course which focuses on the principles and ‘good’ practices of grantmaking, whether by governments, corporations or foundations. Both the perspectives of the granting foundation or agency and the recipient are considered.

The course covers the full process of grantmaking, starting with the establishment of strategy and priorities and addresses portfolio management. It then examines good grantmaking practices, including relationships with grantees, building and managing other complex relationships, issues of transparency and accountability, due diligence and financial management, the effective use of evaluation and ability to capture the knowledge from grantmaking. How grantees can produce effective proposals and how funders can manage sound proposal review processes are discussed. Understanding of ethical and practical issues is developed through presentations by grantmakers and recipients, use of case studies and engagement in writing grant priorities/RFPs and proposals. Learning  Appreciation of the challenges involved in effective grantmaking, from both a funder Outcomes and recipient perspective At the end of  Knowledge of the principles and good practices of effective, strategic grantmaking the course  Ability to formulate a sound grantmaking strategy, and respond to it students will have:

Course PANL 5305 Globalization of Philanthropy

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Calendar Understanding global civil society and the effects that globalization has on giving and Description organizing. The legal, regulatory and cultural considerations for philanthropy, volunteerism, and civil society organizations that work transnationally. Overview The MPNL curriculum is intended to ensure that students understand emerging trends and and issues, and can anticipate implications. One of the most significant of these trends is Learning the globalization of philanthropy and civil society. The manifestations of this Objectives globalization include increased cross-national flow of philanthropic capital, international volunteerism (for example in the form of humanitarian assistance and ‘voluntourism’), transnational advocacy, corporate-NGO partnerships, and policy transfer of philanthropic institutions and regulations.

This course builds on PANL 5001 to provide a deeper understanding of the implications of globalized philanthropy and civil society. The notion of ‘global civil society’ is critically examined and the cross-cultural and regional differences are explored in more depth, with particular application to the effects on organizations that are soliciting and spending funds at an international scale. Comparative analysis of recent changes to policy and regulatory frameworks are explored, questioning whether there is growing convergence, and what impact this might have for how philanthropy is practiced, managed and regulated. Learning  Advanced level of understanding of global trends and issues in philanthropy, and Outcomes implications for philanthropic institutions domestically At the end of  Appreciation of cultural differences in the practices of philanthropy and, as a the course professional in this field, respect for the cultural dimensions of giving and participating students will have:

Table 10 - Learning Outcomes for the Organizational Leadership and Management Field

Organizational Leadership and Management Cluster Course PANL 5701 Social Innovation Calendar The processes, business models and leadership of ‘social innovation’ – system changing Description approaches to dealing with social, cultural, economic and environmental challenges. Use of case studies and prototypes to test assumptions and alternatives. Overview and The core mission of most nonprofits, charities and social enterprises centres on a desire Learning to produce change. Given the complex nature of many societal issues, traditional Objectives governmental approaches, as well as those of many nonprofits and charities, have proven ineffective in making change for the better. ‘Social innovation’ is an attempt to bring new ideas, learning and strategies to address pressing issues. It involves system changing approaches to dealing with social, cultural, economic and environmental challenges. This course examines the concept, underlying conceptual and theoretical bases of social innovation, and considers how to enhance innovation so as to have durable impact.

The course is based on an understanding of complexity theory, resilience and adaptive cycles to understand social impact. A second component of the course examines

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different leadership and social change models for effective innovation, accompanied by the cultivation of implementation skills. By examining and critiquing a diversity of cases of social innovation, students will develop the knowledge and skills to identify the elements that enable some innovations to succeed while others fail. The question of how to ‘scale up,’ and whether scaling up is a desirable strategy at all, is explored, drawing on both theory and experience. A third part is devoted to the role of social finance and social impact investing and to assessing ways in which public policy and regulation may facilitate or hinder social innovation, with a view to encouraging students to think through possibilities for change. The final component considers what constitutes ‘measurable impact,’ and how it might be assessed, attributed and communicated. Local field trips may be used as a means of studying social innovations first hand.

Learning  A critical assessment of complexity theory and its application Outcomes  Their own informed views on social change models and the routes to social innovation At the end of and impact the course  Leadership and implementation skills for social innovation students will have:

Course PANL 5702 Social Entrepreneurship Calendar The theory, leadership and management of social entrepreneurship, from evaluating the Description opportunity through implementation. Includes assessment of startup strategies, raising funds, assessing risks, legal aspects, marketing ideas, managing resources and growth, and creation of socially responsible models. Overview Students will have received an introduction to social enterprise in the MPNL core and courses, and should already understand the concept and have a foundation in alternative Learning financing models. The emphasis in this advanced course is on the entrepreneurial Objectives planning and implementation processes for social ventures, whether as stand alone operations or as one component of the work of an existing nonprofit. It focuses on the business model, financing and management aspects of social entrepreneurship, as a complement to PANL 5701 which concentrates on the social change aspects of innovation.

The course follows a lifecycle approach to entrepreneurship, from conception and planning through the start-up phase of initial capitalization, through implementation and potential scaling up, and then exit – with a particular emphasis on how business considerations, financial instruments and marketing are critical to achieving social and financial goals. Social enterprise is an inherently risky undertaking and consideration of the pitfalls, friction points and risk management are a continuing theme through the course. Theory and method of assessing return on investment are examined in depth as are alternative means for geographic and capital scaling up. The legal, policy and regulatory issues related to social enterprise and to the hybridity of the nonprofit sector that may be produced by the extensive development of social enterprises are also considered.

The course uses case studies and discussions of the experiences of social entrepreneurs, and the possibility of ‘shadowing’ a social entrepreneur over the length of the course.

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Learning  Understanding of the lifecyle of social enterprise and the challenges at various stages, Outcomes and means of risk assessment and management At the end of  Ability to develop a comprehensive plan, including a business plan for a social the course enterprise students will  Knowledge of how to assess return on investment have:

Course PANL 5703 Public Policy Advocacy Calendar Examination of how nonprofit organizations and voluntary action can affect social Description change and influence public policy processes in both national and international contexts. Practical development of advocacy and public education strategies. Overview Public policy advocacy builds on the core to provide a more detailed examination of how and federal, provincial and municipal governments make policy and regulatory decisions, so Learning that civil society leadership can participate more effectively in public policy processes. Objectives The objective is that students learn how to take advantage of existing opportunities to participate in public policy and how to craft, implement and assess effective public education or advocacy strategies.

This begins with understanding theories of policy ‘discourse’ and the importance of shaping the nature of the problem in the first place. Students learn how to use research and evidence effectively so as to develop policy and strategy options. A substantial portion of the course concentrates on crafting a message, narrative and advocacy strategy, including building networks of support and fundraising for it, and then how to engage with government in constructive ways. This includes the cultivation of practical skills such as writing press releases, telling a good story and managing meetings strategically. Opportunities and assessment of the value of engaging on a trans- and supra-national, for example with other governments, international institutions and corporations, are explored. The final aspect of strategy involves the ability to monitor and evaluate the process/campaign.

As well as strategy, the course examines the rules, rationales and issues of compliance related to lobbying and election advertising, and other limitations on political activities of charitable organizations.

Students are engaged in discussions and scenario playing of case studies and may work with partner organizations to develop public awareness/advocacy strategies so that they can apply theory and develop a deep appreciation of the challenges involved. Learning  Depth of knowledge of how policy and regulations are formulated at all levels of Outcomes government in Canada At the end of  Knowledge and an independent assessment of the regulations related to political the course activity by charities students will  Ability to develop a public awareness/advocacy strategy and advise on how to have: implement it

Course PANL 5704 International Civil Society Organizations Calendar Understanding the role of international non-governmental organizations in a global civil

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Description society, and how they strategically plan and manage key functions including regime creation, humanitarian and development assistance and internal governance and operations. Overview This course is intended to be of particular interest to students interested in working with and international NGOs and in international development, but is meant to have relevance to Learning professionals in any nonprofit which has an international component to its work, and to Objectives public servants who work with NGOs in both the north and the south.

The course covers the distinctive strengths needed to work as a multi-national NGO; it provides a framework for understanding work in the international development context; and it reviews the particular circumstances of working in emergency and humanitarian relief and of managing both north-south and south-south relationships. The opportunities and constraints of advocating at a supra- and transnational level are considered, as are the regulatory constraints (for instance, anti-terrorism legislation). The course stresses the development of knowledge and skills for managing in an international environment, and for understanding how this environment is changing. Learning  Appreciation of the changing environment and opportunities and constraints for Outcomes international NGOs At the end of  Ability to formulate a member/stakeholder engagement and funding strategy for a the course (hypothetical) NGO working internationally students will have:

5. The Essential Requirements The program’s essential requirements determine whether or not accommodations can be provided for students with disabilities by Carleton’s Paul Menton Centre (http://www1.carleton.ca/pmc/).

The courses will operate as graduate seminars in which students are expected to come to class having completed and reflected upon substantial English language reading material (mainly journal articles and book chapters because for most courses there is not a single suitable textbook). Following a brief introductory lecture by the instructor, students will be expected to discuss the material and possibly make individual or group presentations on it. As evaluation, the courses (with the exception of PANL 5006) will require library, internet and possibly original empirical research to produce major (25 page) written assignments (typed and available electronically as well as hard copy). The essential skills are: 1) the ability to read and comprehend the material; 2) communicate in written format; and 3) engage in class discussions (students can chose to be relatively quiet, but about 10-15 percent of the evaluation is normally assigned to participation).

The capstone project will require a more substantial written paper based on ‘field’ research (that is, research involving working with an organization).

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For PANL 5006 - Research Methods and Design II, students will require a reasonable level of numeracy to be able to work through problem sets with quantitative data.

The courses that are delivered only on online (PANL 5003 – Finances for Philanthropy and the Nonprofit Sector and two or three cluster courses) and online or in-class (5006 – Research Methods and Design II, and 5007- Policy and Program Evaluation) will require access on a regular basis to a computer with a fast internet connection, microphone, and webcam. The online versions of courses will still run as seminars, with expectations of engagement in class discussions.

The ability to communicate in written and oral form (in English) appropriate to graduate standards and have a modest level of numeracy are non-negotiable. Accommodation could be made for assistance related to achieving such communication.

C. GOVERNANCE The MPNL/DPNL will be administered and directed by SPPA, with the governance structure mirroring that of the existing graduate degrees in SPPA. The responsibilities will be as follows:

Administration: The support function and basic administration will be the responsibility of a staff position, the MPNL/DPNL Administrator.

Program Supervision: Decisions for program approvals and changes for individual students, recommendations for program and policy changes, and general oversight of the program will be the responsibility of a faculty member, the MPNL/DPNL Supervisor. The Supervisor would work closely with the Director of SPPA and would be a member of Graduate Faculty Board.

Admissions: A committee of three faculty, chaired by the MPNL Supervisor, would be responsible for determinations on admissions, which are forwarded as recommendations to the Dean of Graduate and Postdoctoral Affairs.

Program Review and Changes: Curriculum and other program changes, upon recommendation of the MPNL Supervisor, must be approved by the SPPA Management Committee (comprising all faculty, the School administrator and student representatives), before being forwarded to Graduate Faculty Board. Issues and the agenda for Management Committee are normally vetted by the Director of SPPA.

Quality Control and Oversight: The Office of the Dean of Graduate and Postdoctoral Affairs has an oversight and quality control role for both individual students and the program has a whole. The Dean’s approves admissions (and student funding, if applicable) and program changes for individuals, as well as all calendar and curriculum changes before going to Graduate Faculty Board and University Senate.

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Resource Allocation: The Dean of the Faculty of Public Affairs holds responsibility for all resource issues (other than student funding) and, more informally, leads collaboration among units.

University Level Authority on Academic Matters: Carleton University Senate is the University’s decision body for all academic matters, including program approvals as a mandatory step in the Quality Assurance process.

Figure 1 - Governance of the MPNL/DPNL

D. ADMISSION 1. Admission Requirements The admission requirements for both the MPNL and DPNL would be equivalent to those for the MA in Public Administration, although the prerequisites of the latter would not apply. Specific prerequisites, notably the equivalent of Economics 1000 or PADM 5111, may be required for particular elective courses, as outlined in course descriptions in the Graduate calendar.

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consultation with the program Supervisor. Students are requested to contact the School for details.

Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English by attaining, at least: a TOEFL score of 580 written, or 237 CBT (computer-based test) or 86 IBT (internet-based test) with a minimum score in each component (22 in writing, 22 in speaking, 20 in reading, and 20 in listening); or a CAEL score of 70; or an IELTS score of 7.0. Note that these requirements are compatible with Carleton University standards.

Students may receive advanced standing without a transfer of credit on the basis of their having completed university courses that are equivalent in content and level to core courses. Advanced standing will be determined on an individual basis in consultation with the program Supervisor and the Faculty of Graduate and Postdoctoral Affairs, pursuant to Section 6.1 of the General Regulations section of the Calendar. In general, a grade of B+ or higher is necessary in the equivalent courses in order to receive advanced standing. This provision means that students do not need to repeat required courses they have already taken, but they must replace these courses with electives. The reason is that this is a relatively short Masters program, and the integrity of the degree is at risk if students can make it significantly shorter with the application of advanced standing for credit.

Note that because of the number of applications received, possession of these admission requirements does not, in itself, guarantee admission to the program.

Credit for the DPNL can be counted toward an MPNL, but students must apply separately and completion of the DPNL does not guarantee admission to the MPNL.

E. THE FACULTY This section addresses: 1) the number of faculty needed to deliver the program; 2) the breadth of teaching and research resources at Carleton in this field; and) the core faculty responsible for the program and the teaching/research expertise remaining to be filled.

1. Number of Faculty Required With incoming cohorts of 25-28 students, each of the seven core courses will need a section dedicated to the MPNL/DPNL: five of the core are new courses, and two are existing PADM courses (PANL 5006/PADM 5114 and PANL 5007/PADM 5420). The existing sections of these courses are already at full capacity, with 40-45 students in PADM 5114 – Research Methods and Design II and approximately 25 in PADM 5420 – Policy and Program Evaluation. In addition, the program will need to offer 7-8 electives (4 in each of the Philanthropy and Organizational Leadership clusters) in order to provide depth in the main pillars of the degree. Any remaining electives should be able to use capacity in existing courses as students spread themselves out.

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Discussions with the Assistant Dean, MBA Programs (Linda Schweitzer) and Dean (Jerry Tomberlin) of the Sprott School of Business concluded that the MPNL cohort could not be slotted into existing sections of the required MBA courses because these courses are already at capacity. There is some capacity in the Sprott School to accommodate a limited number of MPNL/DPNL students in the MBA concentration courses, depending on the course. These have been included as MPNL electives; given the number of eligible MPNL electives, it is not anticipated that there would be more than 2-3 students in any of these MBA courses.

Given limitations on existing capacities and the need to create new subject-specific courses, the MPNL will require up to 17 new courses or new sections per cohort (not per academic year):  7 core courses (4 in the Summer Institute, 3 online)  7-8 electives (4 in the Summer Institute, 4 online)  1-2 electives in class for full-time program (which will create new spaces students in other programs)

In order to combine practical application with theory, the program will necessarily be taught by a mix of practitioners who can bring specialist knowledge and regular faculty (sometimes engaged in team teaching of particular courses especially in the summer institutes). Assuming that about 30 percent of the program would be taught by experienced professionals as contract instructors (including guest instructors who might teach short course ‘modules’ in the summer institutes) and addressing the demand for supervision of 25 major capstone projects, a total of 3 new faculty are requested (one of whom would serve as director with a teaching release) and approximately 3 contractor instructors per year. It is assumed that two of these faculty positions would be at the rank of Assistant and one at Associate (to replace the more senior SPPA faculty who move to the new program).

In addition to teaching these new courses, faculty would be required to supervise an estimated 25 capstone projects each year. The supervisory load would be carried primarily by the core faculty (including new hires), but depending on the topic, the affiliated faculty have indicated an interest in supervisions. Because the vast majority of students in the MA in Public Administration complete the degree by course work, there are relatively few MA thesis supervisions in SPPA. Faculty normally each carry a mix of PhD students, BPAPM honours theses from Kroeger College, directed studies and membership in supervisory committees from other units. Thus, additional supervisions should be able to be accommodated by SPPA faculty, assisted by those affiliated from other units. A set of guidelines for supervision of the capstone project will be established to assist faculty in effective supervision and give appropriate guidance for students.

Teaching in the summer institutes will involve some faculty intensely during this period. Regular summer teaching is not new for SPPA faculty as there is already a large summer session program to accommodate students who take the popular co-op option in the MA in Public Administration (because many do the co-op in fall or winter, they require access to summer courses). In order to allow adequate research time for faculty, the normal practice is that

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faculty teach two, not three terms; those who teach in the summer, normally do not teach fall or winter. This system works well, and will be adopted for the MPNL.

2. Range of Relevant Faculty at Carleton SPPA and other units at Carleton already have a considerable number of faculty with expertise in the teaching and research areas covered by this program, as indicated in Table 11. Although most would not be directly involved in teaching in the MPNL, they may supervise capstone projects and contribute to research.

Table 11 – Faculty in SPPA and Other Units with Supervisory Privileges, Research Relevance and Potential Teaching Assignments

Carleton Faculty Affiliated with the Program Supervisions, Expertise, Teaching: MPNL Core & Fields X = Teaching Potential

Core Philan- Leadership Faculty Name & Rank M/F Retire Super- Date* visory thropy & Mgmt Privileges Cluster Cluster for the Capstone Project Category 1: 100% Appointment in SPPA

Abele, Frances - Professor F 2015 Full X X

Maslove, Allan – Professor M 2012 Full

Pal, Leslie – Chancellor’s Professor M 2019 Full X

Phillips, Susan – Professor F 2019 Full X X X

Carmichael, Calum – Associate M 2021 Full X X

Jackson, Edward – Associate M 2016 Full X X

Ryan, Phil – Associate M 2022 Full X

Stoney, Christopher – Associate M 2027 Full X

Auld, Graeme – Assistant M 2036 Full

Galdo, Jose – Assistant M 2035 Full X X

Shepherd, Rob – Assistant M 2028 Full X

Varughese, Anil – Assistant M 2033 Full X

Winer, Stanley – Canada Research M 2014 Full Chair, Professor

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Category 2: Carleton Faculty 99 – 1 % Appointment in SPPA

Meadowcroft, James – Canada M 2020 Full Research Chair, Professor 50% SPPA, 50% Political Science Category 3: 0% Appointment to SPPA

Ballamingie, Patricia – Assistant F Full Geography

Heslop, Louise – Professor F Full X Business Macdonald, Laura – Professor F Full Political Science Rojas, Cristina – Professor F Full X International Affairs Behnia, Benham – Associate M Full Social Work Brouard, François – Associate M Full X X Business Dyke, Lorraine- Associate F Full X Business Greenberg, Josh – Associate M Full X Journalism and Communication

Klodawsky, Fran – Associate F Full Geography Marshall, Dominique - Professor F Full History Murphy, Steven – Associate M Full Business Rankin, Pauline – Associate F Full Canadian Studies Todd, Sarah – Associate F Full Social Work Percival, Valerie – Assistant F Full International Affairs Robson, Jennifer – Assistant F Full X Political Management Wilson, Paul – Assistant M Full X Political Management Luther, Rashmi – Lecturer F Full Social Work Neilson, Leighann – Associate F Full X Business Schwartz, Karen – Associate F Full Social Work

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Tetrault-Sirsly, Carol-Ann – Lecturer F Full Business Walker, Pamela - Professor F Full History Category 6: SPPA Adjunct Research Professors with Supervisory Privileges

Hebb, Tessa F N/A Full X X X

Manson-Singer, Sharon F N/A Full X

Category 7: SPPA Adjunct Professors with Supervisory Privileges

Levine, Barbara F N/A Full X

* Note: there no longer is mandatory retirement in Ontario.

3. Core Faculty for the MPNL The core SPPA faculty involved in delivery of the program are listed in Table 12. In order to construct a comprehensive program within a reasonable number of courses, we plan that faculty with expertise in particular areas may deliver a ‘module’ of a course, and are included in the table. They may also develop, over time, more specialized optional courses.

While the core faculty bring substantial expertise in various aspects of nonprofit and philanthropy studies, all are at full teaching capacity with their existing commitments in the PhD, MA and Graduate Diploma programs of SPPA (and some in undergraduate teaching in Kroeger College). The proposed hiring would entail both ‘backfill’ to release teaching time of these core faculty and new expertise in the field.

Table 12 – Core SPPA Faculty Involved in Delivery of the MPNL

Faculty Member Expertise Potential Teaching Responsibilities Category 1 Faculty: 100 Percent SPPA Abele, Frances - Professor Social economy in the Optional courses, Academic Director 3CI North Phillips, Susan - Professor Nonprofit governance Modules in Policy and Legal Environment and policy, general (core), Modules in Governance and philanthropy Leadership (core), Foundations of Philanthropy (core) and electives Carmichael, Calum - Associate Taxation policy for Modules in Policy and Legal Environment charities, financial (core) and electives management Special Topics course in tax policy Jackson, Edward – Associate Impact investing, social Modules of Responsible and Impact Investing innovation (elective), Social Innovation (elective), Civil Society and Public Policy (elective)

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SPPA faculty – Allan Maslove, Research Methods II, Policy and Program Philip Ryan, Jose Galdo, Evaluation Robert Shepherd Category 6 & 7 Faculty: Adjunct Research/Adjunct Professors Hebb, Tessa – Adjunct Responsible investing, Financing the Nonprofit Sector (core) Research Professor social finance Responsible and Impact Investing (elective) Levine, Barbara – Adjunct International civil Civil Society Organizations and Development Professor society (elective; also a required course in IMDG)

Table 13 – Possible Distribution of Teaching Assignments

Course Faculty Member Foundations of Philanthropy Phillips Policy and Legal Environment Phillips / Carmichael / legal expert Finances for Philanthropy and Hebb / Jackson the Nonprofit Sector Governance & Leadership NRR Organizational Development NRR Research Method & Design SPPA faculty Policy and Program Evaluation SPPA faculty Planning and Managing Contract instructor Integrated Fundraising Responsible and Impact Hebb Investing Social Media, Communications Carleton faculty Strategic Grantmaking Contractor Instructor Globalization of Philanthropy NRR Social Innovation Jackson Social Entrepreneurship NRR Public Policy Advocacy Carleton faculty International Civil Society NRR NRR = New Resources Required

4. New Faculty Expertise The mapping of MPNL requirements onto existing expertise indicates that there is a need to address three key areas that will be important both to the central pedagogy of the degree and advancing research in key areas:

 Leadership: A core objective of the MPNL is to produce leaders in civil society and philanthropy, and this area should be anchored with a core faculty member who can teach leadership theory and application in the core and electives.

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 Social finance: The program relies on the expertise of a non-stipendary appointment, Adjunct Research Professor Dr. Tessa Hebb, for most of the core aspects of social finance and responsible investing. Dr. Hebb is an internationally recognized expert in this field and as Managing Director of 3CI is currently the PI on a $1 million, five year CURA on responsible investing, but is not a permanent, paid faculty member.

 International philanthropy and civil society: The final aspect that needs to be bolstered with in-house resources is the international aspects of philanthropy, given the way in which philanthropy has become a globalized phenomenon. SPPA is committed to offering PADM 5815 – Civil Society and Development in the International Management concentration of the MBA, and it is a popular course in the MA in Public Administration and most likely in the MPNL, so that two sections are required (currently taught by Adjunct Professor Barbara Levine and a contract instructor). We also wish to develop significant research capacity in this field

A fundamental precept in proposing a new degree is that it would not draw resources away from the School’s flagship MA in Public Administration (which admits approximately 65 students per year into a two year program), the PhD in Public Policy or the Graduate Diploma in Policy and Program Evaluation (which admits 25 students per year). In order to enable our expert current faculty to take lead roles and contribute substantially to the MPNL, their expertise and teaching commitments to the MA would need to be replaced.

As noted, the discussions with the Dean of the Sprott School of Business concluded that existing MBA courses are at capacity; Business can take some additional students in elective courses, but not the full cohort. While the organizational development and financial management courses from Business are relevant, the MPNL also covers material not included in the MBA.

5. SPPA Faculty Research Funding Related to the Program SPPA has a strong and internationally recognized presence in research related to the nonprofit sector, social finance, and increasingly in philanthropy. In addition to the substantial funding attracted by individual SPPA faculty members, as indicated in Table 14, the now combined research centres – 3Ci (established in 1993) and CVSRD (established in 2000) – have been leaders in obtaining granting council, foundation and contract research funding and in knowledge translation across Canada and internationally. The official research funding report prepared by the Carleton University Research Office is included as Appendix E.

Table 14 - Research Funding by SPPA Affiliated Faculty and Research Centres

Faculty Member Funding Source / Amount Abele, Frances – Professor, Nasivvik Centre Student Intern Grant, 2011. $5252 SPPA, Academic Director, 3CI European Union Curricular Development Grant, 2011.

Resources and Sustainable Development in the Arctic,

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SSHRC, 2011. $2.5 million (Abele is one of four principal co- applicants; the PI is Chris Southcott of Laurentian University). Abele’s portion is $140,000.

Improving Access to University Education in the Arctic, ArcticNet, 2011 $25,000. The grant is for $143,000 in 2011- 12 (PI is Thierry Rodon, Adjunct at Carleton and Laval). Abele’s portion is $25,000.

Co-applicant on a successful CURA appplication, Responsible Investing Initiative. The grant is for $1,000,000 during 2011-16 (PI is Tessa Hebb of Carleton). Abele’s portion is $30,000.

Knowledge Mobilization Grant, Social Economy Research Network, Hub. 2010. $6,000.

Improving Access to University Education in the Arctic, SSHRC, 2010 $15,968 (Abele’s portion of an ArcticNet grant led by Thierry Rodon; total award $143,070)

President’s Doctoral Scholarship, 2010 – 2014, $15,000 per year for a doctoral student who will work with Abele.

Understanding the New Northern Economy SSHRC, 2009, $78,500

Housing and Homelessness in Yellowknife. SSHRC, 2009, $20,000

Member of the Knowledge in Society project, SSHRC, Urban Aboriginal Economic Development Network. 2008 Co-applicant

Member of the Northern Social Economy SSHRC Major Research Grant. $100,000

Member of the MCRI Project, SSHRC Major Research Grant. Indigenous Peoples and Governance. $2.1 million, 2006 – 2010; Abele’s portion $27,500. Pal, Leslie – Chancellor’s PI, SSHRC, Best Practices in Public Management: History, Professor Theory and Application (with I Clark), $250,000, 2012-15 Decision pending.

PI, SSHRC, Modernizing Government: Global Policy Networks, $88, 615, 2007-2010.

PI, SSHRC Institutional Grant, Exporting Policy Models: The

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Role of International Governmental Organizations, $3,000, 2006.

Co-Applicant, SSHRC, Rough Consensus and Running Code: Governance of the Electronic Commons, Part of Major Collaborative Research Initiative on Globalization and Autonomy, (with W. Coleman, McMaster University), $38,000, 2007-2010. Phillips, Susan – Professor and PI, SSHRC Insight Grant, Place-based Philanthropy, with Director, SPPA colleagues from the Cass Business School, City University London. $1115,000, 2012-15. Decision pending.

Collaborator, Comparative analysis of the role of community foundations in community leadership, (UK) ESRC, with Professors Harrow and Jung, Centre for Charitable Giving and Philanthropy, Cass Business School, City University London. £ 88,000, 2011-2013. Decision pending

Co-Lead (with CRC Ben Richardson, UBC), Policy and Legislative Environment, SSHRC-CURA Grant , Responsible Investing ( Tessa Hebb, PI). The portion for the stream, $30,000, 2011-16.

Partner, Infrastructure Canada and SSHRC, Evaluation of the Use and Governance of the Gas Tax Transfer, $241,000, 2007-11. (with C. Stoney, A. Maslove).

Co-Director, SSHRC-CURA; Max Bell Foundation; HRDC , Voluntary Sector Evaluation Research Project, $1.2 miilion 2000-05.

PI, Canada Volunteerism Initiative, Volunteering, a Needs Assessment, $45,000, 2004-5.

PI, Canada Volunteerism Initiative , Volunteering and Well- being. $92,300, 2002-4. Winer, Stanley – Canada SSHRC, The Policy Effects of Political Competition, $82,290, Research Chair, Professor 2007-10.

Granting Councils, Funding associated with Canada Research Chair. Jackson, Edward – Associate PI, Proposal Development Grant, “Community First: Professor, SPPA Impacts of Community Engagement.” Partnership Grant (Connection/Insight), SSHRC. Value: $20,000, 2011. Major Partnership Grant submitted fall 2011.

Co-Applicant, CURA on Responsible Investing. Carleton

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University, SSHRC-CURA (T. Hebb PI) $1 million, 2011-16.

Sub-Grant for Evaluation Research on Social Businesses and Marginalized Social Groups. University of Toronto/SSHRC-CURA. Value: $30,000, 2010-2015.(with 3ci).

Sub-Grant for Research on Community-University Research Partnerships in Developing Countries. University of Victoria/SSHRC-International Opportunities Fund. Value: $12,000 (with 3ci), 2009-2010.

PI, SSHRC, Knowledge Impact in Society Grant. Responsible Investing and Social Finance. $300,000, 2008- 2011.

Co-applicant, SSHRC-CURA , Sub-Grant for Impact Research on Corporate Social Responsibility of Major Co-operatives. University of Toronto, $30,000 (with 3ci), 2008-2010.

PI Contract to SPPA/FPA to Coordinate Curriculum Development of Executive Course in Evaluation, UNICEF/World Bank Institute, $40,000. (SPPA/FPA), 2007- 2008. Stoney, Christopher – PI, SSHRC - CURA (LOI), Municipal Management, 2010 (with Associate Professor multiple collaborators). $13,500.

SHRCC Partnership Development Grant, collaborator ($100K), Two year partnership to evaluate Place based Policy making in Canada (with Simon Fraser University and the Policy Research Network), 2011-13.

PI, Infrastructure Canada/SSHRC, ‘The Gasoline Tax and Infrastructure Funding: An Examination of Governance Structures and Spending Patterns,’2007-10, $241,000.

Carleton Institutional research grant ($5K) to develop a SSHRC proposal for the INSIGHT funding competition 2011 - municipal and provincial innovation and training.

CPRN Legacy Fund:Place Based Decision Making ($10K) to research evidenced based place based decision-making and produce a special edition of the ISEMA journal.

PI, Infrastructure Canada/SSHRC ($78,000), Neighbourhood planning in municipal government, 2006 – 2008.

Co-applicant, SSHRC, Emergency networks responsible for mass death incidents, (with J. Scanlon), $125,000, 2006 –

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2009. Auld, Graeme – Assistant Program on Nonprofit Organizations, Yale University, Professor Summer Research, $4,000, 2007. Galdo, Jose – Assistant Co-PI, Inter-American Development Bank, Research Professor Network Project on Information and Communication Technologies and Societal Empowerment: Can ICT Prevent Malaria? Evidence from a Randomized Experiment in the Border between Ecuador and Peru, (with A. Dammert and V. Galdo), 2009.

Co-PI, Inter-American Development Bank, Research Network Project on Information and Communication Technologies and Societal Empowerment: ICT, Job-Search, and Informality: A Randomized Social Experiment for Disadvantaged Youth in Peru (with A. Dammert and V. Galdo), 2009.

2008 Start-up Research Grant, Carleton University, 2008.

2006 Start-up Research Grant, McMaster University, 2006.

Co-PI, Poverty and Economic Policy Network, CIRPEE, Department of Economics, Laval University, Grant # 702, (with M. Jaramillo), 2006.

PI, Research Department, Inter-American Development Bank, Washington D.C., 2006. Shepherd, Robert – Assistant PI, Ottawa. Ottawa Public Health. ‘Creating an Evaluation Professor Function for OPH,’ $10,000, 2011.

Collaborator, Ontario. Ontario Power Authority. “Development of the Evaluation and Training Program for Energy Evaluators,” Project with Carleton Sustainable Energy Research Center, CSERC, 2011, $265,000.

Canada. Canadian Food Inspection Agency. National Evaluation of the Feed Program, 2007.

Canada School of Public Service. ‘National Evaluation of CSPS Training Activities as Part of Its PSMA Responsibilities,’ 2006.

Canada. Treasury Board Secretariat. ‘National Review of the AFA/FTP Funding Authorities,’ 2004/05.

Canada. Privy Council Office, Background Reports to Canada=s Smart Regulations, 2003.

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Hebb, Tessa – Adjunct PI, SSHRC-CURA grant, Responsible Investing, $1 million, Research Professor 2011-16.

PI, HRSDC, Social Finance, $15,000, 2011-12 Member, SIG, Mission related investing, $35,000, 2010-11.

PI, Trillium Knowledge Mobilization, $300,000, 2009-12.

PI, SSHRC, Social Finance and Community Investment, $300,000, 2008-11.

PI, Rockefeller Foundation, Impact Investing, $430,000, 2004-07.

Member, Ford Foundation, Community Investment Instruments, $200,000, 2006-7.

Research Centres 3CI Approximately $2.5 million over the past 5 years, including:

Ontario Trillium Foundation, Financing our Future: Social finance, 2008, $300,000

Grant to CEDTAP, RBC Foundation. Value: $100,000, 2006- 2008.

Contract for Research on Financing Social Enterprise, Industry Canada. Value: $24,900, 2006.

Grant to CEDTAP (Phase III), J.W. McConnell Family Foundation. Value: $330,000, 2006-8.

Grant to CEDTAP and two partner organizations in Ontario, Ontario Trillium Foundation. Value: $624,900, 2005-8.

SSHRC-CURA, Grant to CEDTAP/3ci, Office of Learning Technologies, Government of Canada, $467,000, 2006. CVSRD (now merged with 3CI) Approximately $1.5 million over the past five yars, including:

Canada Revenue Agency, The Charities File, $1 million, 2009-12.

Volunteer Canada, Tools Development, $40,000, 2010.

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6. Supervisions Each of the approximately 25 students per year in the MPNL will complete a 0.5 credit capstone project. Depending on student interests, there is some capacity in SPPA to direct these capstones because few students in the MA in Public Administration chose to undertake a thesis or research essay. However, the ability to supervise capstones will depend to a large extent on student needs and interests. Some of this supervision might be spread across related faculty, and the proposed new hires will be essential to providing the range and number of supervisions required. Table 15 indicates the potential distribution of supervision of students.

Table 15 – Potential Distribution of Faculty Supervision (of Capstone Projects)

Faculty Member Expertise Estimated No. of Supervisions / Yr Category 1 Faculty: 100 Percent SPPA Abele, Frances - Professor Social economy in the North (1) Phillips, Susan - Professor Nonprofit governance and policy, general (3 ) philanthropy Carmichael, Calum - Associate Taxation policy for charities, financial (2) management Jackson, Edward – Associate Impact investing, social innovation (2 ) Pal, Leslie – Chancellor’s Professor International governance (1) Varughese, Anil - Assistant Civil Society in Development (1) Category 6 & & Faculty: Adjunct Research/Adjunct Professors Hebb, Tessa – Adjunct Research Responsible investing, social finance (2) Professor Other Carleton Faculty Other Faculty Various Fields (4) New Faculty 3 Positions Various fields (9-10)

F. TEACHING The teaching is build on a hybrid model, involving a mix of concentrated summer sessions and online learning, to reach a national market. This is supplemented with three-hour in-class seminars for full-time students based in the National Capital Region.

1. Relationship of Modes of Program Delivery to Learning Objectives and Degree Level Expectations In Table 16, the distribution of courses by delivery format – summer institute, online, and in- class – is outlined.

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Table 16 – Format of Program Delivery by Course

Course Summer Online In-Class Institute Core N = 7 Foundations of Philanthropy √ Policy and Legal Environment √ Finances for Philanthropy and the √ Nonprofit Sector Governance & Leadership √ Organizational Development √ Research Design Methods II √ √ Policy and Program Evaluation √ √ Key Electives Planning and Management of √ Integrated Fundraising Responsible and Impact Investing √ Social Media, Communications, √ Marketing Strategic Grantmaking √ Globalizations of Philanthropy √ Special Topics in Philanthropy √ √ Social Innovation √ Social Entrepreneurship √ Public Policy Advocacy √ √ International Civil Society √ Organizations Special Topics in Organizational √ √ Development Existing Courses √

Note that the distribution of courses by delivery format may be adjusted; before investing in moving any of the courses to an online format, a more detailed assessment will be done, taking into account the content of the syllabi and the ability of potential instructors to deliver effectively online.

As graduate seminars, virtually all the courses (including those offered online) stress: 1) critical assessment and alternative interpretations of knowledge through discussion and debate; 2) development of oral communication skills through individual class presentations; 3) ability to conduct independent research involving theory and its application to an issue; and 4) improvement of analytical, research and written communication skills through production of a research paper(s). In addition, many will involve group work. With the exception of the

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Research Methods course, lecturing normally constitutes only 10 -15 percent of the delivery format. Table 17 relates delivery mode to the Graduate Degree Level Expectations.

Table 17 – Relationship of Delivery Modes to Learning Objectives

Course Use of Learning Objectives and Degree Level Expectations Delivery Delivery Mode Mode Prepares Provides critical analysis, knowledge and research and professional skills Leaders & (Graduate Degree Level Expectations) Innovators Application of Depth/Breadth Research & Awareness Communication Skills Professional Knowledge of Knowledge Scholarship of Limits Capacity/Autonomy of Knowledge Written Oral

Required Courses in Summer Institute Format  Foundations of Philanthropy  Policy and Legal Environment  Governance and Leadership  Organizational Development Independent Extensive High Breadth/Depth High High Low Low Moderate Reading Lecture Minimal Moderate Breadth/Depth Moderate Moderate Low Low Moderate Class Discussion Extensive High Breadth Moderate High Low High Moderate Independent/Group Yes High Depth High High High Low High Research Papers Presentations Yes High Depth High Moderate Low High High Problem sets/cases Yes High Depth Moderate Moderate Moderate Moderate High Guest Speakers/ Yes High Depth Low Moderate N/A Moderate Moderate Panels Field trips Possible High Breadth/Depth Low Moderate N/A N/A High Required Courses in Online Format  Finances for Philanthropy and the Nonprofit Sector  Policy and Program Evaluation Independent Extensive High Breadth/Depth High High Low Low Moderate Reading Lecture Moderate Moderate Breadth/Depth Moderate Moderate Low Low Moderate Class Discussion Moderate High Breadth Moderate High Low High Low Independent/Group Yes High Depth High High High Low High Research Papers Presentations Yes Moderate Depth High Moderate Low High Moderate Problem sets/cases Yes Moderate Depth Moderate Moderate Moderate Moderate High Guest Speakers/ Yes High Depth Low Moderate N/A Moderate Moderate Panels Required Course in Online Format: Research Methods and Design II

Independent Moderate Low Depth High High Low Low High Reading Lecture Extensive Low Breadth/Depth High HIgh Low Low High Class Discussion Moderate Low Breadth/Depth Low Moderate Low Moderate Low Problem sets/cases Extensive Moderate Depth High HIgh Low Low High Guest Speakers/ Limited Low Breadth/Depth Moderate Moderate Low Moderate Low Panels Required Capstone Research Project Independent High High Depth High High High High High Research Group High High Depth High High High High High

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Discussion/Team Work Presentation High High Depth High High Moderate High High Cluster Courses in Summer Institute Format  Planning and Managing Integrated Fundraising  Responsible and Impact Investing  Social Media, Communications and Marketing  Social Entrepreneurship  Public Policy Advocacy Independent Extensive High Breadth/Depth High High Low Low High Reading Lecture Minimal Moderate Breadth/Depth Moderate Moderate Low Low Moderate Class Discussion Extensive High Breadth/Depth Moderate High Low High Moderate Independent/Group Yes High Depth High High High Low High Research Papers Presentations Yes High Depth High Moderate Low High High Problem sets/cases Yes High Depth Moderate Moderate Moderate Moderate High Guest Speakers/ Yes High Depth Low Moderate N/A Moderate Moderate Panels Field trips Possible High Depth Low Moderate N/A N/A High Elective Cluster Courses in Online Format  Strategic Grantmaking  Social Innovation Independent Extensive High Breadth/Depth High High Low Low Moderate Reading Lecture Moderate Moderate Breadth/Depth Moderate Moderate Low Low Moderate Class Discussion Moderate High Breadth Moderate High Low High Low Independent/Group Yes High Depth High High High Low High Research Papers Presentations Yes Moderate Depth High Moderate Low High Moderate Problem sets/cases Yes Moderate Depth Moderate Moderate Moderate Moderate High Guest Speakers/ Yes High Depth Low Moderate N/A Moderate Moderate Panels Elective Courses Three Hour Seminar Format (Existing Courses)  International and Policy Context cluster courses  Courses from other units

Students will disperse themselves across these courses with only a small number in each; all are taught as graduate seminars and the fit with objectives and Degree Level Expectations will vary by course, but all provide depth in a particular field to supplement the key electives.

2. Class Sizes and Student-Faculty Ratios The program is designed so that students proceed as a cohort of approximately 25-28, a size suitable for a graduate seminar. The steady state enrolment will be approximately 50, fluctuating slightly by term as part-time students complete. All the required core courses should operate with about 25 students each, although the online courses can accommodate an additional 5-7 MA in Public Administration students.

The elective cluster courses, most of which will be delivered in the format of a Summer Institute will operate with about 18- 20 students each as there will be some choice afforded.

Assuming three new faculty positions and a steady state of 50 students, the student/faculty ratio will be 16.6 graduate students/faculty. Core faculty would carry about 3-4 supervisions each, in addition to their supervisions in other programs.

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3. Monitoring and Evaluation The effectiveness of the content of the curriculum and teaching methods will be evaluated at the end of each year, through surveys/interviews with student and instructors and in a workshop with all the program instructors. Improvements will be made on an ongoing basis preceding the self-study of the first major Quality Assurance review after year 7.

4. THE STUDENTS 1. Degree Progress The program will be delivered in hybrid format so it can be accommodate working professionals and be delivered on a national/international scale. In order to create strong networks among each cohort, the program will begin with a residential summer institute (for both part- and full- time students). Full-time students will be able to complete the degree in four terms and part- time students in eight terms, as indicated in Table 3 above.

2. Projected Enrollments The projected Masters enrolment is 25 students per year, with an initial mix of 15 full- time and 10 part-time students. It is expected that, at least initially, we will admit only about 3 Diploma students, for an intake of about 28 students. We believe that these targets can be met in Year 1 and sustained given the pent-up demand indicated by the CAP market surveys and the invitation to present at a variety of national professional association meetings that will publicize the program in advance. As this field matures in Canada as a profession, we expect to increase full-time enrollments to 18 (potentially reducing part-time enrollments to 7) in Year 5. Overall the steady state enrollments, including new and continuing students, will be approximately 50 FTEs although these will vary slightly from one term to the next as full and part-time students complete on differing schedules.

