Bachelor of Business Administration (Management and Leadership) Application for Ministerial Consent (Web version)

Transcription

1 Bachelor of Business Administration (Management and Leadership) Application for Ministerial Consent (Web version) ONTARIO COLLEGES OF APPLIED ARTS AND TECHNOLOGY MARCH 27, 2013

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3 SECTION 1: INTRODUCTION: ORGANIZATION AND PROGRAM INFORMATION 1.1 Title Page: College and Program Information Full Legal Name of Organization: Georgian College of Applied Arts and Technology Operating Name of Organization: Georgian College URL for Organization Homepage: Proposed Degree Nomenclature: Bachelor of Business Administration (Management and Leadership) Location where program to be delivered: Georgian College, Barrie Campus One Georgian Drive Barrie, Ontario L4M 3X9 Person Responsible for this Submission: Barb Watts, Associate Dean School of Business One Georgian Drive Barrie, Ontario L4M 3X9 Telephone: Ext Fax: Site Visit Coordinator (if different than above): Same Telephone: Fax: Anticipated Start Date: September 2014 Anticipated Enrolment for the first 4 years of the program: 200 Chair, Georgian College Board of Governors: Charlotte Wallace Georgian College, Room H103 One Georgian Drive Barrie, ON L4M 3X9 Tel: , ext Fax: Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 1

4 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 2

5 1.2 Table of Contents Section 1: Introduction: Organization and Program Information Title Page: College and Program Information Table of Contents Executive Summary Program Abstract... 7 Section 2: Degree Level Depth and Breadth of Knowledge Conceptual and Methodological Awareness/Research and Scholarship Communication Skills Application of Knowledge Professional Capacity/Autonomy Awareness of Limits of Knowledge Section 3: Admission, Promotion and Graduation Admission Requirements for Direct Entry Admission Policies and Procedures for Mature Students Promotion and Graduation Requirements Grading System Promotion Graduation Advanced Standing Policies and Requirements Exemptions Advanced Standing: Diploma to Degree Prior Learning Assessment and Recognition Section 4: Program Content Balance of Theory and Practice Program Advisory Committee Professional Accreditation Learning Outcomes Program Outcomes and Courses Contributing to Degree Outcomes Breadth Outcomes Course Descriptions Course Descriptions for Core Courses Course Descriptions for Non-core Courses Course Schedules (Sections and removed for web version.) Course Schedule 2(a) - Program Courses Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 3

6 4.6.4 Course Schedule 2(b) - Breadth Courses Work Experience Course Outlines Bridging Program Map Section 5: Program Delivery Quality Assurance of Delivery Academic Advising and Progress Student Feedback Blended, Hybrid or Online Delivery Section 6: Capacity to Deliver Introduction Learning and Physical Resources Library Resources Computer Access Classroom Space Specialized Equipment, Workstations and Laboratory Space Resource Renewal and Upgrading Learning Resources Classrooms Laboratories / Equipment Computers and Computer Access Human Resources Support Services Faculty Staffing Requirements Projected Georgian s Expanded View of Scholarship Policies Related to Faculty Curriculum Vitae Release Curriculum Vitae of Faculty Assigned to the Degree Program removed for web version Curriculum Vitae Core Courses and Program Requirements Curriculum Vitae Non-core Courses and Breadth-related Requirements Section 7: Credential Recognition Section 8: Regulation and Accreditation Section 9: Nomenclature Section 10: Program Evaluation Section 11: Academic Freedom and Integrity Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 4

7 11.1 Academic Freedom Academic Honesty Intellectual Property Research Ethics Copyright Academic Freedom and Integrity Online Section 12: Student Protection Publications Student and Consumer Interests Recruitment Policies Student Awareness of Policies Blended, Hybrid and Online Delivery Section 13: Economic Need Section 14: Duplication Related College Programs Three-Year Advanced Diploma Programs Two-Year Ontario College Diplomas Ontario College Graduate Certificates Ontario College Degrees Related University Programs University Degrees Section 15: Optional Material Section 16: Policies Appendices Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 5

