BBA Accounting Executive Summary

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1 BBA Accounting Executive Summary Program Overview Business education continues to experience high demand from graduates of domestic high schools, mature students, working students and international students. As university undergraduate programs find themselves at capacity, they continue to increase their entrance requirements in order to compensate for the high demand. Demand has also risen due to demographic shifts occurring as a result of the retirement of baby boomers that represent a significant portion of the professional workforce. This dynamic presents a significant demand for undergraduate business education at the baccalaureate level in a demographic that is underserved by degree granting educational institutions. The demand is particularly evident in Sheridan s catchment area which encompasses the fastest growing communities with the highest levels of immigration in the country. Sheridan s Bachelor of Business Administration Model The Faculty of Business seeks to offer a Bachelor of Business Administration (Accounting) degree (BBA Accounting). The Faculty of Business proposes to launch this program in parallel with four additional BBA programs in Supply Chain Management, Finance, Human Resources Management and Marketing Management (see Section 15.1 for Program Overviews). The BBA Accounting program includes required foundation courses, which provide graduates with a strong grounding in all aspects of general business in areas such as accounting, marketing, finance and strategic management. As identified by our environmental scan, consultations with external academics, and our ad hoc Program Advisory Committee (ad hoc PAC) members, there is a growing demand in the marketplace for accounting professionals who have breadth of general business as well as functional accounting knowledge. As part of the management team, there is an increasing demand for accountants to play a more strategic role in the operations of the enterprise, to provide more analysis and information to support decision-making for business operations and growth strategies. The curriculum focuses on detailed financial and cost analyses, taxation, assurance, ethical and regulatory compliance and financial reporting. The program will ensure that the students will develop the ability to help companies understand trends impacting the business and identify costs savings through business process improvements. Courses will meet the rigorous standards of the three main Canadian professional accounting designations: CA (Chartered Accountant), CGA (Certified General Accountant) and CMA (Certified Management Accountant) designations. Students will build on the core accounting program with specialized elective courses. Elective courses provide students with the opportunity to pursue deeper studies in specific areas of accounting, and/or develop a breadth of knowledge in other areas of business. Students may build breadth in emerging trends and contemporary issues by specializing in one of the three Interdisciplinary Business areas: Corporate Social Responsibility and Sustainability, Innovation and Entrepreneurship, or International Business. Corporate Social Responsibility and Sustainability develops students potential to deal with environmental, economic and social responsibility and sustainability challenges. Innovation and Entrepreneurship prepares students to create, innovate and commercialize new business ideas.

2 International Business equips students with specialized management knowledge and skills required to work effectively in an international environment. The BBA Accounting program requires students to broaden their educational experience beyond business studies. Students can choose non-business electives from a number of different fields of study including Social Sciences, Humanities, Global Culture, Mathematics and Sciences. Students will explore a breadth of topics with personal and societal importance, which contribute to the development of thoughtful, knowledgeable and self-aware citizens prepared to contribute to the society in which they live and work. Development of research skills is integrated throughout the curriculum using inductive and problembased teaching and learning methods. A progression of applied research courses throughout the program focuses on analytical and quantitative skills and incorporates applied research assignments into course work. These courses culminate in an Integrated Industry Project or Research Thesis. A one-semester internship must be completed in order to graduate. Optionally, students may apply for a four-term Co-op program. This work experience will fulfill many of the program learning outcomes with the intent of preparing graduates for employment in their field of study. The program is committed to developing the whole student and incorporates a Creative Learning Portfolio (Portfolio) as a way to enable deeper learning and student success. The Portfolio creates linkages across the program through integrated activities, within and outside the curriculum, allowing students to critically reflect on and highlight academic, creative leadership, professional and personal accomplishments. Successful completion of the Portfolio is a graduation requirement. The BBA Accounting is designed to foster student success ensuring accountability, responsible risk taking, collaboration and respect. The program curriculum and Portfolio include focus on interpersonal and communication skills, critical, creative and reflective thinking skills, strong numeracy skills and strategic thinking. See Section 15.2 for the BBA Program Vision and Values Statements. Differentiating strengths of this program include: Ability to complete the courses required for the CA, CMA, CGA professional accounting certifications Greater emphasis on integration of all key business functional areas and a strong quantitative and qualitative approach Opportunity for students to gain practical experience through internship and Co-op work terms, and other experiential learning activities Opportunity to take courses that integrate accounting with other core business disciplines Demonstration of ongoing personal and professional growth through the development of a Creative Learning Portfolio Engagement in applied research through an Integrated Industry Project, as well as through an internship or Co-op work term opportunities Graduates of the program could expect to find employment in public accounting firms, major corporations, government offices, not-for-profit organizations, small business and financial institutions in positions such as accountant, controller, treasurer, budget analyst, taxation specialist or auditor (see Section 13). They can also pursue graduate studies in the same and related fields. Our goal is to prepare graduates with the capacity to grow, innovate and respond to new situations in a rapidly changing world.

3 Economic Need It is expected that growth in the number of new businesses within Toronto and the GTA coupled with the growing need for greater financial accountability and efficiency will fuel the demand for accountants. In addition, it is estimated that more than 77,000 people from Canada s accounting profession will retire by the year The local economy is able to support the employment of graduates of this proposed program. The cities of Brampton, Mississauga and Toronto have above average labour force location quotients for the sectors that are specific to this profession, suggesting a high concentration of potential employers (see Section 13). Competition Most Ontario universities offer degree programs with a specialization in accounting. The range of credentials in this field includes Bachelor of Accounting, Bachelor of Business Administration, Bachelor of Business Management and Bachelor of Commerce degrees. Within the Ontario College system Conestoga, George Brown, Humber and Seneca currently offer a business degree program with a specialization in accounting. Student Interest and Potential Applicants The environmental scan indicates significant interest from internal diploma graduate applicants. We have early indication that future high school graduates would also consider studying for a degree at Sheridan (see Section 13). Program Standards and Credential Requirements A university bachelor degree is required to meet the degree qualifications of all the professional accounting bodies in Ontario. Specifically, the Chartered Accountants (CA) designation requires a 4 year bachelor degree, the Certified Management Accountants (CMA) and Certified General Accountants (CGA) associations accept either a 3 or 4 year bachelor degree. Each credential requires a professional program of study and a minimum industry work experience component. We are currently seeking confirmation that specific BBA Accounting courses will be accredited by the three accounting bodies as meeting the requirements of the professional program of study. Members of the professional bodies participated in our ad hoc PAC meetings and courses were designed according to guidelines provided by each accreditation body. Internal/External Consultations The program development team conducted extensive internal and external consultations throughout the development process. Internal consultations were conducted with key stakeholders including but not limited to the Office of the Registrar, Student Services, Co-op, and the International Student Centre. External consultations included extensive discussions with an ad hoc PAC consisting of leading members of industry as well as professional bodies and industry associations. Finally, Maureen Fizzell, Senior Lecturer and Director of Undergraduate Programs, Beedie School of Business at Simon Fraser University completed an external academic review of our proposed program (see Section 15.5) to assess curriculum quality and currency. Letters of support from universities, industry associations and employers are included in this proposal (see Section 7).

