Cape Breton University (CBU) 1250 Grand Lake Road, Sydney, Nova Scotia B1P 6L2

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1 APPLICATION FOR MINISTERIAL CONSENT UNDER THE POST-SECONDARY EDUCATION CHOICE AND EXCELLENCE ACT, 2000 for consent to offer and advertise in Ontario the degree program MASTER OF BUSINESS ADMINISTRATION (COMMUNITY ECONOMIC DEVELOPMENT) SHANNON SCHOOL OF BUSINESS, CAPE BRETON UNIVERSITY (CBU) Cape Breton University (CBU) 1250 Grand Lake Road, Sydney, Nova Scotia B1P 6L2 DECEMBER 2011

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3 1. INTRODUCTION 1.1 ORGANIZATION AND PROGRAM INFORMATION Legal Name of Organization: Operating Name of Organization: Common Acronym of Organization: URL for Organization Homepage: Cape Breton University Cape Breton University CBU Proposed degree nomenclature: Master of Business Administration in Community Economic Development (MBA in CED) Locations where the program is to be delivered: 1. Sydney: CBU campus, 1250 Grand Lake Rd, Sydney, NS 2. Edmonton: NAIT campus, Street, Edmonton, AB 3. Kingston: St. Lawrence College, 100 Portsmouth Ave., Kingston, ON 4. Sault Ste Marie: Sault College, 443 Northern Ave., Sault Ste. Marie, ON N Contact Information: Person Responsible for this Submission: Site Visit Coordinator: Dr. Robert Bailey Vice-President Academic & Professional Studies (Provost) 1250 Grand Lake Rd, Sydney, Nova Scotia B1P 6L2 Phone: (902) robert_bailey@cbu.ca George Karaphillis Associate Dean, Director of MBA in CED program & CED Institute Shannon School of Business Phone: (902) Fax: (902) george_karaphillis@cbu.ca Anticipated Start Date: Program started in 1997

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5 TABLE OF CONTENTS 1. INTRODUCTION ORGANIZATION AND PROGRAM INFORMATION EXECUTIVE SUMMARY... 6 Organization Overview:... 6 Program Description:... 8 Program Features Recognition PROGRAM ABSTRACT DEGREE LEVEL Curriculum Structure Depth and Breadth of Knowledge Conceptual & Methodological Awareness Research and Scholarship Application of Knowledge Professional Capacity Awareness of Limits of Knowledge ADMISSION, PROMOTION AND GRADUATION ADMISSION REQUIREMENTS FOR DIRECT ENTRY (TRADITIONAL APPLICANTS) ADMISSION POLICIES AND PROCEDURES FOR MATURE STUDENTS PROMOTION AND GRADUATION REQUIREMENTS CREDIT TRANSFER POLICIES AND REQUIREMENTS PROGRAM CONTENT PROGRAM STRUCTURE PROGRAM ADVISORY COMMITTEE PROFESSIONAL ACCREDITATION LEARNING OUTCOMES COURSE DESCRIPTIONS GRADUATE COURSE SCHEDULE I GRADUATE COURSE SCHEDULE II WORK EXPERIENCE COURSE OUTLINES PROGRAM DELIVERY QUALITY ASSURANCE OF DELIVERY STUDENT FEEDBACK CAPACITY TO DELIVER INSTITUTIONAL CAPACITY & GOVERNANCE LEARNING AND PHYSICAL RESOURCES RESOURCE RENEWAL AND UPGRADING SUPPORT SERVICES FACULTY FACULTY CURRICULUM VITAE 105

6 7. CREDENTIAL RECOGNITION REGULATION AND ACCREDITATION NOMENCLATURE PROGRAM EVALUATION ACADEMIC FREEDOM AND INTEGRITY STUDENT PROTECTION APPENDIX Graduate profiles in the press... Samples of Ph.D. admission letters for MBA in CED graduates... CANDO accreditation... Sustainable Community Business Conference...