8 1.3 Executive Summary Include an executive summary of your submission. Program Description This program provides students with a degree-level education in business with a special focus on management and leadership. Students explore current issues, trends and technologies preparing them to adopt innovative approaches to evolving management and leadership issues. Entrepreneurship is a Georgian College signature learning experience. This degree leverages the resources within Georgian s Henry Bernick Entrepreneurship Center in delivering a number of core and optional courses focused on entrepreneurship and intrapreneurship. In conjunction with the Henry Bernick Entrepreneurship Centre, our Centre for Applied Research and Innovation supports applied research initiatives essential to degree-level scholarship. Interactive curriculum delivery in this program promotes critical thinking and problem solving. A strategically sequential co-op structure serves to maximize the link between theory and practice. Graduates are expected to accept leadership responsibility at a high level, think critically and innovatively, synthesize their learning to solve complex management problems, and apply all these attributes to their professional development as dynamic managers and leaders who excel in a wide range of business settings. Georgian College Overview Georgian has established itself as a leader in providing degree-level programs through the University Partnership Centre (UPC) and has Ministry consent for three degree programs: Bachelor of Human Services (Police Studies), Bachelor of Business (Automotive Management) and Bachelor of Business (Golf Management). Georgian continues to score top marks in the Ontario college system s annual survey of students and employers. The survey is conducted by independent researchers on behalf of the Ministry of Training, Colleges and Universities. Results of the 2010/11 Key Performance Indicators (KPI) survey reveal that Georgian s graduate employment rate is above the provincial average at 85.7 percent. As well, Georgian received outstanding marks, at 93.8 percent, in employer satisfaction. Georgian maintains strong results in other KPI areas: 82.8 percent in graduate satisfaction and 77.2 percent in student satisfaction, both of which are above the provincial average among Ontario s 24 colleges. Georgian also received the distinction of being voted in the Top 100 Employers in 2012, its fifth time since Exceptional ratings were given in the areas of physical workplace, and health and family-friendly benefits. In 2012, Georgian was also rated one of Canada s top family-friendly employers. In addition, Georgian has been one of Canada s Greenest Employers for the last two years (2010 and 2011) because of its award-winning environmental sustainability accomplishments. Georgian has campuses in Barrie, Collingwood, Midland, Muskoka, Orangeville, Orillia, and Owen Sound. Georgian s catchment area of all municipalities within Counties of Bruce, Grey, Dufferin, Simcoe, and the District of Muskoka covers approximately 21,000 square kilometers. These areas comprise a population of approximately 719,660 in a predominantly rural landscape, although about one-quarter of the population resides within Barrie s Census Metropolitan Area (CMA). Georgian s full-time enrolment is more than 10,000 students, including apprenticeship, Second Career, university partnership and international students. Georgian s international enrolment has an average annual increase of approximately 20 percent. Georgian had almost 840,000 part-time student contact hours in Georgian s overall impact on the regional economy is $370 million. Through the generous support of over 1500 donors, Georgian College has recently exceeded its $25-million Power of Education campaign goal. This campaign supported key areas of growth and evolution at the College, and included raising funds to support over 900 student awards and scholarships with a combined value of over $700,000 annually. In 2003, the Georgian College University Partnership Centre (formerly the Institute of University Partnerships and Advanced Studies) came into being by proclamation of the Minister of Training, Colleges and Universities. With this unique designation, Georgian offers degree programs in partnership with select universities to provide increased access to degree studies in the region. Currently, over 1,500 full-time and almost 400 part-time students study at the degree level at Georgian College. In addition to its own three degree programs, Georgian also offers programs Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 6