4 Enrolment Projections and Staffing Implications In the first year of planned implementation in 2013, the Faculty of Business plans for first year enrolment and for direct entry transfer students from existing advanced diploma programs at Sheridan and other Ontario Colleges. With a steady intake rate of 200 first year and 100 direct entry students, there will be over 900 BBA students registered in all five programs by Faculty Credential Requirements The Faculty of Business is well positioned to deliver its BBA programs through faculty conferred with Doctoral as well as Master s degree credentials. Currently, the Faculty of Business has 13 full time faculty members with PhD and DBA credentials and 45 full time faculty members with Master s degrees in related fields of study. When all four years of the BBA degree are fully operational, a total of 27 additional full time faculty members will be required across all programs to meet the Sheridan objective of 70% of courses taught by full time employees. This objective will be achieved by hiring an additional 8 full time faculty with Doctoral credentials as well as six full time faculty members with Master s Degree in a phased four-year recruitment program, hiring four additional faculty members each year. No fewer than 50% of faculty teaching degree courses will be from the field or a closely related field or discipline. In addition, the Faculty of Business plans to support Doctoral studies for existing faculty. Space and Resource Requirements We are seeking approval to deliver the BBA Accounting program at two Sheridan campuses: Hazel McCallion campus in Mississauga and Davis campus in Brampton. Sheridan recently completed the Phase 1 facilities of the Hazel McCallion Campus in Mississauga, which combined with the planned Phase 2 (expected completion in 2014) will ensure adequate space and resources for the BBA Accounting program. Existing facilities at the Davis campus will accommodate this program. Plans are also in place to strengthen our business library resources to support BBA level programs. Curriculum In keeping with the core Sheridan values that embrace creativity and innovation in program design and delivery, an inductive approach to teaching and learning is adopted. This teaching and learning approach guides students through critical thinking, awareness, evaluation, and the drawing of defensible conclusions and explanations. Curriculum delivery will be laptop enabled using the latest technology, ensuring that our teaching and classroom simulates the current and future business environment. The program will be delivered using a variety of methods including face-to-face and hybrid (blended learning), in a year-round delivery format. Emphasis is placed on developing the skills that allow our graduates to adapt to the business world. Program Abstract The Bachelor of Business Administration (Accounting) program prepares graduates to integrate accounting with business knowledge to create sound business strategies. Throughout their course of study, students are presented with opportunities to improve operational effectiveness and efficiency by formulating plans, guiding analysis, implementing strategies and communicating financial results. In addition, graduates will have demonstrated the ability to apply a range of problem solving frameworks in a variety of organizational settings and respond to new situations in a rapidly changing business environment. By offering choices through program design, students can customize their studies and pursue greater depth in specific areas of accounting, or broaden their knowledge in other business disciplines and interdisciplinary business areas. Collaboration with industry through internship or co-op work terms, applied research, and a final semester integrated industry project provides graduates with the

5 opportunity to compete effectively for jobs opportunities with public accounting firms, government offices, not-for-profit organizations, major corporations, small businesses, and financial institutions. Graduates will be prepared to enter the CA, CMA and CGA professional programs of study. Graduates will also be prepared to pursue graduate studies. BBA Finance Executive Summary Program Overview Business education continues to experience high demand from students graduating from domestic high schools, mature students, working students and international students. Demand is also rising due to demographic shifts occurring as a result of the retirement of baby boomers that represent a significant portion of the professional workforce. University undergraduate programs are at capacity and continue to increase their entrance requirements in order to compensate for the high demand. This dynamic presents a significant demand for undergraduate business education at the bachelor level. This demand is particularly evident in Sheridan s catchment area which contains the fastest growing communities in the country, has the highest levels of immigration, and is underserved by degree granting educational institutions. Sheridan s Bachelor of Business Administration Model The Faculty of Business seeks to offer a Bachelor of Business Administration (Finance) degree (BBA Finance). The Faculty of Business proposes to launch this program in parallel with four additional BBA programs in Accounting, Supply Chain Management, Human Resources Management and Marketing Management (see Section 15.1 for Program Overviews). The BBA Finance program includes required foundation courses, which provide graduates with a strong grounding in all aspects of general business in areas such as accounting, marketing, finance and strategic management. The curriculum focuses on the general aspects of finance as well as development of specific skills in various functional areas within finance such as investment theory, capital markets, financial analysis and financial performance evaluation. The trend in the marketplace, as identified by the environmental scan (see Section 13), external academics and ad hoc PAC members is for finance professionals to have skills in financial management, risk analysis and portfolio management and compliance. This focus differentiates the proposed BBA from other similar programs offered in Canada. The program will ensure that students develop a fundamental understanding of the main functional areas under the finance umbrella, including: financial management, securities analysis, risk management, portfolio management and performance evaluation. The emphasis on the management aspect will ensure the students are able to assess and articulate the impact of finance on the overall objectives and performance of the enterprise. Students have the option of focusing their finance studies in Investment Analysis, Corporate Finance, or Wealth Management. The program would appeal to students interested in careers in the field of financial

