Senate Committee on Academic Development Report to Senate Meeting of September 29, 2015

Transcription

1 Senate Committee on Academic Development Report to Senate Meeting of September 29, 2015 Major Modification to the Master of International Business (MIB) Program Introduction The proposal to introduce dual degree options in the Master of International Business (MIB) program was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on September 9, B. Brouwer (Vice-Provost and Dean, School of Graduate Studies), A. James (Director, Centre for International Management) and E. LeBlanc (Director, Accreditations) attended the meeting to speak to the proposal and answer questions from committee members. Members of SCAD were provided with the expedited submission form for the proposal to modify the structure of the MIB program. Analysis and Discussion The following should be noted: The option for students to extend the exchange portion of the Master of International Business (MIB) will provide them with the opportunity to receive two degrees (one from Queen s and one from a partner school). Dual degree students will be able to complete both programs in a reduced period of time and at less expense compared to taking the two degrees consecutively; The original MIB study pattern of 12 months will remain intact for those students who wish to pursue a single degree; There are no changes to the learning outcomes or degree requirements; The number of Queen s credits required to complete the MIB will be preserved at 60% regardless if the student is pursuing a single or a dual degree.... 2

2 Page 2 Motion that Senate approve the proposal to modify the dual degree program options in the Master of International Business program, effective immediately. Respectfully submitted, Alan Harrison Chair, Senate Committee on Academic Development Committee Members: S. Anderson, BEng 17 L. Carver, PhD 16 Candidate C. Christie, Faculty of Education J. Emrich, Faculty of Law M. Finlayson, School of Rehabilitation Therapy E. Hill, History S. Murphy, Library C. Reinholtz, Languages, Literatures and Cultures J. Wiseman, BAH 16 Candidate

3 GRADUATE PROGRAM - MAJOR MODIFICATION PROPOSAL AND MINOR MODIFICATIONS REQUIRING SENATE APPROVAL Expedited Approval Submission Form This template is to be used when seeking approval for a Major Modification of an existing Graduate Program or a Minor Modification requiring Senate approval. Modifications must receive the approval of the Graduate Studies Executive Council (GSEC) before being submitted by the Provost s Office to the Senate Secretariat for referral to the Senate Committee on Academic Development (SCAD), which will then make their recommendations to Senate. Academic Units are strongly advised to contact the Director of the Office of the Vice-Provost and Dean SGS or the appropriate Associate Dean in the SGS with any questions that arise during this proposal development. Refer also to the QUQAPs website for information. NOTE: the textboxes in this template will expand as needed. Part A General Summary Name of Existing Program: Academic Unit(s): Master of International Business School of Business Proposed Implementation Date: Contact Information (1) Contact Information (2) Name: Angela James, Director Centre for Name: Eric LeBlanc International Management Title: Director, Centre for International Title: Director, Accreditation Management Unit: School of Business Unit: School of Business ajames@business.queensu.ca eleblanc@business.queensu.ca Nature of Modification: CHECK all that apply Creation or deletion of a Graduate Field* Specify: Change in a degree designation without a substantial change in Program requirements or learning outcomes (e.g. MSc(E) to MASc)* Last Revised: Page 1 of 8

4 Significant changes to Program requirements from those existing at the time of the previous cyclical review (e.g. admission or graduation requirements) * Significant changes to the Program structure (e.g. major changes to courses comprising a significant proportion of the Program, typically 35% or less)[consult with Provost and/or Vice Provost, SGS] * Introduction or deletion of a research project, research essay or thesis, course-only, internship or practicum option (Master s level) * Extended Exchange Option Change to requirements for comprehensive or qualifying examinations, field studies or residence requirements Significant changes to the faculty delivering the Program* Significant changes to the existing mode(s) of delivery (e.g. different campus, on-line, blended learning, inter-institutional collaborations, etc.) * Merger of two or more graduate Programs (preapproval required) Introduction of a combined or dual program* Changes to Program content (other than those listed above) that affect the learning outcomes, but do not meet the threshold for a Brand New Program* * approval from Department Head(s) and Faculty Dean(s) required (see Part C) OTHER: Description of Existing Program, Nature of the Major Modification, and Rationale for Proposed Change Briefly summarize (suggested 1-page maximum) the existing Program to be modified, the nature of the proposed Major Modification, and the rationale for the modification. Comment on the impact it will have on the structure, Degree Level Expectations, and learning outcomes of the existing Program(s) as appropriate. Explain (as appropriate) how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and comment on additional resources required to implement the Program modification. Last Revised: Page 2 of 8