7 1.3 EXECUTIVE SUMMARY Program Title and Credential: Master of Business Administration in Community Economic Development (MBA in CED) Discipline/Field of Study: Business Is work experience/work placement term required for degree completion? No Anticipated Program Start Date: Cape Breton University (CBU) has been offering the MBA in Community Economic Development (MBA in CED) program since 1997 with close to 250 graduates to-date and an expected 50 more next year. Organization Overview: Cape Breton University (CBU) is a public university operating under an act of the legislature of the Province of Nova Scotia, with full degree-granting status since CBU is an ordinary (full) member of the Association of Universities and Colleges of Canada (AUCC), and the Association of Atlantic Universities. Cape Breton University was previously known as the University College of Cape Breton. CBU was established in response to the community s demand for an institution of higher learning on Cape Breton island. CBU retains its strong connection to the community and the MBA in CED program is an example of niche programming that builds on the strengths of the institution and on Cape Breton s CED heritage, to meet specific community needs. CBU traces its roots to 1951 when the "St. Francis Xavier University Sydney Campus", also known as Xavier Junior College, was opened in downtown Sydney as a satellite campus of St. Francis Xavier University. In 1968 the "Nova Scotia Eastern Institute of Technology" (NSEIT) opened on the Sydney-Glace Bay Highway, focused on business technology and trades and its development was enabled by government funding at a time when the coal and steel industries in Cape Breton were facing serious challenges. In 1974, the first university college in Canada, the University College of Cape Breton, as established through an amalgamation of the Nova Scotia Eastern Institute of Technology and Xavier Junior College. It became a full degree-granting institution in 1980, later renamed to Cape Breton University. The Maritime Provinces Higher Education Commission (MPHEC) oversees all of the program approvals, modifications and changes, as well as, audits the quality assurance for universities in Nova Scotia, New Brunswick and Prince Edward Island. CBU is academically divided into four Schools with each School headed by a Dean who exercises academic and administrative authority under the guidelines established by the University s Board of Governors. The Shannon School of Business offers three business programs that have been approved by MPHEC: two undergraduate programs; the Bachelor of Business Administration BBA (BBA, BBA-Accounting Major, BBA-Marketing Major), Bachelor of Hospitality & Tourism Management, and one graduate program; the MBA in Community Economic Development (MBA in CED, MBA

8 in CED First Nations Option, MBA in CED Peace-building Option, MBA in CED Strategic Leadership Option, MBA in CED International Business Option). Mission To provide leadership and employ partnerships that assist learners and their communities to meet their educational, cultural, and economic needs. Vision To be Canada's best University, understood and respected for its uniqueness, sense of purpose, creativity in learning, and the capabilities of its learners and the quality of its educational, training and discovery models. These put learners first in a communitybased educational environment that identifies and celebrates humanistic values while embracing creativity and innovation for the common good. The University will realize its vision by: Providing the learner with access to high quality learning programs and experiences which reflect, integrate, and develop knowledge traditions of the liberal arts, sciences, technologies, and trades; Ensuring the continued pursuit of excellence in education, scholarship, service, and innovation, while recognizing the diversity of learners and celebrating the contribution of all learners to the community of scholars; and Emphasizing partnerships with the people, cultures, and communities of Cape Breton and expanding connections to the wider global community, its peoples and cultures. Academic planning at CBU operates within an established academic planning process, under the direction of VP Academic & Provost, that focuses on rolling five year plans, and it is guided by the vision, strategic objectives, and mission of CBU. Values Shared values are fundamental to the success of the University in achieving its mission and realizing its vision. When pursuing its mission and vision, CBU will share values such as people, process, partnerships and flexible education, training and discovery models. Principles CBU accepts that the principles of academic freedom, accountability, integrity, innovation and obligation to society are fundamental to effective transfer of knowledge, scholarship, creativity, discovery, quality teaching and learning experiences that are of benefit to learners and their communities.

9 Program Description: The MBA in Community Economic Development program has been developed in response to sector demand: it was created to fill the rising demand for advanced business training by community-minded organizations that operate on a multiplebottom-line model. Increasingly organizations in the corporate sector, in the public sector, and the Third Sector are seeking executives, managers, and directors who have completed relevant professional programs at the graduate level and understand the complexities of managing an organization that connects with the community and it is sensitive to meeting the expectations of multiple stakeholders. Leaders who are skillful in engaging their communities and in advancing the organization, its people, and the environment at the same time, are in high demand. Although there are many general MBA/EMBA programs delivered in the country, they are typically focused on the corporate sector and on profitability, and they are either priced beyond the reach of young professionals and middle managers, or they are not offered in formats that cater to working adults. The MBA in CED is an advanced program with theoretical and practical content, and bridges the worlds of business, community, and development. The rising number of MBA in CED applicants and students, on campus and off campus, over the last 14 years is a reliable indicator of the need for the program in all parts of the country. Institutional fit: Cape Breton University (CBU) is a regional, primarily undergraduate institution, chartered by the Province of Nova Scotia and was bestowed with its degree-granting status in In the mid 1990s, CBU consciously made the decision to offer one graduate-level degree and decided to deliver a program that provides a credential that is in high demand by the community and that at the same time builds upon the expertise and culture of CBU. The demand for a home grown MBA program got stronger and CBU decided to make the MBA in CED the chosen graduate program to pursue. CBU had been delivering business programs since the early 1970s, initially as the junior college of St. Francis Xavier University, and CBU graduates scored very well on many industry exams, like the qualification exams for CA and CMA accounting designations. Cape Breton is the birthplace of CED pioneers as Fr. Jimmy Tompkins and the birthplace of the first Credit Union in English Canada, and CBU had developed programming in the community development area in the undergraduate level in both its BBA and its BA in Community Studies degrees since the 1980s. At the same time, several CBU faculty were heavily involved in the community and had initiated a few ventures in locally-based development and international development. CBU s faculty had strengths in both business and CED, and that influenced the dual character of the MBA in CED program.