Although initial discussions with leaders in the nonprofit sector indicate there is great interest in the new degrees, enrollments will be limited by the number that can be accommodated into the required core courses so that they still function as graduate seminars. If demand is strong and good use is made of executive format instruction, cohort sizes of up to 35 could be accommodated. If the program proves extraordinarily popular, second sections would need to be added and additional teaching resources requested (paid out of the additional revenues) to cover extra sections of the core courses.

There is not expected to be an issue with retention rates, and most students who begin the degree will complete is, as is the case with the MA in Public Administration.

3. Student Funding The tuition for the degree will be in line with that of the MA in Public Administration, and most other Masters at Carleton (in 2011-12 approximately $3,000 - $3,500 per term for domestic

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students). Because the degree is relatively short (four terms of full-time study) and there will be paid internships, the total costs to students are not high compared to other Canadian graduate degrees.

It is anticipated that annually 8-10 students would receive funding (for four terms of full time study), which is about the usual ratio of students who are funded for Masters degrees. Some of this funding will come from existing external scholarships, such as Ontario Graduate Scholarships (OGS). The School is seeking additional external funds to cover the remaining requirements, and this will take the form of a mix of scholarships, bursaries and paid internships. Note that the School already has two endowed fellowships in this field, and initial discussions with private donors about student support have been very positive. Although the usual proportion of full-time students would receive funding, no request is made of the University for this support; it will be funded externally. The part-time students, expected to be working professionals, will not need or be eligible (as per University policy) for funding.

4. Career Paths of Students There are two major career paths for students, in part depending on how they configure the program. The first is as senior staff (eventual CEOs) of a wide range of medium to large nonprofit organizations and social enterprises, both in Canada and internationally. The second is in philanthropy as development and advancement officers in large institutions, consultants in philanthropy, and as senior staff of foundations. A few students are also likely to enter financial institutions and the corporate sector as investment and philanthropic officers/advisors or governments in positions in which they work closely with nonprofit organizations.

G. RESOURCES 1. Staff Resources The program will require its own graduate administrator/program manager who would have two major (and quite different) sets of responsibilities: administration for the program (including liaison related to technical support for online courses) and community outreach (e.g. arranging community partners for the capstone projects and internships, and coordinating the summer institutes). While each of these responsibilities may only be part-time commitments, when combined they easily constitute a full-time position.

2. Space Requirements The space requirements can be readily met. In January 2012, SPPA will move into a new building, ‘the River Building, shared with the Norman Paterson School of International Affairs, the School of Journalism and Communication and the Clayton H. Riddell Program in Political Management.

New faculty positions would be housed with SPPA in the River Building in offices that have been reserved for growth. Based on provincial norms for graduate student space, full-time students

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will require some extra office space (a total of 342 sq ft based on the formula) in the River Building, in addition to what has already been allocated to SPPA. The supporting research centre, 3ci, would need to maintain its existing space on the 21st floor of Dunton Tower, and this is allocated to it under the current campus physical plant plan.

Because so much of the teaching occurs during the summer when classroom space is available, the teaching space requirements should be easily accommodated.

The River Building has a state-of-the-art 400 seat theatre and a flexible 200 seat conference space (which is not part of the classroom pool) which will facilitate hosting seminars and conferences.

3. Library, Computing and Laboratories The existing library and computing resources are adequate and no laboratory or other research facilities are needed. The River Building where students would be housed has several computer labs that would be available to them, and the building is fully wireless. See Appendix F for a report on library resources.

H. DEVELOPMENT OF THE SELF-STUDY The program development team was selected for its knowledge of:  graduate program administration - Professor Calum Carmichael, MA in Public Administration Supervisor for many years;  SPPA and university administration – current and former SPPA Directors, Professors Susan Phillips and Allan Maslove (also former FPA Dean);  multidisciplinary representation reflecting the primary disciplines of SPPA (economics and political science); and  substantive knowledge of the field (Carmichael and Phillips).

All were equal members of the committee with Phillips serving as liaison with University administration. (Note that SPPA does not have a permanent curriculum committee.) While the committee is small, the model of development of the self-study has been open and engaged frequent consultation with SPPA faculty and students, other units, the Deans and professional communities.

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REFERENCES

Birnbaum, E. (2010) “Leadership in Focus: Guy Mallabone,” Charity Village, April 5. Available: http://www.charityvillage.com/cv/archive/alead/alead10/alead1004.asp

Bolton, M. and M. Abdy. (2007) “Proposal to Create a CLORE Leadership Programme for the Third Sector: A Context Paper,” commissioned by the Clore Duffield Foundation Leadership for the Third Sector Steering Group. London.

Cohen, S. and T. Abbott (2000). “Integrating Nonprofit Management Education into Graduate Programs in Public Policy and Administration,” Paper prepared for School of International & Public Affairs, Columbia University.

Hall et al., (2005) The Canadian Nonprofit and Voluntary Sector in Comparative Perspective. Toronto: Imagine Canada.

Hebb T. (2008) No Small Change: Pension Funds and Corporate Engagement, Cornell University Press, Ithaca, New York.

HR Council for the Voluntary and Nonprofit Sector (2010a). Toward a Nonprofit Labour Force Strategy. Available: http://hrcouncil.ca/labour/strategy.cfm

HR Council for the Voluntary and Nonprofit Sector (2010b). Trends and Issues: A Portrait of Students considering the Nonprofit Sector. Available: http://www.hrcouncil.ca/labour/documents/HRC_T_and_I_January_2010.pdf

Jackon, E. (2004) “Community Innovation Through Entrepreneurship: Grantmaking in Canadian Community Economic Development,” Journal of the Community Development Society, 35 (1), 65- 81.

Mendell, M. (2010) “Reflections on the Evolving Landscape of Social Enterprise in North America,” Policy and Society, Special Issue on Financing Civil Society, 29 (3): 245-56.

Mirabella, R. M. and N. B. Wish (2000) “The ‘Best Place’ Debate: A Comparison of Graduate Education Programs for Nonprofit Managers,” Public Administration Review, 60 (3): 219-29.

------(2001) "University-Based Educational Programs in the Management of Nonprofit Organizations: An Updated Census of U.S. Programs." Public Performance and Management Review, 25 (1).

------(1999) "Educational Impact of Graduate Nonprofit Degree Program Needs: Perspectives of Multiple Stakeholders," Nonprofit Management and Leadership, 9, 3 (Spring).

Nenshi, N. K. (2008) “The State of Nonprofit Management Education in Canada: A Project Summary Paper Prepared for the Institute for Nonprofit Studies Mount Royal College,” Calgary: Mount Royal College.

Osborne. S. P. (2006) “The New Public Governance?” Public Management Review, 8, 3: 277-87.

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Paton, R. and J. Mordaunt (2001) “Nonprofit Management Education: International Trends and Issues,” Public Performance and Management Review, 25 (1).

Phillips, S. D. (in press). “Canadian Leapfrog: From Regulating Charitable Fundraising to Co-Regulating Good Governance,” Voluntas, fall 2012.

------and S. Rathgeb Smith (2011) Governance and Regulation of the Third Sector: International Perspectives. London: Routledge.

Sankey, D. (2011) “Lack of Diversity an Issue in Non-profit Sector: New Initiative aims to Attract Younger, Different Voices,” Ottawa Citizen, September 14.

Smith, S. Rathgeb (2010) “Hybridization and Nonprofit Organizations: The Governance Challenge,” Policy and Society, 29, 3: 219-29.

Statistics Canada et al. (2004) Cornerstones of Community: Highlights of the National Survey of Nonprofit and Voluntary Organizations. Ottawa: Minister of Industry.

Tschirhart, M. (2010) “Accreditation through NASPAA: Differing Approaches for Public Administration and Nonprofit Management Programs,” Paper presented to the International Research Society for Public Management, Berne, April.

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APPENDIX A: MARKET RESEARCH AND LETTERS OF SUPPORT

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Tuesday, March 29th, 2011

Allan Maslove Carleton University

Dear Allan,

I am pleased to write this letter in support of the pending Masters program in Philanthropy and Non-Profit Leadership at Carleton University. I write to you as Chair of Canada Advancing Philanthropy (CAP), a group of senior fundraising professionals from across Canada. Our organization was established in 2008 to look for ways to advance philanthropy and fund development in Canada. Establishing a Masters level degree in Canada was identified as our number one priority, and an RFP was issued to 33 Canadian Universities in late 2009. Three solid responses were received, and we were pleased to choose Carleton as the institution we believe provides the best program alternative in Canada.

One of our first initiatives was to conduct research on the need for a graduate credential. A comprehensive Graduate Program Survey was conducted in April of 2009. The following are key findings which speak to the potential of the market for the program:

ARE YOU CONSIDERING PURSUING POST-SEDCONDARY TRAINING IN THE NEXT: (417 respondents)

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PLEASE TELL US WHAT TYPE OF POST-SECONDARY TRAINING YOU ARE MOST LIKELY TO PURSUE: (417 respondents)

Our committee has concluded from this survey, and the tremendous amount of anecdotal evidence presented to us regularly including increasing Canadian enrolment numbers at foreign post-secondary philanthropy programs, that there is a strong appetite in the Canadian market for a Masters program in Philanthropy here in Canada.

We remain committed to assisting you in your approvals journey. Please do not hesitate to contact me if you have any further questions.

Cheers!

E.H. Guy Mallabone, MA, CFRE President & CEO Global Philanthropic Inc.

Phone: 403-453-1462 Fax: 403-444-6699 Cell: 403-852-7266 www.globalphilanthropic.com

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Direct Phone: (780) 421‐0230 e‐mail: [email protected]

June 3, 2010

Dr. Susan Phillips Senior Research Associate Centre for Voluntary Sector Research and Development School of Public Policy and Administration Carleton University 1001 Dunton Tower 1125 Colonel By Drive Ottawa, ONT K1S 5B6

Re: Letter of Reference for a proposed Master of Arts Degree (Philanthropy and Non‐Profit Leadership)

I am pleased to provide a letter of reference for the above noted graduate degree program. Through my work in the philanthropic sector, and my participation in professional development opportunities provided through the School of Public Policy and Administration, I have had the chance to see first‐hand the quality of the educational opportunities the School provides.

The Carleton School of Public Policy and Administration has an impressive track record in providing students with a rigourous academic preparation for work in, and research on, the government and not‐for‐profit sectors. The School has access to a strong faculty that provides research leadership, supports excellent student education, and brings considerable community service.

The changing philanthropic landscape brings both opportunities and challenges to those that work in or interact with the Canadian not‐for‐profit sector. The proposed degree program will provide an important vehicle for students to consider the critical roles that philanthropic and civil society organizations play in shaping the culture and structure of our modern communities. It has the potential to inform students on the nature and practice of philanthropy while also providing them with important opportunities to generate new knowledge on the work of charities and civil society organizations.

At present, there are limited graduate level program opportunities for students interested in the serious study and examination of the philanthropic and not‐for‐profit sector. This is an intellectual and civic deficit that the proposed program is well‐placed to fill.

Yours truly

Christopher J. Smith, Ph.D. Assistant Executive Director

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Dear Susan,

I've reviewed the proposal several times, and given it a great deal of thought. I can come to no other conclusion than that it is brilliant. It is relevant, it is timely, it is necessary.

I am particularly delighted that you have developed a program with two streams. When I first heard of this attempt to get a Canadian program at the master's level, I understood it to be only about the philanthropy side. As your introduction clearly points out, the issues faced by the sector are much broader than that: they go to the issue of leadership in and of the sector. Thus, allowing students to choose the stream of greatest interest or relevance to them is a gift.

I have also looked carefully at the courses that will form part of this program. The core courses are very relevant, and the electives provide a realm of possibilities.

Frankly, I cannot think of a single way in which your offering is lacking.

[Text deleted]

Best regards,

Bob Wyatt Executive Director The Muttart Foundation

Phone: (780) 425-9616 Direct: (780) 421-0261 Toll-free: (877) 788-5437 (Canada only) SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Report on Canadian Market for Academic Non‐Profit Management Programs

Francis Nolan‐Poupart (100829718)

Presented to Professor Allan Maslove November 29th, 2010

School of Public Policy and Administration Carleton University

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TABLE OF CONTENTS

1. Introduction p. 3

1.1. Established Definitive List of Academic Non‐Profit Management programs p. 3 leading to a degree in Canada 1.2. Criteria for exclusion and inclusion of programs in presentation p. 4 1.3. Presentation Criteria p. 4

2. Presentation p. 5

2.1. Master of Arts p. 5 2.1.1. York University MBA in Non‐Profit Management and Leadership or Graduate p. 5 Diploma in Non Profit Management and Leadership 2.1.2. Athabasca University MA in Community Studies p. 6 2.1.3. University of Victoria MA in Community Development p. 7

2.2. Graduate diplomas and certificates p. 8 2.2.1. University of Western Ontario Graduate Diploma in Non‐Profit Management p. 8 2.2.2. University of Victoria Professional Specialization Certificate in Voluntary and p. 9 Nonprofit Sector Management 2.2.3. Royal Roads University: Graduate Certificate in Sustainable Community p. 10 Development 2.2.4. Grant MacEwan University: Executive Leadership in the Non‐Profit Sector p. 11 Post‐Diploma Certificate

2.3. Relevant example of non‐degree conferring program: Dalhousie University Non‐ p. 12 Profit Sector Leadership Program

3. Conclusion p. 13

Annex I: Definitive List of Canadian Universities Used for Research p. 16

Annex II: Excluded Programs p. 18

Annex III: List of Canadian Universities with Graduate Public Administration p.19 Programs

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1. INTRODUCTION

Objective: This report aims to present the current state of the Canadian market for academic programs leading to a degree in the area of non‐profit sector management.

Methodology:

1.1. Established definitive list of non‐profit sector management programs leading to a degree in Canada:

1.1.1. Compiled complete list of Canadian universities

‐Source: http://www.uwaterloo.ca/canu/index.php ‐This list is from the University of Waterloo Public Affairs department and was compiled with Data from Statistics Canada, Provincial and Territorial Information and the CanLearn (government of Canada) website. Different lists include or exclude certain universities so a few may have been omitted but all large universities are present. I excluded theological universities. ‐Definitive list available in annex I (p. 16)

1.1.2. Used Official Websites from Definitive List of Canadian universities to:

‐If available, download Graduate Calendar of all programs ‐Consult “future students”, “graduate studies” and “continuing education” webpages and key word searches for “non profit”, “not for profit”, “voluntary” and “third sector”

1.1.3. Used Official Websites’ search engines for queries:

‐“non profit”, “not for profit”, “voluntary” or “third sector”, “non governmental organizations”, “NGO”, “charit*”,

1.1.4. Used Google search engine for following queries + “Canada” and name of 10 provinces:

‐“non profit sector program”, “voluntary sector program”, “third sector program” ‐Variants including words “academic” or “university”

1.1.5. Used external sites related to identifying academic/graduate programs:

‐http://www.canlearn.ca ‐http://www.charityvillage.com/cv/learn/postsec.html

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1.2. Criteria for Inclusion or Exclusion of Programs in Presentation

1.2.1. Inclusion

‐I included all programs in non‐profit management, or community studies with a strong emphasis on the non‐profit sector, that either lead to a MA (2) or a graduate diploma or certificate (4) (if they required an undergraduate degree for admission). ‐I also included one non‐profit management program not conferring academic credit, for comparative purposes

1.2. Exclusion (Annex II p. 18)

‐Any MA, graduate diploma or certificate that mentions non profit as potential employment but do not place special emphasis either in their curriculum or employment opportunities ‐Save for the one included for comparative purposes, all the executive or professional programs that do not confer academic credit ‐Undergraduate degrees or undergraduate certificates

1.3. Presentation criteria:

1.3.1. Criteria to enumerate characteristics

1. Type of program: duration, structure and short description of purpose 2. Admission requirements 3. Tuition fees 4. Career opportunities: is there any mention of who the program is designed for, or if there are co‐op, internship or work placement opportunities?

1.3.2. Organization of presentation:

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2. PRESENTATION 2.1. Master of Arts

2.1.1. York University MBA in Non‐Profit Management and Leadership or Graduate Diploma in Non Profit Management and Leadership http://schulich.yorku.ca/client/schulich/schulich_lp4w_lnd_webstation.nsf/page/MBA+Nonprof it+Management!OpenDocument

2.1.1.1. Type of Program:

The Schulich School of Business offers a specialization in Non Profit Management in Leadership for their Masters in Business Administration, as well as a Graduate Diploma in Non Profit Management and Leadership. The Graduate Diploma, however, represents extra academic credit and can only be taken concurrently with the Schulich MBA, which is why it is included in this section and not in the Graduate Diploma section.

Program is available on a full‐time, part‐time or accelerated basis. For full‐time students, average completion time is 20 months with the summer off. For part‐time students, the program is completed on average in 10 terms (approximately three years) of evening, alternate weekend or day classes. Accelerated study is available for those with Business Administration or Communications degree.

2.1.1.2. Admission Requirements

‐An undergraduate degree from a recognized university with at least a B average ‐An acceptable score on all four measurements of the Graduate Management Admission Test ‐Two years of relevant full‐time work or life experience post degree.

2.1.1.3. Tuition

Fees will vary on time for completion. For part‐time students, the price per term is $5142 for domestic students and $6000 for international students. For full‐time students, the price per term is $12,856 for domestic students and $15,000 for international students. As such, including ancillary fees, tuition will average around $53,000 for domestic students for both part time and full time studies and around $60,000 for international students. Depending on their rhythm, students following the Graduate Diploma may or may not pay more.

2.1.1.4. Career Opportunities

The MBA specialization taken by itself does not offer co‐op placement, but seeks to generally prepare students for positions as managers or board members of important charitable organizations. The Diploma, however, includes an intensive summer work placement program for those students without sufficient prior experience in the sector. SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 6

2.1.2. Athabasca University: MA in Community Studies http://mais.athabascau.ca/specialization/details.php?question=2

2.1.2.1. Type of Program: Specialization offered in the larger Master of Arts in Integrated Studies. The program explores issues of social justice and social change as they relate to community‐based organizing, community economic development, education, and social movements, placing emphasis on potential students working in the non‐profit sector.

Duration depends on structure adopted by students; the MA can be completed in either two years of full‐time or six years of part‐time studies. Two types of courses are offered to ensure maximum flexibility (grouped courses completed over thirteen to fifteen weeks or individualized‐study courses on the first day of every month over four to six months).

Students are expected to complete a total of eleven courses: two core courses, seven to eight electives courses, one to two integrated research projects and an official study plan to declare a specialization (in this case, community studies).

2.1.2.2. Admission Requirements

‐Undergraduate degree (three or four year) from a recognized post‐secondary education institution. ‐No relevant leadership or work experience required

2.1.2.3. Tuition

Sample Total (may slightly vary depending on time for completion) $ 16,736.00 Sample Total for International Students: 18,936$

2.1.2.4. Career Opportunities

No mention of bridging program into employment through internships or co‐op placement. It is mentioned that “this specialization will be of interest to students working with community groups, the non‐profit sector, social enterprises, and social economy organizations; those interested in CED theory and practice for social change; and adult and distance educators interested in social transformation in both developed and developing world contexts”. SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 7

2.1.3. University of Victoria: MA in Community Development http://publicadmin.uvic.ca/programs/graduate/maInCommunityDevelopment/maInCommunity Development.php

2.1.3.1. Type of Program: The Master of Arts in Community Development is designed to build and develop students’ capacity to become successful leaders in the civil society and social economy by focusing on the practice and policy dimensions of three distinct and overlapping streams: non‐profit, co‐operative and community economic development.

It is a part‐time professional program delivered through a combination of online and residential courses based at the University of Victoria. Each of the three residential workshops is held over a two week period in the summer terms. The program starts in May and courses are offered year round.

The part‐time Master of Arts in Community Development (MACD) program can be completed in just over two years. The program consists of fourteen required courses, one approved elective course, and three mandatory two‐week residential workshops. Throughout the program, students work on a Master's project.

2.1.3.2. Admission Requirements

‐Baccalaureate degree (or equivalent from another country) from an accredited and recognized institution in a relevant field of study ‐A grade point average of 5.0 (B) in the work of the last two years (30 units) leading to this baccalaureate degree ‐A minimum of four years of professional experience, paid or volunteer, in one of the three streams of the broader community development sector (non‐profit, cooperative, community economic development)

2.1.3.3. Tuition

The tuition for the entire program is currently just over $14,800 for domestic students. Based on 2010‐11 tuition fees, students pay 6 full fee instalments of $2,350 and one program re‐ registration fee of $783.34 over the course of 7 terms (semesters) of study. The fees are slightly higher for international students.

2.1.3.4. Career Opportunities

No mention of bridging program into employment through internships or co‐op placement. It is mentioned that at this point in time there is no co‐op option for the MACD program. The program seems to be aimed at advancing the career of already employed individuals rather than offering a bridge into employment.

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2.2. Graduate Diplomas and Certificates

2.2.1. University of Western Ontario: Graduate Diploma in Non‐Profit Management http://www.westerncalendar.uwo.ca/2010/pg309.html

2.2.1.1. Type of Program

The Diploma in Not‐for‐profit Management is designed to provide students with the theoretical foundation as well as the practical and applied knowledge and skills required to manage and lead not‐for‐profit organizations.

The Diploma consists of 8.5 courses, comprised of 10 diploma‐credit half courses, 1 diploma‐ credit full course and 1 practicum session. The Diploma can be completed either full or part‐ time. Students have three years from the time of acceptance to complete all program requirements.

2.2.1.2. Admission Requirements

An undergraduate degree from an accredited university. Students with previous experience in the sector are recommended to apply for the Certificate in Non‐Profit Management.

2.2.1.3. Tuition

Each diploma‐credit course costs $578.98, including ancillary fees. Thus for the total of 11 courses tuition would be approximately $6368.

2.2.2.4. Career Opportunities

Students in the Diploma program will obtain valuable work experience through a practicum component. It is also mentioned that “graduates can go on to work in a variety of sectors: federal, provincial, or municipal government, advocacy or lobby groups, not‐for‐profit organizations, etc”. SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 9

2.2.2. University of Victoria: Professional Specialization Certificate in Voluntary and Nonprofit Sector Management http://publicadmin.uvic.ca/programs/undergraduate/certificates/certificates.php

2.2.2.1. Type of Program

This Professional Specialization Certificates is designed for mid‐career professionals who have already completed a Bachelor's degree and are preparing to advance their careers.

The program is delivered online and can be earned in as little as one year; new students are accepted in September, January and May. The certificate consists of six units of study based on a mixture of four core and elective courses.

2.2.2.2. Admission Requirements

To be eligible for admission to the Professional Specialization Certificate programs students must have a Bachelor's degree and at least two years' work‐related experience.

2.2.2.3. Tuition

Tuition for Professional Specialization Certificate is $1,869.20

2.2.2.4. Career Opportunities

No mention of bridging program into employment through internships or co‐op placement. The program is designed for mid‐career professionals who are preparing to advance their careers. SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 10

2.2.3. Royal Roads University: Graduate Certificate in Sustainable Community Development http://www.royalroads.ca/program/graduate‐certificate‐sustainable‐community‐development

2.2.3.1. Type of Program

The Graduate Certificate in Sustainable Community Development responds to the growing need for leaders in communities who excel at understanding and leading sustainable development. This six‐month interdisciplinary graduate program builds a foundation of best practices for sustainability and community engagement.

The program is structured as follows: a five‐day on‐site residency, followed by two online courses, and concluding with a final three‐day residency. This structure provides working professionals an opportunity to benefit from an on‐campus experience and to learn through the online medium while still meeting professional and personal responsibilities.

2.2.3.2. Admission Requirements

‐Four year undergraduate degree ‐A minimum of three to five years of related full‐time work experience

2.2.3.3. Tuition

Tuition is $7500 for both Canadian and International students.

2.2.3.4. Career Opportunities

No mention of bridging program into employment through internships or co‐op placement. The program is designed for mid‐career professionals who are preparing to advance their careers.

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2.2.4. Grant MacEwan University: Executive Leadership in the Non‐Profit Sector Post‐Diploma Certificate http://business.macewan.ca/gmcc/vsm/home/index.cfm?CFID=896343&CFTOKEN=35035421& utm_source=leadership&utm_medium=redirect

2.2.4.1. Type of Program

This post‐diploma certificate was developed to assist current or future leaders of the non‐profit sector to become more effective in providing leadership for their organization and community.

Students take seven courses, totalling 21 credits. The program takes 20 months to complete and is offered in a hybrid delivery model; there are ten one or two day on‐campus sessions, the rest of the coursework is completed online.

2.2.4.2. Admission Requirements

Applicants must present an accredited post‐secondary diploma, degree or professional certification. Applicants must also present evidence of at least two years leadership (paid or volunteer) experience, preferably in a non‐profit setting.

2.2.4.3. Tuition

The total approximate cost for the program is $4576 for domestic students and $10,744 for international students.

2.2.4.4. Career Opportunities

No mention of bridging program into employment through internships or co‐op placement. The program is designed for mid‐career professionals who are preparing to advance their careers.

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2.3. Relevant example of non‐degree conferring public leadership program

Dalhousie University Non‐Profit Sector Leadership Program http://collegeofcontinuinged.dal.ca/Continuing%20Management%20Education/Non‐ Profit%20Sector%20Leadership/

2.3.1.1. Type of Program: This Executive Program from Dalhousie University is an online course that seeks to help executive directors deepen their understanding of non‐profit governance and use a variety of tools in working with their boards in improving the leadership of their organizations.

The course is offered in an online format that relies on written or text‐based communication. There are two scheduled, but optional, live classroom sessions (voice conferencing) where participants will be online at the same time.

The course requires three to five hours of work a week over a four month period, about half of which will be time spent online in discussion with your peers and the instructors.

2.3.1.2. Admission Requirements

This program is designed for executive directors (EDs or CEOs) or board members of non‐profit or voluntary organizations, as well as consultants in the non‐profit sector.

2.3.1.3. Tuition:

$1075

2.3.1.4. Career Opportunities

None are specifically mentioned. Aims to increase the leadership capacity of already employed individuals to advance their career rather than bridge into employment. SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 13

3. CONCLUSION

3.1. Statistics

The following table aims to show the distribution of non‐profit management programs in Canadian universities at large and more specifically in those that have Public Administration Graduate programs. The universities with public administration graduate programs were compiled through the use of the Canadian Association of Public Administration Programs (http://www.cappa.ca) and may be found in Annex III (p. 19).

Canadian Universities Canadian Universities with (n=51) Public Administration Graduate Programs (n=24) Have a Non‐Profit management 14 (27,45%) 6 (25%) program (including professional development and undergraduate level) Have a Non‐Profit Management 7 (13,73%) 3 (12,5%) program that confers academic credit or leads to a degree (MA or Graduate Diploma/Certificate) Have a Non‐Profit Management 5 (9,8%) 2 (8,33%) Diploma or Certificate that confers academic credit

The table was constructed using the annexes of this report, yet it is acknowledged that different research methods (for example the number of programs found by different research sites and on official websites themselves) could produce slightly different percentages due to the variability in these different sources. Further research and a deeper use of statistical methods could produce more definitive information; however, seeing as how this research was aimed primarily at identifying the characteristics of existing programs this was not done and this table was produced to give a general overview or idea of the state of the market.

3.2. Market trends

The following paragraphs identify five market trends or characteristics.

A first observable trait relates to the broad characteristics of the Canadian market itself; there is a relative scarcity of MA and graduate diplomas or certificate in non‐profit management in Canada. They do hold few common characteristics; all emphasize flexibility in delivering their programs to ensure professionals can follow them, most websites try to capitalize on Statistics Canada data related to the vibrant non‐profit sector in Canada with its wealth of jobs and size in the overall economy, and, although most public administration degrees will offer classes on the SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 14 non‐profit sector, few approach it from a management perspective. Overall, the programs are quite different in delivery, curriculum content and tuition. Out of all the studied programs, York University does distinguishes itself as a leader as it provides a comprehensive graduate level curriculum with co‐op opportunities; however its tuition fees are also by far the highest as it is offered as part of the MBA program.

A second factor worth mentioning is that my research found that there are at least three non‐ profit programs that were discontinued in the past decade. These are McGill’s Voluntary Sector Leadership Program (modelled on its management faculty’s highly successful Master in Practicing Management and Masters for Health Leadership), the University of Regina’s Master’s Certificate in Non‐Profit Management and Mount Royal University’s Bachelor of Applied Nonprofit Studies. However I was unable to determine whether these were discontinued for lack of demand, problems with funding, management decisions or other reasons.

A third trait is the presence of four Canadian research centres or institutes on the non‐profit sector that consistently emerged throughout my research. These initiatives concentrate on networking between practitioners, academic researchers and policy makers to enhance the understanding of the voluntary sectors, and as such offer only either courses or professional programs. They are:

‐Carleton’s own Centre for Voluntary Sector Research and Development/ Carleton Institute for Voluntary Sector and Civil Society ‐Ryerson University’s Centre for Voluntary Sector Studies ‐Mount Royal University’s Institute for Nonprofit Studies ‐Queen University School of Policy Studies’ Public Policy and Third Sector Initiative

A fourth trend would be related to the strong presence of programs offered by small and local colleges that were not the object of this research but may reflect the work being done on the community level by non‐profit organizations. Among these are:

‐Algonquin College Certificate in Fundraising Management ‐The Banff Centre Leadership Development ‐Canadian Society of Association Executives: Certified Association Executive (CAE®) Accreditation Program for Non‐Profit Managers ‐Conestoga College Senior Leadership and Management in the Not‐For‐Profit Sector program ‐Fanshawe College Certificate in Fund Development ‐George Brown College Fundraising & Volunteer Management Certificate ‐Georgian College: Fundraising & Resource Development Program ‐Humber College: Fundraising and Volunteer Management Post‐Graduate Certificate ‐Mohawk College: Not‐for‐Profit Leadership Development Certificate Program

A final observation would be that my research uncovered a burgeoning category of programs in the United States, alternatively called Master of Nonprofit Organizations (MNO) or Master of SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 15

Nonprofit Management (MNM), through the Nonprofit Academic Centers Council (NACC). Two of its 48 members are Canadian Universities‐ York University and Mount Royal University. They offer curricular guidelines and indicators of quality for non‐profit programs and academic centres and could be an interesting avenue to explore for building a new program. Their website is located at: http://www.naccouncil.org

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ANNEX I: Definitive List of Canadian Universities used for Research

Alberta (6) ‐Athabasca University ‐University of Alberta ‐University of Calgary ‐University of Lethbridge ‐Mount Royal University ‐Grant MacEwan University

British Columbia (7) ‐Royal Roads University ‐Simon Fraser University ‐University of British Columbia ‐University of Northern British Columbia ‐University of the Fraser Valley ‐University of Victoria ‐Vancouver Island University

Manitoba (3) ‐Brandon University ‐University of Manitoba ‐University of Winnipeg

New Brunswick (4) ‐Mount Allison University ‐Université de Moncton ‐University of Fredericton ‐University of New Brunswick

Newfoundland and Labrador (1) ‐Memorial University of Newfoundland

Nova Scotia (3) ‐Dalhousie University ‐St. Francis Xavier University ‐Saint Mary's University

Ontario (18) Algoma University Brock University Carleton University Lakehead University Laurentian University SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 17

McMaster University Nipissing University Queen's University Ryerson University Trent University University of Guelph University of Ottawa University of Toronto University of Waterloo University of Western Ontario University of Windsor Wilfrid Laurier University York University

Prince Edward Island (1) University of Prince Edward Island

Quebec (7) Bishop's University Concordia University McGill University Université de Montréal Université du Québec à Montréal Université de Sherbrooke Université Laval

Saskatchewan (3) First Nations University of Canada University of Regina University of Saskatchewan SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement 18

ANNEX II: Excluded Programs

II.1. Professional Development

University of Alberta: Not‐For‐Profit Governance Essentials Program http://www.business.ualberta.ca/Programs/ExecutiveEducation/GovernanceEthics/Governance EssentialsProgram.aspx

University of Calgary: Not‐For‐Profit Governance Essentials Program http://haskayne.ucalgary.ca/haskayneexecutive/governance/essentials

University of Ottawa: Governance Essentials Program For Directors of Not‐for‐Profit Organizations http://www.telfer.uottawa.ca/en/latest‐news/1176‐governance‐essentials‐program‐for‐ directors‐of‐not‐for‐profit‐organizations‐gep

Mount Royal University: Non‐profit management extension certificate http://www.mtroyal.ca/ProgramsCourses/ContinuingEducation/businesstraining/nonprofit/

II.2. Undergraduate studies

Mount Royal University : Bachelor of Applied Nonprofit Studies‐ Discontinued http://www.mtroyal.ca/ProgramsCourses/FacultiesSchoolsCentres/Business/Programs/Bachelo rofAppliedNonprofitStudies/

Ryerson University: Undergraduate certificate in Nonprofit and Voluntary Sector Management http://ce‐online.ryerson.ca/ce_2010‐ 2011/calendar/default.aspx?section=program&sub=cert&cert=INTSTU00&mode=program

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ANNEX III: List of Canadian Universities with Graduate Public Administration Programs

Source: Canadian Association of Programs in Public Administration (http://www.cappa.ca)

Total n= 24

University of British Columbia: Department of Political Science and Institute of Asian Research ‐ Master of Arts (Asia Pacific Policy Studies)

Brock University: Department of Political Science

Carleton University: School of Public Policy and Administration

Concordia University: Master in Public Policy and Administration

Dalhousie University: School of Public Administration

University of Guelph: Political Science

McMaster University: Collaborative Program in Public Policy and Administration

Université Laval: Département de Science Politique

University of Manitoba/University of Winnipeg: MPA Program

Université de Moncton: Département d’administration publique

University of Ottawa: Department of Political Science, Master of Arts in Public Administration Graduate Certificate in Public Management and Governance

Université du Québec: École nationale d'administration publique (ENAP)

Université du Québec à Montréal: Maîtrise en science politique

Queen's University: School of Policy Studies

University of Regina: Master of Public Administration

Ryerson University: Master of Arts: Public Policy and Administration

University of Saskatchewan: Johnson‐Shoyama Graduate School of Public Policy

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Simon Fraser University: Master of Public Policy

University of Toronto: Master of Public Policy

University of Victoria: School of Public Administration

The University of Western Ontario: Master of Public Administration in Local Government

University of Winnipeg: Department of Politics

York University – Atkinson and Glendon College : Master of Public Policy, Administration and Law (MPPAL), Master in Public and International Affairs

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APPENDIX B: LETTER OF SUPPORT FROM THE EDUCATION DEVELOPMENT CENTRE REGARDING ONLINE DELIVERY

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October 6, 2011

Susan Phillips, Ph.D. Director and Professor School of Public Policy and Administration Carleton University Room 1019 Dunton Tower 1125 Colonel By Drive Ottawa, Ontario K1S 5B6

Dear Dr. Phillips,

Congratulations on your plans to offer a Masters Degree in Philanthropy and Non-Profit Leadership. This graduate program clearly addresses an educational need that is not available to Canadians currently, and meets the needs of a growing sector in our economy. Including a substantial distance learning component in the program provides access to a substantial number of Canadians, not restricting it to those in the immediate Ottawa area and will provide Carleton with a substantial opportunity for growth of this program.

We, at the Carleton University OnLine, and at the Educational Development Centre, are particularly excited about working with you and your team to offer a first-rate, flexible distance education program that will make your courses available not only to all Canadians, but to international students as well.

Regarding your planning to offer a number of your courses online through Carleton University OnLine, we assure you that we have full technological capabilities to effectively bring these courses to your distance audience, as well as well-qualified staff to assist your professors in designing engaging, first-rate online programs that will assure that graduates from your program have had a rigorous and relevant learning experience.

We look forward to working with your team on the development and presentation of this exciting new graduate program.

Sincerely,

Carol A. Miles, PhD Associate Vice-President, Teaching and Learning Carleton University

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APPENDIX C: PROPOSED CALENDAR DESCRIPTION

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Master in Philanthropy and Nonprofit Leadership

About the Program

Academic Regulations

See the General Regulations section of this Calendar.

Admission Requirements

Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English by attaining, at least: a TOEFL score of 580 written, or 237 CBT (computer-based test) or 86 IBT (internet-based test) with a minimum score in each component (22 in writing, 22 in speaking, 20 in reading, and 20 in listening); or a CAEL score of 70; or an IELTS score of 7.0.

Note that because of the number of applications received, possession of these admission requirements does not, in itself, guarantee admission to the program.

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Program Requirements

The Master in Philanthropy and Nonprofit Leadership is a 6.0 credit program. Students must complete:

 3.5 credits of core courses;  2.0 credits from electives in the three clusters, with at least 1.0 credit from either the Philanthropy cluster or the Organizational Leadership and Management cluster; and  0.5 credit in PANL 5008 Capstone Project

The seven core courses are listed under A, below. The courses for the 3 clusters are listed under B, below.

A. Core Courses

PANL 5001 Foundations of Philanthropy PANL 5002 Policy and Legal Environment PANL 5003 Finances of Philanthropy and the Nonprofit Sector PANL 5004 Governance and Leadership PANL 5005 Organizational Development PANL 5006 Research Methods and Design II PANL 5007 Policy and Program Evaluation

B. Clusters

Student must complete 2.0 credits of electives. At least 1.0 credit must be from either the Philanthropy cluster or Organizational Leadership and Management cluster.

Other courses as approved by the MPNL Supervisor

PANL 5701 Social Innovation PANL 5702 Social Entrepreneurship PANL 5703 Public Policy and Advocacy PANL 5704 International Civil Society and Public Policy

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PANL 5772 Special Topics in Organizational Leadership and Management PADM 5212 Civil Society and Public Policy PADM 5215 Benefit-Cost Analysis PADM 5411 Organization Theory PADM 5418 Human Resources Management PADM 5814 Theories of Development PADM 5815 Civil Society Organizations and Development INAF 5003 Project Operations in a Developing Country Context ACCT 5001 Financial Accounting ACCT 5002 Managerial Accounting ACCT 5011 Financial Statement Analysis ACCT 5012 Performance Measurement and Control ACCT 5013 Public Sector and NGO Accounting MGMT 5100 Managing People and Organizations MGMT 5111 Conflict and Negotiation MGMT 5112 Power and Influence MGMT 5113 Managing Teams MGMT 5114 Managing Diversity MGMT 5115 Leadership MGMT 5116 Managing Performance MGMT 5117 Knowledge Management MGMT 5120 Fundamentals of Leading and Managing Organizational Change

Other courses as approved by the MPNL Supervisor

International and Policy Contexts Cluster

The International and Policy Context cluster provides an understanding of the globalized environment in which philanthropy and nonprofit organizations operate, and of various policy fields of particular relevance to them.

PADM 5221 Health Policy in Canada PADM 5222 Economics and Health Policy PADM 5224 Aboriginal Policy PADM 5225 Trade Policy PADM 5227 Education Policy PADM 5228 Social Policy PADM 5422 Urban and Local Government PADM 5612 Industrial Policy, Innovation and Sustainable Production PADM 5615 Politics and Policy of Energy in Canada PADM 5619 Urban Sustainability PADM 5620 The Science, Politics and Economics of Global Climate Change PADM 5811 The International Policy Framework PADM 5812 Governance in Developing Countries PADM 5817 Health Policy in Developing Countries PADM 5818 Theories of Development INAF 5600 Human Resource Development INAF 5209 Conflict and Development INAF 5002 Issues in International Development INAF 5003 National and Domestic Dimensions of Development

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INAF 5004 Human Security: From Policy to Practice INAF 5709 Human Rights: International Politics and Policies INAF 5706 Global Health Policy INAF 5219 Rights, Development and Conflict INAF 5602 Development Assistant Theory and Practice

Other courses as approved by the MPNL Supervisor

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Note: the Diploma in Philanthropy and Nonprofit Leadership will be offered under the Graduate Diplomas in Public Policy and Administration

Academic Regulations

See the General Regulations section of this Calendar.

All candidates are required to obtain a grade of B- or higher in each course in the program.

Admission Requirements

Applicants must have a bachelor's degree (or equivalent). Normally, an average of B+ or higher is required for admission.

Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English by attaining, at least: a TOEFL score of 580 written, or 237 CBT (computer-based test), or 86 IBT (internet-based test) with a minimum score in each component (22 in writing, 22 in speaking, 20 in reading, and 20 in listening); or a CAEL score of 70; or an IELTS score of 7.0.

Note: students in the Diploma programs are not eligible to receive university funding.

Program Requirements

Philanthropy and Nonprofit Leadership

Students must complete:

1. 1.0 credit of required courses: o PANL 5001 Foundations of Philanthropy o PANL 5002 Policy and Legal Environment 2. 2.0 credits electives from the following list: o PANL 5003 Finances for Philanthropy and the Nonprofit Sector o PANL 5004 Governance and Leadership o PANL 5005 Organizational Development o PANL 5006 Research Methods and Design II o PANL 5007 Policy and Program Evaluation

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o PANL 5301 Planning and Management of Integrated Fundraising o PANL 5302 Responsible and Impact Investing o PANL 5303 Social Media, Communications and Marketing o PANL 5304 Strategic Grantmaking o PANL 5305 Globalization of Philanthropy o PANL 5372 Special Topics in Philanthropy o PANL 5701 Social Innovation o PANL 5702 Social Entrepreneurship o PANL 5703 Public Policy and Advocacy o PANL 5704 International Civil Society and Public Policy o PANL 5772 Special Topics in Organizational Leadership and Management

Other courses as approved by MPNL Supervisor

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Course Descriptions

Philanthropy and Nonprofit Leadership (PANL) School of Public Policy and Administration PANL 5001 [0.5 credit] Foundations of Philanthropy The motivations, values and ethics, and history of philanthropy, and a critical examination of its role in relation to government, business and society. Trends and emerging challenges in philanthropy and voluntary action over time and in different cultures and regions.

PANL 5003 [0.5 credit] Finances for Philanthropy and the Nonprofit Sector Revenue source development, business planning, financial management and accountability covering a range of financing options.

PANL5006 [0.5 credit] Research Methods and Design II Understanding and using descriptive statistics, probability theory and sampling distributions, hypothesis testing of quantitative and qualitative population parameters, and regression analysis with application to policy. (Also listed as PADM 5114)

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PANL 5372 [0.5 credit] Special Topics in Philanthropy One or more specialized aspects of philanthropy. The topics will change each year.

PANL 5701 [0.5 credit] Social Innovation The processes, business models and leadership of ‗social innovation‘ – system changing approaches to dealing with social, cultural, economic and environmental challenges. Use of case studies and prototypes to test assumptions and alternatives.

PANL 5702 [0.5 credit] Social Entrepreneurship

The theory, leadership and management of social entrepreneurship, from evaluating the opportunity through implementation. Includes assessment of startup strategies, raising funds, assessing risks, legal aspects, marketing ideas, managing resources and growth, and creation of socially responsible models.

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PANL 5772 [0.5 credit] Special Topics in Organizational Leadership and Management One or more specialized aspects of organizational leadership and management. The topics will change each year.