9 in partnership with Central Michigan University, Laurentian University, Nipissing University, University of Ontario Institute of Technology, University of Windsor and York University for bachelor degrees in Arts (with seven majors), Nursing, Education, Social Work, and Business Administration, and master degrees in Education and Social Work. Georgian offers a wide array of graduate certificate programs in health, business, information technology, and human service sectors. To increase student opportunities, Georgian has developed in excess of 400 articulation and transfer agreements with universities around the world. This proposal is aligned with Georgian s commitment to deliver top quality learning programs. A high level of academic excellence and professional relevance will encourage student success as well as continued staff development. Our ongoing liaisons with professional partners and our commitment to forge positive relationships with other relevant stakeholders will reinforce and support continued program relevance and ensure that employer needs are recognized and addressed. The new degree will accentuate our college s commitment to community leadership and will demonstrate our dedication to promoting our college as a centre of educational excellence in central Ontario. This new degree is consistent with and is supported by Georgian s strategic objectives as described in its Strategic Plan and Mission Statement. 1.4 Program Abstract Include an abstract of approximately words that summarizes the program outcomes, potential employment for graduates and/or opportunities for further study. The Bachelor of Business Administration (Management and Leadership) degree provides a distinctive business education. Its unique combination of courses focused on business, management, and leadership develops excellent leaders and managers who have the skills and abilities to create and advance conditions in which employees thrive, productivity increases, and organizations meet goals which contribute to the economic success of municipalities, the province, and the country. In addition, the program s close relationship with the Henry Bernick Entrepreneurship Center and the Center for Applied Research and Innovation provides students with access to scholarly learning and research opportunities applied to a wide variety of business scenarios, as well as entrepreneurial and intrapreneurial perspectives. While this degree prepares graduates as dynamic leaders within large business enterprises in both the private and public sectors, its association with the Bernick Centre adds to their educational achievement through insights into managing small-to-medium sized businesses. An overall objective of the program learning outcomes is to develop graduates team building, entrepreneurial, personal and professional goals, and appreciation for life-long learning in a culturally diverse economy. Significant co-op learning spaced between academic semesters enhances academic study and offers valuable work experience essential for obtaining employment. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 7

10 Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 8

11 SECTION 2: DEGREE LEVEL Benchmarks: The program must also be in an applied area of study and meet the following Benchmarks: 1. The program meets or exceeds the degree level standard and the applicant demonstrates how the program meets the standard. 2. Assessment of individual student work in the terminal stage of the program that reflects exemplary, average and minimally acceptable performance demonstrates that the degree level standard has been achieved. A degree in applied area of study is normally designed to require a level of conceptual sophistication, specialized knowledge and intellectual autonomy similar to that in an honours or specialist degree program but with the disciplinary content oriented to an occupational field of practice. Students in applied programs learn by doing, with a focus on preparing for entry into an occupational field of practice. Applied programs incorporate a blend of theory and practice, and normally include a terminal project or other practice-based exercises intended to develop and demonstrate the student s readiness for employment in the occupational field of practice. In addition to personal and intellectual growth, the programs are primarily designed to prepare students for employment in the field of practice and second-entry professional degree programs or, depending on the content of the program and the field, entry into either graduate study or bridging studies for an appropriate graduate program. Classroom instruction is typically eight semesters in duration (normally 120 credits, or the equivalent) and may be supplemented by required workplace experience (e.g., two to four supervised co-operative work terms). The Quality Assessment Panel (QAP) and the Board will review your program against the Baccalaureate/Bachelor Honours standard. The QAP s judgments about the degree level standard will be based on the information provided in your submission. In this section, summarize and synthesize features of the program and the resources that will support it to demonstrate to the QAP and the Board that the knowledge and skill expectations in the six categories of the standard will be met. 2.1 Depth and Breadth of Knowledge Benchmarks: a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; c. A developed ability to: i. gather, review, evaluate and interpret information; ii. compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline. Breadth Courses At Georgian College, we understand that breadth courses ensure that college degree students are exposed to ideas, studies, and approaches outside of the students core discipline. The aim of these courses is to ensure that Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 9