10 Program Delivery CBU proposes to deliver 100 percent of course requirement in terms of content and outcomes of the MBA in Community Economic Development (MBA in CED) program at the Ontario sites, including standard non-course requirements (Applied Research Project). CBU s alternate weekend delivery format is designed to provide the student with the most critical advanced knowledge and skill requirements from introductory through medial segments to terminal onsite in Ontario. MBA in CED courses in Ontario will be offered in the same model they are being delivered in Alberta: cohort based for enhanced learning and convenient scheduling. Students are taking the program with the same group of students, learning from each others backgrounds and experiences. Students normally enroll for three courses in the fall semester and for four courses in the Winter/Spring semester, classes scheduled on alternate weekends. The program is developed to provide a flexible schedule to accommodate the majority of students who continue to work while taking the program. It is a paced education format consisting of two-three alternate weekends of intensive learning sessions followed by self study and assignments. The MBA in CED courses are managed as semester-long courses, but the lectures are delivered over intense allday weekend sessions. After the intense sessions, students submit assignments, case studies, marketing/business plans and term papers that are marked and returned with feedback. In addition, students have access to university professors by phone, fax, e- mail, and web-based discussion boards and can network with other students in the MBA in CED student social network site. All courses are also supported by web-based material repositories and CBU s online library holdings and electronic subscriptions. While many distance programs that offer accredited MBA programs do not use intensive sessions for all courses, the MBA in CED program uses them for every course in spite of the considerable travel expense to CBU. The capstone MBAC6801- Applied Research Project (previously known as Major Research Essay) is completed after all courses are completed. CBU organizes seminarstyle workshops ( boot-camp ), led by an experienced academic onsite, that meet every second Saturday over three months to pace and support learners as they write their thesis. The Applied Research Project forces students to learn how to ask their own questions in a topic of interest: learn to develop a thesis, frame the research question, conduct literature review and develop the theoretical framework, adopt the appropriate methodology, carry out the research, analyze the results, and summarize conclusions. The research project provides another avenue for learners to gain deep insights in an area of interest and it can become the means of improving their knowledge in a specialization that will advance their career, their organization, and the community.

11 Quality Assurance The MBA is a CBU program, and CBU is responsible for Quality Assurance. CBU s QA practices and procedures are applied to the off-campus programs also. CBU is responsible for admitting MBA students and has a formal three-person MBA Admissions committee that includes three CBU MBA faculty. CBU is also responsible for hiring and assigning instructors, and CBU performs confidential course evaluations on a regular basis. Partner institutions at off-campus sites are primarily responsible for the class venue, and supply of refreshments. On-site logistics assistance ensures that facilities meet CBU s MBA standards and that instructors have the desired in-class technology. This has been NAIT s primary responsibility with our Edmonton cohorts and similar facilities-use arrangements have been pursued in Ontario. A few Ontario institutions are aware of our program and are very supportive: they have expressed desire in hosting the program without revenue sharing. Operational control is with CBU: the MBA in CED is a CBU program, and CBU is responsible for controlling course delivery operations, on campus and off campus. CBU is responsible for MBA in CED program curriculum and standards, for screening and admitting students, course scheduling, assigning professors, course syllabi, deliverable deadlines, student course registrations, collection of tuition fees, and for maintaining student records on an ongoing basis. The clear CBU ownership and stewardship of the program avoids student confusion: off-campus students understand that they are CBU students and they communicate with CBU on all matters related to their studies. The relative proximity of CBU to the Ontario sites, all within one time-zone and all with airline service, makes this direct link even more effective. Program Features Multidisciplinary: Curriculum and faculty come from Business and Social Sciences. Curriculum includes courses in general business, leadership, venture analysis, research methods, community economic development, and economic geography. Faculty comes from different disciplines, from social sciences, business, engineering, and arts. For example: Dr. Edwin MacLellan, one of our professors of Comparative Development comes from the faculty of Engineering and he is consistently successful with CIDA funding. Recently four of our MBA students did their Applied Research Projects in Zambia on $10K CIDA internships, part of CBU s development project under Dr. MacLellan. Dr. Jacquelyn Thayer Scott, OC, professor of Strategic Management, has a PhD in Public Policy and has extensive experience as Chair of Prime Minister s Advisory Council on Science and Technology, Chair of NS Innovacorp, fellow of the MacDonald-Laurier Institute, and past President of CBU. Dr. Scott recently completed two research projects with UN s Development Program in Cuba. Community theme: All courses are delivered in the context of the community and the world. Even the foundation business courses are delivered under the community lens. For example, our MBAC 5104-Principles of Marketing course uses the best-selling MBA Marketing textbook but it also covers social marketing and macro-marketing and it includes case studies from government and Third Sector organizations.