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APPENDIX D: INTERNATIONAL STANDARDS FOR NONPROFIT GRADUATE EDUCATION

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GUIDELINES FOR GRADUATE PROFESSIONAL EDUCATION IN NONPROFIT ORGANIZATIONS, MANAGEMENT AND LEADERSHIP

Revised October 2006

Background and Purposes

The Guidelines for Graduate Professional Education in Nonprofit Organizations, Management, and Leadership respect the educational challenges presented by the breadth and diversity of the nonprofit sector. A wide array of skills, knowledge, competencies and attitudes is essential for the success of nonprofit leaders and managers. These guidelines are intended to stimulate exploration and innovation in curriculum design and content and are based on the view that there are core essential elements that characterize nonprofit organizations and their managers and differentiate them from public and for-profit organizations. While most graduate-level nonprofit management education occurs in conjunction with MPA/MPP degrees, there are programs in a variety of other academic settings. Regardless of the setting, graduate professional education programs in nonprofit organizations, management, and leadership should reflect the fundamental body of knowledge defined by these guidelines.

Section 1: Program Integrity

As evidenced in "Section 3: Program Elements," nonprofit management encompasses a significant range of subject matter. Therefore, a minimum level of educational offerings dedicated specifically to the nonprofit sector is critical for a program to advertise truthfully that it is providing graduate professional education in nonprofit organizations, management, or leadership. Elective courses should be used to enable students to move beyond generic nonprofit course work and to specialize in substantive knowledge areas.

1. A Masters degree in public affairs, policy or administration should include a minimum of 36 semester hours or equivalent credit hours with a minimum of 12 semester hours within a nonprofit concentration (4 courses or equivalent focusing primarily on the distinctive essential elements of the nonprofit sector listed in Section 3-D below).

2. A Graduate Certificate in nonprofit organizations, management, and leadership should have a minimum of 12 semester hours or equivalent credit hours.

Section 2: Mission, Program Objectives, and Structure

Graduate professional education programs in nonprofit organizations, management, and leadership, serve different audiences and seek different ends. Thus, a program should have a clear written statement of its educational philosophy, mission, objectives and strategies to guide decisions about curriculum, faculty, degree requirements, and instruction. The statement should be included in program literature and referenced in advertisements.

The statement of mission, objectives, and strategy should identify the general types of positions for which the program attempts to prepare its graduates (for example, mid-level managers in larger nonprofit organizations; board/community leaders; in arts, human services, community SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

development nonprofits; in government or for-profit positions that require extensive interface with nonprofit organizations; in international or multilateral NGOs); the population from which students are drawn (for example, pre-service, in-service, local, national, international); and relative educational emphasis (for example, theory, practice, leadership, public policy, organizational management, quantitative analytical/policy skills).

The faculty and administration should have a clear understanding of the program's compatibility with the mission of the host department or school and the program's relationships with other graduate professional education programs in the host department or school (if any). The structure of nonprofit management programs can take a variety of forms. A careful assessment of resource stability, ability to draw on interdisciplinary resources, and intellectual compatibility with a host department are factors to consider in determining the placement of a nonprofit management program within a university structure.

Section 3: Program Elements

A. Format

Separate courses do not need to be established for each element of these guidelines. The elements may be addressed through any format appropriate to match the needs and resources of the offering institution so as to allow flexibility and encourage creative delivery of relevant subject matter.

It is acceptable to assemble a nonprofit management curriculum by drawing upon a limited number of appropriate courses originating in different disciplines (for example, anthropology, communications, health sciences, management, marketing, psychology, economics, social work, and sociology.) However, the curriculum must include explicit efforts to integrate such disparate components.

B. Content

The core masters courses should include subject matter related to the nonprofit sector and the blurring of the boundaries among the three primary social sectors. The changing relationship between the sectors should be included in lecture materials, case exercises, assigned readings, and research topics throughout the curriculum.

C. Internship

If the masters program requires an internship, students who choose the nonprofit concentration/certificate generally should be placed in a nonprofit organization for that experience. Exceptions may be appropriate if internship tasks are highly relevant to nonprofit practice, policy, or regulation.

D. Essential Elements

The guidelines now turn to curriculum topics or elements. This subsection covers elements distinctive to nonprofit organizations. These elements should be addressed in the curricula of all programs that claim to provide graduate professional education in nonprofit organization, management, and leadership. Specific prescriptive approaches and requirements within SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

these essential elements are purposely avoided in order to foster innovation in the field and to preserve flexibility to pursue different educational program missions.

1. History, Values, Ethics and Philosophies: Nonprofit management programs should place nonprofit organizations in their relevant societal context. Coverage of the history, values, ethics, and philosophies of nonprofit organizations is necessary for understanding the role of nonprofit organizations in civil society and democratic processes. The curriculum should address the moral and ethical issues and dilemmas faced by nonprofit organization board members and staff, and it should develop critical thinking skills in participating students. Students should understand nonprofit reliance on the public trust and the need to set and maintain elevated standards of duty to mission, care for the public's best interests in the execution of that mission, and expectations to work collaboratively to promote the public interest. This material should address more than purely legal issues.

2. Legal Structure: Programs should include curriculum content that addresses the legal context within which nonprofit organizations operate including the dynamic regulatory environment. Law that governs incorporation and tax-exempt status (at the federal and state levels) implies specific impacts on organizations. An understanding of the responsibilities imposed by statute and the rationale for society's willingness to privilege nonprofit organizations should be included in an academic program's basic curriculum. Students should be exposed to the legal environment for advocacy by nonprofits.

3. Revenue: Nonprofit organizations raise funds through a variety of means including: solicitation of donated revenues, such as charitable gifts, planned giving programs, and capital campaigns; memberships; earned income, including fee-for-services and sales of products; private and government grants; investments; special events; and contracts with businesses and government agencies. This element should include, for example, the history, theory, ethics, standards, and practice of fundraising and philanthropy; Unrelated Business Income; charitable trusts; and related tax and other laws regulating fundraising.

4. Governance: Programs should address the volunteer boards of trustees (or directors) legally charged with fiduciary responsibility to act in the public interest. The non- distribution constraint is a key concept to be included in any discussion of governance concerns. Board responsibility, structure, and relations with the CEO and staff, and the board's responsibility for the organization's mission are key factors in this element, and should be included along with theories of governance, leadership, and conflict negotiation and management.

5. Human Resources and Volunteer Management: If human resource management for nonprofit governing bodies is not covered elsewhere in the curriculum, it should be included in a specialized human resource management course for nonprofits. The curriculum should cover human resource management for volunteers as well as for paid staff, and address human resource management functions including recruitment, selection, training and development, evaluation, negotiation, job analysis, and reward and recognition. Motivation of board, staff and volunteers should be addressed, as well as management of the relationship between paid staff and volunteers. The curriculum should develop recognition of the challenges of human resource management in the nonprofit context, including executive compensation and cross-sector careers.

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6. Theories of the Sector and its Organizations: Theory should be an important and visible part of any nonprofit management program. Particularly important for nonprofit organizations are theories of the sector's existence, role and functions as well as theories of philanthropy, voluntarism, and civic engagement. Theories of organization that distinguish organizations by sector are particularly important, as are organizational and systems theories that explain nonprofit behavior (e.g., life cycle theories).

E. Overarching Elements

This section includes elements that are not specific to the nonprofit sector but are still important for effective management and leadership of nonprofit organizations. These elements should be included in courses in nonprofit management concentration/certificate programs, and integrated into mainstream courses in graduate degree programs. These elements are "component topics," not necessarily courses.

1. Accountability, Performance Measures and Program Evaluation: Like all organizations, nonprofit entities must develop mechanisms and processes to secure fiduciary and programmatic accountability to their various stakeholders. Curricula should address this imperative by providing opportunities for students to consider the manifold forms of accountability claims of the multiple stakeholders in a typical nonprofit organization’s operating environment including its clients, governing board, primary community supporters or sponsors (including contractors where pertinent) and employees. Curricula should highlight both the ethical demands these relationships involve as well as the programmatic requirements that each entails. Students should explore the organizational processes and methodologies necessary to ensure that such imperatives are effectively addressed, including alternate strategies of program assessment and evaluation. Whether process, output or outcome focused, these should be presented as an integral part of ensuring stakeholder accountability and therefore important to effective organizational governance.

2. Budgeting and Resource Management: Attention should be given to nonprofit organizations' management of resources, including integration of management systems. Curricula should address general accounting practices and budget management, risk management, fund accounting, government tax reporting requirements, program budgeting, monitoring of contracts, supervision of grant projects, and reporting to government agencies, philanthropic foundations, and other sources of program or organizational support. Attention should also be paid to management of endowments and risk management of capital resources.

3. External Relations: The relationship between the organization and its constituents, how that is managed, and various interpretations of accountability should be included in the program. Within this context are principles of communication, public relations, general and social marketing, managing constituent groups, negotiation and conflict management, and strategic planning. This element also encompasses the role of mobilization of human resources and media relations for the purpose of public relations and advocacy and the principles and techniques of crisis management.

4. Inter-organizational and Inter-sectoral Relations: Nonprofit organization operations often require spanning of sector boundaries and development and management of partnerships and innovative inter-organizational relationships. Therefore, resource dependency, institutional theory, population ecology, network theory, boundary-spanning SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

activities, and alternative organizational, partnership and network structures are topics for students of nonprofit organizations, management and leadership.

5. Alignment with the Environment: Organizations must be able to align or position themselves with their environment, the demand or need for their services or activities, and the availability of resources. Students should be aware of the advantages and limitations of strategic planning and management and understand the appropriate use of these tools for directing organizational change.

6. Applications of Quantitative Analysis and Information Technology to Nonprofit Management and Policy: Students should be able to apply current tools and techniques of quantitative analysis to the processes of planning, policy analysis, management, and evaluation of nonprofit organizations and their programs. Examples of applications include analysis of financial statements, program planning, and needs, market, and outcome assessments. Students should understand the limitations of quantitative analysis for these types of functions. In addition, nonprofit managers and leaders should be able to integrate current information technology into the processes of planning, policy analysis, management and evaluation of nonprofit organizations. Decisions about which information technology applications should be used, and strategies for keeping pace with technological change, are examples of appropriate elements in a nonprofit curriculum.

7. Policy Making Processes: This element is important for organizations because of its impacts on internal organizational processes and external operating environments. Students need to understand how public policy is created at the federal, state and local levels, how these can affect non-profit organization mission and programs, and roles in advocacy. In addition, the role of organization governing boards in setting and evaluating internal policy is an important process for students to understand.

8. Economics and Market Issues: Nonprofit organizations in the United States operate in a market economy and therefore are subject to market forces. Students should understand the macro and micro economic principles that can assist them in understanding those forces and their implications for organizational effectiveness. Curricula should address self-generated revenue and the decisions faced by nonprofits in determining such things as product and service mix, pricing, market opportunities, and competition with for-profit firms.

9. International Organizations: Nonprofit education should include study of the international nonprofit community both as a comparative exercise but also to gain an understanding of international organizations, global social issues, international regimes and institutions, and INGOs and NGOs in development and democratization processes. Students should have an understanding of issues for nonprofit organizations spanning national boundaries as well as those for indigenous, community-based organizations outside the United States.

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Curricular Guidelines

Curricular Guidelines for Graduate Study in Nonprofit Leadership, the Nonprofit Sector and Philanthropy

Second Revised Edition 2007

Published by the NONPROFIT ACADEMIC CENTERS COUNCIL

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Appreciation is expressed to the following individuals in NACC-member institutions who participated in the development of these curricular guidelines: 1 Table of Contents Robert F. Ashcraft, Chair, NACC Curriculum Task Force Center for Nonprofit Leadership and Management Arizona State University 2 Message from Our President and the Chair of the Curriculum Task Force

Kathy Agard 3 A History of NACC’s Curricular Guidelines Initiative Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership 4 How to Use this Document Grand Valley State University 5 Introduction to the Revised Graduate Curricular Guidelines

Dwight Burlingame The Center on Philanthropy Indiana University

Norman Dolch* 7 Curricular Guidelines for Graduate Study in Nonprofit Institute for Human Services and Public Policy Leadership, the Nonprofit Sector and Philanthropy Louisiana State University - Shreveport

Kathleen Fletcher 7 1.0 Comparative Perspectives Institute for Nonprofit Organization Management on the Nonprofit Sector, Voluntary Action and Philanthropy University of San Francisco 7 2.0 Scope and Significance Femida Handy of the Nonprofit Sector, Voluntary Action and Philanthropy School of Social Policy & Practice on behalf of the Center for Community Partnerships 7 3.0 History and Theories University of Pennsylvania of the Nonprofit Sector, Voluntary Action and Philanthropy

8 4.0 Ethics and Values Paul Palmer Centre for Charity Effectiveness 8 5.0 Nonprofit Governance and Leadership City University London 8 6.0 Public Policy, Advocacy and Social Change

David Renz 9 7.0 Nonprofit Law Midwest Center for Nonprofit Leadership University of Missouri - Kansas City 9 8.0 Nonprofit Economics

9 9.0 Nonprofit Finance Nora Silver Nonprofit and Public Management Program 10 10.0 Fundraising and Development University of California - Berkeley 10 11.0 Financial Management and Accountability

John Palmer Smith 10 12.0 Leadership, Organization and Management Helen Bader Institute for Nonprofit Management University of Wisconsin - Milwaukee 11 13.0 Nonprofit Human Resource Management 11 14.0 Nonprofit Marketing Consultant: Pamela Leland 12 15.0 Information Technology and Management The Leland Leadership Group 12 16.0 Assessment, Evaluation and Decision-Making Methods

* Retired as of 9/1/07 13 NACC Membership Listing

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NONPROFIT ACADEMIC CENTERS COUNCIL

Dear Friends and Colleagues,

On behalf of the members of the Nonprofit Academic Centers Council (NACC), it is a pleasure to present the revised Curricular Guidelines for Graduate Study in Nonprofit Leadership, the Nonprofit Sector and Philanthropy.

At the outset of our work in 2001 to develop curricular guidelines under a grant from the David and Lucile Packard Foundation, we recognized the dynamic nature of this emerging academic field and committed to regular revisions of the guidelines.As research added to our knowledge and as experience was gained both in the classroom and in our active service engagement with nonprofit organizations, we learned much. That current level of knowledge and experience was thoughtfully and judiciously incorporated into these new revised Guidelines, considerably updating our original Guidelines published in 2003.

Many wise contributors devoted significant time to the revised Guidelines through a formal Curriculum Task Force organized in 2006 and facilitated by our former NACC center director colleague, Dr. Pamela Leland, as a consultant to the project.They produced a superb and valuable tool. We acknowledge a debt to all who contributed to the development of the Guidelines, and especially to NACC’s executive director,Amy McClellan, for her exemplary staff support of the process.

NACC’s mission is to strengthen nonprofit academic centers and to strengthen the field. There is no more appropriate contribution we can make than Curricular Guidelines to assist in the design of nonprofit courses, programs, certificates, and degrees as we strive to educate future generations of nonprofit leaders, scholars, and policy makers. We hope you will find the Guidelines useful in your work. Please continue to assist us through the broad dissemination of this information and by your suggestions for future revisions as knowledge and experience allow us to further refine this field of study.

Most sincerely,

Russell A. Cargo Robert F.Ashcraft NACC President, 2006-2008 Chair, NACC Curriculum Task Force Virginia Tech Arizona State University

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A History of NACC’s Curricular Guidelines Initiative

The Nonprofit Academic Centers Council (NACC) is a membership association comprised of academic centers or programs at accredited colleges and universities that focus on the study of nonprofit organizations, nonprofit management and leadership, philanthropy, and voluntarism.

NACC’s efforts to create curricular guidelines for the field of Nonprofit and Philanthropic Studies began in 2001, made possible through the generous financial support of the David and Lucile Packard Foundation.These early discussions were focused on graduate degrees in this particular field. After extensive discussion and involvement of the membership and through the leadership of a Curriculum Task Force, NACC published Curricular Guidelines for Graduate Study in Philanthropy, the Nonprofit Sector and Nonprofit Leadership in 2003. These early curricular efforts were followed by other endeavors to strengthen this field of study and included publication of Indicators of Quality for Nonprofit Academic Centers (2006) and a Knowledge Base Initiative that built a bibliographic database of resources available to support teaching in nonprofit management and philanthropic studies.

From the very beginning there was a commitment to keep the Guidelines relevant and respon- sive to trends in the field. Consequently, while informal discussion began almost immediately, formal efforts to revise the Graduate Guidelines began in 2004 and resumed in earnest in 2006. A Task Force chaired by Robert Ashcraft built upon revision discussions initiated at a NACC Wingspread Conference in 2004, culminating in a revised set of Guidelines brought forward to the membership in June 2007. As a part of the effort to revise the Graduate Guidelines, the Task Force also produced a set of Guidelines for undergraduate academic programs.These are available in a separate NACC publication.

Established in 1991, NACC is the first organization entirely dedicated to the networking and support of centers that provide education and research about, and academically based service for,the nonprofit/nongovernmental sector and philanthropy.It is our hope that the use of these guidelines as foundational curricular principles will ensure that current and future leaders in the nonprofit sector will receive consistent, high-quality educational experiences that will translate to benefits for individuals, organizations, and the sector as a whole.

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How to Use This Document

In articulating a model curriculum for graduate degrees in philanthropy, nonprofit organization management, or nonprofit sector studies, we believe this document can be used in a variety of ways with a number of audiences.

This document can be used to:

• Inform and educate faculty in other programs and departments about the curricular base of this expanding field

• Provide a framework within which the study of the nonprofit sector in other disciplines (e.g. public administration, business, or social work) can be structured

• Inform and educate university groups and systems, for example, university curriculum committees, deans and provosts

• Communicate learning goals and objectives to prospective students

• Act as a resource to community representatives who may serve on program advisory boards or councils

• More fully inform funders of the goals and intent of our academic, professional development and continuing education programs

• Serve as the evaluation benchmarks and/or standards of excellence for our own academic programs and curricular content

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Introduction to the Revised Graduate Curricular Guidelines (2007)

From their initial publication, NACC’s recommended Guidelines for graduate study in philanthropy and nonprofit sector studies have generated dialogue and commentary from people in both academic and practitioner settings. The level of response has exceeded our expectations and has reinforced not only our sense of the need for such guidelines at the graduate level, but also the level of interest that currently exists within and on behalf of this field. It has also reinforced NACC’s commitment to continuing to serve as a leader and conven- er of representatives from those colleges and universities who aspire to produce graduates who will serve as leaders in and of the nonprofit sector in the future.

In introducing this revised set of Guidelines, several changes should be noted.

• The first is a change in the title of this document. Formerly Curricular Guidelines for Graduate Study in Philanthropy, the Nonprofit Sector and Nonprofit Leadership, this revised document is now called the Curricular Guidelines for Graduate Study in Nonprofit Leadership, the Nonprofit Sector, and Philanthropy.While the re-ordering of the subjects may be considered minor,it is our judgment that it more accurately reflects the primary goal in many graduate-level programs.

• A second change is the addition of a section on economics (Section 8) and substantial revision to other sections as a result (see, for example, Section 9). Again, these topics were referenced in the earlier version of the Guidelines. In organizing this as its own section in these revised Guidelines, there was an interest in not only highlighting their importance but also a recognition that there has been a shift in the field of nonprofit finance and attempts to construct a more comprehensive theoretical approach to the study of the economics of the nonprofit sector.

• A third change is the addition of a new section focused on the global issues of voluntarism (Section 1). While the earlier Guidelines referenced global concerns throughout the various sections, there was a desire to call attention to these matters in a more visible way.We have attempted to phrase all of the Guidelines with a sensitivity to the growing field of nonprofit and philanthropic study around the world.

• As we have tried to craft a set of guidelines that will be relevant in different cultural and institutional contexts, the issues in, and limitations of, language have become increasingly apparent. We recognize that words used in one culture or one part of the world may mean something very different in another culture or context. We acknowledge that the words we offer here may need some “cultural translation.”

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With this diversity of language in mind, and for purposes of this report, we have used the word “nonprofit” to include non-governmental, nonprofit, civil society, voluntary and philanthropic organizations.We have used the word “voluntarism” to include all action – both individual and collective – that is not government or business.And we have used the word “philanthropy” to include giving and individual and/or collective voluntary action for the greater common good.

As you review these Guidelines, we also want to remind you of the following:

• As with the earlier Guidelines, we are not suggesting that each section or topic below correlates to a particular course within a larger curriculum. Nor should these topics be viewed as somehow sequentially related. The manner in which these topics and issues are arranged within a particular curriculum should reflect the specific mission, purpose(s) and audience(s) for the degree that is being offered. Adaptation of these guidelines to a specific cultural and institutional context is assumed and encouraged.

• We are also mindful that each academic discipline brings with it a body of theory, conceptual frameworks and a language that is particular,and possibly specific,to that discipline. NACC, as a membership organization, represents a wide variety of disciplines including arts and humanities, public administration and public policy, business, social work, leisure studies, and others. In attempting to articulate guidelines that would be relevant across disciplines, we recognize that we may be asking people and programs to re-work the information into a language that may more closely resonate with that audience.

We would again remind readers that our Guidelines are directed toward those degrees that are specifically focused on the nonprofit sector. Programs that are offering this subject as a specialization within another academic discipline will need to consider how to best adapt and appropriate the content suggested here.

• Finally,we are aware that some may view these Guidelines as too representative of the U.S. experience.As noted earlier, we have tried to articulate guidelines in a manner that acknowl- edges a larger global context and a diversity of language, forms and practices. However, these Guidelines do reflect current thinking and research within English-speaking countries (the U.S., Canada, England and Australia) where academic programs in nonprofit sector and philanthropic studies are currently concentrated. We are aware that there are alternative models and ways of thinking about the nonprofit sector, voluntary action and philanthropy and we look forward to including these voices in the discussion of future revised guidelines.

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1.0 Comparative Perspectives on the Nonprofit Sector, Voluntary Action and Philanthropy

1.1 The impact of global social, economic and political trends on the role and function of voluntary action, civil society, the nonprofit sector and philanthropy

1.2 How individual philanthropy, voluntary behavior and volunteerism is expressed in different cultural contexts

1.3 The structure and regulation of philanthropic and voluntary behavior within different political contexts, including formal, informal and alternative associational forms

1.4 The role of various religious traditions in shaping philanthropy and voluntary behavior

2.0 Scope and Significance of the Nonprofit Sector, Voluntary Action and Philanthropy

2.1 The role and function of philanthropic, nonprofit, voluntary and civil society organizations

2.2 The size, impact of, and trends in philanthropy, voluntarism and the nonprofit/ nongovernmental sector

2.3 The diversity of types, forms and language that is used to describe voluntary action within society

2.4 The diversity of activity undertaken by nonprofit, voluntary and civil society organizations, including both charitable and mutual benefit organizations, as well as those formally and informally structured

2.5 The relationship and dynamics among and between the nonprofit, government and for-profit sectors

3.0 History and Theories of the Nonprofit Sector, Voluntary Action and Philanthropy

3.1 The history and development of philanthropy, voluntarism, voluntary action, and the nonprofit sector within particular contexts and how this experience compares to the development of comparable sectors in various parts of the world

3.2 Civil society, social movements and related concepts that are important to our understanding of philanthropic behavior and voluntary action

3.3 Theoretical explanations of the emergence of the nonprofit sector, including (but not necessarily limited to) political, economic, religious and socio-cultural perspectives

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4.0 Ethics and Values

4.1 Values embodied in philanthropy and voluntary action, such as trust, stewardship, service, voluntarism, civic engagement, freedom of association and social justice

4.2 The foundations and theories of ethics as a discipline and as applied in order to make ethical decisions

4.3 Issues arising out of the various dimensions of diversity and their implications for mission achievement

4.4 Standards and codes of conduct that are appropriate to professionals and volunteers working in philanthropy and the nonprofit sector

5.0 Nonprofit Governance and Leadership

5.1 The role of nonprofit boards and executives in providing leadership at the organizational, community and societal levels

5.2 The history and function of governance and the role of boards and executive leadership in achieving the mission and vision of nonprofit organizations

5.3 The history, role and functions of nonprofit governing boards and how these roles and functions compare to governing boards in the public and for-profit sectors

5.4 The role of nonprofit boards and nonprofit executives as leaders whose role is both to make strategic choices that will lead to greater mission achievement and to advocate for those being served by the work of the nonprofit organization

5.5 The process of board development as a tool to not only create effective governing boards but also to ensure a successful board-executive relationship

6.0 Public Policy, Advocacy and Social Change

6.1 The various roles of nonprofit organizations and voluntary action in effecting social change and influencing the public policy process in both national and international contexts

6.2 Public policies of significance to the nonprofit sector and their past, current, and potential impact on the sector, nonprofit organizations, and philanthropic behaviors

6.3 How individuals as well as nonprofit organizations can shape public policy through strategies such as community organizing, public education, policy research, lobbying, and litigation

6.4 The role of board members, staff and volunteers as agents of and for social change, grounded in particular mission-driven efforts

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7.0 Nonprofit Law

7.1 The legal frameworks within which nonprofit organizations operate and are regulated

7.2 The legal rights and obligations of directors, trustees, officers and members of nonprofit and voluntary organizations

7.3 Legal and tax implications related to charitable giving, advocacy, lobbying, political and commercial activities of tax-exempt nonprofit organizations

7.4 Oversight responsibilities of national and sub-national regulatory bodies

8.0 Nonprofit Economics

8.1 Economic theory as it applies to the nonprofit sector and as understood in multi-sector economies

8.2 The impact of market dynamics on the sector as a whole, within nonprofit sub-sectors and between and among the public, for-profit and nonprofit sectors

9.0 Nonprofit Finance

9.1 Theory of nonprofit finance, including knowledge of the various types of revenues pursued by nonprofit organizations, the strategic choices and issues associated with each type of revenue, and the methods used to generate these revenues

9.2 The relationship between and among earned income, government funding and philanthropic gifts and grants as sources of revenue, and how each can influence fulfillment of an organization's mission

9.3 The history and function of philanthropic gifts and grants as distinctive dimensions of the nonprofit sector

9.4 The emergence, growth and implications of government funding as a significant source of sector revenue

9.5 The history, expansion and implications of earned income as a significant source of nonprofit sector revenue

9.6 Recent and emerging trends in sources of sector revenue, e.g., micro-enterprise, social enterprise and entrepreneurship, and a critical examination of their use as a means of and for mission achievement

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10.0 Fundraising and Development

10.1 The various forms and structures in and through which organized philanthropy occurs

10.2 Components and elements that are part of a comprehensive fund development process

11.0 Financial Management and Accountability

11.1 The role and function of financial literacy, transparency and stewardship in the effective oversight and management of nonprofit organizational resources

11.2 Application of accounting principles and concepts including financial and managerial accounting systems (including fund accounting) in nonprofit organizations

11.3 The analysis and use of accounting information in financial statements and other reports as needed for responsible stewardship, including a critical examination of social accounting

11.4 Financial management including financial planning and budgeting, management of cash flows, short- and long-term financing, investment strategies, and endowment management policies and practices

12.0 Leadership, Organization and Management

12.1 Theories of leadership and an understanding of the role of leaders in building effective and sustainable organizations

12.2 Theories of organizational development and behavior and their application to nonprofit and voluntary organizations

12.3 What it means to “manage to the mission,”i.e., how management and accountability are different within nonprofit and voluntary organizations

12.4 The role, value and dynamics of multiple stakeholders and networks in carrying out activities and fulfilling the mission

12.5 The role of strategic thinking and management, organizational planning and project management, including an ability to identify, assess and formulate appropriate strategies and plans

12.6 The role of nonprofit leaders in generating new ideas and new strategies to meet needs in the community

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13.0 Nonprofit Human Resource Management

13.1 Human resource issues within both formal and informal nonprofit organizations and how human resource issues in nonprofit organizations are different from the experience in public and for-profit organizations

13.2 The role, value and dynamics of volunteerism in carrying out the work and fulfilling the missions of nonprofit organizations

13.3 Issues of supervision and human resource management systems and practices relevant to both paid and unpaid employees

13.4 The dimensions and dynamics of individual and organizational diversity within the nonprofit sector and their implications for effective human resource management

14.0 Nonprofit Marketing

14.1 Marketing theory, principles and techniques, in general, and as applied in a philanthropic and nonprofit environment (including the dynamics and principles of marketing “mission” in a nonprofit context)

14.2 The specific application of marketing theories to the development of financial and non-financial sources of support, e.g., fundraising, social marketing and entrepreneurial ventures

14.3 The link between marketing theories and concepts and their use in nonprofit organizations, e.g., strategies in organizational communication and public relations

14.4 Stakeholder theory and its effective use and function in the nonprofit context

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15.0 Information Technology and Management

15.1 Roles of information and technology in advancing the causes of civil society

15.2 The appropriate use and application of information technology in order to increase productivity and effectiveness in the pursuit of a nonprofit organization's mission

15.3 The types, sources and location of information that is useful to the effective operation of nonprofit organizations

15.4 How various technologies can be used to assess nonprofit performance and effectiveness

16.0 Assessment, Evaluation and Decision-Making Methods

16.1 Methods and modes to evaluate performance and effectiveness at both organizational and programmatic levels

16.2 Decision-making models and methods and how to apply them in nonprofit organizational settings

16.3 The use and application of both quantitative and qualitative data for purposes of strengthening nonprofit organizations, the nonprofit sector and the larger society

Adopted by the NACC membership, 2007.

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SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement Membership Nonprofit Academic Centers Council

The Nonprofit Academic Centers Council (NACC) is a membership association comprised of academic centers at accredited colleges and universities that focus on the study of nonprofit organizations, voluntarism and/or philanthropy. Established in 1991, NACC is the first group entirely dedicated to the networking and support of centers that provide education and research about, and academically-based service for, the nonprofit/nongovernmental sector and philanthropy.

Arizona State University Harvard University Center for Nonprofit Leadership and Management Hauser Center for Nonprofit Organizations

Boston College Indiana University Center on Wealth and Philanthropy The Center on Philanthropy at Indiana University

Case Western Reserve University Johns Hopkins University Mandel Center for Nonprofit Organizations Center for Civil Society Studies

City University, London Louisiana State University - Shreveport Centre for Charity Effectiveness Institute for Human Services and Public Policy

City University of New York The New School Center on Philanthropy and Civil Society Nonprofit Management Program

Cleveland State University New York University Center for Nonprofit Policy and Practice Public and Nonprofit Management and Policy Program

DePaul University New York University School of Law School of Public Service National Center on Philanthropy and the Law

Duke University North Park University Center for the Study of Philanthropy and Voluntarism Axelson Center for Nonprofit Management

George Mason University Northwestern University Nonprofit Management Studies Program Center for Nonprofit Management

Georgetown University Portland State University Center for Public and Nonprofit Leadership Institute for Nonprofit Management

Georgia State University Queensland University of Technology Nonprofit Studies Program Centre of Philanthropy and Nonprofit Studies

Grand Valley State University Regis University Dorothy A. Johnson Center for Philanthropy Nonprofit Management Program and Nonprofit Leadership

13 Curricular Guidelines NONPROFIT ACADEMIC CENTERS COUNCIL 2007 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Rockefeller Archive Center University of Missouri - St. Louis Nonprofit Management and Leadership Program Seattle University Center for Nonprofit and Social Enterprise Management University of Pennsylvania Center for Community Partnerships Seton Hall University Center for Public Service University of San Diego Nonprofit Leadership and Management Program Texas A&M University Program in Nonprofit Management University of San Francisco Institute for Nonprofit Organization Management University at Albany - State University of New York Center for Women in Government & Civil Society University of Southern California Center on Philanthropy and Public Policy University of California - Berkeley Center for Nonprofit and Public Leadership University of St. Thomas Center for Nonprofit Management University of California - Los Angeles Center for Civil Society University of Texas at Austin RGK Center for Philanthropy and Community Service University of Delaware Center for Community Research and Service University of Washington Nancy Bell Evans Center on Nonprofits & Philanthropy University of Maryland University College Nonprofit and Association Management Program University of Wisconsin - Milwaukee Helen Bader Institute for Nonprofit Management University of Michigan Nonprofit and Public Management Center Virginia Polytechnic Institute and State University Institute for Policy and Governance University of Minnesota Nonprofit and Civil Society Program The Public and Nonprofit Leadership Center York University University of Missouri - Kansas City Nonprofit Management and Leadership Program Midwest Center for Nonprofit Leadership

14 Curricular Guidelines NONPROFIT ACADEMIC CENTERS COUNCIL 2007 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

NONPROFIT ACADEMIC CENTERS COUNCIL 10900 Euclid Avenue Cleveland, Ohio 44106-7167

Ph: 216.368.0969 Fx: 216.368.8592 www.naccouncil.org [email protected]

11.2007. design direction: bäden design, cleveland SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

APPENDIX E: SPPA FACULTY RESEARCH REPORT

Prepared by Carleton University Research Office

73 FundingSAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Sum of Weighted_Total _Amount Year Department Principal_Investigator Program 2004 2005 2006 2007 2008 2009 2010 2011 2012 Grand Total Public Policy and Administration (School of) Abele, Frances Aid Research Workshops & Conferences in Canada $10,896 $10,896 Aid to Research and Transfer Journals $15,721 $15,721 $31,442 Grant $2,500 $26,270 $15,968 $45,350 $90,088 Innovation Dev. Entrepreneurship & Access Pgm: SME $207,834 $109,877 $94,019 $411,730 ProvinceWide Program Grant $360,075 $360,075 $236,475 $956,625 Public Outreach Grant $6,000 $6,000 Research Achievement Award $15,000 $15,000 Research Development Initiatives $78,500 $78,500 Social Economy Suite $20,000 $30,000 $27,000 $50,000 $13,000 $140,000 Western Diversification Program (WDP) $53,500 $19,575 $73,075 Auld, Graeme Grant $10,000 $15,000 $25,000 Infrastructure Internal Grant $5,000 $5,000 Gagnon, Marc Infrastructure Internal Grant $5,000 $5,000 Galdo, Jose Infrastructure Internal Grant $5,000 $5,000 Graham, Katherine Community University Research Alliances (CURA) $199,500 $199,500 Grant $198,000 $191,584 $173,567 $503,847 $739,568 $407,309 $2,213,875 Hebb, Tessa Community University Research Alliances (CURA) $384,500 $394,500 $779,000 Jackson, Edward T. Grant $20,000 $20,000 $22,000 $80,800 $20,000 $162,800 Infrastructure Internal Grant $5,000 $5,000 International Opportunities Fund $12,000 $12,000 Knowledge Impact in Society $100,000 $100,000 $100,000 $300,000 Partnerships Grants $20,000 $20,000 Standard Research Grant $12,000 $16,000 $4,000 $15,000 $30,000 $15,000 $92,000 Meadowcroft, James Grant $121,688 $88,776 $210,464 Infrastructure Internal Grant $5,000 $5,000 Standard Research Grant $52,130 $52,130 Strategic Network Grant $34,750 $34,750 Tier I $166,600 $200,000 $200,000 $200,000 $200,000 $200,000 $200,000 $1,366,600 Pal, Leslie Governance Advisory and Exchange Program (GAEP) $129,262 $91,059 $217,500 $98,336 $536,157 SSHRCInternal Grant $3,000 $3,000 Standard Research Grant $30,425 $33,165 $25,025 $88,615 Phillips, Susan Darling Aid Research Conferences/Int'l. Congresses Canada $9,522 $9,522 Community Mobilization Program $19,200 $19,200 Community University Research Alliances (CURA) $20,000 $20,000 Conservation/Technology Fund $66,500 $290,000 $139,500 $496,000 Energy Efficiency Standards and Labelling Program $15,000 $15,000 Grant $2,000 $10,000 $9,000 $25,150 $46,150 International Academic Mobility Special Initiatives Program $12,913 $45,612 $45,600 $104,125 Public Policy Phillips, Susan Darling Knowledge Development Ctr Research Grant $8,400 $8,400 SAPC 21June2012 - Appendix A Partnerships for Tomorrow Program $13,136 CUCQA January 11, 2012 Revised Library Support Statement $13,136 Peer Reviewed Research Studies INFC $42,523 $195,258 $194,160 $431,941 Social Development Partnerships Program $405,719 $93,889 $499,608 Shepherd, Robert P. Infrastructure Internal Grant $5,000 $5,000 Stoney, Christopher Community University Research Alliances (CURA) $13,200 $13,200 Infrastructure Internal Grant $10,000 $10,000 Peer Reviewed Research Studies INFC $42,953 $31,977 $74,930 Varughese, Anil Infrastructure Internal Grant $5,000 $5,000 Winer, Stanley Standard Research Grant $30,310 $32,550 $24,430 $87,290 Tier I $100,000 $100,000 $100,000 $100,000 $100,000 $74,800 $100,000 $100,000 $100,000 $874,800 Grand Total $796,462 $653,087 $892,811 $1,241,547 $1,203,430 $977,840 $1,347,721 $2,028,486 $1,526,165 $10,667,549

Appendix E - 2 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

APPENDIX F: LIBRARY REPORT

74 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Carleton University Library

Memorandum

Date: October 11, 2011; revised December 22, 2011

To: Susan Phillips Director and Professor School of Public Policy and Administration

From: Patricia O’Flaherty, Subject Specialist for Public Policy and Administration

Subject: Proposed Master’s Program in Philanthropy and Nonprofit Leadership

Collection Support With graduate level programs in public policy and administration, business, law, and communications, Carleton University Library’s holdings will strongly support the proposed Master’s Program in Philanthropy and Nonprofit Leadership. The Library’s holdings reflect the interdisciplinary nature of the program with additional support coming from strong scholarly collections in economics, Canadian studies, psychology and sociology.

In order to be able to fully support this program, the Library would require the following:

 $1,200 per year in annual subscriptions for the journals listed below as relevant but not currently held by the Library (some of the identified titles are in fact freely available; some are either not yet published or subscription information is unavailable)  $750 in one-time purchase costs for the monographs listed below (ebooks)

Journals The Library has developed an excellent electronic journal collection, with access to over 41,000 full-text journals, through individual subscriptions and participation in several consortia: Canadian Research Knowledge Network (CRKN), Consortia Canada, and the Ontario Council of University Libraries (OCUL). Desktop access provides improved convenience and also fosters a much greater use of the collection. Relevant and important collections include:

 Cambridge Journals Online  Erudit (French Canadian journals)  JSTOR  Oxford Journals Online  Project MUSE  SAGE Journals Online  ScienceDirect Journals (Elsevier publishers)  SpringerLink Journals (Springer & Kluwer publishers)  Taylor & Francis Journals Online  University of Chicago Press Journals  Wiley Online Library (Wiley-Blackwell publishers)

The Library’s holdings provide full access to a number of scholarly journal titles relevant to the proposed Master’s in Philanthropy and Nonprofit Leadership including:

 Administration and Society  Canadian Journal of Nonprofit and Social Economy Research  International journal of nonprofit and voluntary sector marketing  Journal of corporate citizenship

1 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

 Journal of Leadership and Organizational Studies  Journal of Leadership studies  Journal of Moral Philosophy  Journal of nonprofit & public sector marketing  Journal of social entrepreneurship  Nonprofit and voluntary sector quarterly  Nonprofit management & leadership  Nonprofit policy forum  Leadership  Leadership & organization development journal  Psychology and marketing  Public Relations Review  International journal of public sector management  Social Enterprise Journal  Social Service Review  Voluntas: International Journal of Voluntary and Nonprofit Organizations

However, not all relevant titles are currently held. Ongoing funding is necessary to purchase additional materials. The following highly desirable titles are not held by the library:

 Chronicle of philanthropy  Journal for nonprofit management  Journal of nonprofit education and Leadership  Journal of governmental and nonprofit accounting  Nonprofit Policy Forum  NTEN: Change (A Quarterly journal for nonprofit leaders)  Philanthropist  Philanthropy journal  Social responsibility journal  Stanford social innovation review  Voluntary Sector Review

Monographs The print and e-book collections of public policy and administration, political science, business and law will provide support the academic and theoretical research needs of this programme. We have, for example, The Oxford handbook of civil society (2011) and The Jossey-Bass handbook of non-profit leadership and management (2010). Additional funds to the book budget will be needed however, to ensure future key titles directly related to philanthropy and nonprofit leadership are purchased. Titles that should be purchased not held by the library include:

Financial & Strategic Management for Nonprofit Organizations The Handbook of Nonprofit Governance The Nonprofit Manager's Resource Directory, 2nd Edition Philanthropy in America: A Comprehensive Historical Encyclopedia

E-book resources are becoming more and more important to academic and student research. The Library’s growing collection will provide strong support to the proposed MA in Philanthropy and Nonprofit Leadership. Relevant e- book collections held include:

 Canadian Publishers Collection (many titles from Canadian university presses)  Oxford Scholarship Online: Political Science  Canadian Public Policy Collection  Brill

2 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

 Cambridge University Press  Martinus Nijhoff  PolicyFile  Springer  Taylor & Francis

The proposed MA in in Philanthropy and Nonprofit Leadership would benefit from the purchase of the e-collection Oxford Scholarship Online: Business and Management

Funding In 2010/2011 the material budget was $5,514,197.00. In 2011/2012 the budget is $5,268,127.00. Spending on multidisciplinary reference resources, online journals and e-book collections is not tracked by specific subject budgets.

Expenditures for monographs for the past 5 years are: 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010

Public Policy & $12,391.83 $8,595.61 $9,847.53 $5,188.00 $8,539.37 Administration

Reference Collection

The Library maintains an online collection of indexes and abstracts. Relevant titles include:

Academic OneFile LexisNexis Academic Business Source Complete PAIS International Communication Abstracts Political Science: A Sage Full-Text Collection Communication and Mass Media Complete PsycInfo Expanded Academic Index Scopus CBCA (Canadian Business and Reference) Social Sciences Full Text CIAO (Columbia Internationals Affairs Online) Social Work Abstracts CPI – Q (Canadian Periodical Index) Sociological Abstracts EconLit Web of Science Emerald Library WestLaw Canada Factiva World Wide Political Science Abstracts

Research Collections Also worth highlighting are the following special research materials and services, further enhancing the level of research at Carleton University

 Newspaper/Media Collections The Library has extensive current and retrospective collections of news, including many full text searchable databases and digitized newspapers. In addition, Carleton University Library is the archival repository of the 24-hour programming output of the CBC Newsworld channel, commencing with September 1991.

 Electronic Encyclopedias and Dictionaries o Blackwell Encyclopedia of Management Library o International Encyclopedia of Communication o International Encyclopedia of the Social and Behavioral Sciences o Oxford Reference Premium o Routledge Reference Online

3 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Government Information/Statistics  CANSIM II  OECD iLibrary  World Bank e-Library  House of Commons Parliamentary Papers (UK) – historical and current  U.S. Congressional Serial Set (to 1994) – online via FDSYS from 1994 on  The United Nations collection and website is also an important resource indexed via AccessUN  Wide range of statistics including census  Data Centre holdings - searchable through the Ontario Data Documentation, Extraction Service and Infrastructure Initiative (ODESI)

Theses Access to theses is provided by:  Dissertations & Theses: Full Text Dates covered: indexing 1861--; full-text 1997-- Citations and abstracts to Master's and Ph. D. theses from North American universities.