12 the college is attending to civic engagement of lifelong learners rather than an explicit focus on a field of employment. Georgian College degree programs have been developed with a very strong orientation to these breadth opportunities, ensuring that within their program of study students have at least one course per term that is a non-core breadth course offered in such a way as to ensure that students are exposed to perspectives that encourage self-reflection, critique, and new opportunities for a rigorous exploration of the relation between the self and others, social and political institutions, ethics and action, art and culture and science and the natural world. Courses may be grounded in the modes of analysis of a particular discipline or they may assemble and integrate the insights of several subject areas in an interdisciplinary manner. Courses are offered at introductory and advanced levels in the following four categories: humanities, social sciences, natural sciences and interdisciplinary studies. In keeping with PEQAB s benchmarks, students are required to take at least 20% of their program hours in non-core/breadth courses. We ensure that students are exposed to a variety of perspectives by requiring students to take at least one course in each of humanities, social sciences and sciences (breadth), and we ensure that students have more than an introductory knowledge in these areas (depth) by requiring at least two courses at the third and fourth year levels. 2.2 Conceptual and Methodological Awareness/Research and Scholarship Benchmarks: An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods; c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship. Learning in business stimulates development of an inquiring, analytical and creative approach and encourages the acquisition of independent judgment and critical self awareness. The use of active learning through project based and applied enquiry encourages development of both students capacities for independent learning and their ability to work with others. It not only develops students abilities to solve problems in a creative way, but also to identify and redefine problems and to raise and address appropriate issues. These abilities are combined with the exercise of critical thinking, vision and, at the highest level, innovation. The program requires students to undertake a significant group project in the form of a major consulting engagement in their last semester of the program. This requires students to apply knowledge and experience so as to make appropriate decisions in complex and incompletely charted contexts. They will be able to break down an argument, task, or body of evidence and deal effectively with its component parts, to bring evidence or ideas of different types or from different sources together in a productive way, to identify and present key elements of an argument or a demonstration, and to discriminate between arguments and different approaches. Students develop and apply their research skills in assignments, exercises, essays, course projects and their capstone course, requiring the systematic search of primary and secondary sources in particular subject areas. Through their study of research methods in their Multidisciplinary Research course and the preparation of written and verbal presentations, students learn to critically evaluate the appropriateness of different approaches to solving problems. Students will learn to identify the issues which require research and identify and retrieve up todate information through diverse search methods. They will develop roadmaps for pursuing their research, and select the favoured approaches with the most effective results. Students will utilize leading authorities, selected readings, literature searches and original research. From their various projects and assignments, students will be in a position to formulate clear and coherent research plans using a wide range of research sources. This process ensures students understand the relationship between research and the practice of management and leadership. In order to develop management and leadership strategies, students must understand the requirements of the variety of businesses with which they work as well as the needs and wants of the consumer. Their work must Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 10