6 analysis, investment research, portfolio management, capital mobilization, wealth management, business valuation, regulatory compliance, and investor relations. Students will build on the core finance program with specialized elective courses. Elective courses provide students with the opportunity to pursue deeper studies in specific areas of finance, and/or develop a breadth of knowledge in other areas of business. Students may build breadth in emerging trends and contemporary issues by specializing in one of the three Interdisciplinary Business areas: Corporate Social Responsibility and Sustainability, Innovation and Entrepreneurship, and International Business. Corporate Social Responsibility and Sustainability develops students potential to deal with environmental, economic and social responsibility and sustainability challenges. Innovation and Entrepreneurship prepares students to create, innovate and commercialize new business ideas. International Business equips students with specialized management knowledge and skills required to work effectively in an international environment. The BBA Finance program requires students to broaden their educational experience beyond business studies. Students can choose non-core electives from a number of different fields of study including Social Sciences, Humanities, Global Culture, Mathematics and Sciences. Students will explore a breadth of topics with personal and societal importance, which contribute to the development of thoughtful, knowledgeable and self-aware citizens prepared to contribute to the society in which they live and work. Development of research skills is integrated throughout the curriculum using inductive and problembased teaching and learning methods. A progression of applied research courses throughout the program focuses on analytical and quantitative skills and incorporates applied research assignments into course work. These courses culminate in an Integrated Industry Project or Research Thesis. In order to graduate, students are required to complete a one-semester internship. Optionally students may apply for a four-term Co-op program. This work experience will fulfill many of the program learning outcomes with the intent of preparing graduates for employment in their field of study. The program is committed to developing the whole student and incorporates a Creative Learning Portfolio (Portfolio) as a way to enable deeper learning and student success. The Portfolio creates linkages across the program through integrated activities within and outside the curriculum allowing students to critically reflect on and highlight academic, creative leadership, professional and personal accomplishments. Successful completion of the Portfolio is a graduation requirement. The BBA Finance is designed to foster student success ensuring accountability, responsible risk taking, collaboration and respect. The program curriculum and Portfolio include a strong focus on interpersonal and communication skills, critical, creative and reflective thinking skills, strong numeracy skills and strategic thinking. See Section 15.2 for the BBA program Vision and Values Statements. Differentiating strengths of this program include: Emphasis on the business implications of finance as opposed to having a functional focus Opportunity for students to focus their finance studies in Investment Analysis, Corporate Finance or Wealth Management Advising students on industry credentials such as CFA, CFP as well as industry certifications such as the Canadian Securities Course Opportunity for students to gain practical experience through internship and Co-op work terms, and other experiential learning activities Opportunity to take courses that integrate finance with other core business disciplines Demonstration of ongoing personal and professional growth through the development of a Creative Learning Portfolio

7 Engagement in applied research through an Integrated Industry Project, as well as through internship and Co-op work term opportunities Graduates of the program will be equipped to pursue highly recognized, industry credentials including the Chartered Financial Analyst (CFA), as well as MBA programs and other graduate studies. Our goal is to prepare graduates with the capacity to grow, innovate and respond to new situations in a rapidly changing world. Economic Need Evidence gathered in the environmental scan (see Section 13) indicates an increasing demand for the degree requirement as a prerequisite for employment in the finance profession. Due in part to the forces of globalization, integration of sub-sectors within the financial services and increasing complexity of financial products, more than 75 per cent of the financial services sector s employees hold post-secondary credentials well ahead of the regional industrial average. Financial managers are currently on Canada s Priority Occupation List. In general, this list identified occupations deemed in demand by the Government of Canada as part of their strategy to address the country s ongoing skills shortage. Within the financial services sector itself, one third of the work force is expected to retire by In general, occupations that are specific to finance professions have experienced higher than average employment growth in Canada in the past, and future growth for these occupations is expected to be slightly higher than the average between 2006 and Our potential BBA Finance degree graduates would hope to fill talent gaps in areas of product development, asset management, investment banking, commercial banking, retail and institutional investments, investment research, risk management and capital mobilization. The financial services sector in Canada employs 750,000+ people and generates over 6% of national GDP of $78 billion in At the provincial level, Financial Services Commission of Ontario (FSCO) regulated 360 insurance companies, 7,908 pension plans, 188 credit unions and caisses populaires, 56 loan and trust companies, 1,634 Co-operative corporations, as well as approximately 43,296 insurance agents, 4,271 corporate insurance agencies and 1,417 insurance adjusters as of March 31, Canada s largest city, Toronto, is a recognized finance hub, the 3rd largest financial centre in North America behind New York and Chicago and Canada s financial and business capital. In 2008, Forbes ranked Toronto as the world s 10th most economically powerful city. Toronto accounts for over 10% of Canadian economic activity, at $123 billion, with 205,000 people working in the financial services sector alone. The city is the site of the Toronto Stock Exchange, North America s 3rd largest exchange and the world s 7th largest based on market capitalization. Competition Most Ontario universities offer degree programs with a specialization in finance. The range of credentials in this field includes Bachelor of Business Administration, Bachelor of Business Management and Bachelor of Commerce degrees. Within the Ontario College system, Seneca College offers a degree program in Financial Services Management that prepares students specifically for the financial services sector. The Bachelor of Applied Business-Finance program offered by George Brown College prepares students for the financial Services sectors and the accounting field. The Sheridan program differentiates itself through greater emphasis on integration of all key business functional areas and a strong quantitative and qualitative approach and will be well positioned to meet current industry needs.