 Dissertations and Theses@Carleton Subset of Digital Dissertations. Contains citations and abstracts to Carleton University Theses, plus the full-text of many of the theses from 1961-.

 Index to Theses

Citation Support The Library has acquired RefWorks, a Web-based tool to create, format and manage bibliographies and papers. Workshops and instructional support are provided by the Library.

Film & Videos Films on Demand (access to educational documentaries from Films Media Group, including over 1000 titles in Business and Economics)

Borrowing from Other Libraries and Resource Sharing Students and faculty will benefit from reciprocal agreements with the University of Ottawa and other Ontario university libraries as well as the collections of Library and Archives Canada and other government libraries. Interlibrary loan services at Carleton will provide further support for materials not held. Sm@rtLibrary allows Carleton students and faculty to search several local library catalogues at one time with free borrowing privileges. OCUL Direct Borrowing Program permits Carleton students and faculty to borrow materials in person from other libraries across North America and the IUBP (Inter-University Borrowing Program) issues cards to students to borrow from Quebec universities.

Staff Instruction and Support The Subject Specialist for Public Policy and Administration maintains liaison between the Library and faculty to ensure that the Library collection reflects changes in research interests and teaching programs. Responsibilities include regularly updating the Library’s subject profiles (see Appendix A), staying current in the literature in the relevant fields, and collection building and weeding. Subject specialists offer library research seminars at the request of faculty and one-on-one research consultations for faculty, and students. Instruction in NVivo, COS Funding and RefWorks is also offered regularly by Library staff. Faculty, undergraduate, and graduate students can request assistance in person, by phone, email or live chat. Students may also receive instruction and consultative assistance from the Maps, Data and Government Information Centre.

4 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Graduate Student Satisfaction with Library Services Graduate students are very satisfied with services provided by the Library. In 2010, Carleton participated in the Canadian Graduate and Professional Student Survey (CGPSS), conducted by the Massachusetts Institute of Technology (MIT). Satisfaction with Library resources received the highest ranking. Other resources surveyed included student counseling, information technology services and the University Bookstore.

Conclusion The Library is committed to collection development and management, as well as to resource sharing. While extra funding will be required to finance the additional demands of the program, staff will pursue every means possible to continue the Library’s strong support of the Master’s Program in Philanthropy and Nonprofit Leadership.

Attached: Appendix A: Subject Profiles

c.c. Margaret Haines, University Librarian John Shepherd, Dean, Faculty of Graduate and Postdoctoral Affairs Wayne Jones, Associate University Librarian, Collections and Technical Services Anita Hui, Head, Collection Development, Library Janice Scammell, Head, Reference Services (Acting)

5 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

COLLECTION PROFILE Public Policy and Administration Faculty of Public Affairs and Management

Description of Program/Degrees Offered

Four areas of emphasis are: Policy Analysis Concentration Public Management Concentration Innovation, Science and Environment Concentration International and Development Concentration

The School of Public Policy and Administration offers the following degree and diploma programs: Master of Arts Doctor of Philosophy Graduate Diploma in Public Administration

Related Programs/ Areas of Cooperation B.P.A.P.M. - Arthur Kroeger College of Public Affairs – Bachelor of Public Affairs and Policy Management with Specialization in Development Studies Human Rights International Studies Public Policy and Administration Social Policy Strategic Public Opinion and Policy Analysis Certificate in Nunavut Public Service Studies Certificate in Public Service Studies Collaborative Ph.D. with a specialization in Political Economy

Language Emphasis and Limitations (including translations) English is the primary language of the collection. Quebec imprints are acquired selectively. Foreign language material is collected on a request basis.

Geographical Coverage Canada – National, Provinces and Territories, Municipal United States - National Europe and the European Union Developing nations

6 SAPC 21June2012 - Appendix A CUCQA January 11, 2012 Revised Library Support Statement

Material Formats Collected: books, journals, maps, government documents, in print, online and microform formats Collected selectively: dissertations/theses, translations, textbooks Not collected: pamphlets, working papers, audiovisual material, recordings, popular material

Subject Coverage Select material of an acceptable academic/scholarly standard in the following areas: Policy Analysis - theory, methods or practice of policy as well as specific policy fields. Include works on civil society, gender and public policy, budgetary policy, economic models of politics and policy, applied microeconomic policy analysis, analysis of socio- economic data, statistical policy analysis, health policy and economics of health policy, economic policy, aboriginal policy, tax policy, education policy, trade policy, social policy and environmental policy.

Public Management – include works on organization theory, ethics and accountability in the public sector, law of public authorities, budgetary and strategic management in the public sector, human resources management, industrial relations and public sector collective bargaining, policy and program evaluation, globalizing public management, management of urban and local government, nonprofit and third sector management and governance and intergovernmental relations.

Innovation, Science and Environment – include works on science and technology policies, industrial policy and innovation, regulation, natural resource management, sustainable energy policy, sustainable development in industrialized countries, environmental and ecological economics, urban sustainability and global climate change.

International and Development Studies – include works on governance in developing countries, international political economy, international organizations policy and management, program and project management, civil society organizations and development, development and underdevelopment theory and economic development policy and planning.

Patricia O’Flaherty October 2011

7 Senate Office of the Curriculum Management and Program Development Provost and Vice-President Academic New Program Approval Submission

A Motion Senate Meeting Date: June 28, 2012

THAT Senate approve of the proposed collaborative master’s program in African Studies.

and

THAT Senate endorse the Carleton University Committee on Quality Assurance recommendation that the proposed collaborative master’s program in African Studies be authorized to commence with a report to be submitted to the Carleton University Office of Quality Assurance by June 1, 2015, addressing the following issues:

The sustainability of the additional workload placed on the graduate coordinator in the Institute of African Studies;

The sustainability of workload with regard to faculty in collaborating units.

B Faculty: Faculty of Public Affairs IQAP Protocol/Pathway: Protocol 3c, Approval Pathway 5

Academic Unit: Institute of African Studies Description of New collaborative master’s program in African Program: Studies Program: Master with concentration in African Studies

Undergraduate program Graduate program

Degree(s): Master with concentration in African Studies Planned Start: September 2012

APPIC Approval* - Meeting Date: November 16, 2011 Program Champion: Blair Rutherford *APPIC approval confirms approval by dean(s) (line dean(s) and graduate dean where appropriate) and university librarian

CUCQA Approval Meeting Date: June 13, 2012

SAPC Approval Meeting Date June 21, 2012

Notes:

C Attachments:

Final Calendar Language : Yes

Final Assessment Report: Yes

IQAP Volume I Yes

Outcome: D Approved Not Approved Deferred

Upon approval forward: Board of Governors Quality Council: Yes NA African Studies

• MA with Specialization in African Studies

About the Program

The Collaborative master’s with a Specialization in African Studies is especially designed for master’s students in participating programs in the Faculties of Arts and Social Science, Public Affairs, and the Sprott School of Business who wish to enrich their training in a particular discipline or area of study by developing expertise in African Studies through interdisciplinary dialogue.

The following master’s programs participate in the Collaborative Program in African Studies:

• Anthropology • Applied Linguistics and Discourse Studies (thesis and research essay MAs only) • Business Administration (MBA) • Economics • English • French and Francophone Studies • Film Studies (thesis and research essay MAs only) • History • International Affairs • Legal Studies • Political Economy Political Science • Sociology • Women’s and Gender Studies

Academic Regulations

See the General Regulations section of this Calendar.

Admission Requirements

Students who are enrolled in a master’s program in one of the participating units may apply to the Institute of African Studies for admission to the Collaborative Program. Admission to the program is determined by the Institute of African Studies Graduate Committee and will normally take place before the end of September the year of admittance in one of the participating master’s programs.

Admission requirements to the Collaborative master’s with a Specialization in African Studies are:

• Registration in the master’s program of one of the participating units; • Approval of a student’s program of study by the Graduate Committee of the Institute of African Studies and the student’s home department. Students in a research essay or thesis program will be expected to choose a topic for the essay or thesis that is directly related to African Studies. Students in an approved course-work program will be required to take some elective courses in designated or approved courses with significant African content.

Program Requirements

Students enrolled in the Collaborative Program in African Studies must meet the requirements of their respective home units as well as those of the Collaborative Program. The requirements of the Collaborative Program do not, however, add to the number of credits students are required to accumulate by their home unit and the credit value of the degree remains the same.

The requirements of the Collaborative Program are:

1. 0.5 credit in AFRI 5000 African Studies as a Discipline: Historical and Current Perspectives

2. 0.0 credit in AFRI 5800 Scholarly Preparation in African Studies which requires participation (normally at least 5) in public talks at Carleton in African Studies and a satisfactory presentation of proposed thesis or research essay or a term paper on an Africa Studies topic before African Studies faculty, graduate students and others for comments and feedback.

3. In addition, the following requirement(s) specific to particular master’s programs of the supporting units:

Anthropology: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from ANTH 5109, ANTH 5202, ANTH 5209, ANTH 5809, SOCI 5404, or an Anthropology or Sociology course approved by the Graduate Coordinator of the Institute of African Studies.

Business Administration: Students would be required to take 1.0 credits in courses designated having sufficient African Studies content,within the School of Business or elsewhere, with permission of the School. from IBUS 5712, IDMG 5600, IDMG 5603, IDMG 5615, ITIS 5414, TOMS 5303 ,TOMS 5304, or other courses approved by both the Graduate Supervisor in Business Administration and the Graduate Coordinator of the Institute of African Studies.

Economics: Students are required to take at least one of ECON 5500, ECON 5504, ECON 5505; those pursuing the non-thesis option are also required to take an approved African Studies elective.

English: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from ENGL 5008 or ENGL 5010, or an English course approved by the Graduate Coordinator of the Institute of African Studies.

French: Students in the Comprehensive Exam program would be required to have their general exam (FREN 5907) in the area of African Studies, in consultation with the Graduate Supervisor of French and the Graduate Coordinator of the Institute of African Studies.

History: Students in the research essay option, 1.0 credits with African Studies content are required. At least 0.5 credits must be a History course such as HIST 5812, HIST 5900, HIST 5902, or an appropriately themed fourth year seminar. Up to 0.5 credits of courses with African Studies content may be taken outside the History department with departmental permission.

International Affairs: Students in the course-work option would be required to take 1.0 credits in courses accepted by the Institute of African Studies Graduate Coordinator as having sufficient African content, and accepted by the NPSIA MA Program Supervisor or Associate Director as being relevant to the student’s program of study. These courses would normally be drawn from the social science courses listed under the collaborative program.

Political Science: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from PSCI 5107, PSCI 5203, PSCI 5801, or another Political Science course approved by both the Graduate Supervisor in Political Science and the Graduate Coordinator of the Institute of African Studies.

Sociology: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from SOCI 5404, ANTH 5109, ANTH 5202, ANTH 5209, ANTH 5809, or a Sociology or Anthropology course approved by the Graduate Coordinator of the Institute of African Studies.

4. For those doing a thesis or research essay/paper, submission and successful defence of a master’s thesis or research essay/paper on an African Studies topic in the participating unit. The proposed topic must be approved by the student's home unit and by the Graduate Committee of the Institute of African Studies. At least one of the student's advisors or members of the examining committee will normally be selected from among the core faculty for the Collaborative Program. If not, the student must write a summary explaining the relevance of the thesis or research paper to African Studies, which will then be reviewed by the Graduate Committee of the Institute of African Studies and approved if deemed satisfactory.

Selection of Courses

The courses listed below (all are worth 0.5 credit) are relevant to students of African Studies and could, with the approval of the specific requirements of the units involved, be used as courses to help fulfill degree requirements. There are also often graduate courses and 4000- level courses in a number of units at Carleton that are offered on an ad hoc basis that have significant content appropriate to African Studies. To have any such course count towards their degree requires approval of the Director of the Institute of African Studies when it is being offered.

Note: the number of spaces in graduate courses offered by other departments may be limited, and registration may be conditional upon obtaining the prior approval of the department concerned. It is the student's responsibility to ensure that permission is obtained from the appropriate department prior to registering in any of the following courses.

African Studies AFRI 5000 – African Studies as a Discipline: Historical and Current Perspectives AFRI 5050 – Selected topics in African Studies AFRI 5100 – African Studies Abroad AFRI 5700 – Directed readings in African Studies AFRI 5800 - Scholarly Preparation in African Studies AFRI 5900 – Placement

Anthropology ANTH 5109 – Development, Dependency and Gender ANTH 5202 – The Anthropology of Underdevelopment ANTH 5209 – Special Topics in the Anthropology of Africa ANTH 5809 – Selected Topics in the Anthropology of Development and Underdevelopment

English ENGL 5008 – Studies in African Literature ENGL 5010 – Studies in Caribbean Literature

French FREN 5600 – Littératures francophones

International Affairs INAF 5603 – Issues in Development in Africa

Law LAWS 5007 – Race, Ethnicity and the Law LAWS 5603 – International Law: Theory and Practice

Political Science PSCI 5107 – Globalization, Adjustment and Democracy in Africa PSCI 5202 – Development Theory and Issues PSCI 5203 – Southern Africa After Apartheid PSCI 5801 – Foreign Policies of African States

Sociology SOCI 5404 – Race, Ethnicity and Class in Contemporary Societies

Women’s and Gender Studies WGST 5902 – Globalized Bodies: Gender, Violence, and Security

African Studies (AFRI) Institute of African Studies

AFRI 5000 [0.5 credit] African Studies as a Discipline: Historical and Current Perspectives This course examines the formation of African Studies as a discipline, including the historical and ongoing debates over its boundaries and genealogies and its changing research paradigms.

AFRI 5050 [0.5 credit] Selected Topics in African Studies A course on a selected topic in African Studies. Topic varies from year to year and will be announced in advance of registration period.

AFRI 5100 [0.5 credit] African Studies Abroad Based at one of Carleton's partner universities in Africa, course will include lectures, seminars, guest speakers, field visits and group research projects to examine a topic in African studies, as selected by the instructor. Topic and location may change annually.

AFRI 5700 [0.5 credit] Directed Readings in African Studies A Tutorial on a selected topic in African Studies in which seminars are not available.

AFRI 5800 [0.0 credit] Scholarly Preparation in African Studies This course will provide scholarly preparation in African Studies by requiring participation in public talks as both audience member and presenter.

AFRI 5900 [0.5 credit] Placement Students spend up to one day a week participating in an organization that has an African focus, while carrying out tasks that have a scholarly content. Consult the Director of the Institute of African Studies.

African Studies – Statement to be added to participating programs

Following statement to be added to program calendar entries in the list of programs offered with the statement…”requirements list under African Studies” to be a link to the African Studies Section:

Anthropology M.A. Anthropology with Specialization in African Studies (Specialization requirements listed under African Studies)

Applied Linguistics and Discourse Studies M.A. Applied Linguistics and Discourse Studies with Specialization in African Studies (Specialization requirements listed under African Studies)

Business Administration (MBA) Master of Business Administration with Specialization in African Studies (Specialization requirements listed under African Studies)

Economics M.A. Economics with Specialization in African Studies (Specialization requirements listed under African Studies)

English M.A. English with Specialization in African Studies (Specialization requirements listed under African Studies)

French and Francophone Studies M.A. French and Francophone Studies with Specialization in African Studies (Specialization requirements listed under African Studies)

Film Studies M.A. Film Studies with Specialization in African Studies (Specialization requirements listed under African Studies)

History M.A. History with Specialization in African Studies (Specialization requirements listed under African Studies)

International Affairs M.A. International Affairs with Specialization in African Studies (Specialization requirements listed under African Studies)

Legal Studies M.A. Legal Studies with Specialization in African Studies (Specialization requirements listed under African Studies)

Political Economy M.A. Political Economy with Specialization in African Studies (Specialization requirements listed under African Studies)

Political Science M.A. Political Science with Specialization in African Studies (Specialization requirements listed under African Studies)

Sociology M.A. Sociology with Specialization in African Studies (Specialization requirements listed under African Studies)

Women’s and Gender Studies M.A. Women’s and Gender Studies with Specialization in African Studies (Specialization requirements listed under African Studies)

SAPC 21 June 2012

Carleton University Committee on Quality Assurance

Final Assessment Report/Executive Summary

Proposed Collaborative Master’s Program in African Studies

The Program

Carleton University is proposing a new collaborative master’s program in African Studies.

Carleton established an Institute of African Studies (IAS) in 2009. It is currently the only stand- alone degree-granting academic unit in African Studies in Canada. A combined honours program was launched for the 2009-2010 academic year. The Institute currently has 19 combined honours students and 26 students taking a Minor in African Studies. Undergraduate course enrolments currently stand at 448.

While there are undergraduate programs in African Studies at the University of Toronto, York University, and McGill University, there are no graduate programs in Canada. However, there are already at Carleton a significant number of students in a substantial range of master’s programs in the humanities and social sciences whose studies focus on Africa: www2.carleton.ca/africanstudies/graduate-studies. The proposed collaborative program will provide a novel interdisciplinary context for such studies that will enrich and broaden students’ understanding of Africa and its issues.

A collaborative program is thus an ideal vehicle with which to begin graduate-level programming in African Studies at Carleton. In the case of collaborative programs, students first register in their home program (in this case, for example, Political Science, History, or International Affairs). They then apply for admission to the collaborative program. If accepted, they fulfill the requirements of the collaborative program by taking its core courses along with students from other collaborating programs in order to fulfill optional requirements in their home program. Students then graduate, for example, with an ‘MA in International Affairs with a Concentration in African Studies.’

There are 14 master’s programs at Carleton that have committed to become a partner in the collaborative program if it is approved. They are:

Anthropology (thesis, research essay, and course-based MAs) Applied Linguistics and Discourse Studies (thesis and research essay MAs) Business Administration (MBA) Economics (thesis and course-based MAs) English (thesis, research essay, and course-based MAs) French (thesis, research essay, and comprehensive exams MAs)

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Film Studies (thesis and research essay MAs) History (thesis and research essay MAs) International Affairs (thesis, research essay, and course-based MAs) Legal Studies (thesis and research essay MAs) Political Economy (thesis and research essay MAs) Political Science (thesis, research essay, and course-based MAs) Sociology (thesis, research essay, and course-based MAs) Women’s and Gender Studies (thesis and research essay MAs)

The objective of the collaborative master’s program in African Studies, therefore, is to strengthen the interdisciplinary knowledge, skills in critical analysis, and research and professional capacities of students in order to deepen their understanding of the various dimensions of Africa and its diasporas. This education will better prepare students for various careers, educational opportunities and life experiences. With respect to career opportunities, representatives of organizations that work on African issues in the national capital region have observed that having a graduate level specialization in African Studies at Carleton will be a welcome asset in terms of establishing a pool of future potential employees, in addition to providing training opportunities for current employees.

In order to achieve its objective, the program requires:

One mandatory 0.5 credit course in the winter term entitled ‘African Studies as a Discipline: History and Current Perspectives’ (AFRI 5000); Participation in one 0.0 credit Scholarly Preparation in African Studies course (AFRI 5800) that includes attending at least five academic presentations on an African Studies topic, sending two analytically critical questions to the IAS graduate co-ordinator and presenting a thesis or research paper proposal or a term paper to a group of peers and faculty in ad hoc graduate pro-seminars Successful completion of a master’s thesis or research essay on an African Studies topic or taking additional relevant courses relating to African Studies. Students selecting either the thesis or research essay option in their home program must have their African Studies topic approved by their home unit as well as the graduate committee of IAS. At least one of the student’s advisors must be a member of the core faculty of IAS.

Students choosing the course-only option in their home program will select courses worth 1.0 credit from a defined list of approved African Studies related courses delivered by their home unit. Alternatively, they can choose from one of three additional courses offered by IAS: a directed readings course (AFRI 5700), a placement modelled on the undergraduate placement administered by the Director of IAS (AFRI 5100), or an IAS selected topics course cross-listed with a relevant African Studies selected topics course in their home unit (AFRI5050). Permission of the home unit will be required.

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The Program Approval and Quality Assurance Review Process

In accordance with processes set out in Carleton’s Institutional Quality Assurance Process (IQAP), an executive summary and business plan were reviewed by Carleton’s Academic Planning, Priorities and Initiatives Committee (APPIC). This Committee is the initial point of approval for new programs. It is concerned with issues of student demand, societal need, fit with the University’s strategic and academic plans, and requires a business plan to ensure the program’s financial viability. Approval of this Committee is required before a full brief for program and quality assurance approval is developed. The Committee approved the proposal for further development.

A brief was developed and submitted to the Programs and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs. The proposed program as described in the brief was approved by this Committee and, subsequently, by Graduate Faculty Board. This brief was then submitted to the Carleton University Committee on Quality Assurance (CUCQA). The brief forms Appendix A of this Final Assessment Report.

CUCQA met on April 11, 2012 to consider the proposed programs. It should be noted that, since the proposed program is collaborative, the Provincial Quality Assurance Framework (QAF) requires only an expedited approval process. This process requires submission to the Quality Council in Toronto for approval, but does not require external reviewers and site visit.

The Committee was aided in its deliberations by an initial report from the discussant appointed from within this Committee’s membership. The discussant’s initial report forms Appendix B of this Final Assessment Report.

The discussant and the Committee raised a number of concerns regarding the proposed program. As a consequence, the Associate Provost sent a memorandum to the Director of the Institute of African Studies requesting that the issues raised in the memorandum be addressed in a response to be submitted to CUCQA. The memorandum forms Appendix C of this Report, and the response Appendix D.

The response was provided to the discussant and CUCQA. The discussant provided a recommendation report to CUCQA (Appendix E). This formed the basis of CUCQA’s final deliberations at its electronic meeting which concluded on June 13, 2012.

CUCQA’s Recommendation

The Carleton University Committee on Quality Assurance recommends that the proposed collaborative master’s program in African Studies be authorized to commence with a report to be submitted to the Carleton University Office of Quality Assurance by June 1, 2015, addressing the following issues:

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 The sustainability of the additional workload placed on the graduate coordinator in the Institute of African Studies;

 The sustainability of workload with regard to faculty in collaborating units.

The discussant recommended commencement without report. However, in the light of the discussant’s comments in the penultimate paragraph of their report, the Committee felt that a report would be appropriate. The discussant noted in a separate communication to the Associate Provost that they would support a recommendation to commence with report if that was the Committee’s feeling.

The Committee wishes to draw the attention of the program management to article 3.4 of the Carleton University IQAP that provides for the monitoring of the program’s implementation. At the end of each academic year after the program has commenced the program will be monitored by the Dean of the Faculty of Graduate and Postdoctoral Affairs in terms of:

1. Registrations compared to projected enrolments and capacity; 2. Completion of milestones agreed by the program; 3. The quality of the student experience as determined by focus groups of students.

This monitoring is in addition to the report required above.

John Shepherd Associate Provost (Academic Quality Assurance) On behalf of the Carleton University Committee on Quality Assurance June 13, 2012

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

Proposal for a New Collaborative Masters in African Studies

Submitted to the Quality Assurance Process

Institute of African Studies

Faculty of Arts and Social Sciences and Faculty of Public Affairs

SELF STUDY BRIEF VOLUME 1

March 2012

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TABLE of CONTENTS

A. The Program ...... 1 1. Program genesis/program principal objectives ...... 1 2. Enhancing Carleton’s unique profile ...... 3 3. Contribution to other academic programs at Carleton ...... 4 4. Enhancing Carleton’s strategic and academic plans ...... 4 B. Program Structure and Content ...... 6 1. Learning Objectives and Learning Outcomes ...... 6 2. Program structure and achievement of learning objectives ...... 7 3. Learning Outcomes ...... 10 4. The Essential Requirements ...... 13 C. Governance ...... 12 D. Admission ...... 13 E. The Faculty ...... 14 1. Core Faculty by Field ...... 14 2. Faculty Research Funding ...... 15 3. Distribution of Thesis Supervision ...... 16 4. Current Teaching Assignments ...... 17 5. Commitment and Contribution of Carleton Faculty from other Carleton units ...... 17 F. Teaching ...... 17 1. Mode of Delivery by Course ...... 17 2. Link of Mode of Delivery to Learning Objectives ...... 18 3. Use of Contract Instructors ...... 19 4. Class Size, Course and Program Capacity ...... 19 G. The Students ...... 20 1. Proportion of Full-Time/Part-Time Students – Six Year Enrolment Projection ...... 20 2. Total Student Funding ...... 20 3. Career Paths ...... 20 4. Projected Enrolment (Six Years) ...... 20 H. Resources ...... 21

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1. Support and Technical Staff – Expected Contributions ...... 21 2. Space – Expected ...... 21 3. Library – Expected ...... 21 4. Computer Facilities / Resources – Expected ...... 21 5. Study Space – Expected Graduate ...... 22 I. Development of Self-Study ...... 22

Appendix 1- Collaborative Master’s in African Studies ...... 23 Appendix 2 – New Course Descriptions ...... 27 Appendix 3 – Admission Requirements ...... 30 Appendix 4 – Library Support Statement ...... 31 Appendix 5 – MA Programs in African Studies/Pan African Studies/Africana Studies in the U.S.A...... 54 Appendix 6 – Sample of Queries looking for Graduate Program in African Studies at Carleton (June 2011 to January 2012) ...... 56

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LISTS of TABLES and FIGURES

Table 1 – Educational and Career Opportunities and Life Experiences ...... 7 Table 2 – Faculty with Supervisory Privileges in the Field of African Studies ...... 14 Table 3 – Operating Research Funding by Source and Year ...... 15 Table 4 – Thesis supervisions of Faculty in Participating Units ...... 16 Table 5 – Enrolment Projections ...... 21

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Proposal for a new Collaborative Masters in African Studies Submitted by the Institute of African Studies, Carleton University

A. The Program

1. Program genesis/program principal objectives

The idea for proposed collaborative Master’s in African Studies developed out of the emergence of the Institute of African Studies itself. In the first iterations of the proposal to establish an Institute of African Studies at Carleton in 2005-2006, the African Studies committee had envisioned offering both a Combined Honours program and a Master’s of Arts program. After further consultation, however, we decided to concentrate initially on the Combined Honours program and to set up the Institute itself, delaying the introduction of a Master’s program until we assessed the viability of the Institute itself and the possible demand for such a graduate program.

The Institute of African Studies (IAS) was launched in 2009 and the Combined Honours program began in 2009-2010. There are 35 Carleton faculty members with 0% cross-appointments to the Institute: 20 from the Faculty of Arts and Social Sciences, 12 from the Faculty of Public Affairs, 2 from the Sprott School of Business, and 1 from the Faculty of Science. It also has 2 adjunct professors. It currently has 19 Combined Honours students and 26 Minors. The 2011/12 undergraduate course enrolments stand at 448.

The Institute is currently the only stand-alone degree-granting academic unit in African Studies in Canada. It has attracted significant interest amongst scholars, practitioners, and students within Canada and beyond. The Canadian Association of African Studies has moved its office to IAS from the University of Alberta. From September 2009 to the end of 2011, it has organized and co-organized over 70 public events such as talks (e.g., Patrick Bond’s “Africa and the Politics of Climate Change,” Edward Sackey’s “What is Africa doing with the Novel?,” Thulani Maseko’s “Tunisia… Egypt… and Swaziland? Human Rights and the Pro-Democracy Movement in Swaziland,” Moses Kiggundu’s “China and Africa in the Teens: Growing Pains, Challenges and Opportunities,” and Otlogetswa Totolo’s “University and Community Partnership: A Case Study of CESRIKI, University of Botswana”), workshops (e.g., “Sexual Violence and Conflict,” “Remembering Africa and its Diasporas”), conferences (e.g., “Africa: New Visions in a time of Global Crisis,” “Africa Matters: Celebrating 40 Years of the Canadian Association of African Studies,” and “The Legacies of Nyerere: Economies, Politics and Solidarities in Tanzania and Beyond”), film screenings (e.g., Buud Yam and Zan Boko with Gaston Kabore, Golden Scars with Alexandrine Boudreault-Fournier, and The Woman I Have Become and Discussion of HIV/AIDS” on World Aids Day), book readings (e.g., Nadifa Mohamed’s Black Mamba Boy, Gary Geddes’s Drink the Bitter Root, Nuruddin Farah’s Crossbones, and Pius Adesanmi’s You’re Not a Country, Africa) with other Carleton units, and governmental, non- governmental and community organizations (see www2.carleton.ca/africanstudies/events/past-ias- events/).

Africa is a continent at the forefront of many key contemporary and historical issues that have helped to define global concerns such as: social movements for human rights (e.g., anti-slavery, anti-Apartheid

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 movement, “Arab Spring” in North Africa), international development (e.g., work on famines, international pandemics, national economies, and good governance), world arts (e.g., five African Nobel Prize winners in literature, Nigeria has the third largest film industry in the world), global business opportunities (e.g., development of western Europe through the African slave trade, extensive mining and oil operations, to the “new scramble” for land and other resources in Africa by governments, investors and companies in the global North and the global South), wide-scale movement of humans (e.g., African diasporas generated through the history of the slave trade, policy issues regarding the movement of refugees within and beyond Africa as noted in the Ernst and Young 2011 It’s time for Africa report and the article in the December 3, 2011 issue of The Economist “Africa rising), and the environment (e.g., it is the continent most greatly affected by climate change, the target of a range of conservation interventions, and its flora and fauna are the source for much of the continent’s tourist industry). As a result, there are expanding opportunities and needs for academic post-graduate scholarship in the field of African Studies.

In 2011 discussions were revived about offering a graduate program. Professors Audra Diptee and Blair Rutherford investigated different graduate programs in North America, consulted with colleagues in the Faculty of Graduate and Postdoctoral Affairs and in other academic units, and informally contacted different organizations about interest in graduates with a specialty in African Studies.

Their research showed that there is currently no graduate level program in African Studies in Canada but there are a number of different models of such programs in the USA. Moreover, all representatives of organizations that work on African issues in the Ottawa area said that having a graduate level specialization in Africa would be a welcome asset in terms of recruitment as well as for training opportunities for some of their staff members.

The consensus was that the best graduate program option at the moment is a Collaborative Master’s in African Studies. There are a number of graduate students in a number of the Master’s programs offered at Carleton that have a focus on an African Studies topic (see, e.g., www2.carleton.ca/africanstudies/graduate-studies/ ). We anticipate that providing a concentration in African Studies in the master’s programs currently involved in this proposal will attract even more students interested in this specialization to Carleton. Moreover, it should be noted that there are other area studies programs at Carleton (e.g., Canadian Studies and European, Russian and Eurasian Studies) with more robust enrollment at the graduate level compared to the undergraduate. Thus, we anticipate strong interest in the Collaborative master’s in African Studies.

The objective of the Collaborative Master’s in African Studies is to strengthen the interdisciplinary knowledge, skills in critical analysis, and research and professional capacities to enable students in the collaborative programs to deepen their understanding of the various dimensions of Africa and its diasporas and to better prepare them for various career and educational opportunities and life experiences. In total, there are 14 Master’s programs currently part of the Collaborative degree with African Studies, with the possibilities of adding more in a few more years. The programs that have committed to be part of it are:

* Anthropology (thesis, research essay, and course-based MAs) * Applied Linguistics and Discourse Studies (thesis and research essay MAs) * Business Administration (MBA)

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* Economics (thesis and course-based MAs) * English (thesis, research essay, and course-based MAs) * French (thesis, research essay, and comprehensive exams MAs) * Film Studies (thesis and research essay MAs) * History (thesis and research essay MAs) * International Affairs (thesis, research essay, and course-based MAs) * Legal Studies (thesis and research essay MAs) * Political Economy (thesis and research essay MAs) * Political Science (thesis, research essay, and course-based MAs) * Sociology (thesis, research essay, and course-based MAs) * Women’s and Gender Studies (thesis and research essay MAs)

2. Enhancing Carleton’s unique profile

With the Institute of African Studies, Carleton’s profile in this field is at the top in Canada. We now host the Canadian Association of African Studies. We have become a, if not the, “go to” place for journalists and organizations in Ottawa and beyond that work on African issues from providing expertise (e.g., for media or groups such as Vues d’Afriques, the Montreal African film festival) or to co-organize events or provide direct opportunities for our current students. European African Studies centres such as those based at Oxford University and the University of Lisbon also are interested in our activities.

Although African Studies programs have been thriving in the United States for decades (see Appendix 5), there are currently no graduate level degrees in African Studies offered in Canada. There are undergraduate African Studies programs at University of Toronto, York University, and McGill University, but there are no graduate programs. There are a number of students in these undergraduate programs, many of whom could be attracted to come to Carleton for their graduate degree. Ever since the Institute of African Studies began in 2009, we have been asked frequently (on average, once a month) by students and others about whether or not we have a graduate program (see Appendix 6 for a sample from June 2011 to January 2012). Thus, the introduction of an African Studies master’s at Carleton would be the first such program in the country and it would put the institution at the forefront of developing this graduate field nationally.

The collaborative program is modeled on Carleton’s collaborative PhD program in political economy based at the Institute of Political Economy. It has attracted top quality students from the participating units and its existence influenced some to come to Carleton.

In addition to being the only graduate program in African Studies in Canada and following an innovative collaborative model, the proposed program is distinctive in its required and optional professional development courses. The mandatory 0 credit Scholarly Preparation in African Studies course (AFRI 5800) course will provide students with learning opportunities for presenting talks and providing constructive feedback on such talks. The optional Placement course (AFRI 5900) builds on our successful AFRI 3900 Placement course that has enabled AFRI students to spend a day a week for a term at an organization working on African issues. Through this course, IAS has strong connections to a number of relevant organizations that have accepted undergraduate placement students or who have expressed interest in doing so, including: the Department of Foreign Affairs and International Trade’s Africa Bureau, CUSO International, World University Services of Canada, Partnership Africa Canada, M.A. in African Studies Page 3

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 the South African High Commission, Farm Radio International, Sahan Relief, and the Tanzanian High Commission. A few students have also done the placement in Africa. There is thus a good infrastructure in place to enable the graduate students in the Collaborative master’s to have an opportunity to apply their scholarly training in a relevant work-place: there are a number of relevant governmental and non-governmental organizations in the Ottawa area for the placement courses and IAS already has the contacts and the contract established for arranging and evaluating the placements. The requirements of the Master’s students for AFRI 5900 will be more demanding than for students in AFRI 3900 in terms of the scholarly work they do for the organization and in terms of the length and substantive analysis required in any critical reflection papers submitted to the Director of IAS. Moreover, we are adding a graduate course number (AFRI 5100) to our pre-existing African Studies Abroad 0.5 credit course (AFRI 3100), in which a Carleton African Studies faculty member takes students in the Spring semester to a country in Africa to offer a course in their area of expertise, drawing on guest lecturers from African experts in the country and doing experiential learning visits while there. Students enrolled in AFRI 5100 will be given more reading and writing assignments while benefitting from the rich educational opportunities of learning African Studies in Africa with a range of experts.

In short, the Collaborative master’s program in African Studies will further strengthen Carleton’s expertise in African Studies, attracting even more national and international recognition amongst students, scholars and practitioners.

3. Contribution to other academic programs at Carleton

By its collaborative nature, the proposed master’s program will contribute to the 14 participating academic programs. It provides a way to further attract applicants to their Master’s programs who are interested in African Studies. It allows these students to demonstrate that they have strengthened their expertise in African Studies and provides them with additional learning and professional development opportunities.

Other Carleton master programs currently not part of the collaborative program can join it in the future, if their units assess it to be relevant to their students.

4. Enhancing Carleton’s strategic and academic plans

The Collaborative Master’s program in African Studies enhances Carleton’s strategic and academic plans while strengthening creative and critical inquiry at the university.

It builds directly on the priorities established in Defining Dreams: A Strategic Plan for Carleton University. It is inherently interdisciplinary, as the field of African Studies draws from different humanities and social sciences disciplines in the study of Africa and its diasporas. Moreover, the program brings graduate students from different master’s programs together in the mandatory credit course in African Studies, allowing them to learn different disciplinary perspectives on Africa through their seminar context.

In regards to internationalization, the proposed program would bring together and help profile existing graduate research on African Studies topics in diverse units, giving focus to this growing linkage between Carleton and the continent of Africa. Having a collaborative graduate program in African M.A. in African Studies Page 4

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Studies would enhance the developing research and educational linkages between Carleton and African universities. Through various projects concerning research or connecting classes through information communication technologies, IAS has strengthened Carleton’s ties to the University of Dar es Salaam, University of Ghana, and the University of KwaZulu-Natal while developing relationships with the University of Botswana, the University of Sierra Leone and Image Institute, a film school in Burkina Faso. Graduate students in the collaborative African Studies program will be able to use and enhance these linkages for their own research activities.

In terms of engagement with the community, the placement course will enable students doing the Collaborative master’s in African Studies to develop their expertise in workplace settings. It would strengthen the growing ties between the Institute of African Studies and a wide and diverse range of organizations in Ottawa-Gatineau that work on issues concerning Africa and/or its diasporas. Moreover, as engaged research typifies a large portion of what has comprised African Studies, much of this graduate research will be directed to solving real world problems facing different people in Africa, its diasporas, and others involved in varied interventions in the continent.

The program contributes directly to expanding Carleton’s interdisciplinary theme of focus of Global Identities and Globalization, as it directs further research and scholarship on Africa, its diasporas, and the influences of global-scale processes on various dimensions of the continent and its peoples. Moreover, sustainable development and health care and health conditions are significant issues of concern throughout Africa, thus the proposed program will likely also contribute to two of the remaining interdisciplinary themes of Defining Dreams of Sustainability and the Environment and Health. Furthermore, there is expanding use of cellphones and other information communication technologies in economic and development initiatives and growing interest amongst donors in these media, while IAS itself is involved in using video-linkages for both its pedagogical initiatives and in research. Thus New Digital Media will also be a dimension of the collaborative master’s program in African Studies.

The proposed Collaborative master’s in African Studies is centred directly in the Carleton Academic Plan. A Collaborative master’s in African Studies will strengthen the integration of research and teaching, given the teaching focus of Institute of African Studies courses and cross-appointed faculty. The master’s program will help integrate the teaching with the individual research projects on Africa by its faculty and provide a forum to bring together graduate student researchers in different units. The placement course provides an outstanding experiential learning opportunity for the master’s students. The linkages to African universities will also facilitate exchanges and research opportunities for the graduate students.

The structure of the program – the combination of professional development courses with the foundational course in African Studies and the opportunity to do the placement course and to take advantage of the multiple linkages IAS has with organizations that work on African issues in Ottawa and in Africa – will ensure that the master’s students will have a number of well-developed modes of engagement and discovery, enabling them to be fully immersed in critical and engaged inquiry.

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B. Program Structure and Content

1. Learning Objectives and Learning Outcomes

The specific learning objectives for the Collaborative master’s program in African Studies emerge directly from its general academic objective to strengthen interdisciplinary knowledge, skills in critical analysis, and research and professional capacities. The collaborative program will enable students to deepen their understanding of the various dimensions of Africa and its diasporas and to better prepare them for various career and educational opportunities and life experiences.

In accordance with the Council of Ontario Universities, Carleton University has identified the following 6 competencies that master’s level students are expected to achieve upon successful completion of their program:

i) Depth and breadth of knowledge: A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice. ii) Research and scholarship: A conceptual understanding and methodological competence, including a comprehension of research techniques, the ability to critically evaluate research and provide a treatment of complex issues, and on this basis, to develop and support a sustained argument in written form. iii) Application of knowledge: Ability to apply an existing body of knowledge in the critical analysis of a new question. iv) Professional capacity and autonomy: The qualities and transferable skills necessary for employment. v) Communication skills: The ability to communicate ideas, issues and conclusions clearly. vi) Awareness of the limits of knowledge: Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.

The learning objectives have direct implications for preparing students for educational and career opportunities and life experiences, as noted in Table 1. The experiential learning opportunities through a placement course and the networking that occurs through the many activities the Institute of African Studies organizes will give rise to numerous job opportunities for graduate students doing the Collaborative master’s program in African Studies in governmental, non-governmental, community, research, and private sector organizations. Having a Master’s degree from Carleton with a “Concentration in African Studies” should enhance the employment and further educational opportunities for graduates. There are more and more jobs in the government, public sector and private sector where demonstrated knowledge of Africa is an asset. In the government, these jobs are not only found in the Department of Foreign Affairs and International Trade and the Canadian International Development Agency, but also Citizenship and Immigration Canada, Export Development Canada, and a number of other units in the federal, provincial and municipal governments seek individuals who have substantive understanding of Africa to help with their work internationally and with the growing number M.A. in African Studies Page 6

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 of African immigrants to Canada (Africa was the second largest continent source of new residents to Ottawa between 1996 and 2001). There are also many civil society organizations based in Ottawa and elsewhere that work on African issues, such as international development, environmental, and human rights non-governmental organizations and a growing number of community groups, many already with linkages to Carleton’s Institute of African Studies. There are also many international and multilateral organizations that look for employees with knowledge in African Studies. Finally, more and more Canadian businesses are involved in markets in Africa. As the Globe and Mail headline declared earlier this year, “African Opportunities Catch Investors’ Eyes,” noting not only the wide range of natural resources on the continent, but also that six of the fastest ten growing economies in the world in the last ten years were in sub-Saharan Africa, “with growth rates rivalling those in Asia”(17 February 2011). Substantive knowledge of the continent would be a valuable asset for students applying for jobs with these companies. Table 1 – Educational and Career Opportunities and Life Experiences

Educational Career Opportunities Life Experiences Opportunities PhD study; Teacher’s Governmental work in the fields of Enhanced citizenship College; Law School; social services, international affairs, through knowledge of Medical School immigration and multicultural immigration, affairs, international development, history, global affairs; health, critical awareness of media industry; museums; international and other representations; development agencies (multilateral, better communication skills bilateral, non-governmental); social research; policy development; private sector work in market or social research; travel industry; community development

2. Program structure and achievement of learning objectives

The Collaborative program is defined by minimally three requirements, though each master’s program involved in it may specify additional requirements. They are: i) taking a mandatory 0.5 credit course in the Winter term called African Studies as a Discipline: History and Current Perspectives (AFRI 5000); ii) satisfactory participation in the 0 credit Scholarly Preparation in African Studies course (AFRI 5800) which entails, firstly, attendance at least five academic presentations on an African Studies topic (co-)organized by IAS or another Carleton unit and sending two analytically critical questions concerning the presentation to the IAS graduate coordinator and, secondly, a presentation of a thesis or research paper proposal or a relevant graduate term paper in front of a group of peers and faculty in a proseminar that will be organized by the graduate coordinator on an ad hoc basis; and, iii) Either the successful submission (and defense) of a Master’s thesis or research essay on an African Studies topic and/or the taking of additional relevant courses concerning African Studies.