13 reflect the complexity and diversity of the industries that they serve. It must also demonstrate understanding of and sensitivity to the multitude of cultures in our society. Students must be able to synthesize research from a large and diverse range of sources in order to develop effective business plans. They need to be aware of such diverse areas as social trends and demographics, the role of culture and subculture, economic forces, marketing and retail trends, political imperatives, management theory and various leadership styles. With supplemental support and research opportunities from the Henry Bernick Entrepreneurship Centre and the Centre for Applied Research and Innovation, students will be challenged to undertake this type of analysis beginning with an introduction to basic research in Multidisciplinary Research, International Business, other management and leadership courses, and culminating in their Management & Leadership Project. The process will be enriched by the use of group projects, integrated assignments, and visiting professionals from a variety of disciplines who bring different perspectives to the class, broadening students viewpoints and contextual frameworks and developing their fluency in interpreting meaning from multiple perspectives. Students will work with the Center for Applied Research and Innovation as part of their studies which will further enhance their exposure to applied research and application of their course theories. Major essays and reports will be prepared each semester that will require an in depth and systematic inquiry into selected topics. They will require students to individually undertake a multi disciplinary approach to management, leadership, and other issues. Drawing upon the organizational and writing skills developed throughout the program and their experience in identifying and identifying relevant issues, students will present cogent, persuasive and well researched dissertations on issues. With the assistance of directed secondary sources, they will be able to integrate material from primary sources using interpretative techniques developed from case studies, and other individual and group projects. 2.3 Communication Skills Benchmark: The ability to communicate information, arguments and analyze accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline. Graduates of the program will have mastered communication and information skills. Verbal and written communication skills are developed as a result of interaction with peers, faculty, mentors, and industry representatives, both formally and informally, and by using standard formats such as reports, business proposals, essays and projects in relation to assigned work and to articulate and synthesize their knowledge and understanding. Extensive written assignments and oral presentations provide invaluable experience in formulating and presenting arguments and solutions. In preparing projects and reports, students are encouraged to give specific attention to the intended audience. The differing characteristics of audiences ranging from clients, suppliers, consultants, coworkers, senior management, and the end user are emphasized in the context of presentations and projects. For example, in the Management and Leadership Project course, students will prepare a professional report to senior management about a real issue in their organization whereas in Ethics for Business, students are challenged to relate moral, philosophical and psychological to ethical dilemmas and defend their position. And by integrating projects from Georgian s Center for Applied Research and Innovation into their program, students will be provided with additional opportunities to work with the public and local businesses in order to have more real world experiences and opportunities to practice what they have learned in their courses. The ability to summarize and simplify arguments in complex works, without yielding accuracy, is developed in the breadth courses as well as core courses. Furthermore, students must learn to develop appropriate job-seeking communication skills as they compete for and obtain their own work experience credits. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 11

14 2.4 Application of Knowledge Benchmarks: a. The ability to review, present and critically evaluate quantitative and qualitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; iv. where appropriate, use this knowledge in the creative process; b. The ability to use a basic range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work; c. The ability to make use of scholarly reviews and primary sources The design of the program which includes weaving work experience into academic studies (and require an analysis of that experience), leads the student to meet the degree-level standard related to the application of knowledge in a number of ways as it challenges them to think critically about what they have learned and offers new problemsolving challenges for them to meet. The work term provides a type of learning experience which cannot be duplicated in the academic environment. It introduces students to the complex situations faced in the workplace. In preparation for their work terms, students are provided with advice from a cooperative education consultant who helps them to consider employment options and prepare for work. Upon their return, they reflect upon, analyze, share and place their experience into a larger context of learning in subsequent courses. Moreover, students are required to engage in constant review of scholarly resources as well as business publications, including information as primary as having business experts speak to students in classes. A solid business education coupled with these methods for applying theory, serves to create in students an understanding of how the business world really functions. The integration of the Center for Applied Research and Innovation into the program provides practical, real world experience in research. Both students and faculty will be provided with opportunities to engage in scholarly activities presented by this partnership with the local business community. In addition, faculty are supportive of the applied nature of this degree and design their courses and content to serve the practical purpose of obtaining and maintain employment as well as enhancing critical thinking skills and an appreciation for learning. The program combines the conceptual and the practical. It includes an essential core of foundational business courses. Along with the development of cognitive attributes, the program, through the more in-depth management and leadership courses, provides students with the opportunity to produce reports and presentations to solve real world business problems which require the application of practical skills. In courses such as Business Mathematics, Corporate Finance, and Introduction to Statistical Analysis, students hone the technical/mathematical skills required to calculate information used to make decisions. Students employ convergent forms of thinking involving rational and analytical skills in those courses too. In courses such as Ethics for Business and Dispute Resolution students are challenged to consider the psychological implications of their decisions. The case method is used extensively in several courses but none more so than in Strategic Management. There students use divergent forms of thinking to generate solutions to complex scenarios. Other courses provide students with opportunities to address practical and theoretical concerns through authentic assignments and exercises. In the Management and Leadership capstone course, students will prepare a comprehensive and professional consulting report which demonstrates their ability to work in a professional manner and address complex issues. The program places a great emphasis on learning and doing in teams. People do not work in isolation, and this program will employ student teams for casework, simulations and projects. Through this strategy, the program will Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 12