8 Student Interest and Potential Applicants The environmental scan indicates significant interest from internal diploma graduate applicants. We have early indication that future high school graduates would also consider studying for a degree at Sheridan (see Section 13). Internal/External Consultations The program development team conducted extensive internal and external consultations throughout the development process. Internal consultations were conducted with key stakeholders including but not limited to the Office of the Registrar, Student Services, Co-op, and the International Student Centre. External consultations included extensive discussions with an ad hoc PAC consisting of leading members of industry as well as professional bodies and industry associations. Finally, Jim Fischer, Professor and Chair, Bissett School of Business, Mount Royal University, completed an external academic review of our proposed program (see Section 15.5) to assess curriculum quality and currency. Letters of support from universities, industry associations and employers are included in this proposal (see Section 7). Enrolment Projections and Staffing Implications In the first year of planned implementation in 2013, the Faculty of Business plans for first year enrolment and for direct entry transfer students into year 3 from existing advanced diploma programs at Sheridan and other Ontario Colleges. With a steady intake rate of 200 first year and 100 direct entry students, there will be over 900 BBA students registered in all five programs by Faculty Credential Requirements The Faculty of Business is well positioned to deliver its BBA programs through faculty conferred with Doctoral as well as Master s degree credentials. Currently, the Faculty of Business has 13 full time faculty members with PhD and DBA credentials and 45 full time faculty members with Master s degrees in related fields of study. When all four years of the BBA degree are operational, a total of 27 additional full time faculty members will be required across all programs to meet the Sheridan objective of 70% of courses taught by full time employees. No fewer than 50% of faculty teaching degree courses will be from the field or a closely related field or discipline. This objective will be achieved by hiring an additional 8 full time faculty with Doctoral credentials as well as six full time faculty members with Master s Degree in a phased four-year recruitment program, hiring four additional faculty members each year. In addition, the Faculty of Business plans to support Doctoral studies for existing faculty. Space and Resource Requirements We are seeking approval to deliver the BBA Finance program at two Sheridan campuses: Hazel McCallion campus in Mississauga and Davis campus in Brampton. Sheridan recently completed the Phase 1 facilities of the Hazel McCallion Campus in Mississauga, which combined with the planned Phase 2 (expected completion in 2014) will ensure adequate space and resources for the BBA Finance program. Existing facilities at the Davis campus will accommodate this program. Plans are also in place to strengthen our business library resources to support BBA level programs. Curriculum In keeping with the core Sheridan values that embrace creativity and innovation in program design and delivery, an inductive approach to teaching and learning is adopted. This teaching and learning approach guides students through critical thinking, awareness, evaluation, and the drawing of defensible

9 conclusions and explanations. Curriculum delivery will be laptop enabled using the latest technology, ensuring that our teaching and classroom simulates the current and future business environment. The program will be delivered using a variety of methods including face-to-face and hybrid (blended learning), in a year-round delivery format. Emphasis is placed on developing the skills that allow our graduates to adapt to the business world. Program Abstract (Finance) Sheridan s Bachelor of Business Administration Finance (BBA Finance) program prepares graduates to add value by applying technical skills and knowledge in the areas of financial analysis, modeling techniques and contemporary practices to help achieve individual and organizational goals. Through integration of financial theory with industry application, graduates are equipped to conduct analysis and recommend sound financial decisions in an atmosphere of economic uncertainty. By offering choices through program design, students can pursue deeper studies in specific areas of finance such as Investment Analysis, Corporate Finance and Wealth Management, or broaden their knowledge in other business disciplines and interdisciplinary business areas. Collaboration with industry through internship or co-op work terms, applied research, and a final semester capstone project, provides graduates with the opportunity to compete effectively for employment opportunities in financial management, investment research, portfolio management, wealth management, and consulting. Graduates of the program will be equipped to pursue industry credentials such as the Certified Financial Analyst (CFA) and Certified Financial Planner (CFP) designations or to pursue graduate studies. BBA Human Resources Management Executive Summary Business education continues to experience high demand from students graduating from domestic high schools, mature students, working students and international students. Demand is also rising due to demographic shifts occurring as a result of the retirement of baby boomers that represent a significant portion of the professional workforce. University undergraduate programs are at capacity and continue to increase their entrance requirements in order to compensate for the high demand. This dynamic presents a significant demand for undergraduate business education at the bachelor level. This demand is particularly evident in Sheridan s catchment area which contains the fastest growing communities in the country, has the highest levels of immigration, and is underserved by degree granting educational institutions. Sheridan s Bachelor of Business Administration Model The Faculty of Business seeks to offer a Bachelor of Business Administration (Human Resources Management) degree (BBA HRM). The Faculty of Business proposes to launch this program in parallel with four additional BBA programs in Accounting, Finance, Supply Chain Management and Marketing Management (see Section 15.1 for Program Overviews). The BBA HRM program includes required foundation courses, which provide graduates with a strong grounding in all aspects of general business in areas such as accounting, marketing, finance

10 and strategic management. As identified by our environmental scan, consultations with external academics, and our ad hoc Program Advisory Committee (ad hoc PAC) members, there is a growing demand in the marketplace for human resources professionals who have breadth of general business knowledge. As such, the BBA HRM curriculum focuses on the strategic aspect of human resources as well as the development of specific skills in the various functional areas within Human Resources activities. HRM students will have the opportunity to develop specialized competence in a core range of HRM disciplines including Talent Acquisition, Total Rewards Management, Learning and Development and Strategic HR. The curriculum focuses on developing analysis and research skills that are required for designing, implementing and evaluating human capital management processes. As identified by our environmental scan (see Section 13) and consultations with external academics and our ad hoc Program Advisory Committee (PAC) members, there is a growing demand in the marketplace for human resource professionals who have a strategic focus and mastery of HR Metrics. Strategic focus includes understanding the strategic direction of an enterprise, aligning HR processes and initiatives with the strategy, acting as a business partner in the enterprise rather than focusing on the narrow application of HR policies and procedures. HR metrics are needed to credibly investigate human resources issues in organizations, recommend interventions and evaluate results. This strategic focus and concentration on HR Metrics differentiates the proposed BBA from other similar programs offered in Ontario. This program is further designed to meet the goals of students who wish to pursue the professional qualification in Human Resources as well as those seeking market ready skills which will allow them to make an immediate and continuing contribution in a work environment. Students will build on the core Human Resources program with specialized elective courses. Elective courses provide students with the opportunity to pursue deeper studies in specific areas of HRM, and/or develop a breadth of knowledge in other areas of business. Students may build breadth in emerging trends and contemporary issues by specializing in one of the three Interdisciplinary Business areas: Corporate Social Responsibility and Sustainability, Innovation and Entrepreneurship, and International Business. Corporate Social Responsibility and Sustainability develops students potential to deal with environmental, economic and social responsibility and sustainability challenges. Innovation and Entrepreneurship prepares students to create, innovate and commercialize new business ideas. International Business equips students with specialized management knowledge and skills required to work effectively in an international environment. The BBA HRM program requires students to broaden their educational experience beyond business studies. Students can choose non-core electives from a number of different fields of study including Social Sciences, Humanities, Global Culture, Mathematics and Sciences. Students will explore a breadth of topics with personal and societal importance, which contribute to the development of thoughtful, knowledgeable and self-aware citizens prepared to contribute to the society in which they live and work. Development of research skills is integrated throughout the curriculum using inductive and problembased teaching and learning methods. A progression of applied research courses throughout the program focuses on analytical and quantitative skills and incorporates applied research assignments into course work. These courses culminate in an Integrated Industry Project or Research Thesis. In order to graduate, students are required to complete a one-semester internship. Optionally students may apply for a four-term Co-op program. This work experience will fulfill many of the program learning outcomes with the intent of preparing graduates for employment in their field of study. The program is committed to developing the whole student and incorporates a Creative Learning Portfolio (Portfolio) as a way to enable deeper learning and student success. The Portfolio creates linkages across the program through integrated activities within and outside the curriculum allowing students to critically reflect on