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The proposed program requires students to take AFRI 5000 – African Studies as a Discipline: Historical and Current Perspectives, which would provide them with academic grounding in the discipline of African Studies. The program is innovative in that it builds into the program a zero (0) credit professional development requirement: AFRI 5800 – Scholarly Preparation in African Studies, which involves an active involvement of the students in attending at least five of the public events organized or co-organized by IAS (such as its monthly African Studies brownbag seminars, African Dialogue talks, annual conference, or its many ad hoc talks) and a public presentation before African Studies faculty and other graduate students of their thesis or research paper proposal after its defense or a presentation of one of their course essays concerning Africa for those doing a course-work Master’s degree. These public presentations will take place during in a proseminar that will occur on an ad hoc basis organized by the graduate coordinator. In addition to the public presentations, during this proseminar the graduate coordinator will also draw on the critical questions submitted by the students for the public events they attended to stimulate further reflection and learning, pairing the analytical discussion with their experience of attending the talks and practice of making presentations. These features provide the students with additional opportunities to learn about public presentations while further developing an interdisciplinary cohort among the graduate students working in African Studies. For those graduate students doing a Master’s thesis or research essay option, the proposed topic must be approved by the normal procedures of their own unit as well as the graduate committee of IAS. At least one of the student’s advisors or examining committee will normally be a member of the core faculty of IAS. If not (for instance, because those members with expertise in the discipline such as Economics are unable to be part of the advisory or examination committee), the student must write a summary explaining the relevance of the thesis or research essay/paper to African Studies, which will then be reviewed by the graduate committee of the Institute of African Studies and approved if deemed satisfactory. These requirements help to ensure there is some oversight of the concentration in African Studies.

Students who need, depending on the specific requirements of the Concentration of their program, or want more courses can select from a list of approved courses with an African Studies content which are on either on a defined list or approved by the graduate coordinator of IAS for those which are ad hoc courses. This list included three additional courses provided by IAS: a directed readings course (AFRI 5100), which an African Studies faculty member could give with no personal remuneration (but will normally occur as an exception); a placement course modeled on the undergraduate placement course already administered by the Director (AFRI 5900); and a selected topics course that could be cross-listed to relevant special topics graduate courses offered each term that are relevant to African Studies, with permission of the unit (AFRI 5050).

These three components of the Collaborative master’s degree in African Studies ensure that the six identified learning objectives are met: i. Depth and Breadth of Knowledge The Collaborative degree is constructed for its students to develop a systematic interdisciplinary understanding of African Studies and the study of Africa and its diasporas. The mandatory African Studies course (AFRI 5000) will introduce the students a critical knowledge and a deeper understanding of the continent of Africa from current paradigms of knowledge used to analyse contemporary and historical issues within African Studies. This course will also provide students with significant breadth of the field as it will provide interdisciplinary perspectives towards Africa and its diasporas. Those

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doing a Master thesis or research essay will then apply this knowledge in a concentred, in-depth manner, while those doing a course-work master’s will be exposed to more courses with a focus on Africa ii. Research and Scholarship Students will hone and further develop their competencies in understanding and using various heuristic tools found in the social sciences and humanities to generate knowledge about African Studies. They will learn to critically evaluate the contours of the major issues and debates within African Studies. Those students completing a master’s with course work or research essay options will be able to develop and support a sustained scholarly analysis in writing of a relevant topic in the field of African Studies, while those pursuing a thesis will also demonstrate originality in the application of knowledge.

iii. Application of Knowledge Students enrolled in the collaborative master’s in African Studies will develop research competence that applies analytical reading, writing, and oral presentation skills, to critically produce knowledge of relevance to the field of African Studies through their writing assignments, oral presentations and, for some, through completing a thesis or a research paper. The mandatory African Studies course as well as most other graduate courses with an Africanist content will have written assignments whereby the students need to critically apply their knowledge. All students will have to make an oral presentation of either their (already defended) thesis (or research paper) proposal or one of their papers on an African Studies topic. Those doing a thesis or a research essay will also clearly be applying their knowledge in the field of African Studies. iv. Autonomy and professional capacity Students in this collaborative master’s in African Studies will further enhance their transferable competencies in research, analysis, written and oral communication that will be utilizable in a variety of work and other life situations. AFRI 5000 is an interdisciplinary course. In combination with the possibility of taking relevant courses from various departments, students doing a master’s concentration in African studies will also develop skills to adapt to different disciplinary perspectives. Through the Placement course, students will have the opportunity to work directly in organizations that are working in Africa, exposing them to different group settings in which they need to develop and demonstrate personal responsibility and accountability. They will also learn about the ethics of scholarly research and the ethical implications of international research in the mandatory course as this is a theme inherent to the field of African Studies. v. Communication Skills Students will expand their competencies in preparing and presenting in a clear and coherent manner oral and written work in various disciplinary classroom settings and, through the Placement course, in work settings. Every course will have written requirements and often oral requirements which will be evaluated. Moreover, the professional development course will require them to make an oral presentation of their proposal or one of their essays in front of peers and faculty. They will get productive feedback on this form of scholarly communication. Through attending these presentations and public talks, they also will learn productive presentation techniques from others.

vi. Awareness of limits of knowledge By being exposed to interdisciplinary perspectives to the study of Africa, students will develop reflexive analytical competencies that will aid them in recognizing the analytical and methodological limitations

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SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 of different research approaches. The mandatory AFRI 5000 will bring together students from different disciplines which will lead to critical exchange of possibilities and limits of different forms of knowledge production. Developing such a recognition will enable them to find avenues to produce new knowledge and to critically evaluate other knowledge in African Studies and other disciplinary fields.

3. Learning Outcomes

The learning outcomes of the Collaborative Master’s degree are presented below, as well as the expected learning outcomes of each of the core courses. It should be noted, however, that as a collaborative program its learning outcomes supplement or complement the particular learning outcomes of the individual Master’s program for each student.

The key learning outcome is that students develop substantive knowledge of the field of African Studies and an ability to relate critical inquiry skills applied in both interdisciplinary and disciplinary settings. These are comprised of the four following outcomes.

Develop Foundation Knowledge of Africa and its Diasporas Graduate in the Collaborative Master’s in African Studies will develop a substantial, foundation knowledge of Africa and its diasporas.

Develop Knowledge of Contemporary Issues concerning Africa Students in this program will further their knowledge of contemporary issues concerning Africa, developing an ability to contribute to further understanding some of these topics.

Engage Disciplinarily and Interdisciplinarily Graduates in the Collaborative Master’s in African Studies will understand African Studies as a coherent discipline and one that is also interdisciplinary as interacts with their specific Master’s program, developing a capability in the theoretical and methodological approaches found in African Studies.

Analyse Rigorously Students in this program will be able to critically analyse cultural, economic, historical, literary, political, social, and religious texts and presentations. They will identify, evaluate, and incorporate appropriate research sources in their work as they demonstrate awareness of the critical conversations in African Studies they are entering. These outcomes for the Collaborative Master’s degree build on the learning objectives and learning outcomes of the two core courses, AFRI 5000 and AFRI 5800.

AFRI 5000: African Studies as a Discipline: Historical and Current Perspectives Calendar description: This course examines the formation of African Studies as a discipline, including the historical and ongoing debates over its boundaries and genealogies and its changing research paradigms.

Overview and learning objectives: In this course, students will be exposed to foundational texts and arguments in the discipline of African Studies and how these boundaries are pushed and rethought in cross-cutting interdisciplinary research. The students will be exposed to these forms of knowledge of

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SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 the discipline coming from other contributing disciplines such as philosophy, political science, history, anthropology, economics, and comparative literature. The students will be required to do a number of smaller writing projects, demonstrating competency in analysing these varied texts. They will then have to provide a major 20-25 page paper demonstrating an ability to critically assess research sources in a coherent analysis of a topic part of current conversations in the discipline of African Studies. Students will be expected to be capable of explaining these key contributions and express a reasoned explanation of future directions.

Learning outcome: By the end of the course, students will demonstrate an ability to explain African Studies as a coherent discipline, its key analytical and methodological approaches coming from different disciplinary perspectives within African Studies, and future directions in the discipline.

Contribution to learning outcomes of the degree: This course contributes to all four of the learning outcomes of the collaborative degree. Through this course, students will: develop substantial knowledge of Africa and its diasporas; enhance their knowledge of contemporary issues concerning Africa; develop an understanding of the cohesiveness of the discipline of African Studies and the key interdisciplinary theoretical and methodological approaches deployed in it; and enhance their analytical capabilities in regards to African Studies.

AFRI 5800 - Scholarly Preparation in African Studies Calendar description: This course will provide scholarly preparation in African Studies by requiring participation in public talks as both audience member and presenter.

Overview and learning objectives: This course enables students to gain experience in interdisciplinary public talks by engaging with public talks occurring at Carleton and critically responding to them and by making a public presentation of their proposal for a thesis or research essay or a term paper on an African Studies topic in front of students and faculty. This will assist them in developing more effective communication and critical inquiry skills. Students will be expected to demonstrate an ability to critical analyse public presentations on diverse African Studies topic and an ability to present a paper that contributes to current conversations in African Studies.

Learning outcome: By the end of the course, students will demonstrate critical analytical and communication skills that speak to current interdisciplinary debates within the discipline of African Studies, blending theoretical ability with professional capacities.

Contribution to learning outcomes of the degree: This course contributes primarily to three of the learning outcomes of the collaborative degree. Through this course, students will: enhance their knowledge of contemporary issues concerning Africa; develop an understanding of the cohesiveness of the discipline of African Studies and the key interdisciplinary theoretical and methodological approaches deployed in it; and enhance their analytical capabilities in regards to African Studies.

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4. The Essential Requirements

The program’s essential requirements assist the Paul Menton Centre in determining the appropriate academic accommodations without compromising academic standards. The essential requirements are:

* students taking the required AFRI 5000 (African Studies as a Discipline: History and Current Perspectives) will be expected to attend the classes and complete written assignments, including a term paper of 22-30 pages long, and possibly give an oral presentation. The essential skills are having the ability at a graduate school level: to read and comprehend reading social science and humanities literature written in English at a graduate school level; to communicate in English in a grammatically correct manner, and; to communicate orally in seminar discussions and possibly in an oral presentation.

* students taking the 0 credit course AFRI 5800 (Scholarly Preparation in African Studies) will need to attend at least 5 number of public talks and provide critical questions on them while also making an oral presentation in front of peers and faculty. The essential skills are having the ability at a graduate school level to comprehend presentations in English and to communicate orally through a presentation format in front of peers and faculty members.

* students doing a thesis or research essay option will be required to write a long paper (the exact length depends on the collaborative unit, but the length will normally be between 50 and 150 pages). The essential skills are having the ability at a graduate school level to conduct secondary or primary research and to present the findings in a coherent, grammatically correct manner while situating them within the relevant scholarly literature. Students who are doing the course-work option will have the same essential requirements as listed above regarding taking AFRI 5000.

C. Governance

The Institute of African Studies will administer the Collaborative master’s in African Studies, monitoring the fulfillment of the requirements for the concentration in African Studies of the students enrolled in the program from participating units.

Administration: The IAS Administrator will be responsible for basic administration and basic support to the students.

Program Supervision: A faculty member who is one of the faculty members of the management committee of IAS will be the graduate coordinator. The management committee of IAS is comprised of comprising the Director of IAS, four faculty members among cross-appointed faculty, a student representative, and the chairs of the Departments of Law, History, Political Science and Sociology & Anthropology). The graduate coordinator will be responsible for providing general oversight of the Collaborative program and for making decisions for program approvals and changes for individual students as well as recommendations for program changes. The graduate coordinator will also be responsible for the administration of the 0 credit course AFRI 5800 (Scholarly Preparation in African Studies). The Director of IAS will supervise the placement course (AFRI 5900). The Director will also sit on the graduate committee (along with another faculty member of IAS who is not necessarily on the

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Management Committee of IAS) and will work closely with the graduate coordinator in supervising the Collaborative master’s program. The management committee will also review graduate courses being offered in the upcoming academic year to identify those with sufficient African Studies content.

Program Review and Changes: In consultation with the graduate committee, the graduate coordinator will recommend program and curricular changes which then must be approved by the management committee of IAS. The management committee normally meets twice in the Fall and twice in the Winter terms. The Director normally sets the agenda, after requesting for items from the Management Committee. Any changes to program or curricula approved by the management committee will then be forwarded to the Graduate Faculty Board.

As with other graduate programs at Carleton University, the Office of the Dean of Graduate and Postdoctoral Affairs plays an oversight and quality control role for individual students and the program as a whole. The Graduate Faculty Board and the University Senate are the other institutions which play an important role in the approval and quality assurance processes.

D. Admission

To be admitted into the Collaborative master’s in African Studies the student first needs to be admitted into one of the participating Master’s programs. Students who are enrolled in a Master’s program in one of the participating units may then apply to the Institute of African Studies for admission to the Collaborative Program.

Admission to the program is determined by the Institute of African Studies graduate committee. The Graduate Committee will consist of the Graduate Supervisor, the Director of IAS, and one other cross-appointed faculty member to IAS.

Admission will normally take place before the end of June the year of admittance to one of the participating master’s programs. However, admission to the Collaborative master’s in African Studies could occur up until the end of November of the student’s first year of admittance.

To apply, the student needs to send a statement of interest (which could be the same as the one submitted to gain admission into the Carleton participating unit), proof of being accepted into a participating Carleton unit, and a copy of their transcripts (see Appendix 3).

In addition to registration in the MA program of one of the participating units, the main criterion normally used for determining admittance into the Collaborative program is the statement of interest, which should either indicate a proposed thesis or research paper topic which falls under African Studies for those in a thesis or research essay option or note the courses the student intends to take which would cover the African Studies requirements.

The maximum number of students accepted into the Collaborative program each academic year would normally be 15. If more than 15 students apply for admission into the program, then normally GPA scores of their last degree will be the competitive factor used to decide admission.

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E. The Faculty

1. Core Faculty by Field

IAS has a significant number of faculty members with expertise in the field of African Studies, as noted in Table 2. Although most will not be involved in teaching AFRI 5000, they will largely take part in supervising and being on dissertation committees and master’s examination boards for students in the collaborative program.

Table 2 – Faculty with Supervisory Privileges in the Field of African Studies

Faculty Name and Rank Gender Supervisory Privileges Category 3 – Carleton Faculty appointed 0% to IAS Michael Brklacich – Professor (Geog & Env. Science) M D Linda Freeman – Professor (Political Science) F D Katherine Graham – Professor (Public Policy & Admin) F D Moses Kiggundu – Professor (Sprott) M D Dominique Marshall – Professor (History) F D Ruth Phillips – Professor (Art History & ICSLAC) F D Dane Rowlands – Professor (NPSIA) M D Blair Rutherford – Professor (Soc/Anth) M D Pius Adesanmi – Associate (English) M D Chris Brown – Associate (Political Science) M D Doris Buss – Associate (Law) F D Sarah Casteel – Associate (English) F D Louise de la Gorgendière – Associate (Soc/Anth) F D Audra Diptee – Associate (History) F D Christine Duff – Associate (French) F D Gerald Grant – Associate (Sprott) M D Edward Jackson – Associate (Public Policy & Admin) M D Susanne Klausen – Associate (History) F D James Miller – Associate (History) M D Daniel Osabu-Kle – Associate (Political Science) M D Sarah Todd – Associate (Social Work) F D Allan Thompson – Associate (Journalism/Comm.) M D Gurli Woods – Associate (Women’s & Gender) F D Erik_Anonby – Assistant (French) M D Kanina Holmes – Assistant (Journalism/Comm.) F D Bernhard Leistle – Assistant (Soc/Anth) M D James Milner – Assistant (Political Science) M D Amina Mire – Assistant (Soc/Anth) F D Augustine Park – Assistant (Soc/Anth) F D Valerie Percival – Assistant (NPSIA) F D M.A. in African Studies Page 14

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Aboubakar Sanogo – Assistant (Film Studies) M D Rania Tfaily – Associate (Soc/Anth) F D Apollinaire Tsopmo – Assistant (Chemistry) M D

Category 4 – Distinguished Research Professor Fraser Taylor – Professor (Geog & Env. Science) M D

Category 6 Adjunct Research Professor David Matsinhe M CDM Mebometa Ndongo – Adjunct Research Professor M CDM

This is a well-balanced mix of faculty in terms of disciplinary expertise and seniority. The lack of Category 1 faculty does not pose a problem as this is a Collaborative master’s degree.

There are a number of faculty members who could teach AFRI 5000, including (but not limited to): Pius Adesanmi, Chris Brown, Christine Duff, Linda Freeman, Louise de la Gorgendière, Audra Diptee, Susanne Klausen, James Milner, Amina Mire, Daniel Osabu-Kle, Blair Rutherford, and Aboubakar Sanogo.

2. Faculty Research Funding

Please see Table 3 compiling the operating research funding for the faculty members part of the Collaborative Master’s in African Studies for the last five years.

Table 3 - Operating Research Funding by Source and Year

Source Granting Year Other Peer Adjudicated Contracts Others Totals Councils 2006-07 $ 458,864 $ 222,000 $ 346,644 $ 421,607 $ 1,449,115

2007-08 $ 257,135 $ 271,022 $ 620,830 $ 432,680 $ 1,581,667

2008-09 $ 315,594 $ 235,627 $ 514,635 $ 394,662 $ 1,460,518

2009-10 $ 339,642 $ 440,184 $ 448,465 $ 856,740 $ 2,085,031

2010-11 $ 226,755 $ 619,502 $ 879,063 $ 1,402,554 $ 3,127,874

TOTALS $ 1,597,990 $ 1,788,335 $ 2,809,637 $ 3,508,243 $ 9,704,205

The table shows that the total research funding for affiliated faculty has more than doubled over the last five years. Although funds from Granting Councils declined by almost half, funds from other peer- adjudicated funds, contracts, and other sources have all increased, sometimes substantially. This clearly

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SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 demonstrates that the affiliated faculty members are extremely active in research, thereby bringing this relevant expertise to the proposed graduate program in African Studies. Furthermore, there should be opportunities to provide support for Graduate Students carrying out research as Research Assistants. through this research funding. It is also anticipated that the existence of this Collaborative Master’s in African Studies – the only graduate school degree concerning African Studies in Canada – will facilitate an increase in applications for further research funding from the Granting Councils and other funding bodies. In short, the strong profile of research funding strongly supports the delivery of this proposed collaborative graduate degree; in turn, once this degree is approved and running, it existence should support the generation of even more research funding by faculty and graduate students involved in it.

3. Distribution of Thesis Supervision

The core faculty would be supervising students in the Collaborative program in their own unit if their master’s program is participating in the Collaborative master’s in African Studies. Thus the following faculty are in units whose master’s program is part of the Collaborative master’s in African Studies (see Table 3). It is anticipated there will be more students applying to the master’s program in these units who are interested in doing the Collaborative MA in African Studies, many of whom will likely ask these faculty members to supervise their thesis or research essay, if they pursue one of those options. Core faculty in other units, including adjuncts, may be able to do co-supervision or participate on thesis or research committees.

Table 4 – Thesis supervisions of Faculty in Participating Units

Faculty Name and Rank Estimated number of supervisions every 2 years Category 3 – Carleton Faculty appointed 0% to IAS Linda Freeman - Professor (1) Dominique Marshall – Professor (1) Dane Rowlands – Professor (2) Blair Rutherford – Professor (1) Pius Adesanmi – Associate (2) Chris Brown – Associate (1) Doris Buss – Associate (2) Sarah Casteel – Associate (1) Louise de la Gorgendière – Associate (1) Audra Diptee – Associate (1) Christine Duff – Associate (1) Susanne Klausen – Associate (1) James Miller – Associate (1) Daniel Osabu-Kle – Associate (1) Gurli Woods – Associate (1) Erik_Anonby – Assistant (1) Bernhard Leistle – Assistant (1) James Milner – Assistant (1)

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Amina Mire – Assistant (1) Augustine Park – Assistant (1) Valerie Percival – Assistant (1) Aboubakar Sanogo – Assistant (1) Rania Tfaily – Assistant (1)

Other Carleton Faculty cross-appointed to IAS in other units Other faculty (4)

4. Current Teaching Assignments

Name Rank Course Number Course Name Credit Year Year Year Current Previous Previous Adesanmi, Associate AFRI1001A Intro to African Studies 0.05 x x Pius ENGL2926A African Literatures I 0.05 x x x ENGL2927A African Literatures II 0.05 x x x ENGL4607A Studies in 20th- 0.05 x Century Lit. ENGL4976A Issues in Postcolonial 0.05 x Lit. ENGL4976C Issues in Postcolonial 0.05 x Lit. ENGL5900S Selected Topic 0.05 x x FREN4212A Special Topic 0.05 x FREN5600A Litteratures du 0.05 x monde francop AFRI1001A Intro to African Studies 0.05 x Anonby, Erik Assistant LING3801A Structure of a Specific 0.50 x Professor Language LING2001A Phonetics 0.50 x LING1001A Introduction to 0.50 x Linguistics LING2006A Linguistic Analysis II 0.50 x LING3009A Special Topic in 0.50 x Linguistics LING2001B Phonetics 0.50 x Brklacich, Professor GEOG5005W/IN Global 0.50 x Michael AF5701W Environmental Change: Human Implications INAF5701W/GE Global 0.50 x OG5005W Environmental Change: Human Implications INAF5701W/GE Global 0.50 x OG5005W Environmental Change: Human

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Implications

Bromley, Instructor CDNS1000A Introduction to 0.50 x Victoria Canadian Studies CDNS3400A Feminists and 0.50 x Feminism in Canada WOMN1808A Introduction to 0.50 x Women's and Gender Studies WOMN2800A Critical Intersections of 0.50 x Gender, Race and Class WGST3005A Selected Topics in 0.50 x Women's and Gender Studies WGST4905A Honours Research 0.50 x Project in Women's and Gender Studies WGST1808A Introduction to 0.50 x Women's and Gender Studies WGST1808A Introduction to 0.50 x Women's and Gender Studies WGST4905B Honours Research 0.50 x Project in Women's and Gender Studies WGST2801A Activism, Feminism, 0.50 x and Social Justice WGST4903A Women's and Gender 0.50 x Studies Practicum WGST4904A Women's and Gender 1.00 x Studies Practicum WGST4900A Independent Study 0.50 x Brown, Chris Associate PSCI3101A Politics of War in 0.50 x Professor Africa PSCI5202F Development Theory 0.50 x and Issues PSCI4809B Honours Seminar on a 0.50 x Selected Topic in Political Science AFRI1002A Global Political Issues 0.50 x PSCI3101A Politics of War in 0.50 x Africa PSCI5203W Southern Africa After 0.50 x Apartheid PSCI4203A Southern Africa After 0.50 x Apartheid AFRI1002A Introduction to African 0.50 x Studies I AFRI1002A Introduction to African 0.50 x Studies I

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Buss, Doris Associate LAWS5302F Feminism, Law and 0.50 x Professor Social Transformation INAF5505X/LA International Law: 0.50 x WS5603X Theory and Practice LAWS5302F Feminism, Law and 0.50 x Social Transformation LAWS5603W/IN International Law: 0.50 x AF5505W Theory and Practice LAWS4604A International Human 0.50 x Rights Casteel, Associate ENGL2957A Literatures of the 0.50 x Sarah Professor Americas II ENGL5004F Studies in 0.50 x Transnational Literatures ENGL5606G Studies in Twentieth- 0.50 x Century Literature ENGL2957A Literatures of the 0.50 x Americas II de la Associate ANTH5809F Selected Topics in 0.50 x Gorgendiere, Professor the Anthropology of Louise Development and Underdevelopment ANTH4800A Advanced Studies in 0.50 x Applied and Participatory Anthropology ANTH5907W Special Topics in 0.50 x Symbolism and Culture ANTH4620A Advanced Studies in 0.50 x Contemporary Sub- Saharan Africa: Current Issues in Anthropological Research ANTH4000A Field Placement in 0.50 x Anthropology ANTH5809F Placement in 0.50 x Anthropology ANTH6002F Research Design 0.25 x ANTH4620A Advanced Studies in 0.50 x Contemporary Sub- Saharan Africa: Current Issues in Anthropological Research ANTH6002F Research Design 0.25 x ANTH5809F M.A. Research Essay 0.50 x ANTH6002F Research Design 0.25 x ANTH6002F Research Design 0.25 x M.A. in African Studies Page 19

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Diptee, Audra Associate HIST5708T Seminar in World 0.50 x Professor History HIST1705P The Atlantic World 0.50 x HIST3710A Themes in Caribbean 0.50 x History HIST4700A Seminar in World 0.50 x History HIST5810F Early Modern 0.50 x European Historiography HIST1705P The Atlantic World 0.50 x HIST4700A Seminar in World 0.50 x History HIST5708T Seminar in World 0.50 x History HIST3403A Comparative Slavery 1.00 x and Emancipation in the Atlantic World HIST5904G Directed Studies - 0.50 x Non-Canadian HIST6200T Early Modern Europe 0.50 x Minor HIST5708T Seminar in World 0.50 x History HIST5810F Early Modern 0.50 x European Historiography HIST1705A The Atlantic World 0.50 x HIST4700A Seminar in World 0.50 x History HIST5708T Seminar in World 0.50 x History HIST1705A The Atlantic World 0.50 x HIST4700A Seminar in World 0.50 x History HIST2704A Introduction to 1.00 x Caribbean History AFRI1001P Introduction to African 0.50 x Studies I HIST5810F Early Modern 0.50 x European Historiography HIST6200T Early Modern Europe 0.50 x Minor HIST5812W Non-Western 0.50 x Historiography HIST5904W Directed Studies - 0.50 x Non-Canadian Duff, Christine Associate FREN2201B Introduction aux 0.50 x Professor études littéraires FREN2201B Introduction aux 0.50 x études littéraires

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FREN2201C Introduction aux 0.50 x études littéraires FREN2100F Advanced French 0.50 x FREN2201C Introduction aux 0.50 x études littéraires FREN4212A Littératures 0.50 x francophones FREN5400A Théories littéraires 0.50 x Freeman, Professor PSCI5107F Globalization, 0.50 x Linda Adjustment and Democracy in Africa PSCI4207A Globalization, 0.50 x Adjustment and Democracy in Africa PSCI5203W Southern Africa After 0.50 x Apartheid PSCI4203A Southern Africa After 0.50 x Apartheid PSCI4104B Theory and Practice in 0.50 x Third World Development PSCI4207A Globalization, 0.50 x Adjustment and Democracy in Africa PSCI5107F Globalization, 0.50 x Adjustment and Democracy in Africa PSCI4203A Southern Africa After 0.50 x Apartheid PSCI4105A Selected Problems in 0.50 x Third World Development PSCI5203W Southern Africa After 0.50 x Apartheid Graham, Professor PADM5422W Urban and Local 0.50 x Katherine Government Grant, Gerald Associate BUSI4400A IS Strategy, 0.50 x Professor Management and Acquisition BUSI3103C Introduction to 0.50 x Organization Theory ITIS5401A Fundamentals of IT 0.25 x Service Management BUSI3103E Introduction to 0.50 x Organization Theory ITIS5401B Fundamentals of IT 0.25 x Service Management BUSI4400A IS Strategy, 0.50 x Management and Acquisition ITIS5401A Fundamentals of IT 0.25 x Service Management

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BUSI6400W Seminar in 0.50 x Information Systems I: Information and Computing Technologies in Management BUSI4404A IT Infrastructure 0.50 x ITIS5401B Fundamentals of IT 0.25 x Service Management ITIS5401A Fundamentals of IT 0.25 x Service Management BUSI4400A IS Strategy, 0.50 x Management and Acquisition ITIS5401B Fundamentals of IT 0.25 x Service Management ITIS5403W ICT for Development 0.25 x Holmes, Assistant JOUR5508X Professional 0.50 x Kanina Professor Practices: Specialized Media JOUR2201C Fundamentals of 0.50 x Reporting JOUR5202W Broadcast Journalism 1.00 x Laboratory Jackson, Associate PADM5212W Civil Society and 0.50 x Edward Professor Public Policy PADM5212W Civil Society and 0.50 x Public Policy Kiggundu, Professor BUSI3703B International and 0.50 x Moses Comparative Management BUSI5300C Managing the 0.50 x Multinational Enterprise BUSI4717A Managing 0.50 x Globalization in Emerging Economies BUSI4717B Managing 0.50 x Globalization in Emerging Economies BUSI3703D International and 0.50 x Comparative Management IBUS5712A Business and 0.25 x Government in Emerging Economies BUSI5300C Managing the 0.50 x Multinational Enterprise BUSI3703B International and 0.50 x Comparative Management M.A. in African Studies Page 22

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BUSI4717A Managing 0.50 x Globalization in Emerging Economies IBUS5712Q Business and 0.25 x Government in Emerging Economies IBUS5721Q Regional and Global 0.25 x Business Strategies Concentration Integration IBUS5712A Business and 0.25 x Government in Emerging Economies BUSI3703D International and 0.50 x Comparative Management IBUS5721C Regional and Global 0.25 x Business Strategies Concentration Integration IBUS5712C Business and 0.25 x Government in Emerging Economies BUSI3703B International and 0.50 x Comparative Management BUSI4717A Managing 0.50 x Globalization in Emerging Economies BUSI4707B Regionalism and 0.50 x Globalization IBUS5712A Business and 0.25 x Government in Emerging Economies BUSI3703D International and 0.50 x Comparative Management Klausen, Associate HIST3702A The Scramble for 0.50 x Susanne Professor Africa, 1876-1918 HIST3810A Historical Theory 0.50 x HIST3810B Historical Theory 0.50 x HIST3906A Topics in World 0.50 x History HIST6600T Directed Stud - 1.00 x Transnational HIST2707A Modern Africa 0.50 x HIST4700A/HIS Seminar in World 1.00 x T5708T History

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HIST5804W Problems Hist of 0.50 x Women, Gender HIST5904G Directed Studies: 0.50 x Non-Cdn HIST6903T Women, Gender, 1.00 x Family Minor Leistle, Assistant ANTH2500A Culture and Symbols 0.50 x Bernhard Professor ANTH5708F Special Topics in 0.50 x Anthropology ANTH2690A Ethnography of A 0.50 x Selected Area ANTH2500A Culture and Symbols 0.50 x ANTH5402W Theories and 0.50 x Methods II ANTH2500A Culture and Symbols 0.50 x ANTH4900C Honours Research 0.50 x Paper in Anthropology ANTH5708F Special Topics in 0.50 x Anthropology ANTH4900A Honours Research 0.50 x Paper in Anthropology ANTH5402W Theories and 0.50 x Methods II ANTH4900A Honours Research 0.50 x Paper in Anthropology ANTH4900C Honours Research 0.50 x Paper in Anthropology ANTH4000A Field Placement in 0.50 x Anthropology Marshal, Professor HIST5002F Historical Practice 0.5 x Dominiquel HIST5003W Historical Theory 0.5 x and Method HIST3301A Quebec Since the 0.5 x 1860s HIST5002F Historical Practice 0.5 x PECO6000W Political Economy: 0.5 x Core Concepts HIST5003W Historical Theory 0.5 x and Method HIST5002F Historical Practice 0.5 x PECO6000W Political Economy: 0.5 x Core Concepts HIST6701W Directed Studies – 0.5 x History and Political Economy HIST5003W Historical Theory 0.5 x and Method

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Miller, James Associate HIST6600T Directed Studies - 0.50 x Professor Transnational or Thematic HIST5904T Directed Studies - 0.25 x Non-Canadian HIST6500T Directed Studies - 0.50 x British HIST5400U Seminar in American 0.50 x History HIST4400B Seminar in U.S. 0.50 x History HIST6400T Directed Studies - 0.50 x United States HIST5400U Seminar in American 0.50 x History HIST6400T Directed Studies - 0.50 x United States HIST4400B Seminar in U.S. 0.50 x History HIST5904T Directed Studies - 0.25 x Non-Canadian HIST5802A Selected Topics: 1.00 x Transnational or Thematic HIST4805A Seminar on a 1.00 x Transnational or Thematic Topic HIST6400T Directed Studies - 0.50 x United States Milner, James Assistant PSCI4801B Selected Problems in 0.50 x Professor Global Politics PSCI4802A International Politics of 0.50 x Africa PSCI3600B International 0.50 x Institutions PSCI4801A Selected Problems in 0.50 x Global Politics PSCI1002A Global Political Issues 0.50 x PSCI4802A International Politics of 0.50 x Africa PSCI3600B International 0.50 x Institutions GPOL3100A Internship in Global 2.50 x Politics PSCI3906A Internship Placement 0.50 x in Political Science GPOL3000A Themes in Global and 0.50 x Comparative Politics AFRI4000A Advanced Topics in 0.50 x African Studies GPOL3100A Internship in Global 2.50 x Politics M.A. in African Studies Page 25

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PSCI3906A Internship Placement 0.50 x in Political Science Mire, Amina Assistant SOCI3020A/AN Studies in Race and 0.50 x Professor TH3020A Ethnicity Studies in Race and 0.50 x Ethnicity SOCI3005B Studies in Sociological 0.50 x Theory SOCI3005B Studies in Sociological 0.50 x Theory SOCI4040A Advanced Studies in 0.50 x the Sociology of Gender SOCI3005B Studies in Sociological 0.50 x Theory SOCI4040A Advanced Studies in 0.50 x the Sociology of Gender SOCI3020A/AN Studies in Race and 0.50 x TH3020A Ethnicity Studies in Race and 0.50 x Ethnicity SOCI3005B Studies in Sociological 0.50 x Theory SOCI3040A Studies in the 0.50 x Sociology of Gender SOCI2020A/AN Race and Ethnicity 0.50 x TH2020A Race and Ethnicity 0.50 x SOCI4020B Advanced Studies in 0.50 x Race and Ethnicity SOCI5606W Selected Topics in 0.50 x Sociology ANTH4020B Advanced Studies in 0.50 x Race and Ethnicity Osabu-Kle, Associate PSCI3100A Politics of Dev in 0.50 x Daniel Professor Africa PSCI4104A Theory & Prac: Third 0.50 x World Dev PSCI5405W Public Admin in Dev 0.50 x Countries PSCI6408W Public Affairs Mgmt 0.50 x & Analysis PSCI3100A Politics of Dev in 0.50 x Africa PSCI4104A Theory & Prac: Third 0.50 x World Dev PSCI5405W Public Admin in Dev 0.50 x Countries PSCI6408W Public Affairs Mgmt 0.50 x & Analysis PSCI3100A Politics of Dev in 0.50 x

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Africa PSCI4104A Theory & Prac: Third 0.50 x World Dev PSCI4105B Selected Prob:Third 0.50 x World Dev PSCI5405W Public Admin in Dev 0.50 x Countries Park, Assistant SOCI5805F Selected Topics in 0.50 x Augustine Professor Sociology SOCI4410E Advanced Studies in 0.50 x Criminology SOCI4410F Advanced Studies in 0.50 x Criminology SOCI3045A/AN Studies in Children 0.50 x TH3045A and Childhood Studies in Children 0.50 x and Childhood FYSM1506P Topics in the Study of 0.50 x Societies SOCI5805F Selected Topics in 0.50 x Sociology FYSM1506P Topics in the Study of 0.50 x Societies SOCI4410F Advanced Studies in 0.50 x Criminology SOCI5805X Selected Topics in 0.50 x Sociology SOCI4410F Advanced Studies in 0.50 x Criminology Percival, Assistant INAF5409F Selected Topics in 0.50 x Valerie Professor International Affairs INAF4101F Special Topics in 0.50 x Conflict Analysis and International Affairs INAF5109W Selected Topics in 0.50 x International Affairs INAF4101F Special Topics in 0.50 x Conflict Analysis and International Affairs INAF5109F Selected Topics in 0.50 x International Affairs INAF5706W Global Health Policy 0.50 x INAF5409W Selected Topics in 0.50 x International Affairs INAF5409F Selected Topics in 0.50 x International Affairs INAF4101F Special Topics in 0.50 x Conflict Analysis and International Affairs INAF5109W Selected Topics in 0.50 x International Affairs INAF5706W Global Health Policy 0.50 x M.A. in African Studies Page 27

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Phillips, Ruth Professor CLMD6103F Issues of Cultural 0.50 x Mediation and Representation ARTH5210F Topics in Aboriginal 0.50 x Art ARTH5210F Topics in Aboriginal 0.50 x Art CLMD6103W Issues of Cultural 0.50 x Mediation and Representation Rowlands, Professor INAF5911S Co-operative Work 0.50 x Dane Term INAF5912S Co-operative Work 0.50 x Term INAF5909F M.A. Thesis 0.50 x INAF5908F Research Essay 1.00 x INAF5901F Tutorials in 0.50 x International Affairs INAF5906F M.A./LL.B. Research 1.00 x Essay INAF6909F Ph.D. Thesis 0.50 x INAF6002F Quantitative Methods 0.50 x INAF5913W Co-operative Work 0.50 x Term INAF5205W Economics of 0.50 x Conflict INAF5912S Co-operative Work 0.50 x Term INAF5911S Co-operative Work 0.50 x Term INAF5909F M.A. Thesis 2.00 x INAF5901F Tutorials in 0.50 x International Affairs INAF5906F M.A./LL.B. Research 1.00 x Essay INAF5401F International 0.50 x Financial Institutions and Policy INAF6900F Doctoral Research 0.50 x Seminar INAF5908F Research Essay 1.00 x INAF6909F Ph.D. Thesis 0.50 x INAF5901W Tutorials in 0.50 x International Affairs INAF5908W Research Essay 1.00 x INAF5909W M.A. Thesis 1.00 x INAF5913W Co-operative Work 0.50 x Term INAF5912W Co-operative Work 0.50 x Term INAF6900W Doctoral Research 0.50 x Seminar

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INAF6909W Ph.D. Thesis 0.50 x INAF5205W Economics of 0.50 x Conflict INAF5911W Co-operative Work 0.50 x Term INAF5906W M.A./LL.B. Research 1.00 x Essay Rutherford, Professor ANTH4215A Selected Topics in 0.50 x Blair Anthropology ANTH5402W Theories and 0.50 x Methods II ANTH5401F Theories and 0.50 x Methods I ANTH5907W Placement in 0.50 x Anthropology ANTH2620A Studies in 0.50 x Contemporary Sub- Saharan Africa: Current Issues in Anthropological Research ANTH5907S Placement in 0.50 x Anthropology ANTH3006A Contemporary 0.50 x Theories in Anthropology ANTH5209W Special Topics in the 0.50 x Anthropology of Africa Sanog, Assistant FYSM1509Q Special Studies in Art 0.50 x Aboubakaro Professor History, Film Studies and/or Music FILM4901B Special Topic 0.50 x FILM3105A Questions of 0.50 x Documentary Practice FYSM1509Q Special Studies in Art 0.50 x History, Film Studies and/or Music FILM2401A The Film Maker 0.50 x FILM4905A Independent Study 0.50 x FYSM1509Q Special Studies in Art 0.50 x History, Film Studies and/or Music FYSM1509Q Special Studies in Art 0.50 x History, Film Studies and/or Music FILM5002W Special Topics 0.50 x FYSM1509Q Special Studies in Art 0.50 x History, Film Studies and/or Music FILM4905A Independent Study 0.50 x FILM2401A The Film Maker 0.50 x

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FYSM1509Q Special Studies in Art 0.50 x History, Film Studies and/or Music FILM5601W Studies in Genre 0.50 x FILM4905A Independent Study 0.50 x FILM4901B Special Topic 0.50 x Skidmore, Bill Instructor/ HUMR1001A Introduction to Human 0.50 x Lecturer Rights HUMR1001P Introduction to Human 0.50 x Rights HUMR2401A Political Repression: 0.50 x Impacts and Responses HUMR3402A Agents of Political 0.50 x Violence HUMR1001A Introduction to Human 0.50 x Rights HUMR1001P Introduction to Human 0.50 x Rights HUMR4402A Terror and Human 0.50 x Rights HUMR2401A Political Repression: 0.50 x Impacts and Responses HUMR1001A Introduction to Human 0.50 x Rights HUMR1001A Introduction to Human 0.50 x Rights HUMR3402A Agents of Political 0.50 x Violence HUMR3502A Corporations and 0.50 x Human Rights HUMR1001A Introduction to Human 0.50 x Rights HUMR4908A Independent Study 0.50 x HUMR2401A Political Repression: 0.50 x Impacts and Responses HUMR4404A Rights of Refugees 0.50 x and Displaced Persons HUMR4908B Independent Study 0.50 x HUMR2402A Agents of Political 0.50 x Violence HUMR3502A Corporations and 0.50 x Human Rights HUMR1001A Introduction to Human 0.50 x Rights Tfaily, Rania Associate SOCI3805A Studies in Population 0.50 x Professor SOCI3003A Quantitative Methods: 0.50 x Research Design and Data Analysis

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SOCI3805A Studies in Population 0.50 x SOCI3003A Quantitative Methods: 0.50 x Research Design and Data Analysis SOCI4009A Advanced Studies in 0.50 x Quantitative Research SOCI3003A Quantitative Methods: 0.50 x Research Design and Data Analysis SOCI2005A Sociological Theory 1.00 x SOCI3805A Studies in Population 0.50 SOCI4043A dvanced Studies in the 0.50 x Sociology of the Family SOCI3003A Quantitative Methods: 0.50 x Research Design and Data Analysis SOCI2010A Power and 0.50 x Stratification SOCI3003A Quantitative Methods: 0.50 x Research Design and Data Analysis SOCI5605W Demographic 0.50 x Analysis Thompson, Associate JOUR2201D Fundamentals of 1.00 x Allan Reporting JOUR4101A Special Topic 0.50 x x JOUR4101B Special Topic 0.50 x JOUR5200F Print Journalism Lab 1.00 x x Todd, Sarah Associate SOWK3009B Special Topics in x Social Work SOWK3200C Communities and x Organizations Tsopmo, Assistant FOOD2001A Principles of Nutrition 0.50 x Apollinaire Professor FOOD2001A Principles of Nutrition 0.50 x FOOD3001A Food Chemistry 0.50 x FOOD3001A Food Chemistry 0.50 x FOOD2001A Principles of Nutrition x CHEM5103 Functional Foods and 0.50 x Nutraceuticals Wilke, Associate LAWS4106A Law and Violence 0.50 x Christiane Professor LAWS4603A Transitional Justice 0.50 x LAWS3908A Approaches in Legal 0.50 x Studies II LAWS5904W Contemporary 0.50 x Topics in Legal Studies LAWS3908A Approaches in Legal 0.50 x Studies II

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LAWS4106A Law and Violence 0.50 x LAWS5904W Contemporary 0.50 x Topics in Legal Studies LAWS4603B Transitional Justice 0.50 x LAWS4106A Law and Violence 0.50 x LAWS3908E Approaches in Legal 0.50 x Studies II Woods, Gurli Associate FYSM1500A The Literatures of 0.50 x Professor Europe: Representative Texts WOMN5000F Issues for Feminist 0.50 x Scholarship WOMN2802A Topics in Women's 0.50 x Studies FYSM1500A The Literatures of 0.50 x Europe: Representative Texts WOMN3003A Selected Topics in 0.50 x Gender and Women's Studies WGST2804A Selected Topics in 0.50 x Women's and Gender Studies FYSM1402C Issues in Women's 0.50 x Studies WGST4910A Selected Topics in 0.50 x Women's and Gender Studies FYSM1402C Issues in Women's 0.50 x Studies WGST3004A Gender and Literature 0.50 x WGST2804A Selected Topics in 0.50 x Women's and Gender Studies WGST4901A Selected Topics in 0.50 x Women's and Gender Studies WGST4903A Women's and Gender 0.50 x Studies Practicum WGST4904A Women's and Gender 1.00 x Studies Practicum WGST3004A Gender and Literature 0.50 x

5. Commitment and Contribution of Carleton Faculty from other Carleton units

As a Collaborative master’s program in an Institute whose entire faculty are 0% cross-appointments, the proposed program depends greatly on the commitment and contribution of faculty members belonging to a range of units at Carleton. IAS has operated well with this commitment and contribution from 0% cross-appointed faculty members and support from other units and faculties, ensuring its administrative, teaching and public outreach activities occur without problems. Accordingly, it is anticipated that this

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F. Teaching

1. Mode of Delivery by Course

There is a range of mode of delivery being offered in the new courses being proposed.