12 Research focus: Since successful proposals and programming in the public sector and in the Third Sector are based on good research, CBU s MBA program includes a Research Methodology course in its core and it requires the completion of an Applied Research Project; a mini thesis. This research competency has enabled our students to successfully compete for the coveted $17.5K SSHRC Canada Graduate Studies scholarships and two of our full-time students were successful in winning them last year, including one Anishinaabe student from Sault Ste Marie. Diverse: The MBA in CED program attracts a large number of women, aboriginals, and non-business undergrads. The majority of MBA in CED students are females, unlike the male-dominated mainstream MBA programs. The model of Community Economic Development is very compatible with native value systems. The MBA in CED program has a First Nations Option, with two designated electives. We had a few First Nations students graduating so far, including the first Denesuline person ever graduating with a Master's degree! More than 80% of the MBA in CED students do not hold an undergraduate degree in Business; they typically hold undergraduate degrees in the social sciences, healthcare, arts, engineering, or education and this diversity adds to an intense and rich learning classroom experience. We have integrated a Pre-Core Program in the paced format schedule, to help prepare non-business students for the MBA coursework. Work-friendly scheduling: The program was structured for working adults from its conception, and CBU has been sensitive to tailoring the program around typical work schedules. CBU offers a residential program in its Sydney campus in the month of July, and it also offers all core courses on alternate weekends in select cities, like Edmonton since The same alternate weekend format will be followed in Ontario, allowing Ontario learners to complete their MBA in CED over months while they are working. Program Student mix This innovative, niche degree program is primarily designed for aspiring communityminded leaders in the Third sector and Public sector, including local government, First Nations government, Peace-building & Development units, healthcare, Education, and entrepreneurial companies. They are young professionals and practitioners who rely on people, financial and natural resources, and responsible governance to achieve results that advance the organization and the community; managers and leaders who must constantly make challenging decisions in a changing environment. An appropriate profile of students entering the program is ensured through a review of past academic performance, career progression, community involvement, references, along with standardized test results (GMAT), and performance in an interview. Once accepted by CBU, a student can meet the requirements for the MBA in CED degree by completing courses on a full time or part time basis, on the CBU campus or on alternate weekends at different communities. The part-time formats of the MBA in CED program specifically address the needs of learners who are working full-time, who crave face-to-face learning in a supportive

13 environment, who may live in communities without accessible MBA programs, and who aim to lead in a community-centric way. Their needs are addressed by the July shortresidency format of the MBA in CED on the CBU campus or the alternate-weekend format of the MBA in CED offered in different Canadian communities: in both cases enabling the learner to interact with the professor and other learners for a period of time which is similar in duration to that spent in class by full-time MBA students and in both cases providing a high level of academic standards. The learners selected for entrance to this program are expected to contribute to the development of their fellow learners through their sharing of management and community experiences. The professors leading each course provide the advanced knowledge base, analytical skills and problem-solving capacity necessary for them to develop and expand learners existing knowledge and skills. Placements The off-campus cohorts consist almost entirely of working adults and the need for internships and placements is almost nil. There is no internship or co-op placement requirement for the degree. However, CBU has been successful in receiving a few paid internship positions from government departments and enterprises. Two years ago four MBA in CED female students took on $10K CIDA 3-month internships in Zambia, with CBU s development project in the Copperbelt province. Three of the students were from Ontario. Recognition - The MBA in CED was approved by the Maritime Provinces Higher Education Commission (MPHEC) and the Nova Scotia Council on Higher Education in The first set of MBA in CED classes were delivered in July The MBA in CED was approved in May 2011 by the Campus Alberta Quality Council and by Alberta s Minister of Advanced Education, for delivery in the Province of Alberta. The program underwent a rigorous two-phase review process, including a thorough two-day review on our campus by a panel of four, chaired by Dr. Stephen Murgatroyd. - The MBA in CED is accredited by the Council for the Advancement of Native Development Officers (CANDO), since Learners who complete the MBA in CED with the First Nations Option are granted the Native Economic Development Officer accreditation by CANDO. - DND s Canadian Defence Academy has prioritized the MBA in CED as one of their approved programs. Qualified officers in the Canadian Forces may apply and receive as much as $25,000 towards their MBA in CED studies. An MOU between CBU and DND has been in place since The MBA in CED Peace-building Option was introduced in the same year. Employers are fairly supportive of the MBA in CED. Some examples:

14 - First nations: Many First Nations support students who pursue the MBA in CED. Fourteen aboriginal students are presently funded by their bands while they are pursuing the MBA in CED degree. Four aboriginal students graduated with their MBA in CED degrees in the recent fall convocation. - Federal government: The DND has supported eleven officers in their MBA in CED studies. The November 2008 issue of Canadian Business Magazine Annual MBA Guide profiled Brigadier General Mike Jorgensen, an Ontario student who completed the MBA in CED program on a part-time basis in only18 months and he was fully funded by the DND. Consultation The initial program proposal was circulated throughout the post-secondary sector in Canada, and received favorable feedback from many universities. We have been approached by a few Colleges in Ontario (Centennial, Seneca) and Alberta (Lakeland, Grant MacEwan, Mount Royal, NAIT) over the years and we have provided letters of support for graduates of their 4-year applied undergraduate degrees. Graduates of 4-year applied degrees from Ontario institutions are eligible to apply for admission in our MBA in CED program. Opportunities for Graduates MBA programs, in general, are known as the best programs for preparing learners for change. The MBA in CED does so to a higher degree, as it delivers knowledge in the context of community and it also includes content on development and change. MBA in CED graduates are prepared to make a difference in their organization, the community, and the world. MBA in CED learners gain knowledge, skills, and confidence as they complete program courses and they typically pursue higher responsibility positions in their industry and the community, or they pursue different careers. A minority pursues further education or research-based employment. In a typical cohort, one observes that nearly half of the participants achieve significant promotions half way through the program and a few change careers. For example, in a recent cohort of 12 participants, 3 achieved significant promotions and 4 changed careers while they were still in the program. Examples of career changes and advancement of MBA in CED students and graduates (with their permission) are: - Nolan Crouse s career change, to Mayor, City of St. Albert - Melanie Debassige s career change to Executive Director, Ontario First Nations Economic Developers Association - Mary Beth Doucette s career change to Director of Quality Assurance, Membertou First Nation - Sonia Gentile s promotion to Director of Services, Frontenac Children s Aid Society, Kingston

15 - Stacia Kean s career change and advancement to Coordinator, PARO Centre for Women s Enterprise, Thunder Bay - Linda Murray s career change and advancement to Director of Residential & Client Services, Ongwanada Hospital, Kingston - Maria Vasanelli s new position as Superintendent of Education, Thunder Bay Catholic District School Board - Don Vierboom s promotion from branch manager to Vice President, Corporate Express Canada, Mississauga - Derek Bruno started a business in his First Nation Reserve MBA in CED graduates are eligible to apply for admission in Ph.D. programs in Canada and abroad, but the process is certainly competitive and selective. The Faculty of Graduate Studies and Research, University of Alberta, has provided a letter (Heather M Hogg, Nov ) confirming the eligibility of MBA in CED grads to apply to their PhD programs. A few MBA in CED candidates have been successful in being admitted in Ph.D. programs in Canada, USA, UK, and Australia. For example, Rany Ibrahim, a MBA in CED graduate, was admitted in four UK universities, one university in the US, and one Canadian university (Dalhousie); he is completing the Dalhousie Interdisciplinary Ph.D. program. Faculty Capacity CBU has over sixty faculty with PhD credentials and the Shannon School of Business has ten faculty with PhDs, many with very strong teaching, business, and community experiences which are valued in MBA programs. Because of its multidisciplinary nature, the MBA in CED program also taps into faculty with PhDs from other departments within CBU, such as social sciences, engineering, and communications. Of the current faculty, many have international teaching and or work experiences, some at very senior roles in enterprises and government. The MBA in CED program also engages professors from accredited Canadian universities in teaching our courses at times, on and off campus. The MBA in CED is viewed as a complementary offering and the quality and diversity of the student body makes it attractive for high caliber professors to teach in the program. This includes one professor from each of Algoma University, University of Manitoba, University of Alberta, and University of Calgary; two professors from York University, and three professors from Simon Fraser University. Demand The program has been delivered on campus since 1997, and off-campus in the weekend-format started in Alberta in Despite the growing pains of the program and limited advertising, the program has been successful in attracting healthy enrolment figures on campus and at off-campus locations. We have experienced continuous demand for the program, on our on-campus residential and full-time program, and demand across Canada, as the niche appeal of it

16 resonates well in other parts of the country also. Our on-campus full-time program has doubled in size over the last five years, boosting total program enrolment to 181 this fall. It should be noted that CBU always had students from Ontario attending the July residential MBA in CED program on campus in Sydney, indicating the need for the program in the province. In Ontario, there have been tremendous informal support by the academic and Third Sector communities of Kingston and Sault Ste Marie, as they see the MBA in CED degree complementing local offerings. CBU has been approached and has been offered assistance by many people in both cities. Algoma University s BA Community Economic Social Development (CESD) graduates look at the MBA in CED, with its business, leadership, and First Nations content, as a natural progression in their own personal development, and professors with the CESD program have been very supportive. Algoma s CESD program looks at the MBA in CED as an opportunity for their top grads to advance themselves and at the same time add to the local research capacity, as MBA in CED students must complete an intense research project and write a mini-thesis. CESD professors have prodded AU s leadership to bring the program to their campus. Independently, Sault College has offered use of their facilities on a preferential hosting basis. Similarly, the Canadian Defence Academy seeks the advantage of offering a weekendformat MBA with a Peacebuilding Option in Kingston and signed an MOU with CBU in In addition, the School of Business at St Lawrence College, Kingston, has independently invited CBU to use their facilities to deliver the program on weekends, as they see the MBA in CED program a good add-on to their BBA grads and alumni. St. Lawrence College sees themselves as a portal to higher education for the Kingston- Frontenac region and they believe the MBA in CED is a quality program that fills a gap in the community they serve. Enrolment and Faculty Growth The MBA in CED program is expected to maintain its enrolments over the next four years, with steady enrolment levels projected from current total enrolment of 180 students. The minimum viable intake enrolment for a new weekend-format cohort off campus is 10 students. In our off-campus cohorts, the MBA in CED program always attracted quite a few students, well above the required minimum. The plan is to start one cohort in Sault Ste Marie in September and start another cohort in Kingston in January; and re-start a cohort in each of these cities every second year, after the first one is completed. In this fashion, there would be two MBA in CED cohorts running in the province of Ontario at a time and the different start dates will make program delivery more manageable. CBU has added a full time MBA in CED professor in each of the last two years. CBU s present full-time and part-time faculty complement can easily serve the Ontario program at the managed growth of one new cohort each year.