5 Queen s School of Business is proposing to modify the structure of the Master of International Business Program so as to allow more flexibility in study plans of students enrolled in the program by extending the length of the exchange options. As originally approved, the Master of Global Management (MGM) Program, since renamed the Master of International Business (MIB) Program, was structured in three terms as a 12 month single degree program. This study pattern still exists and continues to have students enrolled (see diagram below). The first term in the fall has students attend courses at Queen s. The second term is structured as an exchange term at one of QSB s partner universities. The third term, in the summer, is when students finish the international consulting project to complete the program, typically at Queen s. The revised structure would have a similar pattern, but the term on exchange would be 4, 8 or 12 months, depending on the partner school selected by the student. This results in a program length of 12 months (single degree), or double (dual) degree options for either 16 to 24 months depending on the partner selected by the student for their double degree studies. Terms may be interchanged to ensure ideal curriculum alignment with partner schools. Detailed information on the varied study patterns is included as an appendix to this document. These extended options better align the academic structure of the MIB program with partner schools of QSB. It provides a greater opportunity for students to take courses in their area of interest that may be longer than one term, or to take courses that may be offered in discrete modules across a number of terms. In addition, an extended exchange opportunity will allow students to fully immerse themselves in the local culture for a longer period of time in order to meet the learning outcomes of the program. Students would now have the time to become more proficient in another language. Students would be also be eligible to participate in more internship programs offered by partner schools as most internships are greater than four months duration. All of these opportunities are seen as very positive attributes in the employment market. On a more practical level, it is also much easier for students to find accommodation in their host city if they are there for more than four to six months. This program structure provides students with the opportunity to receive two degrees from institutions on two different continents in a reduced period of time and at less expense to the student than if they were to do the two degrees individually. It will also improve their opportunities to obtain career quality employment in an increasingly competitive job market. As with the 12 month MIB program, QSB may accept up to 40% of the courses credits from the partner school to count towards the MIB degree providing the courses have been approved, enable fulfillment of learning outcomes and degree level expectations, and the student achieves satisfactory standing in those courses. This remains the same as when the program was initially approved. With respect to the degree conferred by partner schools, each school has different requirements. Most partner Schools accept a maximum of four courses from the MIB program to count as credits towards their degree. Details of the cross credit of courses in outline in detail for each partner in attached documents. Part B Evaluation Criteria To facilitate evaluation of the proposal for a Major Modification of an existing Graduate Program, only the relevant textboxes below need to be completed (consult with the School of Graduate Studies to confirm the information required); please enter not applicable in others. Academic Units should refer to the New Graduate Last Revised: Page 3 of 8

6 Program template for details regarding the Sections and Tables in that template that need to be completed as specified and imported into the relevant Sections below. Academic Units should bear in mind the diverse groups (e.g. GSEC, SCAD, Senate) that will be reviewing their submission and prepare their proposal accordingly. Introduction or Deletion of a Research Project, Research Essay or Thesis, Course-only, Internship or Practicum Option (Master s Level) Information required: Introduction: describe the nature and appropriateness of the requirement [Section 9.4]; how the requirement contributes to the relevant Degree Level Expectations and identify associated learning outcomes [Section 3.2, including Table 1]; indicate the timeline for degree completion [Section 3.5] and methods of monitoring progress [Section 3.7]; describe the research funding available in support of the research requirement [Section 8.6 including Table 6]. Deletion: describe the impact on students ability to achieve the learning outcomes and meet Degree Level Expectations, on expected the completion time, and on the relative workload associated with the Program. As the ability to operate more effectively in the global market place is becoming a primary concern for organizations, employees must be prepared to manage the associated complexities. Understanding the nuances of how business is conducted in different cultures and geographies is of paramount importance. Being able to experience these differences first hand provides students with the ability to quickly hone these skills and so achieve the learning outcomes of the program. The more time they are able to immerse themselves in a different culture, the greater the likelihood they can master these new skills and provide greater benefit to employers; the extended exchange experience provide such opportunity. Students will have a better chance of becoming proficient in the local language and customs and have a much better understanding of the overall business climate and how to operate effectively in that culture. These exchange opportunities map onto existing program learning outcomes. The specific learning outcomes and how they relate to program DLEs is provided below. 1. Students will develop awareness of the pervasive and hidden influence of culture on behaviour, particularly with respect to management and management practices (DLE : Depth and breadth of knowledge; Awareness of Limits of knowledge 2. Students will gain a better appreciation of the external economic and political factors that influence how global companies function. (DLE: Depth and breadth of knowledge; Awareness of limits of knowledge 3. Students will be provided with the knowledge and skills to improve their communication skills both written and oral, in individual and team settings, and develop an appreciation for the impact culture makes on communication styles. (DLE: Level of communication skills; Awareness of limits of knowledge). Time to completion is subject to the particular exchange experience that the student wishes to pursue. The various options are included in the attached exchange agreement documents. Last Revised: Page 4 of 8