AFRI 5000 – African Studies as a Discipline: Historical and Current Perspectives The mandatory 0.5 credit course will be taught as a seminar in the Winter term. The professor will lead 4 to 6 of them and then arrange guest lecturers on different disciplinary perspectives on African Studies.

AFRI 5050 – Selected topics in African Studies This course will only be offered if we need to cross-list it with a course being offered in another discipline and the student needs to signal it has African Studies content. Other situations requiring the use of this course code would include a course delivered by one of our Visiting Scholars from Africa or on sabbatical who is able to teach a selected topic in African Studies or by one of the many African Studies experts working in Ottawa for a government agency, a non-governmental organization, a research organization (e.g. North South Institute, IDRC), or a community group.

AFRI 5100 – African Studies Abroad This course is offered in the Spring term, being taught by a different IAS professor in Africa on a selected topic. The course will take place at a learning institution in Africa and the students will learn both in the classroom and through field trips and experiential learning opportunities. The requirements for AFRI 5100 will be much greater in terms of the depth and breadth of reading and the expectations of their performance for written work than for any students taking the course as AFRI 3100.

AFRI 5700 – Directed Readings in African Studies This course will be offered if a Core faculty member wants to offer a reading course with one or several students on a topic in African Studies. It will entail numerous meetings between the professor and the student(s). It is anticipated that this course will only be used in exceptional circumstances such as when a student needs an African Studies course.

AFRI 5800 - Scholarly Preparation in African Studies This 0 credit course will entail the students attend at least five public presentations on African Studies topics at Carleton (there will be a sign-in sheet for such students at each event) and they need to send two critical questions on the talk to the graduate coordinator for IAS within a day of the talk. They also need to present a public talk to an ad hoc proseminar with other students in the Collaborative master’s degree in African Studies and core faculty and others. Normally the presentation will either be the proposal for their thesis or research essay topic (after it has been approved by the normal procedures in their home unit) or a paper they wrote in one of the seminars on an African Studies topic. It is anticipated that this proseminar will meet four to six times a term for student presentations and to discuss some of the topics of the of the public talks which students attended.

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AFRI 5900 – Placement This course entails the student spending the equivalent of one day a week for a term at an organization working on African issues in Ottawa, in Africa, or elsewhere. The student needs to find a supervisor at the organization who then works with the student in filling out the first part of a contract laying out the learning objectives, the tasks and means of evaluation before the placement begins. This contract needs to be approved by the Director of IAS. At the end of the term, the supervisor evaluates the student based on both the academic work they carried out for the organization as well as along other criteria suitable for employees of that organization. The evaluation as well as the “products” done for the organization by the student (e.g., reports, websites, research essays) are sent to the IAS Director who then evaluates them and submits the final grade for the course.

2. Link of Mode of Delivery to Learning Objectives

These courses all foster critical and creative inquiry. They emphasize critical assessment and alternative interpretations of knowledge through dialogue, investigation, and participation in public talks. They also assist the development of oral communication skills through individual class presentations and the presentation of a paper in front of peers and faculty. They also enhance analytical and research skills through the writing of research paper(s) and reader responses.

Specifically, each of the six new courses are linked to multiple learning objectives.

i. Depth and Breadth of Knowledge The seminars (AFRI 5000, AFRI 5050, AFRI 5100) and the directed readings course (AFRI 5700) all will enable the students develop a systematic interdisciplinary understanding of African Studies, deepening and expanding the students’ knowledge.

ii. Research and Scholarship The seminars (AFRI 5000, AFRI 5050, AFRI 5100) and the directed readings course (AFRI 5700) all require the students to conduct research and to use various heuristic and conceptual tools found in the social sciences and humanities to generate knowledge about Africa and its diasporas.

iii. Application of Knowledge The professional development course (AFRI 5800) and the placement course (AFRI 5900) will provide excellent opportunities for the students to learn about the application of knowledge in either a professional context or an experiential learning context. The seminars and directed reading course will assist the students to develop research competence that applies analytical reading, writing, and oral presentation skills, to critically produce knowledge of relevance to the field of African Studies through their writing assignments, oral presentations and, for some, through completing a thesis or a research paper. iv. Autonomy and professional capacity Students in all the courses in this collaborative master’s in African Studies will further enhance their transferable competencies in research, analysis, written and oral communication that will be utilizable in a variety of work and other life situations. The professional development course (AFRI 5800) and the placement course (AFRI 5900) are particularly directed to this learning objective.

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v. Communication Skills In all the courses, students will expand their competencies in preparing and presenting in a clear and coherent manner oral and written work in various disciplinary classroom settings and, through the placement course, in work settings. In the professional development course, they will gain productive feedback from faculty and students on their oral presentation. vi. Awareness of limits of knowledge The interdisciplinary nature of African Studies seminars will generate critical exchange of possibilities and recognition of the limits of different forms of knowledge production.

3. Use of Contract Instructors

It is anticipated that 0.5 credit worth of contract instructor money will be placed in the base budget of IAS. These funds will be used to compensate the unit providing the professor to teach AFRI 5000.

4. Class Size, Course and Program Capacity

It is anticipated that no more than 15, or at most, 20 students will be taking the Collaborative master’s each year, meaning that this would be the size of AFRI 5000.

G. The Students

1. Proportion of Full-Time/Part-Time Students – Six Year Enrolment Projection

The projected master’s enrolment is 15 students per year, with an initial mix of 13 full-time and 2 part-time students. It is anticipated that by Year 3 this intake number will be achieved, as it will take a few years of advertisement for more people to hear about the collaborative program. For the initial two years, we anticipate 10 and then 12 students, including 1 part-time student each year.

Enrollments will be limited by the number that can be accommodated into the required core course to ensure it functions as an engaging graduate seminar. If demand is strong, up to 20 students could be accommodated.

2. Total Student Funding

Student funding information is not applicable for collaborative programs as the student’s host program has responsibility for all funding and support.

3. Career Paths

Students in the Collaborative master’s in African Studies will likely follow two career paths. Some will continue on for further post-graduate or professional education, such as doctoral programs or law,

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medicine, business administration, likely with an expectation of pursuing a career with a focus on, or in, Africa. Others will seek employment in governmental, non-governmental, community organizations or the private sector with the expectation of using their expertise in Africa or concerning the African diaspora.

4. Projected Enrolment (Six Years)

Please see table 4 for enrolment projections. It is envisioned that there will be no part-time international students in the Collaborative master’s program.

Table 5 – Enrolment Projections

Full Time Part Time Total Domestic International Domestic Enrolment

Intake Enrolment Intake Enrolment Intake Enrolment Year 1 9 9 1 1 10 Year 2 10 19 1 1 1 2 22 Year 3 11 21 2 3 2 3 27 Year 4 12 23 1 3 2 4 30 Year 5 11 23 2 3 2 4 30 Year 6 12 23 1 3 2 4 30

H. Resources

1. Support and Technical Staff – Expected Contributions

The Administrator of IAS will be expected to carry out the administration of this program as part of her/his duties.

2. Space – Expected

The Institute of African Studies will be moving from its current offices in Paterson Hall 228 to Paterson Hall 435, 437/39, and 441 during the summer of 2012. The space requirements for the proposed program is simply administrative in the form of new files created for each student as the graduate students themselves and the teaching faculty are all located in other units. The graduate students thus will have office space in their primary discipline department. In consultation with Anne Richards, the Assistant VP Space Management and Capital Planning, we have determined that the new office space for the Institute of African Studies will be able to accommodate the additional records storage required for this proposed program.

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3. Library – Expected

Please see Appendix 4.

4. Computer Facilities / Resources – Expected

The students will be expected to draw on computer facilities offered to graduate students in their home units.

5. Study Space – Expected Graduate

The students will be expected to draw on study space provided to them in their home units.

I. Development of Self-Study

The initial writing of this self-study was done by the Director of IAS, Professor Blair Rutherford. A committee of two faculty members and one graduate student was formed to assist in reviewing and suggesting amendments. A call was sent out to faculty cross-appointed to IAS for volunteers for this committee and to see if they could identify a master’s student to participate on it, as it was seen to be vital to have the insights of a graduate student. Professor Dane Rowlands (NPSIA) and Professor Christine Duff (French) volunteered and were selected for their knowledge of graduate programs and of African Studies.

Professor Rutherford then approached Graham Fox, a MA student in Anthropology, to join the committee. Mr. Fox had carried out research in Kenya in the summer months of 2011 for his MA thesis and he did his undergraduate degree in Development Studies, so he had both the interest in African Studies and the experience in interdisciplinary programs.

This committee of four were all equals and provided helpful advice. Professor Rutherford also liaised with administration and approached other units to see if they wanted to be part of the Collaborative master’s in African Studies. Drafts of the self-study were also sent to Faculty and to the relevant people in units which expressed interest to possibly be involved in it (such as Graduate Supervisors or Chairs or Directors). Suggestions and feedback were incorporated. Staff and officials with the Faculty of Graduate and Postdoctoral Affairs were also consulted and provided with invaluable assistance.

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Appendix 1 – Collaborative Master’s in African Studies

About the Program

The Collaborative master’s with a Specialization in African Studies is especially designed for master’s students in participating programs in the Faculties of Arts and Social Science and Public Affairs and the Sprott School of Business who wish to enrich their training in a particular discipline or area of study by developing expertise in African Studies through interdisciplinary dialogue.

The following master’s programs participate in the Collaborative Program in African Studies:

* Anthropology (thesis, research essay, and course-based MAs), contingent on program approval * Applied Linguistics and Discourse Studies (thesis and research essay MAs) , contingent on program approval * Business Administration (MBA), contingent on program approval * Economics (thesis and course-based MAs), contingent on program approval * English (thesis, research essay, and course-based MAs), contingent on program approval * French (thesis, research essay, and comprehensive exams MAs), contingent on program approval * Film Studies (thesis and research essay MAs), contingent on program approval * History (thesis and research essay MAs), contingent on program approval * International Affairs (thesis, research essay, and course-based MAs), contingent on program approval * Legal Studies (thesis and research essay MAs), contingent on program approval * Political Economy (thesis and research essay MAs) * Political Science (thesis, research essay, and course-based MAs), contingent on program approval * Sociology (thesis, research essay, and course-based MAs), contingent on program approval * Women’s and Gender Studies (thesis and research essay MAs)

Academic Regulations

See the General Regulations section of this Calendar.

Admission Requirements

Admission requirements to the Collaborative master’s with a Specialization in African Studies are:

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Program Requirements

The requirements of the Collaborative Program are:

1. 0.5 credit in AFRI 5000 African Studies as a Discipline: Historical and Current Perspectives 2. 0.0 credit in AFRI 5800 Scholarly Preparation in African Studies (0.0 credit) which requires participation (normally at least 5) in public talks at Carleton in African Studies and a satisfactory presentation of proposed thesis or research essay or a term paper on an Africa Studies topic before African Studies faculty, graduate students and others for comments and feedback 3. In addition, the following requirement(s) specific to particular master’s programs of the supporting units: Anthropology: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from ANTH 5109, ANTH 5202, ANTH 5209, ANTH 5809, SOCI 5404, or an Anthropology or Sociology course approved by the Graduate Coordinator of the Institute of African Studies. Business Administration: Students would be required to take 1.0 credits in courses designated having sufficient African Studies content, from IBUS 5712, IDMG 5600, IDMG 5603, IDMG 5615, ITIS 5414, TOMS 5303 ,TOMS 5304, or other courses approved by both the Graduate Supervisor in Business Administration and the Graduate Coordinator of the Institute of African Studies. Economics: Students are required to take at least one of ECON 5500, ECON 5504, ECON 5505; those pursuing the non-thesis option are also required to take an approved African Studies elective. English: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from ENGL 5008 or ENGL 5010, or an English course approved by the Graduate Coordinator of the Institute of African Studies. French: Students in the Comprehensive Exam program would be required to have their general exam (FREN 5907) in the area of African Studies, in consultation with the Graduate Supervisor of French and the Graduate Coordinator of the Institute of African Studies. History: Students in the research essay option, 1.0 credits with African Studies content are required. At least 0.5 credits must be a History course such as HIST 5812, HIST 5900, HIST 5902, or an appropriately themed fourth year seminar. Up to 0.5 credits of courses with African Studies content may be taken outside the History department with departmental permission. International Affairs: Students in the course-work option would be required to take 1.0 credits in courses accepted by the Institute of African Studies Graduate Coordinator as having sufficient African content, and accepted by the NPSIA MA Program Supervisor or Associate Director as being relevant to the student’s program of study. These courses would normally be drawn from the social science courses listed under the collaborative program. Political Science: Students in the course-work option would be required to take 1.0 credits in

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courses designated having sufficient African Studies content, at least 0.5 credits of which coming from PSCI 5107, PSCI 5203, PSCI 5801, or another Political Science course approved by both the Graduate Supervisor in Political Science and the Graduate Coordinator of the Institute of African Studies. Sociology: Students in the course-work option would be required to take 1.0 credits in courses designated having sufficient African Studies content, at least 0.5 credits of which coming from SOCI 5404, ANTH 5109, ANTH 5202, ANTH 5209, ANTH 5809, or a Sociology or Anthropology course approved by the Graduate Coordinator of the Institute of African Studies. 4. For those doing a thesis or research essay/paper, submission and successful defence of a master’s thesis or research essay/paper on an African Studies topic in the participating unit. The proposed topic must be approved by the student's home unit and by the Graduate Committee of the Institute of African Studies. At least one of the student's advisors or members of the examining committee will normally be selected from among the core faculty for the Collaborative Program. If not, the student must write a summary explaining the relevance of the thesis or research paper to African Studies, which will then be reviewed by the Graduate Committee of the Institute of African Studies and approved if deemed satisfactory.

Selection of Courses

The courses listed below (all are worth 0.5 credit) are relevant to students of African Studies and could, with the approval of the specific requirements of the units involved, be used as courses to help fulfill degree requirements. There are also often graduate courses and 4000-level courses in a number of units at Carleton that are offered on an ad hoc basis that have significant content appropriate to African Studies. To have any such course count towards their degree requires approval of the Director of the Institute of African Studies when it is being offered.

English

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ENGL 5008 – Studies in African Literature ENGL 5010 – Studies in Caribbean Literature

French FREN 5600 – Littératures francophones

International Affairs INAF 5603 – Issues in Development in Africa

Law LAWS 5007 – Race, Ethnicity and the Law LAWS 5603 – International Law: Theory and Practice

Sociology SOCI 5404 – Race, Ethnicity and Class in Contemporary Societies

Women’s and Gender Studies WGST 5902 – Globalized Bodies: Gender, Violence, and Security

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Appendix 2 – New Course Descriptions

The following 6 courses are being proposed to be added to the Graduate Calendar: i) AFRI 5000: African Studies as a Discipline: Historical and Current Perspectives

New Version:

Old Version: None

Rationale: This course will enable students to learn and expand their knowledge concerning the formation of African Studies and to better situate their own graduate research in historical and on-going debates of the discipline.

ii) AFRI 5050: Selected Topics in African Studies

New Version:

AFRI 5050 [0.5 credit] Selected Topics in African Studies A course on a selected topic in African Studies. Topic varies from year to year and will be announced in advance of registration period.

Old Version: None

Rationale: This course will enable African Studies either to put on a special graduate level course when opportunity arises or to provide an African Studies number to special topics courses offered in other units that are not listed in the list of accepted courses for the Collaborative MA

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iii) AFRI 5100 – African Studies Abroad New Version: AFRI 5100 [0.5 credit] African Studies Abroad Based at one of Carleton's partner universities in Africa, course will include lectures, seminars, guest speakers, field visits and group research projects to examine a topic in African studies, as selected by the instructor. Topic and location may change annually.

Old Version: None

Rationale: This course will allow students to take the AFRI 3100 African Studies Abroad course offered in the Spring Semester as a graduate course, being required to do readings and assignments comparable to a graduate level course.

iv) AFRI 5700: Directed Readings in African Studies

New Version: AFRI 5700 [0.5 credit] Directed Readings in African Studies A Tutorial on a selected topic in African Studies in which seminars are not available.

Old Version: None

Rationale: This course will allow a core faculty member to offer a tutorial in African Studies at the MA level.

v) AFRI 5800 - Scholarly Preparation in African Studies

New Version: AFRI 5800 [0.0 credit] Scholarly Preparation in African Studies This course will provide scholarly preparation in African Studies by requiring participation in public talks as both audience member and presenter.

Old Version: None

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Rationale: This course enables students to gain experience in interdisciplinary public talks by engaging with public talks occurring at Carleton and critically responding to them and by making a public presentation of their proposal for a thesis or research essay or a term paper on an African Studies topic in front of students and faculty. This will assist them in developing more effective communication and critical inquiry skills.

vi) AFRI 5900: Placement

New Version: AFRI 5900 [0.5 credit] Placement Students spend up to one day a week participating in an organization that has an African focus, while carrying out tasks that have a scholarly content. Consult the Director of the Institute of African Studies.

Old Version: None

Rationale:

This is a 5000 level version of the third year placement course we offer in African Studies (AFRI 3900). It provides the student with an opportunity to gain practical experience within an organization that has an African focus while applying their academic skills. It also provides opportunities for the student to learn about, and possibly find, employment opportunities.

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Appendix 3 – Admission Requirements

Admission requirements to the Collaborative master’s with a Specialization in African Studies are:

• Registration in the master’s program of one of the participating units; • Approval of a student’s program of study by the Graduate Committee of the Institute of African Studies and the student’s home department. Students in a research essay or thesis program will be expected to choose a topic for the essay or thesis that is directly related to Africa. Students in an approved course-work program will be required to take some elective courses in designated or approved courses with significant African content.

To apply, the student needs to send to the Graduate Coordinator of IAS a statement of interest (which could be the same as the one submitted to gain admission into the Carleton participating unit), proof of being accepted into a participating Carleton unit to IAS, and a copy of their transcripts. The Graduate Committee will assess the applications and notify those who they accepted.

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Appendix 4 – Library Support Statement

Carleton University Memorandum

Date: October 11, 2011

To: Blair Rutherford, Director, Institute of African Studies

From: Aleksandra Blake, Subject Specialist for African Studies, Reference Services

Subject: Library Support Statement for Proposed M.A. in African Studies

Collection Support Carleton University Library’s electronic and print resources, augmented by interlibrary loan services to faculty and students, strongly support the proposed M.A. in African Studies. The Library has comprehensive collections in history, international affairs, political science, anthropology and sociology. Scholarly materials are selected by the Subject Specialists for the subject areas, taking into consideration guidelines outlined in collection and subject profiles, as well as selection tools including core academic lists, book reviews from reputable sources, citation lists and citation analysis tools. The Library’s holdings reflect the interdisciplinary nature of the program with additional support coming from excellent scholarly collections in economics, geography and public policy and administration. Materials are also received through the approval plan program, individual orders, serial subscriptions, standing orders, memberships, and consortia purchases. Titles collected are published in the United States, Canada, and Great Britain, and from commercial publishers and university presses from around the world. In addition to monographs, the Library collects journals, research reports, bulletins, special papers, lecture notes, conference proceedings, videos and films, government publications, maps and images, and numeric and geospatial data.

Journals The Library has developed a strong electronic journal collection, with access to over 41,000 full-text journals, through individual subscriptions and participation in several consortia: Canadian Research Knowledge Network (CRKN), Consortia Canada, and the Ontario Council of University Libraries (OCUL). Products acquired by Carleton University Library that relate to African Studies include: AnthroSource CAIRN (French Language periodicals in humanities and social sciences) Cambridge Journals Online HeinOnline Law Journal Library JSTOR Oxford Journals Online Project MUSE

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SAGE Journals Online ScienceDirect Journals (Elsevier publishers) SpringerLink Journals (Springer & Kluwer publishers) Taylor & Francis Journals Online University of Chicago Press Journals Wiley Online Library (Wiley-Blackwell publishers)

The Library holdings provide full access to number of scholarly journal titles relevant to the proposed Master’s in African Studies including:

Africa insight African economic history review African research & documentation African studies African studies review Canadian journal of African studies Comparative and international law journal of Southern Africa International African bibliography International journal of African historical studies New African Politikon: South African journal of political studies Review of African political economy South African historical journal South African journal of international affairs South African law journal

However, not all relevant titles are currently held. Ongoing funding is necessary to purchase additional materials. The following highly desirable titles are not held by the library:

African Anthropologist African Studies Quarterly Afro-Asian affairs Society in transition: journal of the South African Sociological Association African sociological review

Monographs The print and e-book collections of history, international affairs, political science, anthropology and sociology will provide support to the academic and theoretical research needs of this program. Additional funds to the book budget will be needed to ensure future key titles directly related to African studies are purchased Although the majority of titles collected are in print format, the Library’s growing e-book collection includes the following related to African Studies: Brill (Social Sciences Collection) Cambridge University Press M.A. in African Studies Page 47

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Columbia International Affairs Online Books Canadian Publishers Collection Martinus Nijhoff (International Law and Human Rights) Oxford Scholarship Online: Political Science Oxford University Press Springer Taylor & Francis

The proposed MA in African Studies would benefit from purchase of the AS e-Publications (South African electronic publications) Social Sciences and Humanities Package. A comprehensive, searchable collection of full-text electronic journals from South Africa with broad multidisciplinary coverage of the social sciences and humanities. Journals in the fields of communications, education, history, library & information science, linguistics, literature, music, political science, psychology, sociology, and other disciplines are included. 2011 subscription cost is US $7,625. Also “Africa Wide Information” produced by NISC South Africa, combines multidisciplinary databases from around the world to offer unique and extensive coverage of all facets of Africa and African studies. Reference Collection The Library maintains a reference collection of indexes and abstracts, encyclopedias, bibliographies and literature guides in electronic and print formats. They include the following relevant to African Studies:

• Academic OneFile • International Encyclopedia of the Social • Africabib & Behavioral Sciences • Aluka • International Political Science Abstracts • Anthropology Plus • LexisNexis Academic • Business Source Complete • Oxford Reference Online Premium • Columbia International Affairs Online • PAIS International • e-HRAF World Cultures • Political Science: A Sage Full- Text • EIU.com Collection • EconLit • Scopus • Europa World Plus • Social Sciences Full Text • Factiva • Sociological Abstracts • Geobase • Web of Science • Historical Abstracts • World Agricultural Economics and Rural Sociology Abstracts • Worldwide Political Science Abstracts

Government Information/Statistics

• African Development Indicators (and other World Bank Data Catalog products) • Foreign Broadcast Information Service (FBIS) Daily Reports: Africa; continued by World News Connection: Africa • International Monetary Fund eLibrary • OECD iLibrary

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• Selected development plans on microfiche for African countries • United Nations print collection and website, indexed via AccessUN, including Economic Commission for Africa • World Bank e-Library • Wide range of national statistics including twentieth century population census for African countries • Historical development is well covered by an extensive collection of official publications from former British colonies in Africa and for the post-independence period for these areas • United Kingdom collections of Colonial Office, Foreign Office, House of Commons Parliamentary Papers and Hansard provide strong support for African studies • Coverage of current government information is largely through web-based documentation via the searchable custom Google search engine for Africa developed at Carleton • Map and atlas collection is very strong for coverage of Africa in general and African history in particular

Theses

• Dissertations & Theses: Full Text (North American) • Dissertations & Theses @ Carleton (subset of above) • Index to Theses (Great Britain & Ireland) Film & Videos

• Films on Demand (access to educational documentaries from Films Media Group, including Humanities and Social Sciences, Business and Economics collections) • Carleton collection of over 70 videos on Africa, mostly acquired with gift funds Newspapers The library’s newspaper collection includes current subscriptions to the print versions of Canadian and foreign newspapers, many of which are also available on microfilm and through online databases.

• Canadian Newsstand • Factiva • LexisNexis Academic - Canada • World News Connection and Daily Reports Online (FBIS)

Citation support The Library has acquired RefWorks, a Web based tool to create, format and manage bibliographies and papers. Workshops and instructional support are provided by the Library.

Funding In 2010/2011 the material budget was $5,514,197.00. In 2011/2012 the budget is $5,268,127.00.

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Spending on multidisciplinary reference resources, online journals and e-book collections is not tracked by specific subject budgets. Library Services Major Service Points: Circulation; Research Help Desk; IT Help Desk; Learning Support Services (academic development skills, including time management, note taking and essay writing); Maps, Data, and Government Information Centre; Archives & Research Collections; Interlibrary Loans; Library Copy Centre; and the Joy Maclaren Adaptive Technology Centre. Hours of service vary and are posted for patrons. Self-help Guides & Services:

• Library website links to subject guides & course guides; citation management guides, and other instructional aids (service guides & finding tools) • Printers provided on each floor • Self-checkout machines Instruction and Assistance The Subject Specialist for African Studies maintains liaison between the Library and faculty to ensure that the Library collection reflects changes in research interests and teaching programs. Responsibilities include regularly updating the Library’s subject profiles (see below), staying current in the literature in the relevant fields, as well as collection building and weeding. Subject specialists offer library research seminars at the request of faculty and one-on-one research consultations for faculty and students. Teaching in NVivo, COS Funding and RefWorks is also offered regularly by Library staff. Faculty, undergraduate, and graduate students can request assistance in person, by phone, email or live chat. Students may also receive instruction and consultative assistance from the Maps, Data and Government Information Centre. Graduate Student Satisfaction with Library Services Graduate students are very satisfied with services provided by the Library. In 2010, Carleton participated in the Canadian Graduate and Professional Student Survey (CGPSS), conducted by the Massachusetts Institute of Technology (MIT). Satisfaction with Library resources received the highest ranking. Other resources surveyed included student counselling, information technology services and the University Bookstore.

Library Access The majority of Carleton University Library’s online products are available from more than 190 workstations within the Library, through the Carleton network accessible in computer labs and offices across campus, and from off-campus via the proxy server. These research databases are accessible free of charge to Carleton users. Wireless access in the Library and selected locations on campus provides students and faculty with greater access to the Library’s electronic resources. The Library’s online system (Millennium from Innovative Interfaces, Inc.) provides a user- friendly web-based online public access catalogue, which allows for focused, sophisticated

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SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012 search techniques. The Library website provides links to journal indexes, articles, and full-text electronic resources. The Joy Maclaren Adaptive Technology Centre located on the main floor of the Library is equipped with adaptive equipment for use by students with disabilities who are registered with the Paul Menton Centre. Wheelchair accessible library catalogue terminals, equipped with large monitors, are available throughout the Library.

Library Hours During the school year, the Library is open seven days a week, except for statutory holidays. The building is open 8am-12am Monday to Friday, 10am-8pm on Saturday and 10am-12am on Sunday. During exams the Library remains open 24 hours. Resource Sharing Located in the National Capital Region, Carleton has easy access to many valuable research collections in the area. Faculty and students have full access to the holdings of the University of Ottawa, either through interlibrary loans or onsite borrowing. Other resources available for Carleton students include the following:

- Sm@rtLibrary- Allows users to search several local library catalogues with free borrowing privileges. - Interlibrary Loan service (ILL)- The ILL system (RACER) allows students and faculty to obtain material not held in the library. Most material is free to the user, with the Library absorbing the cost of most articles. ILL uses Relais Express to facilitate electronic delivery to patrons’ desktops, and has a rush purchasing program for resources not in the Library’s collection. - OCUL Direct Borrowing Program- Allows Carleton students and faculty to borrow materials in person from other libraries across North America - IUBP (Inter-University Borrowing Program)- The Library issues cards to students to borrow from Quebec universities Conclusion The Library is committed to collection development and management, as well as to resource sharing. While extra funding will be required to finance the additional demands of the program, staff will pursue every means possible to continue the Library’s strong support of the Master’s Program in African Studies.

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Subject Profiles SUBJECT PROFILE: POLITCAL SCIENCE Department of Political Science, Faculty of Public Affairs, Carleton University

Description of Program/Degrees Offered The Department of Political Science offers the following degree programs: • Bachelor of Arts (General, Honours, combined Honours) • Master of Arts • Doctor of Philosophy

Related Programs/ Areas of Cooperation • Mention: Francais notation in Political Science • Journalism and Political Science – B.A. or B.J. Combined Honours • Economics and Political Science – B.A. Combined Honours • Human Rights and Political Science – B.A. Combined Honours • Political Science and Sociology – B.A. Combined Honours • Global Politics

Geographical Coverage North America Central America and the Caribbean South America Europe and the European Union Russia and Soviet Successor States Africa with less emphasis on the Francophonie Asia Middle East Australia and New Zealand

Subject Coverage Select material of an acceptable academic/scholarly standard in the following departmental concentrations:

• Political theory, philosophy and thought from classical to modern times including

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Western and non-Western traditions and feminist theory.

• Canadian government and politics including Canadian federalism; the Constitution; provincial and territorial politics; political parties, local government; indigenous politics; gender and the state; elections and voting behaviour. • International relations including foreign policy analysis; global governance and multilateral organizations and institutions; global political economy; international development; international political sociology; conflict and conflict resolution; strategic and defence; studies gender and international relations; international law. • Public affairs and policy analysis including Canadian and comparative public sector reform; public policy, public opinion and public belief systems; methods for quantitative analysis and evaluation; gender, class, race and sexual diversity in public policy and administration; socio-technical change and policy design political communication, political persuasion and social marketing; domestic security policy and management; environmental policy. • Comparative government and politics including the state and civil society; political governance and institutions; development; social movements; nationalism, citizenship, race and ethnicity; political behaviour; gender and politics; political economy.

Chronological Guidelines Material is collected in all chronological periods but where there may be overlapping dates between History and Political Science, Political Science will collect material covering events from 1970 to date.

Aleksandra Blake, Subject Specialist for Political Science Approved by Political Science June 2011

SUBJECT PROFILE INTERNATIONAL AFFAIRS Faculty of Public Affairs and Management

Description of Program/Degrees Offered The Norman Paterson Institute of International Affairs offers the following degree programs: • Master of Arts • Doctor of Philosophy

Related programs/areas of cooperation Formal programmatic linkages • Joint M.A. /JD from the University of Ottawa • Civil and Environmental Engineering – MIPIS • MBA-ID with Sprott School Disciplinary links to other departments M.A. in African Studies Page 53

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• Political Science – B.A., M.A. and Ph.D. • EURUS – M.A. • Economics – BA, MAS, Ph.D. • Law, History, Sociology and Anthropology, Institute for Political Economy, Journalism.

Language Emphasis and Limitations (including translations) English is the primary language of the collection. Foreign language material is collected on a request basis.

Geographical Coverage Canada United States Caribbean Latin America Europe Africa, south of the Sahara Middle East Asia, especially East Asia and the sub-continent International

Material Formats Collected: books, journals, maps, government documents, in print, online and microform formats Collected selectively: dissertation/theses, translations, textbooks Not collected: pamphlets, working papers, audiovisual material, recordings, popular material

Subject Coverage Select material of an acceptable academic/scholarly standard in the following departmental concentrations: International relations theory Public policy formulation and research methods in an international context Canada’s role in international affairs International economic policy

The following areas represent the 7 clusters around which the M.A. program is organized: International Trade Policy Politics and institutions of international trade; trade policy analysis; comparative trade policy; operation of trade institutions; international economic law.

Global Political Economy

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Global political economy; macroeconomics; international financial institutions; state sovereignty and globalization; impact of multinational enterprises on international affairs. Conflict Analysis and Conflict Resolution Conflict analysis, prevention, management and resolution at the local, intrastate and international level; peacekeeping, mediation and preventive diplomacy; peace building and reconstruction; theory and practice of arms control including nuclear non-proliferation issues, weapons of mass destruction; treaty negotiation and implementation. International Institutions and Global Governance International organizations; international law; international social policy; geopolitics; territory and territoriality; global environmental change; ethical issues in international affairs. International Dimensions of Development International political, social and economic aspects of development; historical dimensions of development and underdevelopment; theory and practice of development assistance; development project evaluation and analysis; regional integration among developing countries; technology transfer and transnational enterprises. Human Security and Development National and domestic dimension of development; agriculture and rural development; conflict and development; indigenous peoples and development; gender in international affairs; human security; policy and practice related to human security; human resource development; international migration. Intelligence and National Security Role of intelligence in foreign and domestic security policy; terrorism and international security; national security policy and law; infrastructure protection; environmental health and safety.

The doctoral program concentrates on the following fields: International conflict management and resolution International development policy International economic policy

Material to be excluded Except where noted, historical treatments of the above topics

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Aleksandra Blake, Subject Specialist for International Affairs Approved by NPSIA May 2011

Subject Profile: Anthropology Department of Sociology and Anthropology Faculty of Arts and Social Sciences Carleton University

Description of Program / Degrees Offered The Department of Sociology and Anthropology offers the following degree programs:  Doctor of Philosophy  Master of Arts  Bachelor of Arts (Honours)  Bachelor of Arts (Combined Honours)  Bachelor of Arts (General)  Bachelor of Arts (Minor in Anthropology)

All degree programs emphasize socio-cultural anthropology.

Related Programs / Areas of Co-operation  Art History  Cultural Mediations  Film Studies  Geography and Environmental Science  Institute for Interdisciplinary Studies (Human Rights)  International Affairs  Linguistics  Mass Communication  Music  Political Economy  Public Policy and Administration  Women’s and Gender Studies

Language Emphasis and Limitations (including translations) English comprehensive coverage; significant French titles, particularly Canadian; selected primary source and key works in the original language, such as Spanish, as well as translations of these works.

Geographic Coverage  North America, especially Canada  Africa, particularly Sub-Saharan ethnography and Morocco

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 Asia, particularly South, East, and Southeast Asian ethnography, with comprehensive collection of Taiwan/Republic of China, Thailand, Tibet, and India  Latin America, particularly Mesoamerican and Andean ethnography  Oceania, particularly Papua New Guinea and New Zealand (Maori Studies)  Circumpolar Regions, particularly Inuit ethnography  United States: focus on material of a comprehensive, theoretical, and analytical nature, with diverse ethnographic studies  Quality ethnographies from all areas of the world

Material Formats Books, journals, ethnographies, reprints, collections, dissertations/theses, selected translations, documentary films, maps, and government documents; in print, electronic and microform formats.

Subject Coverage Primary subject areas:  Anthropological methods  Anthropological theory  Anthropology of art  Applied and participatory anthropology  Development and underdevelopment  Economic anthropology  Environmental anthropology  Gender  History of anthropology  Indigenous peoples  Interpretive anthropology  Kinship and household formation  Linguistic anthropology  Material culture  Medical anthropology  Phenomenological anthropology  Symbolic anthropology  Visual anthropology

Other primary anthropological areas that intersect with other disciplines include:  Colonialism and postcolonialism  Museums  Personhood  Political ecology  Ritual studies  Performance studies  Space and place  Tourism

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Material to be excluded  Popular accounts  Introductory textbooks  Prehistory  Physical Anthropology  Archaeology, unless directly related to living cultures

Janet Hempstead Reference Librarian (Social Sciences) Subject Specialist for Anthropology November 2010

Subject Profile: Sociology Department of Sociology and Anthropology Faculty of Arts and Social Sciences Carleton University

Description of Program/Degrees Offered Four areas of emphasis are:  Theory and Methodology  Stratification and Power  Cultural Studies  Applied Social Research

The Department of Sociology and Anthropology offers the following degree programs:  Doctor of Philosophy  Master of Arts  Bachelor of Arts (Combined Honours)  Bachelor of Arts (General)  Bachelor of Arts (Minor in Sociology)

Related Programs / Areas of Co-operation  Architectural Studies  Criminology and Criminal Justice (Sociology is one of three core components)  Cultural Mediations  Geography and Environmental Science  Institute for Interdisciplinary Studies (Human Rights; Child Studies; Sexuality Studies)  International Affairs  Law  Linguistics  Mass Communication

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 Political Economy  Political Science  Public Policy and Administration  Social Work  Women’s and Gender Studies

Language Emphasis and Limitations (including Translations) English comprehensive coverage; significant French titles, particularly Canadian; selected primary source and key works in the original language, such as German, as well as translations of these works

Geographic Coverage Comprehensive Canadian; national-level American and British in areas of program emphasis and their sub-fields; selected works from other countries in areas and sub-areas of program interest

Material Formats Books, journals, reprints, collections, dissertations/theses, selected translations, documentary films, maps, and government documents; in print, online and microform formats

Subject Coverage Select material of an acceptable academic/scholarly standard in the following subject fields, including Canadian:

Theory and Methodology  Logic of Social Scientific Enquiry  Classical Social Theories  Contemporary Social Theories  Feminist Theories  Research Methods (Historical, Qualitative, and Quantitative)

Stratification and Power  Occupations, Organizations and the Labour Process  Class Analysis and Social Stratification  Political Sociology  Race and Ethnic Relations  Human Rights  Gender Relations (gender, feminist, men’s, and women’s studies)  Political Economy  Canadian Society  Social and Economic Development  Globalization and Citizenship Studies  Governance, Regulation, and Law  Collective Action and Social Movements

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Cultural Studies  Communication and Popular Cultures  Ethnographic Analysis  Discourse Analysis  Social Anthropology  Social and Virtual Spaces

Applied Social Research  Addictions  Criminology and Criminal Justice  Health and Illness Policy  Population Studies  Sociology of Language  Built Environments  Education Policy

Additional Areas  The Body and Sexualities  Medical Sociology  Culture of Food  Family Sociology  Environmental Sociology  Deviance  Media Sociology  Science and Technology Studies

Material to be Excluded  Popular descriptive works  Introductory sociology textbooks

Janet Hempstead Reference Librarian (Social Sciences) Subject Specialist for Sociology November 2010

Subject Profile: History (Department of History, Faculty of Arts and Social Sciences, Carleton University)

Description of Program/Degrees offered The Department of History offers the following degree programs: • Bachelor of Arts (General) • Bachelor of Arts (Honours)

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• Bachelor of Arts (Honours; Concentration in International History) • Bachelor of Arts (Combined Honours) • Minor in History • Master of Arts • Master of Arts (Public History) • Doctor of Philosophy (Ph.D)

Related programs/Areas of cooperation • Collaborative Ph.D with a Specialization in Political Economy (with Institute of Political Economy)

Language emphasis and limitations English-language works will be the primary focus of the collection. Selected works in French will also be included.

Works in other languages, including – but not limited to – German, Russian, Spanish and Italian will not be routinely collected. Requests for foreign language materials must be approved by the Department’s Library Committee.

Material Formats Books, journals, conference proceedings, historical reproductions, maps, and government documents, in print, online and microform formats

Some reprints may be purchased. Textbooks will not be purchased. Exceptions: updated editions of regularly circulating items or by faculty request.

Time period covered 800 C.E. - 2000. Events occurring before 800 C.E. and after 2000 will be covered by other profiles with the exception of some aspects of early Asian and Latin American societies. These are clearly indicated within the collection profile.

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Subject Coverage 1. Intellectual History European (Medieval, Renaissance, Reformation, Enlightenment); Scottish (Enlightenment); British; French; Canadian; American; Japanese

2. Historiography/ Historical Theory and Method/ The Writing of History 3. Public History Representation of history in film/popular culture and new media; museums/cultural institutions and public memory; historical presentation and cultural resource management; oral history; archival and conservation techniques

Special Focus: Rideau Canal Oral History Photography

4. Medieval History Political, intellectual, and social history; culture and family life; religion, law (England), history of science and the university Countries of interest: Continental Europe and England Collection Level: 3b

5. Renaissance Political, social, and intellectual history; art, culture and religion; law (England); history of science and the university Countries of interest: Western Europe, including England Collection Level: 3b

6. Protestant and Catholic Reformations Political and social history; art, culture and religion; law (England) Special focus:

Counter-Reformation Countries of interest: Continental Europe and England Collection Level: 3b

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7. Europe (transnational) 16th century to 1970

Political, diplomatic, economic, social and cultural history; war and society

Special focus: Early modern France and Italy First and Second World Wars Interwar Period Jesuits and European Culture Colonial conquest and settlement, migration within the Atlantic World

Collection Level: 4

th 8. England Mid 15 century to 1970

Political and social history; culture and religion; law; war and society

Special focus: Experience of the First World War

Collection Level: 4

th 9. France 16 century to 1970

Political, economic and social history; family life, culture and religion

Special focus: Origins and course of the Revolution to 1799

Collection Level: 4

10. Germany 800 CE to 1970

Political and social history; family and everyday life; culture and religion; national identity; history of sexuality

th th Special focus: 18 to 20 century Germany Holocaust studies

Collection Level: 3b

th 11. Central & East Central Europe 19 th and 20 century

Political, social, cultural and economic history

Collection Level: 4

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th 12. Russia/Soviet Union & Successor States 9 century to 1970

Political, diplomatic, and social history; war and society; history of women

th th Special focus: War and society from the 17 century to 1945 Revolutions of 1917 20 century diplomatic activity and foreign policy

Collection Level: 4

13. Japan, China and Korea China: 2070 BCE to 1970 Japan: 6000 BCE to th 1970 Korea: 19 century to 1970

Political, intellectual (Japan), diplomatic and economic history; foreign relations with Western nations

th th th Special focus: 16 to 20 century China 20 century Japan Pan-Asianism Japanese and Asian nationalism/racism/antisemitism

Collection Level: 3b

14. Canada and the Provinces 16th century to 1970

Early exploration and settlement; political, cultural, economic, social, military and intellectual history; regionalism; labour, business, and urban history, immigration and ethnic settlement; law, education (public and higher), religion and family life; peace operations and conflict resolution; popular culture

th th Special focus: 19 and 20 century Quebec; nationalism and separatism Immigration to th th and within British North America and Canada 19 and 20 century women’s and gender history Cultural nationalism and cultural policy Atlantic Canada Development of the Canadian welfare state Canadian environmental history Ontario history Foreign relations with the United States and Commonwealth countries

Collection Level: 4

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th 15. United States 18 century to 1970

Political, economic, intellectual, cultural and social history; popular culture; global political, economic and cultural expansion

th Special focus: 19 century (in particular, the American South) African-American history and civil rights movements Slavery and abolitionism Foreign relations with Canada Cold War period Foreign Relations with Latin America

Collection Level: 4

16. Latin America 1000BCE to 1970

Colonial expansion and conquest; migration; postcolonial societies; social and political history; social unrest, civil wars and revolutions; education; native peoples (particularly the Maya, Aztec and Inca civilizations); gender; popular culture

Special focus: Aztec social system, culture, religion and philosophy History of women and family

th Countries of interest: Mexico, Brazil, Argentina (20 century)

Collection Level: 3b

17. Caribbean

Political, social and economic history; colonial expansion and conquest; postcolonial societies

Special focus: Slavery and emancipation

Collection Level: 3b

18. Africa 17th century to 1970

Conquest and colonial expansion; decolonization and postcolonial societies; liberation movements; medical, social, political and gender history

th th Special focus: West African states and empires 19 and 20 century South Africa

Collection Level: 3b

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th 19. Middle East Late 18 century to 1970

Social and cultural history; colonialism

Collection Level: 3b

20. Foreign Policy Formulation, International and Diplomatic History 19th century to 1970

Political, economic, military-civil relations; intelligence and peace movements

Special focus: History of international human rights and humanitarian aid

Countries of interest: Britain, France, Germany, Italy, Russia/Soviet Union, Japan, China, United States, and Canada

Collection Level: 4

21. Gender and Women’s and History 15th century to 1970

Social, economic, cultural, religious, political and intellectual history

Special focus: Theory and method of writing women’s history History of black and native women in North America

Countries of interest: Europe, Great Britain, Canada, United States, and Latin America

Collection Level: 4

th 22. Environmental History 18 century to 1970

Uses of the natural world; environmental movements; history and significance of rivers

Collection Level: 3b

23. History of Food and Drink 800AD to 1970 Religious, cultural, economic, political and social history; temperance and prohibition Countries of interest: Western Europe, North America Collection Level: 3b

M.A. in African Studies Page 66

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

24. Youth and History 18th century to 1970 Education; revolutionary and mass politics; war and military training; popular culture, sexuality and leisure

Countries of interest: Western Europe

Collection Level: 3b

Subjects to be excluded India and Sri Lanka South Pacific New Zealand Australia Ancient Near East Pre-20th century Jewish history Local histories of American states and/or towns History of specific military regiments or installations Technical descriptions of military weapons, battles, naval vessels or aircraft

Heather Matheson History Librarian December 1, 2006

M.A. in African Studies Page 67

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

Appendix 5 – MA Programs in African Studies/Pan African Studies/Africana Studies in the U.S.A.