11 and highlight academic, creative leadership, professional and personal accomplishments. Successful completion of the Portfolio is a graduation requirement. The BBA HRM is designed to foster student success ensuring accountability, responsible risk taking, collaboration and respect. The program curriculum and Portfolio include a strong focus on interpersonal and communication skills, critical, creative and reflective thinking skills, strong numeracy skills and strategic thinking. See Section 15.2 for the BBA Program Vision and Values Statements. Differentiating strengths of this program include: Emphasis on the strategic business implications, use of HR metrics, emphasis on skills and practical application of knowledge and development of communication and influencing skills Opportunity for students to complete the nine required courses toward achievement of the professional designation, Certified Human Resource Professional (CHRP) The opportunity for students to gain practical experience through an internship and Co-op work experiences, and other experiential learning activities Opportunity to take courses that integrate HRM with other core business disciplines Demonstration of ongoing personal and professional growth through the development of a Creative Learning Portfolio Engagement in applied research through an Integrated Industry Project, as well as through internship and Co-op work experience opportunities Sheridan has a long and successful track record in preparing students for careers in HR and for certification at the CHRP level. It has an excellent reputation with employers for the quality of its graduates and is recognized as a leading source for education in the HR field. Sheridan also boasts a twenty year track record of success in developing and maintaining strong links with the HR community through a network of Co-op employers and by actively engaging its alumni family. Our goal is to prepare graduates with the capacity to grow, innovate and respond to new situations in a rapidly changing world. Economic Need Evidence gathered in the environmental scan (see Section 13) indicates that there is an increase in the degree requirement for the human resources profession. The professional body for Ontario, HRPA, as of January 1, 2011 requires a degree as part of the designation. The HR degree program proposed will include all nine HR required courses for the designation as either a core course or an elective. The combination of a degree and the nine designated courses should be seen as value added. There is a growing trend for the profession to demand a degree rather than a diploma and that trend has greater significance for the specialization functions within HR. All functions of HR are explored within the survey course and expanded in the specific courses such as Total Rewards, Recruiting and Selection, Learning and Development and other HR electives. HR s evolution from transactional to strategic contributor in organizations demands that HR professionals understand and demonstrate the return on investment for the organization s human capital initiatives. The inclusion of the HR Metrics course, preceded by such courses as Business Statistics, Financial Accounting, Management Accounting and Business Calculus & Algebra provides the numeracy skills demanded by employers. Courses such as Strategic Management and Strategic HR Competencies address the broader perspective required today in the business context. HR initiatives must demonstrate their contribution to the organizational goals and leverage human capital for corporate success.

12 Competition There are currently six universities within the province of Ontario that offer a degree in Human Resources/HR Management. The range of credentials in this field includes Bachelor of Commerce, Bachelor of Business Management, Bachelor of Administrative Studies and a Bachelor of Human Resource Management. Three of the six programs include the CHRP course in their curriculum while the other three provide a foundation for its completion. Both Humber and Seneca colleges offer a bachelor s degree in HR that also leads to the CHRP designation. The Sheridan program differentiates itself through greater emphasis on integration of all key business functional areas and a strong quantitative and qualitative approach. The Program will be well positioned to meet current industry needs and prepare students for graduate studies. Four universities within Ontario currently offer a Master s program in HR including McMaster, Toronto, Queens and York. The credentials include a Masters of Business Administration, a Master of Industrial Relations and a Masters of Human Resources Management. Student Interest and Potential Applicants The environmental scan indicates significant interest from internal diploma graduate applicants. We have early indication that future high school graduates would also consider studying for a degree at Sheridan (see Section 13). Program Standards and Credential Requirements There is no specific credential required to graduate from this BBA program, but graduates may pursue a professional designation through the Human Resources Professionals Association (HRPA). Sheridan has been offering all nine required courses for certification since the process of certification was established by HRPA and we are confident that courses in the BBA HRM program will be accredited. A Sheridan faculty member is an elected board member of HRPA. Internal/External Consultations The program development team conducted extensive internal and external consultations throughout the development process. Internal consultations were conducted with key stakeholders including but not limited to the Office of the Registrar, Student Services, Co-op, and the International Student Centre. External consultations included extensive discussions with an ad hoc PAC consisting of leading members of industry as well as professional bodies and industry associations. Finally, Associate Professor Simon Taggar from the Wilfrid Laurier University completed an external academic review of our proposed program (see Section 15.5) to assess curriculum quality and currency. Letters of support from universities, industry associations and employers are included in this proposal (see Section 7). Enrolment Projections and Staffing Implications In the first year of planned implementation in 2013, the Faculty of Business plans for first year enrolment and for direct entry transfer students into year 3 from existing advanced diploma programs at Sheridan and other Ontario Colleges. With a steady intake rate of 200 first year and 100 direct entry students, there will be over 900 BBA students registered in all five programs by 2017.