17 1.4 PROGRAM ABSTRACT The CBU MBA in Community Economic Development degree program helps learners aspiring to leadership positions in community organizations and the public sector to acquire advanced management and strategic skills. MBA in CED learners typically do not have a business undergraduate degree and the program exposes them to advanced management concepts, to the dynamics of the social economy and civil society, helps them make effective decisions that advance the organization and the community, and helps them further their abilities to exercise leadership. The program broadens the horizons of learners by exposing them to concepts and practices in all three sectors of the economy, enhancing performance in their present careers and increasing their scope of career opportunities.the MBA in CED program provides: - Fundamental concepts and skills in the key management functions (accounting, marketing, finance, organizational behaviour courses) - Concepts and skills of development (community development, comparative development, economic geography) and further specialization (two electives in First Nations, Peace-building etc) - An opportunity to integrate and apply the concepts and skills acquired (leadership, venture analysis, strategic management, international business) - Key research concepts and practice (applied research methods), with an opportunity to carry out an individual research project and complete a mini thesis (applied research project). Graduates pursue careers in economic development, healthcare, social services, education, NGOs, local government and First Nations government, public agencies, and entrepreneurial companies.

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19 2. DEGREE LEVEL CBU s MBA in CED degree program has a distinct graduate-level orientation that is different from that of the undergraduate level. The MBA in CED is intended to expand knowledge, enhance professional skills, enable the learner to conduct advanced scholarly work, and provide an opportunity for the learner to carry out an individual research project and complete a thesis document. The MBA in CED builds on the critical thinking skills acquired at the undergraduate level, provides a focus on key management concepts and skills, an insightful review of community and social economy dynamics, and it requires integration of acquired knowledge and skills in several synthesis type of deliverables, including a research project. The MBA in CED incorporates several course deliverables that require critical analysis of knowledge. CBU s MBA in CED prepares an individual for immediate employment within the fields of business, development, and international management and for further study at the doctorate level. CBU s MBA in CED program fully meets the guidelines in the Masters Degree Level Standard, as detailed below. Curriculum In general, the curriculum of MBA programs is designed to cover the key areas necessary for university graduates who may not have a business education background, or for graduates who need to enhance their undergraduate business education experiences; in order to fill management related positions in a wide range of contexts in public and private sectors, in small to large organizations. CBU s MBA in CED program shares the general MBA program philosophy. In CBU s MBA in CED program, students must complete the required 15 courses and their Applied Research Essay to earn 48 credits. 13 of the 15 courses are mandatory/core and 2 courses are electives. CBU MBA s core courses include: Subjects expected in an MBA program, such as accounting, finance, marketing, organizational behavior, international business, leadership, strategic management, research methods, and venture analysis. These courses are found in all MBA programs. Development specialization courses, such as community economic development, comparative international development, and economic geography, that provide the knowledge and insights required to enhance community development capacity. These courses give the CED specialization to CBU s MBA; unique in the Americas. Most elective courses are offered within certain topic areas, Options, such as Strategic Leadership, First Nations, International Business, and Peace-building and Reconstruction. Learners are encouraged to select their two electives within one Option and also complete their Applied Research Project in the same field/theme.

20 The capstone activity, the Applied Research Project, is a 3-credit course also for administrative purposes; it is clearly a major project and it is honestly equivalent to a minimum of six credits weight. The electives and the capstone Applied Research Project enable learners to acquire deeper expertise in a select related field or Option. All quality MBA programs include a capstone activity and so does CBU s MBA program. Our home location in Cape Breton island, a struggling but determined region, provides us with a unique perspective. Our curriculum reflects an awareness of the pressing need to build on community strengths and leverage these strengths and engage globally. We are building our programs on our deep community roots and our curriculum has been well received in many different parts of Canada and the world. Structure The trend towards shorter, work-friendly programs has resulted in the majority of MBA programs introduced in the last decade to consist of half-courses (42-48 credits). CBU s MBA falls in that category. Below is a comparison of a few MBA programs in the region: Cape Breton Athabasca Guelph UBC U of SK Specialization CED FABM Or HTM Core credits Elective credits Capstone activity credits (Source: university websites, retrieved in January 2011) Some of the MBA programs listed above are MBA programs with a specialization, like Cape Breton s MBA in CED and Guelph s MBA with its streams in Food & Agribusiness Management (FABM) and Hospitality & Tourism Management (HTM). Athabasca s is an Executive MBA and UBC s is their part-time program with the general strategic management flavor. UBC s required post-core modules are counted here as electives. The majority of Canadian universities use the contemporary model of courses for the MBA degree program, as is CBU s program. The Campus Alberta Quality Council (CAQC) review team actually prepared a comparison of CBU s MBA program core to Guelph University s MBA, showing a very close match (see copy of CAQC s report in the CAQC Review binder provided with this submission). Cape Breton s MBA in CED program encompasses a comparable number of courses and credits as mainstream MBA programs of Ontario universities.