1. Brown University (Ph.D program) http://www.brown.edu/Departments/Africana_Studies/graduate_program/ 2. Central Connecticut State University (joint program with international affairs) http://web.ccsu.edu/afstudy/program.html 3. Cornell U ( joint program also) http://www.einaudi.cornell.edu/Africa/academics/index.asp 4. Emory University http://www.ias.emory.edu/courses/graduate.cfm# 5. Florida International University http://casgroup.fiu.edu/africana/pages.php?id=2218 6. Howard University http://www.gs.howard.edu/gradprograms/african_studies/ 7. Indiana University Bloomington http://www.iub.edu/~afrist/degrees.php http://www.slis.indiana.edu/degrees/joint/africa.html 8. Michigan State University (joint program that allows students to have concentration in African studies) http://africa.isp.msu.edu/graduate.php 9. New York University http://africanastudies.as.nyu.edu/page/grad 10. Northwestern University, Evanston (graduate certificate) http://www.northwestern.edu/african-studies/academics_grad.html 11. Ohio State University http://aaas.osu.edu//students/gradinfo/courses/default.cfm 12. Ohio University http://www.african.ohio.edu/Program/GradAdmission.html 13. Rutgers University ( graduate certificate) http://ruafrica.rutgers.edu/students/graduate/index.html 14. Stanford University http://africanstudies.stanford.edu/academics/ma_program 15. Stony Brook University

M.A. in African Studies Page 68

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http://www.stonybrook.edu/afs/?graduate 16. SUNY Albany http://www.albany.edu/africana/grad.html 17. Syracuse University http://aas.syr.edu/MAProgram.htm 18. University of California, Los Angeles http://www.international.ucla.edu/idps/africanstudies/masters.asp http://www.international.ucla.edu/africa/programs/ 19. University of Florida (open options) http://www.africa.ufl.edu/graduatestudies/graduate.html 20. University of Illinois at Urbana Champaign http://www.afrst.illinois.edu/academics/grad.html 21. University of Kansas (graduate certificate) http://www.kasc.ku.edu/~kasc/programs/academics/index.shtml 22. University of Minnesota (minor in MA or PhD) http://aaas.umn.edu/grad/ 23. University of Pennsylvania (Graduate certificate) http://www.africa.upenn.edu/AS.html 24. University of Pittsburg (graduate certificate) http://www.ucis.pitt.edu/africa/ 25. University of South Florida http://africanastudies.usf.edu/graduate/ 26. University of Texas in Austin http://www.utexas.edu/cola/depts/aads/graduate-programs/overview.php 27. University of Toledo http://www.utoledo.edu/as/africana/programs/grad.html 28. University of Wisconsin-Madison (PhD minor in African Studies) http://africa.wisc.edu/?page_id=22 29. Yale University http://www.yale.edu/macmillan/african/degrees.shtml#ma

M.A. in African Studies Page 69

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

Appendix 6 – Sample of Queries looking for Graduate Program in African Studies at Carleton (June 2011 to January 2012)

1. From: Nicolas Bernier [[email protected]] Sent: Friday, January 13, 2012 12:31 PM To: [email protected] Subject: graduate studies in African Studies

To whom it may concern,

I am a student from the University of Sherbrooke in Quebec. I am finishing my multidisplinary program in Philosophy and Political Science at William Paterson University of New-Jersey. As I have spent more than 9 months in Africa studying traditional music and making a documentary, I am interested in making my graduate studies in African Studies. I am very interested in your program of African Studies. I would like to know what are the possibilities offered to me concercing a master degree on African Studies. For instance, could it be possible to have a propedeudic of one year of full classes on African studies and after having one or two others years to make a thesis in your research department?

Thank you for your help Best regards, Nicolas Bernier

2. ------Original Message ------

Subject:Graduate Studies

Date: Sun, 23 Oct 2011 21:35:00 -0700 (PDT)

From: Deepshika Kelkar

To: [email protected]

Hi Blair,

My name is Deepshika Kelkar and I am currently finishing my undergraduate degree in International Relations/Minor in African Studies at University of British Columbia. I am interested in pursuing a Master's in International Relations and African Studies. More specifically, I want my research to explore the balance of power before and after the Berlin Conference. In addition, how this effected the position of the African Continent in International Relations. This is a general idea that I have at the moment. I have read on the Carleton website that there is no specific Master’s program in African Studies but professors from different departments that supervise research. Could you guide me to a supervisor who would be interested in this topic? M.A. in African Studies Page 70

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

Thank you very much!

Sincerely, Deepshika Kelkar

3. From: [email protected] [[email protected]] Sent: Monday, September 19, 2011 12:28 PM To: [email protected] Subject: Feedback from SamuelAdjei

Name

Samuel Adjei

[email protected]

Subject

enquiries

Message

Hello, I am looking for information on MA African studies at Carlton University. Kindly furnish me with information on the graduate programme.

thanks

4. From: [email protected] [[email protected]] Sent: Wednesday, September 14, 2011 7:41 PM To: [email protected] Subject: Feedback from Marie AnithaJaotody

Name

Marie Anitha Jaotody

M.A. in African Studies Page 71

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

[email protected]

Subject

Programme de doctorat

Message

Bonjour,

Mon nom est Anitha Jaotody. Je suis titulaire d'un diplôme de maîtrise en affaires publiques et internationales ( York Universiy). Je me demandais si vous offrez un programme de doctorat. Je vous remercie d'avance.

Anitha Jaotody

5. From: [email protected] [[email protected]] Sent: Tuesday, September 06, 2011 1:13 PM To: [email protected] Subject: Feedback from anoziestanley

Name

anozie stanley

[email protected]

Subject

Admission Information: PhD

Message

M.A. in African Studies Page 72

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

Dear Sir/Madam,

I wish to inquire about getting an admission for a doctoral program in African Studies/Cultural Mediation.

I have an MA (Phil) and MA (Public Ethics), and with an OGS Doctoral scholarship (2011-2012)

Is it possible to get an admission for the winter semester (Jan 2012)? My OGS Scholarship is for

Carleton University (university of choice). As an alternative could I be considered for a PhD program in Cultural Mediation or Anthropology or Linguistic Discourse.

Thank you for assisting me or forwarding my request to your relevant office.

Yours sincerely, Stanley Anozie.

6. From: [email protected] [[email protected]] Sent: Friday, August 12, 2011 8:36 PM To: [email protected] Subject: Feedback from MoscoKamwendo

Name

Mosco Kamwendo

[email protected]

Subject

PhD Transfer

Message

Dear Sir/Madam,

I am a film-maker of Zimbabwean origin but now living in the United Kingdom where I have become a British citizen through naturalisation. My work is still inspired by my African upbringing and therefore pretty much based in Africa. I hold a masters degree in Creative Writing for Film

M.A. in African Studies Page 73

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

and Television from the University of Sheffield and I am currently doing a PhD research at the University of the West of England, with a special focus on the role of the screenwriter in the development of Zimbabwean cinema. While the study could be viewed as a contribution to the area of African cinema it also makes significant inroads into the area of the screenplay which is not as frequently visited in academia as other areas of film-making.

However, my studies suffered significantly due to personal circumstances that were beyond my control and I am now faced with a situation where I may have to abandon my research altogether as I have run out of funding. I have done considerable amount of writing that putting the research away would be such a wasteful idea and I am now looking at possibilities of transferring to a University that has funding opportunities, in order to rescue my situation. Could you be kind sir to advise me on funding opportunities within the Institute of African Studies as well as any likely interest my research could generate as far as supervision is concerned.

I will be happy to provide you with more information about myself and work upon your request.

I look forward to hearing from you.

Sincerely Mosco Kamwendo

7. This is a series of email exchanges with an interested student:

From: WENDELL ERWIN MOORE [mailto:[email protected]] Sent: Wednesday, July 13, 2011 3:51 AM To: Blair_Rutherford Subject: RE: how to apply fo fouth year only

Hi Blair

thanks for the heads up. we've been on a short break here thus the delayed reply.

An MA programme in history with a core in African Studies is almost perfect.

Given economic constraints and the different time frames,of study (september and here january) I am going to be doing my honours in Historical Studies here at Johannesburg U, but this new possible MA programme might then just be the right thing for me to pursue after finishing my honours degree.

Yes little by little is how we can move forward.

M.A. in African Studies Page 74

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

I don't have the link for Vancouver U but it is something like a resarch group that is questioning why there is no graduates studies in African studies at the university yet?!

I will keep my fingers crossed and keep in contact.

Thanks

Wendell Moore

From: Blair_Rutherford [[email protected]] Sent: 29 June 2011 02:05 PM To: WENDELL ERWIN MOORE Subject: RE: how to apply fo fouth year only

Hi Wendell,

Good timing as I actually came from a meeting with one of our Grad Studies dean talking about getting a form of a MA program - he's keen but I need to convince some other deans. But touch wood by Sept 2012 we will have a 'concentration' in African Studies at the MA level - thus you do a MA in Anthro or History or Poli Sci and take a core course in African Studies and do a thesis or research paper on an African topic and you get a MA in Anthr or His or Poli Sci with a concentration in African Studies. not quite the same as its own degree but given the financial situation we need to push little by little... if you can send me any links about Vancouver U creating a program that would be great. it is news to me and generally the west coast of canada doesnt have too many Africanists at their universities, but who knows...

Hope it works out for you to be here - if you want, I can add you to our listserv that sends info out once or twice a week about upcoming events on Africa in Ottawa as well as internships, jobs, etc. some of it may be of interest, including our own news such as courses, etc...

Cheers,

Blair

From: WENDELL ERWIN MOORE [[email protected]] Sent: Wednesday, June 29, 2011 3:48 AM To: Blair_Rutherford Subject: RE: how to apply fo fouth year only

M.A. in African Studies Page 75

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

Hi Blair,

Thanks for the quick reply. I did get the information on how to apply, and will be doing so speedily.

Yes, i am in David Moore's class and he had also mentioned your name.

I'm just curious why there is no gradute studies programme for african studies? I heard Vancouver University is trying to institute a gradute programe there?!

Thanks for your time

Wendell Moore

[email protected]

From: Blair_Rutherford [[email protected]] Sent: 23 June 2011 03:39 PM To: WENDELL ERWIN MOORE Cc: [email protected]; [email protected] Subject: RE: how to apply fo fouth year only

Hi Wendall,

The best place to ask will be the registrar's office as they deal with all issues of registration. I am cc.ing their general email address -- our administrator, June Payne (cc.ed), can also get back to you when she is in the office tomorrow.

In terms of transferring your UJ courses, there is a process of assessment - it can take a bit of time. The key issue will be to see if your UJ courses match with the necessary pre-reqs in History and African Studies (and the BA degree) and then ideally you will only have your 4th year to do. However, inevitably there will be a few courses missing. I would suggest, if possible, for you to try to get here for September to give you more time to take the necessary - tho you may be taking courses in UJ during our Fall term so I can imagine you may need to start in January.

Hopefully the registrar's office can assist in terms of the process of applying.

All the best,

Blair

PS - I think David Moore was mentioning you to me when I was at UJ in May as he mentioned a "Canadian" in Development Studies...

M.A. in African Studies Page 76

SAPC 21 June 2012 - Appendix A OQA Updated April 3, 2012

From: WENDELL ERWIN MOORE [[email protected]] Sent: Thursday, June 23, 2011 9:12 AM To: [email protected] Subject: how to apply fo fouth year only

Dear Sir, Madame

I am a 3rd year student at the University of Johannesburg in South Africa. I am interested in doing my forth year (honours) in African Studies/History combined. I have majored in development studies as well as historical studies which focused primarily on African issues.

My questions are, how do I apply for only the 4th year of a honours programe in African Studies?

Will I receive accreditation for all the courses I completed at the university of Johannesburg?

Is it possible to begin the course in the winter term (December/January) if i app;y before the deadline?

And lastly, should my application be sent to Carleton university rather than the Ontario University Admissions Department?

I am a Canadian citizen but have not resided in Canada for 10 years. Also I am an ex-student of Carleton university. I can be contacted at home on 011 935 3131 or by email at preferably [email protected] or [email protected]

Thank you for your time. Regards, Wendell Moore

M.A. in African Studies Page 77

Senate Office of the Curriculum Management and Program Development Provost and Vice-President Academic Major Modification Approval Submission

A Motion Senate Meeting Date: June 28, 2012

THAT Senate approve the voluntary closure of the MSc program in Information and Systems Science.

B Faculty: Faculty of Science/Faculty of Engineering Design IQAP Protocol/Pathway: Protocol 2a, Approval Pathway 2

Academic Unit: Math&Stats, Comp Sci & Systems Eng Description of Voluntary closure of progarm Proposal: Program: Information and Systems Science

Undergraduate program Graduate program

Degree(s): MSc Planned Start: Admission suspended for September 2012

APPIC Approval* - Meeting Date: March 21, 2012 Program Champion: D. Howe, P. F Farrell & H. Schwartz *APPIC approval confirms approval by dean(s) (line dean(s) and graduate dean where appropriate) and university librarian

CUCQA Approval Meeting Date: June 13, 2012

SAPC Approval Meeting Date June 21, 2012

Notes:

C Attachments:

Final Calendar Language : Yes

Final Assessment Report: Yes

IQAP Volume I Yes

Outcome: D Approved Not Approved Deferred

Upon approval forward: Board of Governors Quality Council: Yes NA

Memorandum

To: Senate

From: John Shepherd, Associate Provost (Academic Quality Assurance)

RE: MSc Information and Systems Science - Voluntary Closure of Program

Date: June 22, 2012

Recommendation That Senate approves the voluntary closure of the Master of Science in Information and Systems Science program effective September 2012.

Background The Master of Science in Information and Systems Science program is included in 2012-13 cyclical program review schedule.

As a follow up to the quality assurance workshops held in January and early February, a meeting was held on February 16, 2012 with faculty representing the contributing programs – Doug Howe, Doran Nussbaum, (Computer Science), Jason Nielson (Mathematics and Statistics), and Chung-Horng Lung (Systems Engineering).

Enrolment Data Prior to the meeting, the enrolment data for the program was pulled from the OIRP data cube.

Academic Year 2011/12 2010/11 2009/10 2008/09 2007/08 2006/07 2005/06 2004/05 MSc. ISS Computer 3 2 5 5 6 4 6 8 Sci. MSc ISS Math & Stats 1 1 0 1 3 3 0 6 MSc ISS Systems 5 7 6 9 10 7 7 6 Eng. MSc Info & Systems 0 0 0 0 0 - 0 0 Sci. Total 9 10 11 15 19 14 13 20

Academic Year 2003/04 2002/03 2001/02 2000/01 1999/00 1998/99 1997/98 1996/97 MSc. ISS Computer 15 32 55 63 74 0 0 0 Sci. MSc ISS Math & Stats 7 20 53 62 34 0 0 0 MSc ISS Systems 11 29 41 32 17 0 0 0 Eng. MSc Info & Systems 0 0 0 0 0 104 78 61 Sci. Total 33 81 149 157 125 104 78 61

At the meeting, the faculty members indicated that the program was no longer serving its intended purpose. It was confirmed that the enrolment had dropped significantly.

There was consensus that the program should be voluntarily closed. Confirmation was sought from the each of the program’s chair/director as well as from the faculty dean.

Program/Faculty Chair/Director Confirm Voluntary Closure Computer Science Doug Howe Meeting - February 16, 2012 Mathematics & Statistics Pat Farrell e-mail – February 23, 2012 Systems Engineering Howard Swartz e-mail - February 17, 2012 Faculty of Science Malcolm Butler e-mail – February 23, 2012 Faculty of Engineering and Design Rafik Goubran e-mail – February 28, 2012

Both deans and the respective chair/director confirmed agreement to voluntary closure the program effective September 2012. The dates of the individual confirmations are summarized in the above table.

Courses and Transition Plan There are two courses for the program:

• ISYS 5802 [0.5 credit] Introduction to Information and Systems Science o Introduction to Information and Systems Science (ISYS 5802) is also listed as MATH 5802, SYSC 5802, COMP 5802. • ISYS 5908 [1.5 credits] M.Sc. Thesis in Information and Systems Science o M.Sc. Thesis in Information and Systems Science (ISYS 5908) is also listed as MATH 5908, SYSC 5908, COMP 5908.

All courses that support the program are continuing.

For all students currently in program, transition plans will be developed.

The Graduate Registrar was consulted.

Voluntary Closure Approval Process Under quality assurance, a voluntary program closure is a major modification and must be approved by Academic Planning, Priorities and Initiatives Committee (APPIC) and the appropriate curriculum committee and faculty board before being considered by Carleton University Committee on Quality Assurance (CUCQA).

With approval by SAPC the recommendation to voluntarily close the program will be submitted to Senate.

Approvals

Committee Date Outcome APPIC March 21, 2012 Approved voluntary closure Program and Planning May 8, 2012 Approved voluntary closure Graduate Faculty Board May 23, 2012 Approved voluntary closure CU Committee on Quality Assurance June 13, 2012 Approved voluntary closure

Senate Office of the Curriculum Management and Program Development Provost and Vice-President Academic Major Modification Approval Submission

A Motion Senate Meeting Date: June 28, 2012

THAT Senate approve the addition of the School of Social Work and the Department of Law and Legal Studies as participating academic units in the Collaborative PhD in Political Economy.

B Faculty: Faculty of Public Affairs IQAP Protocol/Pathway: Protocol 2a, Approval Pathway 2

Academic Unit: Institute of Political Economy Description of Addition of two academic units - School of Social Program: Work and Department of Law and Legal Studies in collaborative PhD program Program: Collaborative PhD in Political Economy

Undergraduate program Graduate program

Degree(s): PhD Planned Start: September 2012

APPIC Approval* - Meeting Date: May 16, 2012 Program Champion: Susan Phillips *APPIC approval confirms approval by dean(s) (line dean(s) and graduate dean where appropriate) and university librarian

CUCQA Approval Meeting Date: June 13, 2012

SAPC Approval Meeting Date June 21, 2012

Notes:

C Attachments:

Final Calendar Language : Yes

Final Assessment Report: Yes

IQAP Volume I Yes

Outcome: D Approved Not Approved Deferred

Upon approval forward: Board of Governors Quality Council: Yes NA Page 1 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012

2012-2013 Graduate Calendar Program Changes Description of Change Major Minor 1. Add new participants Law and Legal Studies and Social Work to X X collaborative program 2. Add program requirements for Law and Legal Studies X X 3. Add program requirements for Social Work X x

Political Economy

Institute of Political Economy A818 Loeb Building Tel.: 613-520-7414 carleton.ca/politicaleconomy

M.A. Political Economy Ph.D. with Specialization in Political Economy

M.A. Political Economy

About the Program

The interdisciplinary nature of the M.A. Political Economy is designed to offer students an exposure to the core concepts of political economy and an opportunity to develop individual areas of research concentration. The program focuses on investigating the relationship between the economy and politics as they affect the social and cultural life of societies, and secondly, focuses on the historical processes whereby social change is located in the interaction of the economic, political, cultural, and ideological moments of social life. The curriculum includes courses with a political economy orientation offered by other departments, schools, and institutes.

Academic Regulations

See the General Regulations section of this Calendar.

All master's candidates must maintain B standing or better (GPA of 8.0). A candidate may, with the recommendation of the Institute and the approval of the Dean of the Faculty of Graduate Studies and Research, be allowed a grade of C+ in 0.5 credit.

Admission Requirements

The normal requirement for admission to the master's program is B.A.(Honours), with at least high honours standing, in one of the disciplines represented in the Institute. Prospective applicants without such qualifications may be considered for admission if they have both a strong academic record and relevant work experience.

Page 2 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012

Program Requirements

The Master of Arts in Political Economy is a 5.0 credit program, one of which may be at the 4000- (honours undergraduate) level. Each candidate, in consultation with the Institute, must select and follow one of two optional patterns:

3.0 credits, a thesis equivalent to 2.0 credits, and an oral examination of the thesis 4.0 credits, a research essay equivalent to 1.0 credit, and an oral examination of the research essay

Whichever pattern is selected, all students in the Institute are required to take PECO 5000 and PECO 5001, two 0.5-credit seminars offered by the Institute.

Ph.D. with Specialization in Political Economy (Collaborative Program)

About the Program

The Collaborative Ph.D. with a Specialization in Political Economy is especially designed for doctoral students in participating programs in the Faculties of Arts and Social Science and Public Affairs and Management who wish to enrich their training in a particular discipline or area of study by developing a political economy approach through interdisciplinary dialogue.

The following units participate in the Collaborative Program in Political Economy:

1. Add new participants Law and Legal Studies and Social Work to collaborative program

Old:

School of Canadian Studies Department of Geography Department of History Department of Political Science School of Public Policy and Administration Department of Sociology and Anthropology

New:

School of Canadian Studies Department of Geography Department of History Department of Law and Legal Studies Department of Political Science School of Public Policy and Administration School of Social Work Department of Sociology and Anthropology Page 3 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012

Rationale:

Law and Legal Studies: The specialization in political economy will enhance the interdisciplinary Nature of the Phd Legal Studies by providing a further opportunity for students to engage in Formatted: Space Before: 0 pt, After: 0 pt, collaborative study with students from other disciplines Don't adjust space between Latin and Asian text, Don't adjust space between Asian text and numbers Social Work: Structural Social Work is theoretically rooted in Political Economy.

Academic Regulations Deleted: ¶

See the General Regulations section of this Calendar.

Admission Requirements

Students who are enrolled in a doctoral program in one of the participating units may apply to the Institute of Political Economy for admission to the Collaborative Program. Admission to the program is determined by the Program Committee and will normally take place before the end of the first year of registration in one of the participating doctoral programs.

Admission requirements to the Collaborative Ph.D. with a Specialization in Political Economy are:

Registration in the Ph.D. program of one of the participating units; Registration in, or successful completion of, at least one course or comprehensive field with political economy content. This will normally be a course offered by the student's home unit but could also be selected from appropriate courses in other units. See Selection of Courses for a list of acceptable courses; Selection of a thesis topic with political economy content. The Program Committee will determine, in consultation with the supervisor, if the political economy content of the thesis meets the requirements of the Collaborative Program.

Program Requirements

Students enrolled in the Collaborative Program in Political Economy must meet the requirements of their respective home units as well as those of the Collaborative Program. The requirements of Page 4 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012 the Collaborative Program do not, however, add to the number of credits students are required to accumulate by their home unit and the credit value of the degree remains the same.

The requirements of the Collaborative Program are:

1. 0.5 credit in PECO 6000 Political Economy: Core Concepts 2. In addition, the following requirement(s) specific to the doctoral programs of the supporting units: o Anthropology: a relevant political economy course from the approved list (0.5 credit) o Canadian Studies: a relevant political economy course from the approved list (0.5 credit) or the comprehensive in the major field of Policy, Economy and Society o Geography: PECO 6000 replaces GEOG 6003 or GEOG 6004 (0.5 credit), the field seminar The Geography of Societal Change, and students must register in GEOG 6906, the comprehensive The Geography of Societal Change. o History: HIST 6701 (0.5 credit) Directed Studies - History and Political Economy, or a relevant political economy course from the approved list (0.5 credit). The combination of the two courses will be considered as the second minor field of the student.

2. Add program requirements for Law and Legal Studies

Old: NONE

New:

Legal Studies: a relevant political economy course (0.5) normally selected from the Deleted: A approved list

Rationale: requirements for adding the new PhD in Law and Legal Studies to the collaborative Deleted: Social Work PhD in Political Economy.

o Legal Studies: a relevant political economy course from the approved list (0.5 credit). o Political Science: a relevant political economy course from the approved list (0.5 credit). o Public Policy and Administration: a relevant political economy course from the approved list (0.5 credit) .

3. Add program requirements for Social Work

Old: NONE

New:

o Social Work: a relevant political economy course from the approved list (0.5 credit).

Rationale: requirements for adding the new PhD in Social Work to the collaborative PhD in Political Economy. Deleted: ¶ o Social Work: a relevant political economy course from the approved list (0.5 credit) Page 5 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012

o Sociology: a relevant political economy course from the approved list (0.5 credit) or part of comprehensive preparation in the sub-field of political economy. 4. Submission and successful defence of a doctoral thesis on a political economy topic in the participating unit. The proposed topic must be approved by the student's home unit and by the Program Committee. At least one of the student's advisors or members of the examining committee will be selected from among the core faculty for the Collaborative Program.

Selection of Courses

In addition to the graduate courses offered by, or associated with, the Institute, the courses listed below are relevant to students of political economy and would, with the prior approval of the Institute, be used to design a coherent and internally complementary set of courses to fulfil degree requirements. The list is not exclusive and is subject to change. Moreover, students in the Master's program may select 1.0 credit in political economy that is offered at the 4000-level.

The Institute expects to attract high quality graduate students who will be likely to continue to a second post-graduate degree. Master's students will be directed to consult with the department where they might wish to pursue doctoral studies so that they may select courses that will prepare them for this next stage.

Anthropology

ANTH 5106, ANTH 5107, ANTH 5109, ANTH 5202, ANTH 5208, ANTH 5210, ANTH 5704, ANTH 5808, ANTH 5809

Canadian Studies

CDNS 5101, CDNS 5102, CDNS 5201, CDNS 5202, CDNS 5501, CDNS 5601

Economics

ECON 5403, ECON 5500, ECON 5504, ECON 5505, ECON 5507

Geography

GEOG 4207 Urban Development and Analysis

GEOG 4300 Comparative Environmental Movements GEOG 4400 Environmental Geopolitics GEOG 4401 Geographies of Globalization

GEOG 5005, GEOG 5200, GEOG 5400, GEOG 5500

History Page 6 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012

HIST 5506, HIST 5508, HIST 5509, HIST 5800

International Affairs

INAF 5007, INAF 5101, INAF 5300, INAF 5303, INAF 5501, INAF 5502, INAF 5601

Law

LAWS 4001 Law, Family and Gender

LAWS 4002 Feminist Theories of Law

LAWS 5002, LAWS 5003, LAWS 5004, LAWS 5005, LAWS 5006, LAWS 5007, LAWS 5200, LAWS 5302, LAWS 5306

Political Science

PSCI 4000 Topics in Canadian Government and Politics

PSCI 4002 Policy Seminar PSCI 4009 Quebec Politics PSCI 4102 Politics of Western Liberal Democracies PSCI 4103 The State in Advanced Capitalist Societies PSCI 4104 Theory and Practice in Third World Development PSCI 4105 Selected Problems in Third World Development PSCI 4401 Business-Government Relations in Canada PSCI 4500 Feminist Analysis in Comparative Perspective PSCI 4505 Transitions to Democracy PSCI 4603 Analysis of International Political Economy PSCI 4604 Selected Problems in International Political Economy

PSCI 5003, PSCI 5008, PSCI 5101, PSCI 5105, PSCI 5107, PSCI 5202, PSCI 5501, PSCI 5502, PSCI 5504, PSCI 5507, PSCI 5509, PSCI 5607

Public Administration

PADM 5115, PADM 5213, PADM 5220, PADM 5224, PADM 5228, PADM 5702, PADM 5811, PADM 5813, PADM 5814

Social Work

SOWK 4102 Aboriginal Peoples and Social Policy

SOWK 4103 Practice and Policy in Immigration

SOWK 5102, SOWK 5105, SOWK 5106, SOWK 5301, SOWK 5805

Sociology

SOCI 5000, SOCI 5002, SOCI 5007, SOCI 5109, SOCI 5204, SOCI 5205, SOCI 5209, SOCI 5300, SOCI 5301, SOCI 5302, SOCI 5308, SOCI 5400, SOCI 5404, SOCI 5405, Page 7 of 7 P. Griffin-Hody 2012-13 LATE CHANGES – May 10, 2012

SOCI 5408, SOCI 5409, SOCI 5500, SOCI 5504, SOCI 5607, SOCI 5608, SOCI 5804, SOCI 5806 Deleted: ¶ ¶ 1

Policy Name: Fair Dealing Policy1 Originating/Responsible Department: Carleton University Copyright Policy Review Committee Approval Authority: Academic and Research Committee Date of Original Policy: December 2010 Last Updated: March 11, 2011 (Amendment 2) Mandatory Revision Date: December 2012 Contact: Carleton University Copyright Policy Review Committee

I. Copying Guidelines

1. Except where otherwise stated, these guidelines apply to a university making a single copy from a work protected by copyright for the purposes of research, private study, review, criticism or news reporting in circumstances in which the consent of the owner of copyright has not been secured and is not required by reason of the fair dealing exception in the Copyright Act. Permission from a copyright holder may be required where the copy falls outside of these guidelines.

2. Single copies that are permitted to be made pursuant to this policy must be made only from publications in which copyright subsists, such as, books, journals and other periodical publications, newspapers and magazines ("Published Works"). A copy may only be made from a lawful copy of the work in the possession of the university, and if the lawful copy is in electronic form, there is no restriction against making a copy under the contractual terms relating to the Published Work.

3. No copying may exceed 10 per cent of a Published Work, other than a textbook produced primarily for the post secondary education market, or the following, whichever is greater:

(a) an entire chapter from a book provided that it does not exceed 20 per cent of the book;

(b) an entire article from a periodical publication;

(d) an entire entry from an encyclopedia, dictionary, annotated bibliography or similar reference book;

(e) an entire reproduction of an artistic work from a book or periodical publication; and

(f) a single musical score from a book or periodical publication.

4. No copying may exceed 5 per cent of a textbook produced primarily for the post secondary education market, or the following, whichever is greater:

(a) an entire chapter from a textbook provided that it does not exceed 10 per cent of the textbook;

1 Text of this policy was provided by AUCC.

(b) an entire short story, play, poem or essay from the textbook provided that it does not exceed 10 per cent of the textbook; and

(c) an entire reproduction of an artistic work or a single musical score from the textbook provided that it does not exceed 10 per cent of the textbook.

Notwithstanding any of the other provisions of these guidelines, no copies may be made of the following:

(d) any of the works referred to in paragraphs 3(b) to 3(f) of these guidelines where the publication containing the work does not contain other works. For example, no copy may be made of a play from a publication containing the play but no other work;

(e) unpublished works, subject to the provisions of paragraph 10 below;

(f) proprietary workbooks, work cards, assignment sheets, tests and examination papers;

(g) instruction manuals;

(h) newsletters with restricted circulation intended to be restricted to a fee paying clientele; or

(i) business cases which are made available for purchase.

5. Each paper copy made pursuant to Parts II, III and IV of these guidelines shall contain, on at least one page, the name of the author or artist (where known), the title of the publication from which the copy was made, the name of the publisher of that publication and the following statement:

This copy is made solely for the use by a student, staff member or faculty member or library patron for research, private study, review, criticism or news reporting. Any other use may be an infringement of copyright if done without securing the permission of the copyright owner.

6. Each electronic copy made pursuant to Parts II, III and IV of these guideline shall have the information and statement referred to in paragraph 6 on at least one page, except for an electronic copy made available from a server pursuant to these guidelines, where that information and statement could instead be associated with the copy such that notice of that information and statement would come to the attention of the person who accesses the copy.

7. If a fee is charged for making a copy the fee is set no more than an amount representing a reasonable approximation of the actual cost of making and delivering the copy.

8. University staff shall use reasonable efforts to guard against systematic, cumulative copying from the same work which in total exceeds the portion of the work that may be copied pursuant to these guidelines and to ensure that the number of copies made complies with this policy. If university staff suspects that a student, other staff member or faculty member is engaged in systematic, cumulative copying, the matter must be referred to the university staff member responsible for administering this policy or his or her delegate for review, and any further requests from that student, staff member or faculty member for a copy may be refused.

Requests for the making of copies which fall outside these copying guid elines and requests for making of copies of unpublished works may be referred to the university staff member responsible for administering this policy or to his or her delegate for evaluation. A determination will be made as to whether the proposed copies are permissible in all the circumstances relating to the requests and may ultimately be refused. The evaluation will examine all relevant circumstances, including:

(a) the purpose of the proposed copying, including whether it is for research, private study, review, criticism or news reporting;

(b) the character of the proposed copying, including whether it involves single or multiple copies, and whether the copy is destroyed after it is used for its specific intended purpose;

(d) alternatives to copying the work, including whether there is a non-copyrighted equivalent available;

(e) the nature of the work, including whether it is published or unpublished; and

(f) the effect of the copying on the work, including whether the copy will compete with the commercial market of the original work.

II. Interlibrary Loan

9. This policy on interlibrary loan applies to a loan from one university library in Canada at the request of another university library in Canada for delivery to that library or for transmission to a student, staff member or faculty member of that other university. This policy does not apply to a loan from a university library to a public or commercial library or to a library located outside of Canada. Depending on the circumstances surrounding the request for the loan, this policy may apply by analogy. Specific consideration of all the circumstances would have to be given to determine whether this policy would apply by analogy.2

Paper Copies

10. A single copy may be made onto paper pursuant to the Copying Guidelines for interlibrary loan subject to the following safeguards:

(a) the library making the copy has received written confirmation in paper or electronic form from the library requesting the copy or from the patron of that library that the patron requires the copy for research, private study, review, criticism or news reporting and that the patron is a student, staff member or faculty member of the university requesting the copy;

(b) where the patron requires the copy for review, criticism or news reporting, the library making the copy advises that, in using the copy for any of those purposes, patron mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work; and

(c) where the purpose of making the paper copy is to use it to make an electronic copy for use in interlibrary loan, the paper copy is promptly destroyed after the electronic copy is made.

2 This policy has been written to clarify fair dealing for access to university library resources. Fair dealing , of course, has wider application and is legitimately and reasonably called upon in other contexts and circumstances. While this particular policy does not specifically address all such circumstances it can, as noted in clause 11 of the policy, apply by analogy in certain situations. It is not unreasonable to expect for example that, subject to a consideration of the facts, fair dealing would apply in the context of an interlibrary loan request from a local public library to a university library.

Electronic Copies

11. A single copy may be made in electronic form pursuant to the Copying Guidelines for interlibrary loan and may be transmitted to the library requesting the copy using Ariel or similar technology subject to the following safeguards:

(a) the library making the copy has received written confirmation in paper or electronic form from the library requesting the copy that the patron of that library requires the copy for research, private study, review, criticism or news reporting, that the patron requiring the copy is a student, staff member or faculty member of the university requesting the copy, and that once that library received the electronic copy and makes a copy onto paper it will delete the electronic copy;

(b) where the patron requires the copy for review, criticism or news reporting, the library making the copy that, in using the copy for any of purposes, patron mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work; and

(c) the library making the copy has received written acknowledgement from the library requesting the copy that it will only use the electronic copy transmitted to it for the purpose of making a copy onto paper for the patron of that library that required the copy and will delete the electronic copy once it has furnished the paper copy to its patron; and

(d) the Ariel or similar technology used to transmit the copy is set or configured so that the copy is deleted once the transmission is completed.

12. A single copy may be made in electronic form pursuant to the Copying Guidelines for interlibrary loan and may be transmitted to a patron of the library requesting the copy in electronic form by desktop delivery subject to the following safeguards:

(a) the library making the copy has previously received written confirmation in paper or electronic form from the library requesting the copy that the patron of that library is a student, staff member or faculty member of the university requesting the copy;

(b) where the patron requires the copy for review, criticism or news reporting, the library making the copy advises that, in using the copy for any of those purposes, patron mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work; and

(c) the library making the copy has, before transmitting the copy, received written confirmation in paper or electronic form from the patron of the library requesting the copy that the patron requires the copy for research, private study, review, criticism or news reporting, that the patron will only use that copy for research, private study, review or criticism, and that the patron will not transmit the copy to any third party;

(d) the electronic copy is made available to the patron requesting the copy either by email sent directly to the patron, or from a secure server protected by a technological protection measure that ensures that the copy is only made available to the patron requesting the copy;

(e) The electronic copy is transmitted to the patron requesting the copy in PDF format or a similar format that restricts the copy from being altered by the patron; and

(f) if transmitting the copy by email, the library deletes its sent email once the email has been transmitted, and if making the copy available from a secure server, the library deletes the copy stored on its server once the patron requesting the copy has downloaded one copy from the server and is not transmitted to another patron requesting a copy.

III. University Library Reserve

13. This policy applies to paper copies made by a staff or faculty member for library reserve and to electronic copies made by a staff member of the university library or other administrative unit from Published Works for a student of the university. This policy does not permit the making of electronic copies for library reserve by a faculty member who is a course instructor.

Paper Copies

14. One paper copy for each 30 students in a course of instruction up to a maximum of 3 may be made onto paper pursuant to the Copying Guidelines for library reserve subject to the following safeguards:

(a) the paper copies are made by or at the request of a faculty member in respect of a specific course of instruction offered by the university;

(b) the paper copies are made as an optional and supplementary source of information for students and must be a small proportion (no more than 25 per cent) of the required reading for a particular course, and the university library has received, from the faculty member requesting the copies, a written acknowledgement in paper or electronic form confirming that the copies are intended as an optional and supplementary source of information for students and that the copies amount to no more than 25 per cent of the required reading for the course;

(d) prior to loaning the paper copy to a student, the library has received from the student a written acknowledgement in paper or electronic form that he or she is a student enrolled in a course of instruction at the university, that the student requires the copy for research, private study, review, criticism or news reporting, and that the student will not use the copy for any other purposes;

(e) where the student requires the copy for review, criticism or news reporting, the library advises the student that, in using the copy for any of those purposes, the student mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work;

(f) the paper copy is loaned to the student for a period of limited duration;

(g) the paper copy is destroyed within a reasonable time once the course of instruction or series of courses it pertains to comes to an end; and

(h) where the purpose of making the paper copy is to use it to make an electronic copy for library reserve, the paper copy is promptly destroyed after the electronic copy is made.

6 Electronic Copies

15. A single copy in electronic form may be made available to a student for library reserve from a university server pursuant to the Copyright Guidelines subject to the following safeguards:

(a) the electronic copy is made at the request of a faculty member in respect of a specific course of instruction offered by the university;

the electronic copy is made as an optional and supplementary source of information for students and must be a small proportion (no more than 25 per cent) of the required reading for a particular course, and the university library has received, from the faculty member requesting the copies, written acknowledgement in paper or electronic form confirming that the copies are intended as an optional and supplementary source of information for students and that the copies amount to no more than 25 per cent of the required reading for the course;

(b) the use of library reserve must not substitute for the purchase of books, course packs or other published materials;

(c) prior to providing a student with access to the electronic copy, the library has received from the student a written acknowledgement in paper or electronic form that he or she is a student enrolled in the course of instruction at the university for which the copy was made, that the student requires the copy for research, private study, review, criticism or new reporting, that the student will not use the copy for any other purpose, and that the student will not transmit the copy to any third party and that the student will only print out one paper copy from the electronic copy;

(d) the electronic copy is made available to the student from a secure server protected by a technological protection measure that ensures that the copy is only made available to the students enrolled in the course of instruction for which the copy was made;

(e) the electronic copy is made available to the student on a read-only basis in PDF format or a similar format that prevents the copy from being altered by the student; and

(f) the electronic copy made by the university is deleted once the course of instruction or the series of courses it pertains to has come to an end.

IV. Document Delivery

16. This policy on document delivery applies to copies made by the university library from Published Works for a patron of the library.

Paper Copies

17. A single copy may be made onto paper pursuant to the Copying Guidelines for document delivery for a patron of the university library who is a student, staff member or faculty member of the university subject to the following safeguards:

(a) the library has received written confirmation in paper or electronic form from the patron that is a student, staff member or faculty member of the university, and that the patron requires the copy for research, private study, review, criticism or new reporting; and

(b) where the student requires the copy for review, criticism or news reporting, the library advises the student that, in using the copy for any of those purposes, the student mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work; and

(c) where the purpose of making the paper copy is to use it to make an electronic copy to provide to the patron, the paper copy is promptly destroyed after the electronic copy is made.

18. A single copy may be made onto paper pursuant to the Copying Guideline for document delivery, for a patron who is not a student, staff member or faculty member of the university subject to the following safeguards:

(a) the library has permitted the patron to have access to its premises and the patron requests the copy while on the premises of the library; and

(b) the library has received written confirmation in paper or electronic form from the patron that the patron requires the copy for research, private study, review, criticism or new reporting.and

(c) where the patron requires the copy for review, criticism or news reporting, the library advises the patron that, in using the copy for any of those purposes, the patron mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work.