13 Faculty Credential Requirements The Faculty of Business is well positioned to deliver its BBA programs through faculty conferred with Doctoral as well as Master s degree credentials. Currently, the Faculty of Business has 13 full time faculty members with PhD and DBA credentials and 45 full time faculty members with Master s degrees in related fields of study. When all four years of the BBA degree are operational, a total of 27 additional full time faculty members will be required across all programs to meet the Sheridan objective of 70% of courses taught by full time employees. This objective will be achieved by hiring an additional 8 full time faculty with Doctoral credentials as well as six full time faculty members with Master s Degree in a phased four-year recruitment program, hiring four additional faculty members each year. No fewer than 50% of faculty teaching degree courses will be from the field or a closely related field or discipline. In addition, the Faculty of Business plans to support Doctoral studies for existing faculty. Space and Resource Requirements We are seeking approval to run the BBA HRM program at two campuses: Sheridan s Hazel McCallion campus in Mississauga and Davis campus in Brampton. Sheridan recently completed the Phase 1 facilities of the Hazel McCallion Campus in Mississauga, which combined with the planned Phase 2 (expected completion in 2014) will ensure adequate space and resources for the BBA HRM program. Existing facilities at the Davis campus will also accommodate this program. Plans are also in place to strengthen our business library resources to support BBA level programs. Curriculum In keeping with the core Sheridan values that embrace creativity and innovation in program design and delivery, an inductive approach to teaching and learning is adopted. This teaching and learning approach guides students through critical thinking, awareness, evaluation, and the drawing of defensible conclusions and explanations. Curriculum delivery will be laptop enabled using the latest technology, ensuring that our teaching and classroom simulates the current and future business environment. The program will be delivered using a variety of methods including face-to-face and hybrid (blended learning), in a year-round delivery format. Emphasis is placed on developing the skills that allow our graduates to adapt to the business world. HRM Program Abstract The BBA HRM program prepares graduates to make immediate strategic and operational contributions to business through the application of their HRM expertise and full understanding of the complex factors that affect organizational performance and success. Graduates are able to apply critical thinking, qualitative and quantitative analysis and communication skills. By offering choices through program design, students are able to complete the nine academic courses required for the professional HR designation, pursue additional studies in specific areas of HRM, or broaden their knowledge in other business disciplines and Interdisciplinary Business areas. Collaboration with industry through internship and co-op work terms, applied research, and a final semester integrative capstone project provides graduates with the opportunity to compete effectively for careers in management, or consulting in the human resources field. Graduates will also be prepared to pursue graduate studies.

14 Marketing Management Executive Summary Program Overview Business education continues to experience high demand from students graduating from domestic high schools, mature students, working students and international students. Demand is also rising due to demographic shifts occurring as a result of the retirement of baby boomers that represent a significant portion of the professional workforce. University undergraduate programs are at capacity and continue to increase their entrance requirements in order to compensate for the high demand. This dynamic presents a significant demand for undergraduate business education at the bachelor level. This demand is particularly evident in Sheridan s catchment area which contains the fastest growing communities in the country, has the highest levels of immigration, and is underserved by degree granting educational institutions. Sheridan s Bachelor of Business Administration Model The Faculty of Business seeks to offer a Bachelor of Business Administration (Marketing Management) degree (BBA Marketing Management). The Faculty of Business proposes to launch this program in parallel with four additional BBA programs in Accounting, Finance, Human Resources Management and Supply Chain Management (see Section 15.1 for Program Overviews). The BBA Marketing Management program includes required foundation courses, which provide graduates with a strong grounding in all aspects of general business in areas such as accounting, marketing, finance and strategic management. As identified by our environmental scan, consultations with external academics, and our ad hoc Program Advisory Committee (ad hoc PAC) members, there is a growing demand in the marketplace for marketing professionals who have breadth of general business knowledge. As such, the BBA Marketing Management curriculum bridges the theoretical coursework with employment specific skills and knowledge and ensures students will have a fundamental understanding of the main areas of marketing, including: marketing analysis and planning, marketing communications, and sales. An emphasis on strategic management will ensure the students are able to assess and articulate the impact of marketing on the overall objectives and performance of an enterprise. Students will build on the core Marketing program with specialized elective courses. Elective courses provide students with the opportunity to pursue deeper studies in specific areas of marketing, and/or develop a breadth of knowledge in other areas of business. Students may build breadth in emerging trends and contemporary issues by specializing in one of the three Interdisciplinary Business areas: Corporate Social Responsibility and Sustainability, Innovation and Entrepreneurship, and International Business. Corporate Social Responsibility and Sustainability develops students potential to deal with environmental, economic and social responsibility and sustainability challenges. Innovation and Entrepreneurship prepares students to create, innovate and commercialize new business ideas. International Business equips students with specialized management knowledge and skills required to work effectively in an international environment.

15 The BBA Marketing Management program requires students to broaden their educational experience beyond business studies. Students can choose non-core electives from a number of different fields of study including Social Sciences, Humanities, Global Culture, Mathematics and Sciences. Students will explore a breadth of topics with personal and societal importance, which contribute to the development of thoughtful, knowledgeable and self-aware citizens prepared to contribute to the society in which they live and work. Development of research skills is integrated throughout the curriculum using inductive and problembased teaching and learning methods. A progression of applied research courses throughout the program focuses on analytical and quantitative skills and incorporates applied research assignments into course work. These courses culminate in an Integrated Industry Project or Research Thesis. In order to graduate, students are required to complete a one-semester internship. Optionally students may apply for a four-term Co-op program. This work experience will fulfill many of the program learning outcomes with the intent of preparing graduates for employment in their field of study. The program is committed to developing the whole student and incorporates a Creative Learning Portfolio (Portfolio) as a way to enable deeper learning and student success. The Portfolio creates linkages across the program through integrated activities within and outside the curriculum allowing students to critically reflect on and highlight academic, creative leadership, professional and personal accomplishments. Successful completion of the Portfolio is a graduation requirement. The BBA Marketing Management is designed to foster student success ensuring accountability, responsible risk taking, collaboration and respect. The program curriculum and Portfolio include a strong focus on interpersonal and communication skills, critical, creative and reflective thinking skills, strong numeracy skills and strategic thinking. See Section 15.2 for the BBA Program Vision and Values Statements. Differentiating strengths of this program include: 1. Integration of all key business functional areas within curriculum as well as a focus on quantitative and qualitative approaches 2. Opportunity for students to gain practical experience through an internship, Co-op work experiences, and other experiential learning activities 3. Opportunity to take courses that integrate Marketing with other core business disciplines 4. Demonstration of ongoing personal and professional growth through the development of a Creative Learning Portfolio 5. Participation in applied research by developing a marketing plan for a business client in the Marketing Analysis and Marketing Planning courses. They further build on these research skills through the Integrated Industry Project or Research Thesis 6. Current and forward thinking curriculum with the ability to adapt to new trends in marketing through the inclusion of courses such as Marketing Innovation, Entrepreneurship and Digital Marketing 7. Option of choosing from a broad range of marketing, business, and interdisciplinary electives to ensure they can self-direct their learning experience 8. A mandatory sales course to prepare students for careers in that field Graduates of the program will be prepared to pursue an MBA and other post-graduate studies. In addition, students are well positioned to obtain recognized industry designations and certificates such as those through the Canadian Marketing Association (CMA), Canadian Professional Sales Professional (CPSA), and the Communications & Advertising Accredited Professional Program (CAAP) and Marketing Research and Intelligence Association of Canada (CMRP).