7 Introduction of a Dual Degree Program (Master s level) Information required: 1. Describe how the introduction of the dual degree program is consistent with institutional priorities and strategic plans, 2.Identify the partner institution 3. Identify the advantages to students (i.e. time efficiency, benefits to scholarship, other considerations), 4. Provide indicators of student demand and projected enrolment, 5. Discuss the structure (organization) of the dual degree program (i.e. sequential completion or schedule of terms spent at each institution), 6. Describe all requirements that will contribute to both degrees, 7. Describe the administrative aspects (application, admission, tuition, etc, 8. Discuss any additional resources required to launch and deliver the program (teaching, staff, space, student support/funding etc ) In order to increase the international presence and impact of both QSB and Queen s and to expand graduate experiential opportunities, double degree options with schools in other countries are very desirable. To that end, QSB has partnered with best-of-class schools in several countries within the European Union. To further facilitate the implementation of these double degree options and make it more convenient for students, these options were established on the student exchange model. This is a methodology that has been used by schools in Europe, Australia, and the United States when establishing similar double degree options. As an example, our partner school in Germany, the University of Mannheim, has several double degree options that operate in an identical student exchange based model as proposed by QSB. It is also the model used at the University of South Carolina and Columbia University in the USA, and Queensland University in Australia. In fact, every school listed below has built their double degree options with all of their partner schools on the student exchange model. In Canada, this identical structure of creating double degree via an exchange model has been implemented at Simon Fraser University in BC with a partner institution in Europe. It is an increasingly prevalent method to provide students with this opportunity. Partner Schools include: BI Norwegian Business School (Norway) Copenhagen Business School (Denmark) ESADE Business School (Spain) Mannheim University (Germany) Maastricht University (Netherlands) Università Commerciale Luigi Bocconi (Italy) Vienna University of Economics and Business (WU Wien) (Austria) This exchange-based model leading to two credentials saves students time and money. By paying fees to their home institution, students avoid paying international student fees and exchange rate penalties. They are also able to save valuable time and reduce the opportunity costs of completing two degrees, and get into the job market quicker. As students are registered with Queen s for the duration of the Program, students remain eligible for Queen s scholarships as appropriate to terms set out in the scholarship applications. Details of the savings in both time and money for the students have been appended to this document. There is no change in admissions requirements for either the MIB program or the partner degree program. Each institution has the opportunity to review all applications and accept or reject students based on their application file. This allows the institutions to maintain their admission standards and protect the integrity of the degree and reputation of the program. It is critical to the success of these options within the MIB program that the curricula of the partner schools are well coordinated with that of MIB at QSB. This is to ensure the best possible study pattern for the students and Last Revised: Page 5 of 8

8 to ensure the courses follow a logical and meaningful timetable. As such, students may have to vary their times when they attend QSB and their host school. This will vary from partner to partner. There is no one size fits all template. Each option is carefully constructed to ensure that students are not disadvantaged by missing critical courses for their pattern of study or having to take courses out of sequence. Single Degree Option For those students enrolled in the single degree option within MIB, the pattern of study remains unchanged from what was originally approved. Fall Stage 1 Winter Stage 2 Summer Stage 3 At QSB 4 months Successful completion of 15 credit units On Exchange 4-6 months Successful completion of 15 credit units at partner institution At QSB 2-4 months Completion of the major project and submission of Executive memorandum on impact and learning when on exchange, 3 credit units Double Degree Option For the double degree options, there are essentially two different patterns of study. The pattern of study that students undertake is dependent upon the partner school that students select for their extended exchange in order to participate in the second degree program. Student exchanges between QSB and the partner schools would be managed as they are currently, on student/term basis, reviewed annually to ascertain balance between institutions in accordance with the respective agreement. Below are two examples of study patterns; one that has students begin at QSB, and a second one that requires students to start at the partner school for the reasons stated above. Detailed information regarding the study patterns for each partner option is attached to this document. These examples indicate the time required at each institution. The design of these study schedules ensures that the pattern of study is optimal for student success. In every case, there are courses that are prerequisites for continued study and are offered in a specific order at a specific time at partner schools. For those partner schools that have a thesis requirement, it is beneficial for students to be there early in the program to finalize their thesis proposal and acquire an advisor. Therefore, in some instances, this requires that students be at the partner schools to start the program. Delaying this until later in the program threatens the timely completion of the requirements for the degree at the partner school. Pattern 1: Vienna University of Economics and Business Stage Term Location I Fall QSB II Winter QSB III Summer QSB IV Fall/Winter Vienna V Spring Vienna Last Revised: Page 6 of 8

9 Pattern 2: University of Mannheim Stage Term Location I Fall Mannheim II Spring Mannheim III Fall QSB IV Winter/Spring QSB/Mannheim V Summer QSB Regardless of which pattern students are enrolled in, students do not normally convocate until they complete all of the requirements for both degrees. In keeping with scholarship on experiential learning which emphasizes the importance of post-activity reflection, students must also submit as a capstone to the program an executive memorandum to QSB that describes their experience at the partner school including what they have learned from the experience With the introduction of the double degree options, demand for the MIB program has increased dramatically. Since the initial launch of the Program in 2008, total program enrolment has increased by 700 %. Double degree enrolments have consistently increased each year. As of , double degrees account for 42% of student enrolment. The value of the double degree option has clearly been demonstrated in the job market with graduates receiving positions at 22% higher salary than those with a single degree. Employers are recognizing the particular skills and attributes of these students. Last Revised: Page 7 of 8

10 September 9, 2015