Electronic Copies

19. A single copy may be made in electronic form pursuant to the Copying Guidelines for document delivery for a patron of the university library subject to the following safeguards:

(a) the library has received written confirmation in paper or electronic form from the patron that the patron is a student, staff member or faculty member of the university, that the patron requires the copy for research, private study, review, criticism or new reporting, that the patron will only use that copy for research, private study, review, criticism or new reporting, and that the patron will not transmit the copy to any third party:

(b) where the patron requires the copy for review, criticism or news reporting, the library advises the patron that, in using the copy for any of those purposes, the patron mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work;

(c) the electronic copy is made available to the patron requesting the copy either by email sent directly to the patron, or from a secure server protected by a technological protection measure that ensures that the copy is only made available to the patron requesting the copy;

(d) the electronic copy is transmitted to the patron requesting the copy in PDF format or a similar format that restricts the copy from being altered by the patron; and

(d) if transmitting the copy by email, the library deletes its sent email once the email has been transmitted, and if making the copy available from a secure server, the library deletes the copy stored on its server once the patron requesting the copy has downloaded one copy from the server.

V. Faculty Member Fair Dealing

20. This policy on faculty fair dealing applies to paper and electronic copies made from Published Works by a faculty member, or by a staff member of the university for a faculty member.

Paper Copies

21. A single copy may be made by a faculty member pursuant to the Copying Guidelines, subject to the following safeguards:

(a) the faculty member requires the copy for the faculty member’s personal research, private study, review, criticism or news reporting; and

(b) where the faculty member uses the paper copy for review, criticism or news reporting, the faculty member mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work.

22. A single paper copy may be made by a staff member of the university for a faculty member pursuant to the Copying Guidelines, subject to the following safeguards:

(a) the faculty member advises the staff member that the faculty member requires the copy for the faculty member’s personal research, private study, review, criticism or news reporting;

(b) the faculty member uses the copy for the faculty member’s personal research, private study, review, criticism or news reporting; and

(i) the source; and

(ii) if given in the source, the name of the author of the work.

Electronic Copies

23. A single copy in electronic form may be made by a faculty member pursuant to the Copying Guidelines, subject to the following safeguards:

(a) the faculty member requires the copy for the faculty member’s personal research, private study, review, criticism or news reporting;

(b) where the faculty member uses the electronic copy for review, criticism or news reporting, the faculty member mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work; and

(c) the faculty member does not transmit the electronic copy to a third party, except where the transmission is pursuant to the purpose of review, criticism or news reporting.

24. A single copy in electronic form may be made by a staff member of the university for a faculty member pursuant to the Copying Guidelines, subject to the following safeguards:

(a) the faculty member advises the staff member that the faculty member requires the copy for the faculty member’s personal research, private study, review, criticism or news reporting;

(b) the faculty member uses the copy for the faculty member’s personal research, private study, review, criticism or news reporting;

(c) where the faculty member uses the electronic copy for review, criticism or news reporting, the faculty member mentions:

(i) the source; and

(ii) if given in the source, the name of the author of the work.

To: Katherine Graham, Associate VP Academic

CC: Peter Ricketts, Provost and VP Academic Malcolm Butler, Dean of Faculty of Science

From: Douglas J. Howe, Director, School of Computer Science

Date: Tuesday, November 8, 2011

Re: UPR Action Plan for the School of Computer Science

______

The action plan has two parts. The first part is simply to take as actions all of the recommendations made by the accreditation team, textually changing "should" to "will". These actions are labelled below as R1 to R11. For background on the recommendations, see the accreditation report.

The second part is the actions the School has decided to take in response to issues raised in our abbreviated self-appraisal report. That report covered UPR areas that the UPR committee felt were not within the scope of the accreditation. The second set of actions is labelled A1 to A2.

After each of the accreditation report’s recommendations below are some details on how the School plans to implement the recommendations, as well as, possibly, some qualifications.

R1. SCS will provide more information in a timely fashion to the Faculty of Science and the higher administration.

The Director of the School will be charged with ensuring that there is sufﬁcient communication between the School and senior administration.

R2. The School will consider forming an industrial advisory board.

As the main purpose of this recommendation is the beneﬁts of such a board for the undergraduate program, the School will draw largely on existing co-op employers.

R3. The School will try to hire more instructors, to enable research faculty to concentrate on specialized courses, and to establish a group of teaching specialists for core courses. This is now part of the School’s strategic plan and has the unanimous support of School faculty. New resources for this are being requested, with the BCS enrollment increases as justiﬁcation.

R4. The School will provide incentives to students for completing assignments such as minimum mandatory standards for term work.

The reviewers feel the School has excessively preferred accuracy in performance evaluation at the expense of incentives for term work. Simply increasing the amount of credit for term work is at odds with a recommendation given to the School in the past by senior admin, namely to emphasize opportunities for students to succeed over opportunities to fail. In our courses, at least, success on the ﬁnal exam usually means the student has met the course objectives. Adding a minimum standard for term work would add an opportunity for a successful student to fail.

Assignments in computer science are quite easy for students to successfully plagiarize, especially in ﬁrst and second year where the ﬁnished products are small. Ensuring that the learning outcomes of the courses meets degree objectives requires accurate assessment of students. We have found that allocating a large, e.g. 40%, proportion of the grade to term work is highly problematic.

The School is committed to increasing incentives for students to do term work, though not necessarily using the suggested means. One step we are taking is increase the use of laboratory work, both as a supplement to, and replacement for, ﬁrst and second year courses.

R5. The School will consider requiring CCDP 2000 - Communication Skills for Computer Science Students or an equivalent course.

The School is making it a priority to improve the communication skills of its students, and this is an option that will certainly be considered. The resources required for this course are nontrivial since it is taught in small sections. We might need as many as 10 sections. We considered requiring this course a few years ago, but the offering unit refused to put on sections for us without complete payment. At the time, the funds were not available.

As an alternative, the School is considering inserting work on communication skills into existing courses.

R6. The School will provide a standard syllabus for all core courses, and ensure that it is followed. The School is beginning to do this in the current academic year (2011/12).

R7. Considering the School’s strength in theoretical Computer Science, a stream in Theoretical Computer Science will be considered.

The School will submit such a stream for Senate approval this spring, subject to approval for the required resources. The tentative name for the stream is Algorithms, which is actually the area of the faculty and students the accreditation report refers to, and which appears to have more popular appeal then the rather nebulous “Theoretical Computer Science”.

R8. Material on standards of practice will be added to a course in the core curriculum.

The BCS program has only one core Software Engineering course. This course is overloaded and the tentative plan is to split it in two. This will give us room for additional topics such as standards. The course(s) are on this year's agenda for the curriculum committee.

R9. After every Co-op work term, each employer will be asked for feedback on student performance and background preparation.

The school will work with the co-op ofﬁce to implement this.

R10. The School will provide a new TA consulting room or signiﬁcantly upgrade the current TA consulting room.

This has been done (summer 2011), thanks to funding from the Dean of Science.

R11. The ventilation in the Game Development Laboratory will be improved.

The School has been pleading for this for years. It appears that something is ﬁnally being done at the time of writing of this report.

The School’s additional actions, with some background, are given below. Two of the issues raised in the self-assessment are dealt with by the above actions. Speciﬁcally, R4 addresses the issue of insufﬁcient student motivation for doing assignments, and R6 addresses the issue of inconsistencies between different offerings of same course.

A1. The School will try to improve the teaching of its worst teachers, or at least minimize negative impact on students.

The Director is actively working on this, and has already succeeded with one of the instructors, whose teaching evaluations are now at the School average.

A2. The School will try to improve its retention rates by overhauling its curriculum and experimenting with new forms of course delivery.

This has been underway for over a year. The ﬁrst of the major changes to the core curriculum have been submitted to Senate for approval for the 2012-13 calendar year. We have been experimenting with a lab-only means of course delivery in our Mobile Applications stream, and are considering how to apply the highly successful results to our core curriculum. DGES UG ACTION PLAN

INITIAL DRAFT – NOVEMBER 2008 REVISED AND UPDATED – JUNE 2012

1. INTRODUCTION

The UGPR for DGES commenced with the preparation of two self-appraisal reports, one for Environmental Studies (ENST) programs and other for Geography/Geomatics (GEOG/GEOM) programs. These were completed in 2006 and on-site visits by External Reviewers (ERs) for ENST and for GEOG/GEOM occurred in April 20071. Both teams of ERs emphasized the need to clarify the internal management of the UG programs, further develop the distinctiveness of programs, enhance practical experiences and upgrade student resources, and it was in this context, the decision was taken in conjunction with the ODFASS and Clerk of Senate Office to merge the UGPR processes and produce a single, unified Action Plan (AP) for all programs managed and delivered by DGES.

The overall purpose of his AP is to guide the development, delivery and management of all UG programs within DGES over the short to medium term. It represents a significant next step in an on-going planning processes within DGES. All GEOG & GEOM programs were recently reviewed and restructured in the 2003-04 period and the decision was taken to move through the full rollout of the revised programs before considering additional changes. As of 2012, the revised programs have been in place for approximately 7 years and DGES has once again entered into a period of considering program and curricular revisions.

In 2006, ENST was not as far into the process of reviewing its programs and curriculum or the management and delivery of programs. The ERs report provides several recommendations on how to sharpen the focus of ENST programs as well as enhance its management and delivery. These processes continue and recent efforts to affect change are summarized in this AP.

This AP does not attempt to incorporate all recommendations offered by the ERs but rather it focuses on strengthening existing programs. The overall recommendation from the GEOG/GEOM ERs was “Good Quality” and the key recommendations encourage building on this foundation. The ENST ERs report emphasized the merits of Carleton’s ENST programs and its importance within Carleton community and their overall assessment of “Good Quality with Concerns” highlighted issues relating to the programs administrative structure and under-resourcing. Both of these issues are addressed in this AP.

1 The Self-Appraisal Reports and Reports submitted by the External Reviewers are available from [email protected] 2. ACTION PLAN ACTIVITIES AND INITIATIVES

• Clarify Management of UG Programs in DGES

The ERs noted that GEOG and GEOM were managed effectively within a typical university framework. ENST, as an interdisciplinary program, requires an alternative management structure but the “co-location” arrangement that has been in place since 1998 was not practical and was impeding the further development of UG programs in ENST. Addressing these concerns was of primary importance and the DGES Board and ENST Program Committee approved the attached MOU outlining relationships between the BA program in ENST and DGES during the F’07 term (See Appendix A).

Status as of June 2012:

The MOU has allowed for a more efficient and effective management of ENST programs. Perhaps the single most important aspect has been the MOU provides an environment that allows for more flexibility in the allocation of human resources across the three programs delivered by DGES. Prior to the MOU, the majority of ENST courses were delivered by CIs. The CIs routinely delivered high quality instruction but it was difficult to co-ordinate activities across the ENST courses. This was a major concern and several of the recent new appointments in DGES (i.e. replacement of departing faculty) included a significant ENST-dimension. DGES reached an important milestone in the evolution of ENST programs in the W’11 term when, for the first time in the program’s history, all core ENST courses were delivered by either a tenured or tenure-track DGES faculty member1.

Many units other than DGES remain committed to the delivery of the ENST programs. No less than 10 other units offer courses that are included as Approved Environmental Studies Electives and faculty members from other units also surprise ENST honours projects. Engaging other units in the management of the ENST programs has proven to be more of a challenge and addressing this concern will be a priority starting in 2012-13.

Another innovation that is now in place involves the management of GEOG BA and ENST programs and advising students in these programs. Prior to 2012-13, a 0.5 credit teaching release was allocated to management and advising for ENST programs and an additional 0.5 cr to GEOG BA programs. These programs have grown closer over the past several years and, effective 1 July 2012, one person will be responsible for student advising and another will be responsible for managing and co-ordinating program and curricular revisions. GEOG BA and ENST are entering a period where reviewing and, where appropriate, program revisions will be considered. This unification of program management under one person will allow for better co-ordination of program and curricular revisions. Similarly the unification of student advising under one DGES faculty member should provide for more consistent advising.

1 Additional information on program resourcing is presented in Section 3 of this report.

2 Sharpen Program Learning Objectives

Learning objectives (LOs) have been or are being revised for all UG programs. This has been an on-going process since the UGPR and has attempted to achieve a balance across Carleton strategic interests as outlined in Defining Dreams and related documents as well as the specific interests of DGES faculty members. In addition, reports from the ERs also noted the LOs as specified in the Self-Appraisal Reports needed to include LOs that were more specific to DGES’s areas of strength (e.g. spatial analysis, interactions across and between environmental and societal systems, etc.) as well as more general LOs that are characterize many UG programs at comprehensive universities.

Status of June 2012:

DGES’s current LOs statement is presented in Appendix B. The LOs are, in general, applicable to all ENST, GEOG and GEOM programs, recognizing the weight each program will apply to the various LOs may vary. At this time, the LOs are organized around four broad areas: • Complexity, connections, spatial analysis and global change - development of core knowledge in the discipline. • Fostering critical thinking – the ability to synthesize, evaluate, and solve problems. • Development of practical, applied abilities through hands-on learning. • Engaging students as active citizens.

The first LO is at the heart of ENST, GEOG and GEOM programs and it is more distinctive from LOs attached to other academic units. The next three LOs are also central to all DGES programs and are applied in the context of complexity, connections, spatial analysis and global change LO.

• Enhance Program Cohesiveness

The UGPR identified two aspects of Program Cohesiveness needing attention.

The first relates to a more careful articulation of theories and methods introduced in lower level courses with senior level course offerings. The challenge is to develop clearer pathways through DGES’s UG programs that commence with setting the foundation in 1000- and 2000-level courses followed by courses that allow the student to develop and apply skills and concepts in 3000- and 4000-level courses. This process has been completed for GEOG and GEOM programs and the ENST Program Committee needs to establish a limited number of priority themes for the ENST BA program and to clarify pathways through each theme.

The second area relates to the honours year in general and more specifically to the honours-year research experience. Enrolments levels in the various honours project courses in the three UG programs within DGES are making it increasingly difficult to find adequate supervision for all students. Over the six-year period ending in the W’12 term, DGES has on average offered supervisions to 66 students engaged in honours

3 research projects. The Department nevertheless remains firmly committed to offering a ‘capstone research experience’ for all DGES majors and therefore it has begun to explore alternative approaches that will not rely solely upon individual supervision.

Status as of June 2012:

With tenured and tenure-track faculty offering ENST core courses, DGES has begun to assess linkages across ENST1001, ENST2000, ENST3000 and ENST4000. In addition, DGES has begun a review of enrolments by ENST students in Approved Environmental Studies Electives in 2011-12. There is considerable variation in ENST registrations and the plan is to enter into discussion with related units on the merits of retaining courses that attract few ENST students on the list of approved electives. In addition, several new courses that are of interest to ENST programs have been added and DGES investigate opportunities to add these courses to the list of approved electives. Overall, this should develop better links between basic concepts introduced in the ENST core courses and program approved electives.

The process of defining ENST areas of concentration commenced during 2011-12 and candidate themes include Environmental Justice, Environmental Communications and Citizenship, and Global Environmental Geographies. Rounding out this process will occur over the next 12 to 24 months.

DGES has recently approved the elimination of an individual research level project at the 4000-level as a requirement within ENST, GEOG and GEOM Honours BA programs and these program revisions will be introduced in the 2013-14 academic year. Most students will be streamed into additional 4000-level seminar courses. The seminars will routinely include a research activity that is directed by the course instructor and thereby retain a research experience without requiring the completion an individual research project. The individual Honours Essay / Project will be retained as an option, with admission restricted to students with GPA greater than 9.0, an approved research topic and permission of the program supervisor. It is difficult to predict the balance between these two options but it is expected that about two-thirds of honours students will complete the course-work option.

• Supplement Workplace Experiences

Practicum courses at the 4000-level were introduced about 20 years ago and are now offered in all UG programs delivered by DGES. Over the past three academic years, there has been an average of 66 practicum placements per year in public sector agencies, private sector firms, NGOs and volunteer organizations. The practicum experiences have broadened the overall education experience of our UGs and have also facilitated the development of workplace networks that have routinely resulted in employment shortly after graduation from Carleton.

The introduction of a co-operative option education that would be available to all DGES students registered in honours programs is a logical extension of the practicum courses.

4 DGES has reviewed options and will most likely opt for a co-op program that relies heavily on work placements during the spring semester. In addition, the plan is to retain the practicum option and thereby affording two options for students to gain a workplace experience.

Status as of June 2012:

The practicum courses remain popular amongst students and will continue in the current format. DGES has built a solid relationship with many organizations in the region and the vast majority of the placements result in a significant work-related experience for the students.

Initial exploration of co-operative education options has been completed but the implementation of this option has been a lower priority that recruiting new faculty, modernizing classrooms in Loeb, etc. It is expected the viability of a co-operative education option for all honours students will be addressed within the next 24 months.

• Improve Incorporation of Fieldwork into Academic Programs

All DGES students registered in honours programs have access to field courses including ENST 2900, GEOG 3000 and GEOG 3030. All of these courses include intensive fieldwork training and have traditionally included a residential field component that requires an extended stay away from the Carleton campus. In addition to providing students with an introduction to field methods and a typical research experience, these courses allow faculty to mentor students and assist with student retention. DGES also secured in 2007-08 new base funding to support UG field excursions and this has allowed the Department to firm up its commitment to fieldwork as well as control costs that must be recovered from students.

The UGPR resulted in two recommendations to improve fieldwork within DGES programs. The first recommendation focused on the establishment of a dedicated space within the Loeb Building that would serve as a staging area for UG field excursions as well as a space designed to support group projects. The second recommendation was to consider alternative mechanisms to accumulate field expertise. A residential field camp involving several nights away from home imposes hardship on some DGES students and it would be useful to develop an option that would allow students to satisfy fieldwork requirements via a non-residential model.

Status as of June 2012:

DGES undertook major renovations in Loeb A Tower, 2nd and 3rd floors, during 2009-10 and in Loeb B Tower, 4th floor, during 2011-12 (Please see Section 3 for additional information). The renovations resulted in a more efficient use of space allocated to DGES and this, in turn, allowed the Department to dedicate Loeb A302 to UG instruction, including group research projects.

5 DGES has also taken the following two significant steps towards enhancing its field courses.

The Department recently approved the repositioning of ENST2900 to the 3000-level (ENST3900) and the inclusion of ENST 3900 amongst courses required in the ENST Honours BA program (rather than as option which has been the case since the inception of the ENST program). These program and curricular revisions will come into effect for the 2013-14 academic year and will harmonize fieldwork opportunities across the three UG honours programs. Given the majority of ENST honours students do not currently take a dedicated a dedicated field course, this revision will significantly enhance fieldwork experiences for ENST BA Honours students.

The other innovation is DGES has committed to offering GEOG3000 and ENST3900 (formerly ENST2900) twice per academic year. One offering will be based on the traditional residential field camp model. This is usually a 4- or 5-day excursion in late August with the remainder of the fall term used to complete a substantial research report. The projects are to address topics that address specific needs of a local community and thereby providing the students with insight into institutional decision making. The other offering occurs in the Spring term and does not include a residential component. DGES has offered this version on an ad hoc basis for several years and has elected to make a formal commitment. The Spring term version employs an intensive delivery format based on a full day of instruction each week over a six-week period. This version is more suitable to students who are not able, for financial reasons and/or time constraints, to commit to the residential field course

• Improve Communications with In-Program Students and Alumni

DGES is home to +430 students and over the past six years, its UG courses attract approximately 3125 students per year. Similar to most other programs at Carleton, many DGES students live off campus and commute “to work” several days per week. This creates challenges for creating a strong sense of community and for communicating with students. In addition, communication with alumni has been erratic and their engagement in DGES activities often wanes shortly after graduation. The Department has updated its website and now relies on the website to provide students with academic information. DGES needs to develop a communications strategy that will reach and engage students and alumni.

Status as of June 2012:

DGES has engaged more fully with its UG cohort over the past four years. An UG representative is elected to the DGES Board and is a formal conduit to all UG students. In addition, Departmental recruitment and retention activities (e.g. First year experience in early September, University Day in October, the March Break recruitment event) routinely include an UG representative who assists by sharing their Carleton and DGES experiences with new and prospective students.

6 At a DGES planning retreat in December 2011, mechanisms to communicate with DGES alumni were discussed. How to proceed remains a work in progress. As an initial step in this direction, a DGES newsletter entitled the “gLoebXpress” has been established. This collage of news stories is published about every three months and distributed widely to current DGES students and alumni.

3. RESOURCING THE ACTION PLAN

Implementing this AP hinges upon securing resources in at least three areas.

• Supplementing DGES Base Funding (for ENST & GEOM)

These two programs continue to rely on fiscal finds. For ENST, fiscal funding is required each year to support CIs to deliver core courses. For GEOM, an infusion of fiscal funding about $100K is required approximately every fourth year to replace aging workstations. This funding model creates uncertainties and has contributed to an uneven delivery of UG programs. DGES has begun to routinely advertise for individuals who are able to contribute to more than one of the UG programs and to shift resources into ENST (For example, the most recent appointment to DGES has committed to teaching the 3000-level core course in ENST). The internal re-allocation of resources has provided partial relief to the chronic under-resourcing of ENST but there is an urgent need to secure additional appointments that can actively contribute to multiple programs within DGES.

Status as of June 2012:

The allocation of FT tenured and tenure-track faculty to core courses, especially lower level courses, in each program area has been a priority for DGES over the past six years. This has been accomplished by re-allocating resources within DGES rather than by an infusion of new base funding. The number of faculty appointments allocated to the DGES base budget has declined by two over the past two years. This has resulted in at least a temporary set back as Term Appointments and CIs were required to deliver a few core courses in 2011-12. This trend will continue into 2012-13 as three unexpected departures (Carey in mid-2011 plus Dalby and Pisaric in mid-2012) are placing more pressure on DGESs human resources. The plan is to fill two tenure-track positions by July 2013, with another two tenure-track positions coming into place in July 2014 (see next section for additional information).

DGES was also able to secure fiscal funds to replace aging workstations in the GIS Labs. The UG learning experience was enhance with the installation of 55 new state-of-the-art workstations installed in Loeb A200 and A237 during the summer of 2010. It appears that a base budget allocation for the routine upgrading of equipment in the GIS labs is beyond reach. The current model of making a special request for fiscal funds for new computer hardware every 4 or 5 years has been viable to date and will hopefully continue to be so into the future.

7 • Replacement of Departing Faculty Members

The period since mid-2006 has been an active period of faculty renewal for DGES. A total of 14 faculty have departed over this period, 11 through retirement and 3 have resigned their positions in order to take up a position elsewhere. A detailed account is presented in Appendix C.

The period of renewal can be divided into two periods. The 2006-09 period was characterized by the full replacement of departures. Eight faculty retired during this period and the Department was able to secure an entry-level appointment within in two years of the departure.

There has been a marked change during the 2011-12 period as financial pressures resulted in an overall decline in DGESs base budget. Three departures have been replaced with entry-level tenure-track appointments. Two positions have been removed from the DGES base budget. Two one-year limited term appointments are providing temporary relief in 2012-13 and teaching assignments for two other departures will be covered by CIs in 2012-13.

Overall, the renewal process has reduced the average age of DGES faculty and created a faculty profile that is more appealing to the UG population. All seven of the faculty appointed during the 2006-2010 have secured research funding and are well on their way to establishing programs of research that will engage superior UG students as well as attract high quality graduate students.

Status as of June 2012:

The key will for DGES to clearly define teaching and research profiles for the four vacant positions and to also have the four vacancies returned to the Department. The next appointment will focus on Critical Geographies of Global Systems. DGES will submit its request to have this position returned to the Department by the end of June 2012, with 1 July 2013 as the anticipated start date. Profiles for the other vacant appointments will be developed during 2012-13.

• Renovating the Physical Plant

DGES’s teaching facilities in the Loeb Building, A Tower, 1st and 2nd floors, date back to the late 1960s and need to be upgraded. Scheduled classes heavily use these facilities and this imposes constraints on students who routinely need to return to the lab to complete assignments. In addition, it is difficult for students with physical disabilities to access and use lab equipment and the seminar rooms allocated to DGES do not include modern multi-media equipment.

Status as of June 2012:

8 DGES has made significant improvements to its physical plant. In 2009-10, funding secured from the Capital Project’s program was supplemented with additional funding from ODFASS and DGES, and this allowed DGES to undertake major renovations in Loeb A Tower, 2nd and 3rd floors. This resulted in significant improvements in DGES faculty offices and space for graduate students. This was followed up with another Capital Project – ODFASS – DGES funded project that converted an under-utilized computer lab space into a modern UG teaching space. The renovated A420LA classroom was ready for use in the F’11 term and is now being used intensively by DGES for UG instruction.

The remaining challenge is the UG teaching areas in Loeb A Tower, 1st floor, that are used primarily for UG physical geography labs. DGES has begun to assess options and the plan is develop a concept plan for this renovation over the next 24 months. This set of renovations will enhance the UG learning experience as well as make DGES more competitive with other institutions in the region that offer UG programs in physical geography.

9 APPENDIX A:

MEMORANDUM OF UNDERSTANDING regarding the relationship between the B.A. program in Environmental Studies and the Dept. of Geography & Environmental Studies

Preamble

This present document is intended to supplement, to modify, and to clarify the document entitled “A Proposal to co-locate Environmental Studies and Geography Programs”, which was adopted by the FASS Faculty Board on 14 November 1997, and subsequently approved by the University Senate. The document of 1997 was vague or silent on many aspects of the relationship between the B.A. program in Environmental Studies and the Department of Geography and Environmental Studies (hereafter DGES), did not define “co-location”, and implied an independence for Environmental Studies from the established patterns of academic governance at Carleton that is simply impractical. This has led subsequently to considerable difficulties in the management of programs within the Department of Geography & Environmental Studies. The present document aims to establish a solid foundation for the future growth of all programs in DGES.

Recommendation 1: The Department of Geography & Environmental Studies will house three academic programs – Geography, Geomatics, and Environmental Studies – each under the overall academic direction of the Department Chair and all managed by the Board of DGES. As established in the 1997 document, the Chair of DGES (or designate) will be responsible for representing the Environmental Studies program at all more senior levels of management, including the FASS Faculty Board and the Committee of FASS Chairs & Directors.

Recommendation 2: Like many other interdisciplinary programs in FASS, Environmental Studies will additionally benefit from the wisdom and expertise of an interdisciplinary advisory Program Committee, with membership appointed by the Dean of FASS for staggered three-year terms. The Program Committee will be chaired by the ES Program Coordinator. Membership shall include the Chair of DGES (ex-officio), the Director of the Institute of Environmental Science (ex-officio), a representative of the Department of Civil and Environmental Engineering (ex-officio), one faculty member from each department actively involved in the ES program, and one student representative registered in an ES BA program. Additional members may also be appointed by the Dean at the request of the Program Committee.

Recommendation 3: The ES Program Committee should meet regularly, and at least once in each of the fall and winter terms of the academic year, to monitor the program and to make appropriate recommendations to the DGES Board on curriculum and other matters.

10 Recommendation 4: The ES Program Coordinator will at that the time of appointment be an Associate or Full Professor in DGES or cross-appointed with DGES and another unit, and will formally represent the ES program on the DGES Board.

Recommendation 5: The ES Program Coordinator will be appointed by the Dean of FASS for a three-year term, with the possibility of renewal for a second term. In making this appointment or renewal, the Dean will first seek the advice of both the ES Program Committee and DGES Chair and Board.

Recommendation 6: The ES Program is entitled to 1.0 credits of teaching reduction, which may be used by the ES Program Coordinator or an undergraduate student adviser, or some combination of both. This is based on the practice in other units of offering a release of 0.5 credits to associate chairs in addition to a release of 0.5 credits to the undergraduate student adviser. It is recommended, but not required, that the Program Coordinator would also serve as the undergraduate adviser for ES students.

Recommendation 7: The ES Program, like both Geography and Geomatics, will retain a separate entry under “Programs” in the University Calendar. However, there will be a single DGES “home page” on the web-site (as now), and a single departmental budget. In general, the unit will function as a single department which houses multiple programs (along the models of, for example, the Dept. of Sociology & Anthropology, the Institute of Interdisciplinary Studies, or the School for Studies in Art & Culture).

Recommendation 8: The Chair of DGES will have responsibility for ensuring an equitable division of teaching and other resources among the three programs in DGES.

Recommendation 9: This Memorandum of Understanding shall take effect on 1 July 2007, or as soon thereafter as practical, and shall continue until additionally revised or amended. A review of the MOU shall be undertaken by the Dean of FASS following each Undergraduate Program Review, or at the written request of either the Chair of DGES or the Environmental Studies Program Committee.

11 APPENDIX B:

Learning objectives for the Department of Geography and Environmental Studies

Aim of the Undergraduate Programs:

The interrelated disciplines of geography, geomatics, and environmental studies have important contributions to make in understanding our increasingly interconnected and complex world. Our undergraduate programs aim to develop students' capacity for critical thinking and ability to apply concepts to address social and environmental concerns in a diversity of settings, from local to the global scales. Our programs have been designed so that our graduates have critical understanding of geographic and environmental concepts and issues, strong communication skills and computer software expertise, and an understanding of mulitfaceted approaches (including qualitative, quantitative, and spatial) to analyze complex issues and solve difficult problems. The programs have been designed to create learning opportunities for students to become informed global citizens and active participants in efforts to develop new solutions to environmental and social dilemmas through the integration of theory and practice. We also try to help students become aware of their own limitations. A strong emphasis on methods of inquiry, independent research, and practicum work placements prepares students for a variety of different careers, as well as graduate study.

Learning Objectives

The learning objectives of our BA and BSc programs in Geography, Geomatics, and Environmental Studies focus on the core thematic elements of our programs, as well as approaches and goals that may be shared with other disciplines.

We have identified four broad learning objectives as follows: i) Complexity, connections, spatial analysis and global change - development of core knowledge in the discipline

While geography, geomatics and environmental studies are disciplines that cover a vast range of topics and approaches, there are a number of core themes or concepts that they have in common and that we expect our students to learn and be able to apply to real world issues and problems. These key thematic areas emerge out of longstanding traditions, but also represent new frontiers of particular intellectual and practical relevance in today’s rapidly changing world that fit well within the strategic areas of the university as a whole. The core areas of knowledge that we aim to instill in our undergraduate students include: a. Understanding the complexity of natural and social systems, how they are linked, and how they change over time. b. Knowledge of the interconnections between peoples, places and environments in an increasingly globalized world.

12 c. Interpretation of spatial and temporal patterns, at different geographic scales of analysis, from the micro, to local, regional, national, and the global. ii) Fostering critical thinking – the ability to synthesize, evaluate, and solve problems

Students today, more than ever, are bombarded with information. One of the primary purposes of our programs is to teach students how to filter and assess the value of multiple types of information. This involves challenging them to go through their own processes dissecting, questioning, and developing their own independent evaluation of issues and contexts they may have taken for granted, and the ability to critically evaluate the quality of data obtained from different sources. Students learn how accepted “facts” may in fact be socially constructed concepts. We thus place a strong emphasis on alternative approaches and methods of inquiry and active learning that collectively provide our undergraduates with the capacity to critically question how knowledge is created and how truths can change. iii) Development of practical, applied abilities through hands-on learning

Hands-on learning experiences, from the numerous tutorial and laboratory groups in the first and second years, to the numerous field activities we provide, form a core element of many of our courses and our undergraduate programs as a whole. We also provide practicum experiences for honours students, placing them in the work environment where they gain valuable experience that also facilitates success in the workforce after graduation (and we are now considering participating in the coop program). Honours students also undertake independent, original research with the guidance of a faculty supervisor. These activities make extensive use of specialized resources, including the MADGIC section of the library as well as dedicated Geographic Information Systems and physical geography laboratories situated in the Loeb Building. iv) Engaging students as active citizens

Students in our programs consistently demonstrate an interest in “making a difference.” They also learn more when they are enthusiastic about course content and see the practical relevance of what they are studying. Our programs focus directly on issues and problems that face our communities, our country and our planet. This includes topics such as the spread of environmental contaminants, gender and development in the developing world, social inequalities in Canadian cities and the varied impacts of global climatic change. In this way, our students can appreciate the utility of concepts learned in the classroom and how they can be applied in a wide range of “real world” contexts.

Furthermore, the specific requirements of the BA and BSc programs offered by the Department of Geography and Environmental Studies represent an effort to develop a coherent, coordinated, and balanced curricula that:

• Provide students with an opportunity to gain a broad education in geography, geomatics and environmental studies that represents our integrative ethos.

13 • Ensure that students get a common foundation in core areas, but at the same time have a range of choices allowing them to pursue their own particular interests. • Include a coordinated set of core and other requirements whereby courses build directly upon what students learn in the previous year and/or provide the foundation for the following year. • Exhibit strong links between conceptual, thematic and methodological areas. • Provide flexibility to students, so that in addition to their core courses, they can pursue more specialized interests in their third and fourth years. • Provide field based learning experiences and the opportunity to conduct independent research under the supervision of a faculty member.

Learning Objectives in Relation to the Ontario University Undergraduate Degree Level Expectations

The learning objectives of the undergraduate degree programs of the Department of Geography and Environmental Studies can be summarized as follows:

→ Depth and Breadth of Knowledge: Students will acquire a general knowledge and understanding of key concepts, theoretical perspectives and methodologies in geography, geomatics, and environmental studies.

→ Knowledge of Methodologies: Students will develop an understanding of methods of inquiry, including research design and methodologies, and data analysis.

→ Application of Knowledge: Students will develop the ability to review, present and interpret qualitative, quantitative and spatial information. They will learn to use techniques of analysis, evaluating the appropriateness of different approaches. They will learn to use creative and critical thinking skills, and alternative approaches to solving social and environmental problems.

→ Communication Skills: Students will develop the ability to communicate accurately and reliably, orally and in writing as well as visually (e.g., in the form of maps and other figures), to a range of audiences. They will also develop valuable skills in technological literacy to assist in their communication effectiveness.

→ Awareness of Limits of Knowledge: Students will develop an awareness of the limits of their knowledge, largely through an appreciation of complexity, constant change, uncertainty, and differing points of view about multifaceted social and environmental issues.

→ Autonomy and Professional Capacity: Students will learn to initiate personal responsibility and decision-making. This includes learning how to work effectively with others and to act ethically and professionally. It is expected that students will exhibit behaviours which are consistent with academic integrity and social responsibility.

14 APPENDIX B CONTINUED: SPECFICATION OF LEARNING OBJECTIVES FOR DGES UG PROGRAMS

Learning Baccalaureate/Bachelor’s (General) Degree Baccalaureate/ Bachelor’s Degree (Honours) students are Objective students are expected to: expected to: 1. Depth and a) Students will acquire a general knowledge and 1) Students will acquire a developed knowledge and Breadth of understanding of key concepts, theoretical critical understanding of key concepts, theoretical Knowledge perspectives and methodologies in geography, perspectives, methodologies, and current advances in geomatics, and environmental studies. geography, geomatics, and environmental studies.

All courses offered in the Department of Geography All courses offered in the Department of Geography and and Environmental Studies fulfill this function. Environmental Studies fulfill this function. Henceforth Henceforth when this is the case, no list of specific when this is the case, no list of specific courses courses accompanies the learning objective. accompanies the learning objective.

b) Students will develop an appreciation of the b) Students will develop an understanding of the complexity of natural and social systems, how they complexity of natural and social systems, how they are are linked, and how they change over time. This linked, and how they change over time. This includes includes developing knowledge of the developing knowledge of the interconnections between interconnections between peoples, places and peoples, places and environments in an increasingly environments in an increasingly globalized world. globalized world and the ability to examine complex problems from a variety of perspectives. All courses offered in the Department of Geography All courses offered in the Department of Geography and and Environmental Studies fulfill this function. Environmental Studies fulfill this function.

c) Students will develop the ability to interpret c) Students will develop the ability to interpret spatial and spatial and temporal patterns, at different geographic temporal patterns, at different geographic scales of scales of analysis, from the micro, to local, regional, analysis, from the micro, to local, regional, national, and national, and the global. This will broaden their the global from differing perspectives. This will broaden minds and improve their problem-solving abilities. their minds and improve their problem-solving abilities. Courses in B.A. Program that address this objective: Courses in B.A. Honours Program that address this objective:

15 All GEOM courses at the 1000- through the 3000- All GEOM courses at the 1000- through the 4000-level level GEOG/ENST1020, GEOG2200, GEOG2300, GEOG2600 GEOG/ENST1020, GEOG2200, GEOG2300, GEOG2600 ENST3000, ENST4000

ENST3000 d) Students will develop the ability to evaluate d) Students will develop the ability to conduct their own sources, and to evaluate and use others’ research in independent research, to evaluate, synthesize, and integrate their own writing in a constructive, appropriate, and others’ research in their own writing in a constructive, scrupulously acknowledged manner. In this way, appropriate, and scrupulously acknowledged manner. In students learn to navigate different sources of this way, students learn to navigate different sources of information, to sift reliable from unreliable information, to sift reliable from unreliable information, information, and to acknowledge the use of others’ and to acknowledge the use of others’ ideas and work in ideas and work in the formulation of their ideas. the formulation of their ideas. All courses offered in the Department of Geography All courses offered in the Department of Geography and and Environmental Studies fulfill this function. Environmental Studies fulfill this function.

e) Students will learn a wide variety of the critical terms and theoretical frameworks used in the analysis of social and environmental phenomena, and develop the ability to use these terms accurately and effectively. In this way, students learn the discourse of the discipline in depth and how to use this discourse accurately and effectively to articulate their own ideas and assess the ideas of others. Courses in B.A. Honours Program that address this objective:

GEOG3900

16 2. Knowledge of a) Students will develop a basic understanding of a) Students will develop an advanced understanding of Methodologies methods of inquiry, including research design and methods of inquiry, including research design and methodologies, and data analysis. methodologies, and data analysis. Courses in B.A. Program that address this objective: Courses in B.A. Honours Program that address this objective: GEOG2005, GEOG2006, GEOG3001, GEOG3003 GEOG2005, GEOG2006, GEOG3001, GEOG3003 GEOM2004, GEOM2007, GEOM3002, GEOM3007 GEOM2004, GEOM2007, GEOM3002, GEOM3007 3. Application of a) Students will develop the ability to review, present a) Students will develop an advanced ability to review, Knowledge and interpret qualitative, quantitative and spatial present and interpret qualitative, quantitative and spatial information. They will learn to use techniques of information. They will learn to use techniques of analysis, analysis, evaluating the appropriateness of different evaluating the appropriateness of different approaches. approaches. They will learn to use creative and They will learn to use creative and critical thinking skills, critical thinking skills, and alternative approaches to and alternative approaches to solving social and solving social and environmental problems. environmental problems.

Courses in B.A. Program that address this objective: Courses in B.A. Honours Program that address this objective: GEOG2005, GEOG2006 ENST2900, GEOM2004, GEOM2007 GEOG2005, GEOG2006, GEOG3000, GEOG3030

GEOM2004, GEOM2007 4. Communication a) Students will develop the ability to communicate a) Students will develop an advanced ability to Skills accurately and reliably, orally and in writing as well communicate accurately and reliably, orally and in writing as visually (e.g., in the form of maps and other as well as visually (e.g., in the form of maps and other figures), to a range of audiences. They will also figures), to a range of audiences. They will also develop develop valuable skills in technological literacy to valuable skills in technological literacy to assist in their assist in their communication effectiveness. communication effectiveness.

17 Courses in B.A. Program that address this objective: Courses in B.A. Honours Program that address this objective: GEOG2005, GEOG2006 ENST4001, ENST4002 GEOM2004, GEOM2007 GEOG2005, GEOG2006, GEOG4406, GEOG4408

GEOM2004, GEOM2007, GEOM4406, GEOM4408 5. Awareness of a) Students will develop an awareness of the limits of a) Students will develop an understanding of the limits of Limits of their knowledge, largely through an appreciation of their knowledge, largely through an understanding of Knowledge complexity, constant change, uncertainty, and complexity, constant change, uncertainty, and differing differing points of view about multifaceted social points of view about multifaceted social and environmental and environmental issues. issues.

All courses offered in the Department of Geography All courses offered in the Department of Geography and and Environmental Studies fulfill this function. Environmental Studies fulfill this function.

6. Autonomy and a) Students will learn to initiate personal a) Students will learn to initiate and develop personal Professional responsibility and decision-making. This includes responsibility and decision-making. This includes learning Capacity learning how to work effectively with others and to how to work effectively with others and to act ethically act ethically and professionally. It is expected that and professionally. It is expected that students will exhibit students will exhibit behaviours which are consistent behaviours which are consistent with academic integrity with academic integrity and social responsibility. and social responsibility. These skills will be put into practice and furthered through collaborations undertaken as part of their independent honours research and practicum placements. Courses in B.A. Program that address this objective: Courses in B.A. Honours Program that address this objective: ENST2000, ENST3000 ENST4001, ENST4002, ENST4906, ENST 4907

18 GEOG4406, GEOG4408, GEOG4904, GEOG4906, GEOG4909

GEOM4406, GEOM4408, GEOM4904, GEOM4906, GEOM4909

19 APPENDIX C:

DGES FACULTY DEPARTURES AND REPLACEMENTS: RECENT AND PLANNED

DEPARTING FACULTY PRIMARY REPLACEMENT MEMBER CONTRIBUTION1 Name Date Name Date 1. Fox June 2006 HG/ES Laidler July 2008 2. Smith2 June 2006 PG/GEOM Mueller July 2010 3. Torrance June 2006 PG/GEOM Humphreys July 2005 4. Earl June 2007 PG/GEOM Richardson July 2009 5. Clarke3 June 2008 HG/ES Not replaced 6. Tunbridge June 2008 HG/ES Wigle July 2008 7. Doubleday August 2009 HG/ES Cameron January 2010 8. Ozornoy June 2009 HG/ES Wong July 2010 9. Carey4 June 2011 PG/GEOM Not replaced 10. Wallace June 2011 HG/ES ?? July 2013 11. Mackenzie5 October 2011 HG/ES Not replaced 12. Bennett June 2012 HG/ES ?? July 2013 13. Pisaric6 June 2012 PG/GEOM ?? July 2014 14. Dalby June 2012 HG/ES ?? July 2014

1 HG/ES = Human Geography and Environmental Studies. PG/GEOM = Physical Geography and Geomatics. 2 Smith was replaced by Brardinoni in July 2007. Brardinoni resigned in June 2008 and was replaced by Mueller in July 2010. 3 The total number of DGES faculty was +1 above its base budget allocation. Clarke was not replaced and this allowed Carey’s appointment to be included within the base budget allocation. Overall, this administrative adjustment did not reduce DGESs base budget. 4 Not filling Carey’s position represents a decline in DGESs base budget allocation. 5 Not filling Mackenzie’s position represents a decline in DGESs base budget allocation. 6 Pisaric is on a leave without pay, effective 1 July 2012. It is anticipated this will be converted into a resignation prior to June 2013.