16 Economic Need An assessment of the indicators used to gauge the viability of this proposed program suggests that a degree will bode well for graduates pursuing a marketing career, particularly if they want to broaden the scope of opportunities available to them. The minimum requirement for many of the intermediate to senior level positions within this field is typically a Bachelor s degree, while some of the advanced senior level jobs require an MBA (see Section 13). The environmental scan predicts above average growth for specific occupations within the marketing profession, particularly marketing research analysts. Part of this is attributed to growth in social networking which is prompting the need for a common set of metrics as a means of effectively comparing marketing success across platforms, programs and organizations. This in turn is expected to drive advances in the methodology needed for tracking and measuring the information that is generated from this. Social Media analytics are now becoming part of the repertoire of knowledge and skills needed by marketing professionals to better predict user behaviour patterns. We have responded to this trend within a number of marketing management courses. Competition Most Ontario universities offer undergraduate degree programs with a specialization in marketing. The Sheridan program differentiates itself through greater emphasis on management as well as integration of all key business functional areas and an emphasis on both quantitative and qualitative approaches. Student Interest and Potential Applicants The environmental scan (see Section 13) indicates significant interest from internal diploma graduate applicants as well as early indication that future high school graduates would also consider studying for a degree at Sheridan. Program Standards and Credential Requirements There is no specific credential required of graduates from in this field. Students may affiliate themselves with the Canadian Institute of Marketing (CMA), the Marketing Research and Intelligence Association of Canada (CMRP), Canadian Professional Sales Professional (CPSA), and the Communications & Advertising Accredited Professional Program (CAAP). Internal/External Consultations The program development team conducted extensive internal and external consultations throughout the development process. Internal consultations were conducted with key stakeholders including but not limited to the Office of the Registrar, Student Services, Co-op, and the International Student Centre. External consultations included extensive discussions with an ad hoc PAC consisting of leading members of industry as well as professional bodies and industry associations. Finally, Associate Professor Ken Deal from McMaster University completed an external academic review of our proposed program (see Section 15.5) to assess curriculum quality and currency. Letters of support from universities, industry associations and employers are included in this proposal (see Section 7).

17 Enrolment Projections and Staffing Implications In the first year of planned implementation in 2013, the Faculty of Business plans for first year enrolment and for direct entry transfer students into year 3 from existing advanced diploma programs at Sheridan and other Ontario Colleges. With a steady intake rate of 200 first year and 100 direct entry students, there will be over 900 BBA students registered in all five programs by Faculty Credential Requirements The Faculty of Business is well positioned to deliver its BBA programs through faculty conferred with Doctoral as well as Master s degree credentials. Currently, the Faculty of Business has 13 full time faculty members with PhD and DBA credentials and 45 full time faculty members with Master s degrees in related fields of study. When all four years of the BBA degree are operational, a total of 27 additional full time faculty members will be required across all programs to meet the Sheridan objective of 70% of courses taught by full time employees. This objective will be achieved by hiring an additional eight full time faculty with Doctoral credentials as well as six full time faculty members with a Master s Degree in a phased four-year recruitment program, hiring four additional faculty members each year. No fewer than 50% of faculty teaching degree courses will be from the field or a closely related field or discipline. In addition, the Faculty of Business plans to support Doctoral studies for existing faculty. Space and Resource Requirements We are seeking approval to run the BBA Marketing Management program at two campuses: Sheridan s Hazel McCallion campus in Mississauga and Davis campus in Brampton. Sheridan recently completed the Phase 1 facilities of the Hazel McCallion Campus in Mississauga, which combined with the planned Phase 2 (expected completion in 2014) will ensure adequate space and resources for the BBA Marketing Management program. Existing facilities at the Davis campus will also accommodate this program. Plans are also in place to strengthen our business library resources to support BBA level programs. Curriculum In keeping with the core Sheridan values that embrace creativity and innovation in program design and delivery, an inductive approach to teaching and learning is adopted. This teaching and learning approach guides students through critical thinking, awareness, evaluation, and the drawing of defensible conclusions and explanations. Curriculum delivery will be laptop enabled using the latest technology, ensuring that our teaching and classroom simulates the current and future business environment. The program will be delivered using a variety of methods including face-to-face and hybrid (blended learning), in a year-round delivery format. Emphasis is placed on developing the skills that allow our graduates to adapt to the business world. Marketing Program Abstract The Bachelor of Business Administration Marketing Management (BBA Marketing Management) program prepares graduates to develop and implement effective Business-to-Business and Business-to- Consumer marketing, communications, and selling plans that are designed to achieve pre-defined, measurable objectives. Throughout their course of study, students will engage in experiential learning opportunities applying sophisticated quantitative and qualitative tools to strategically market organizations, products and services. This program fosters an environment that embraces graduates capacity to grow, innovate and respond to new situations in a rapidly changing business environment. By offering choices through program design, students can customize their studies and pursue greater depth in