21 Depth and Breadth of Knowledge Most learners would describe their organizational experience to date as having provided them deep, but narrow, expertise in a specific function of activity (e.g., human resource management, marketing, fundraising, sales, or operations). The goal of such a learner in earning an MBA in CED is to understand the interaction between community and business and gain exposure to development practices and advanced management concepts and skills. The desired outcome is for graduates to be able to complement their acquired expertise in a specialized area with a broad general management perspective, which allows their decision-making skills to integrate issues across the entire organization and the community. By providing graduates with these broad and integrative general management skills, the MBA in CED program prepares participants for senior leadership roles in their organizations and their communities. Learners complete courses that demand critical analysis and include deliverables that require synthesis, such as marketing plans, business models and plans, development of community plans, organizational strategy, etc. Program depth-and-breadth characteristics: - Program requires completion of 16 courses, including an individual research project with a thesis, 48 credits in total - Program core curriculum not only covers management subjects, but it also covers community development, comparative development and economic geography Program curriculum focuses on the critical areas for performance of organizations: accounting, marketing, strategy, finance, organizational behaviour, leadership, venture analysis - Core curriculum includes subjects that provide insights in community economic development: comparative development, business and community development, economic geography - Core program has an intense research component, typically found in social science graduate programs : requires completion of research methods course and an individual applied research project, accompanied by a mini-thesis of pages. - Curriculum allows for 2 elective courses that provide depth in specialized topics: First Nations urban and rural economic development, peace-building and community reconstruction, social leadership, change management, etc. - Course deliverables require application of theory and concepts to practical objectives. One of the deliverables of 5104-Marketing is a marketing plan, for example, the main deliverable for 6118-Venture Analysis is a business model/plan, etc. - The class mix of early career and mid career managers provides for a unique experience of enriching exchanges of knowledge and ideas. In-class and after-class

22 interaction amongst students and between faculty and students creates an environment of critical reflection. Conceptual & Methodological Awareness MBA in CED learners are exposed to a complex level of knowledge in the key concepts, theoretical approaches, methodologies, and current practices in management and economic development, with a clear focus on application of knowledge. Pre-Core seminars enrich learner s analytical skills with concept-mapping techniques, case analysis skills, statistical analysis, Excel modelling techniques, etc. and enable learners to assess complex issues effectively. Each MBA in CED course concentrates on conceptual understanding and methodological competence, and encourages critical evaluation of current research. Professors delivering the MBA in CED courses value research and routinely include journal articles in the course readings, challenging students to keep up with concepts, apply methods discussed, and critically analyze information. Research and Scholarship The MBA in CED program includes a Research Methods course in its core curriculum and it requires the completion of an individual research project with a mini-thesis of pages. In the research project, students are forced to learn how to ask their own questions in a topic of their interest: learn to develop a thesis, frame the research objective, develop the theoretical framework, adopt the appropriate methodology, carry out the research, and analyze the results. Very few MBA programs include a mandatory research project with a thesis requirement, but CBU values this research component of the degree very much. In addition, the public sector and the Third sector employers demand research skills, as indicated on global employer surveys conducted by the Graduate Management Admissions Council (GMAC), GMAT s parent organization. Employers value intellectual curiosity that is instilled in our MBA in CED students via the MBA in CED courses, especially the research methods course and the applied research project. We are proud of the MBA in CED s research emphasis: - Six MBA in CED students have been awarded the coveted $17,500 SSHRC research scholarships over the last four years, including two female students from Ontario: an Anishinaabe student from Sault Ste Marie and a student from Prince Edward County. - Two MBA in CED graduates are pursuing Ph.D. degrees - A few MBA in CED students and graduates have presented their research in regional and national conferences