18 specific areas of Marketing or broaden their knowledge in other business disciplines and interdisciplinary business areas. Collaboration with industry through internship and co-op work terms, applied research, and a final semester capstone project provides graduates with the opportunity to compete effectively for jobs opportunities in marketing management, brand management, marketing communications, business development and sales, and marketing research. Graduates will also be prepared to pursue graduate studies. Supply Chain Management Executive Summary Program Overview Business education continues to experience high demand from students graduating from domestic high schools, mature students, working students and international students. Demand is also rising due to demographic shifts occurring as a result of the retirement of baby boomers who represent a significant portion of the professional workforce. University undergraduate programs are at capacity and continue to increase their entrance requirements in order to compensate for the high demand. This dynamic presents a significant demand for undergraduate business education at the bachelor level. This demand is particularly evident in Sheridan s catchment area which contains the fastest growing communities in the country, has the highest levels of immigration, and is underserved by degree granting educational institutions. Sheridan s Bachelor of Business Administration Model The Faculty of Business seeks to offer a Bachelor of Business Administration (Supply Chain Management) degree (BBA SCM). The Faculty of Business proposes to launch this program in parallel with four additional BBA programs in Accounting, Finance, Human Resources Management and Marketing Management (See Section 15.1 for Program Overviews). The BBA SCM program includes required foundation courses, which provide graduates with a strong grounding in all aspects of general business in areas such as accounting, marketing, finance and strategic management. As identified by our environmental scan, consultations with external academics, and our ad hoc Program Advisory Committee (ad hoc PAC) members, there is a growing demand in the marketplace for supply chain professionals who have breadth of general business knowledge. As such, the BBA SCM curriculum focuses on the management aspect of the supply chain rather than on the development of specific skills in any of the various functional areas within supply chain activities. This focus differentiates the proposed BBA from other similar programs offered in Canada. The program will ensure students develop fundamental understanding of the main functional areas under the SCM umbrella, including: procurement, production, logistics, and demand management. The management-focused aspect will ensure students are able to assess and articulate the impact of the supply chain on the overall objectives and performance of the enterprise.

19 Students will build on the core supply chain program with specialized elective courses. Elective courses provide students with the opportunity to pursue deeper studies in specific areas of SCM, and/or develop a breadth of knowledge in other areas of business. Students may build breadth in emerging trends and contemporary issues by specializing in one of the three Interdisciplinary Business areas: Corporate Social Responsibility and Sustainability, Innovation and Entrepreneurship, and International Business. Corporate Social Responsibility and Sustainability develops students potential to deal with environmental, economic, and social responsibility and sustainability challenges. Innovation and Entrepreneurship prepares students to create, innovate and commercialize new business ideas. International Business equips students with specialized management knowledge and skills required to work effectively in an international environment. The BBA SCM program requires students to broaden their educational experience beyond business studies. Students can choose non-core electives from a number of different fields of study including Social Sciences, Humanities, Global Culture, Mathematics and Sciences. Students will explore a breadth of topics with personal and societal importance, which contribute to the development of thoughtful, knowledgeable and self-aware citizens prepared to contribute to the society in which they live and work. Development of research skills is integrated throughout the curriculum using inductive and problembased teaching and learning methods. A progression of applied research courses throughout the program focuses on analytical and quantitative skills and incorporates applied research assignments into course work. These courses culminate in an Integrated Industry Project or Research Thesis. In order to graduate, students are required to complete a one-semester internship. Optionally students may apply for a four-term Co-op program. This work experience will fulfill many of the program learning outcomes with the intent of preparing graduates for employment in their field of study. The program is committed to developing the whole student and incorporates a Creative Learning Portfolio (Portfolio) as a way to enable deeper learning and student success. The Portfolio creates linkages across the program through integrated activities, within and outside the curriculum, allowing students to critically reflect on and highlight academic, creative leadership, professional and personal accomplishments. Successful completion of the Portfolio is a graduation requirement. The BBA SCM is designed to foster student success ensuring accountability, responsible risk taking, collaboration and respect. The program curriculum and Portfolio include a strong focus on interpersonal and communication skills, critical, creative and reflective thinking skills, strong numeracy skills and strategic thinking. See Section 15.2 for the BBA Program Vision and Values Statements. Differentiating strengths of this program include: Emphasis on the strategic business implications of the supply chain as opposed to having a functional focus Opportunity for students to gain practical experience through internship and Co-op work terms, and other experiential learning activities Opportunity to take courses that integrate SCM with other core business disciplines Demonstration of ongoing personal and professional growth through the development of a Creative Learning Portfolio Engagement in applied research through an Integrated Industry Project, as well as through internship and Co-op work terms Graduates of the program will be equipped to pursue additional, highly recognized, industry credentials as well as MBA programs and other graduate studies. Our goal is to prepare graduates with the capacity to grow, innovate and respond to new situations in a rapidly changing world.

20 Economic Need Based on information in the environmental scan (see Section 13), indicators used to assess the viability of the proposed credential underscore the value of graduates having a degree in this field. Of the tactical, operational and managerial occupations comprising this sector, for example, management positions require a minimum of a Bachelor s degree. The supply chain sector is currently facing a unique set of demands that elevate it into the realm of strategic decision making. As a consequence, there is a greater appreciation of the role of the supply chain professional and the contribution they make to the company s bottom line, thus making them more integral to the high level management team. Significant growth is projected in both entry and management level supply chain positions in Canada in the future. Competition Wilfrid Laurier University, York University, Carleton University and Algonquin College are the only Ontario institutions offering a Bachelor Business degree with the opportunity to specialize in Supply Chain Management. The Sheridan program is unique in its offering within the Ontario College system as it differentiates itself through greater emphasis on integration of all key business functional areas and a strong quantitative and qualitative approach. The program will be well positioned to meet current industry needs. Student Interest and Potential Applicants The environmental scan indicates significant interest from internal diploma graduate applicants. We have early indication that future high school graduates would also consider studying for a degree at Sheridan (see Section 13). Program Standards and Credential Requirements Students may pursue a number of different certifications based on their career aspirations and areas of interest within the supply chain field. The Canadian Institute of Transportation (CITT), the Purchasing Managers Association of Canada (PMAC) and the Association of Operations Management (APICS) are among the leading professional bodies offering credentials in supply chain management. These certifications require relevant industry experience. There will be advanced standing opportunities for all major industry certifications. Internal/External Consultations The program development team conducted extensive internal and external consultations throughout the development process. Internal consultations were conducted with key stakeholders including but not limited to the Office of the Registrar, Student Services, Co-op, and the International Student Centre. External consultations included extensive discussions with an ad hoc PAC consisting of leading members of industry as well as professional bodies and industry associations. Finally, Associate Professor Garland Chow from the Sauder School of Business at the University of British Columbia completed an external academic review of our proposed program (See Section 15.5) to assess curriculum quality and currency. Letters of support from universities, industry associations and employers are included in this proposal (see Section 7).

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