23 Communication Skills The vast majority of MBA in CED courses require in class discussion and extensive reading and writing. MAB in CED students develop strong oral and written communication skills as they progress through the program courses. As part of their course deliverables, students engage in class discussion, make in-class presentations, complete written case study analyses, reports, research papers, marketing and business plans, etc. At the end of their program they must also complete their applied research project and write a thesis report of pages. MBA in CED students are exposed to modern technology and are expected to use presentation programs and also be able to make YouTube podcasts of course presentations. In a few courses professors require that a brief YouTube video podcast accompanies each term paper. MBA in CED students definitely develop a strong ability to communicate verbally and in writing by the time they graduate from the program. Application of Knowledge The majority of MBA in CED courses include deliverables that require the integration and application of concepts and knowledge, such as the creation of a marketing plan, business model and plan, supply chain analysis, organizational strategy, etc. The applied research project is the capstone project and requires extensive application of knowledge. The variety of electives intends to help students study different subjects, investigate trends and issues and appreciate perspectives of different bodies of knowledge and different cultures. Professional Capacity Students develop a variety of personal management skills as they progress through the MBA in CED program, as program completion requires team-based work and individual work. Students hone critical thinking and effective decision making skills. MBA in CED students also develop a strategic organizational perspective as they complete the advanced integrative skills courses, such as leadership and strategic management. The program fosters a working knowledge of project management skills, as students must manage their own learning and course deliverables. The program also fosters teamwork social skills, as the MBA in CED student must work effectively with other students, and respect academic integrity and social responsibility.

24 Awareness of Limits of Knowledge The MBA in CED is a multidisciplinary degree program and MBA in CED professors by nature understand ambiguity and students need to appreciate ambiguity and limits to their knowledge. The majority of MBA in CED courses, especially the development courses, stress the prevalence of ambiguity and the limits of knowledge. This becomes fairly obvious to our students, as we stress the unpredictable mystery nature of economic development. The financial meltdown of 2008 and its enduring after effects further illustrate our inability to model and forecast the future with accuracy, and the MBA in CED students are made aware of this basic reality.

25 3. ADMISSION, PROMOTION AND GRADUATION Cape Breton University regulations govern MBA in CED admissions. Applicant admission is approved by the MBA Admissions Committee, Chaired by the Director, including three faculty members selected from the MBA in CED Standing Degree Committee. 3.1 ADMISSION REQUIREMENTS FOR DIRECT ENTRY (Traditional Applicants) To meet Standard Admission Requirements for the MBA in CED, a Bachelor's Degree in any discipline from a recognized university is required. Program Admission Requirements Academic Related Work/Volunteer Experience Other Must have a 4-year degree from an approved accredited university, with a B average in the last two years of study Preferred to have two years of work or volunteer experience GMAT Resume Essay of intent Recommendation letters Interview An application is processed after all the following documents and fee have been received: A completed application form, with a non-refundable application fee (CAD$80); Official transcripts for all previous post-secondary study. Graduates of 4-year Bachelor degrees, including graduates of applied degree programs are welcome to apply. The minimum requirement is a B average (75%, GPA 3.0). A resume detailing employment experience, skills, community involvement, and interests; A two-page essay on desire to enter the program; Three recommendation letters, preferably including one professional and one academic, each accompanied by a completed reference form; Satisfactory scores on the GMAT (500 minimum); Satisfactory scores on a recognized English language test (for students whose native language is not English), Satisfactory performance in an interview. Meeting the minimum requirements and submitting all of the requested documentation does not guarantee admission into the program. The MBA Admissions Committee assesses the whole application package and determines the applicant s level of preparedness for graduate study. The GMAT requirement may be waived for exceptionally strong applicants: applicants who have completed all their studies in Canada, have overall B+ average, and have B+ performance in both quantitative and qualitative courses.

26 Reference letters must be originals, sent directly by the references. Only official transcripts sent by the Registrar of the issuing institution will be accepted. The Educational Testing Service must forward GMAT and English language score reports. Photocopies of any of these documents are not accepted. Any one of the following test scores will be sufficient proof of English Language Proficiency for students whose native language is not English: TOEFL with TWE 4.5 TOEFL - (Computer based) 213 with TWE 4.5 TOEFL - (Internet based) 80 CAEL - 60 IELTS no band below 6.0 MELAB - 85 CANTest 4.5 R & L, 4 W 3.2 ADMISSION POLICIES AND PROCEDURES FOR MATURE STUDENTS (Non-Traditional Applicants) Candidates who do not have an undergraduate degree, and show potential for success in graduate level study, may be admitted to the MBA in CED as non-traditional students, on a probationary basis. Outstanding career and/or volunteer experience are expected. The candidates will be assessed individually in such areas as experience and performance in a number of education/training courses. Admission Requirements Mature students Academic Related Work/Volunteer Experience Other High School diploma at minimum College diploma or University degree preferred Professional designation preferred Extensive managerial experience (over 10 years) at progressively higher responsibility positions GMAT Resume Essay of intent (4 pages minimum) Recommendation letters Interview Applicants must provide: A completed application form, with non-refundable application fee (CAD$80); Proof of extensive experience in managerial/decision-making positions ; Official copy of a high school diploma or equivalent academic credential; Official transcripts of completed college, university, or industry courses a resume detailing employment experience, skills, community involvement, and interests ;