15 facilitate an appreciation for employing content from different disciplines and sources to team based applications and solutions. 2.5 Professional Capacity/Autonomy Benchmarks: a. The qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts; ii. working reflectively with others; iii. decision-making in complex contexts; b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; c. Behaviour consistent with academic integrity and social responsibility Students in a business degree do not have their learning limited to courses about business. Students skills and knowledge will be transferrable to further study, employment, and community participation in other activities. The students liberal arts education facilitates a broader approach to issues and information, opens new perspectives and offers a broad range of analytical tools. With the recurrent challenge in the program for students to constantly further the boundaries of their knowledge and abilities, students will be more reflective in taking inventory of their learning and skills. This will lead to a greater appreciation of personal growth and the need to be on the cutting edge of professional development. Several business courses are designed to expose students to situations where they meet and engage with business leaders either through guest speaker events sponsored through the College (or in the classroom), or through conferences, local business events, Center for Applied Research and Innovation projects, and workplace experiences. These events help to instruct students on professional behaviour expectations. Enforcement of academic policies and procedures reinforces this in the classroom. The business world is highly complex and facing constant change. Students will continually need to keep abreast of new legislation, trends, economic shifts, and changes in consumer preferences. With their awareness of the limits of their knowledge, and having honed their technical, research, and analytical skills, students will be well positioned to advance their education and develop new competencies as the need or opportunity arises. Whether in the context of servicing their customers or seeking to advance their career by assuming more responsibility within an organization, students will possess the attributes and experience to take the initiative in new pursuits. Generic skills are integrated throughout the program and have applications in a wide range of contexts. Graduates will emerge with the following skills: Interpersonal skills derived from group assignments and the work experience Communication skills developed from the wide variety of written, visual and oral presentations students make throughout the program Competency in generating and interpreting numerical or statistical information Skill in analyzing, synthesizing and evaluating complex material Independent research skills developed from doing research, through the breadth courses, and through major essay assignments Problem solving strategies Critical thinking processes Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 13

16 Negotiation skills Leadership skills Management skills Time and project management skills gained through planning and completing a variety of projects and assignments The program demands high levels of self-motivation, intellectual curiosity, speculative enquiry, imagination and divergent thinking skills which can be applied in businesses everywhere as well as in personal life. 2.6 Awareness of Limits of Knowledge Benchmark: An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analysis and interpretations. The program will infuse a clear understanding to students that the business world is not a static environment and that they will be limited in their career if they are not able to stay current. The program will emphasize and promote the need for independent learning. Students who develop the capacity to keep up to date on events, regulatory changes, practice and applications will be successful. Students will be expected to develop the base knowledge upon which they will build once they leave the College. Students learn about the business world through research-based projects, work with the Center for Applied Research and Innovation, studying a variety of topics in their liberal arts courses, and through business-discipline courses such as Ethics for Business, Microeconomics, and other classes involving a global perspective. As they see the volume of information available, it is expected they will see that they cannot know everything and they must work with a limited set of information and be careful in their interpretation of this limited dataset. Through their interaction with business leaders who visit and engage them in question and answer sessions, students also become more aware of the vast amount of knowledge they must still obtain. It is our goal to not only teach them but to show them that there are many things about which they are still unaware and have yet to discover. Students must learn to recognize that they are working with limited information and are encouraged to explore and seek out additional facts about their industry and the economic landscapes which shape their knowledge. Workplace experiences and the real-life application of classroom theories in authentic class projects such as the consulting engagement found in the capstone, Management and Leadership Project, course results in a combination of theory and application help to illustrate these opportunities for further learning. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 14

17 SECTION 3: ADMISSION, PROMOTION AND GRADUATION Admission, promotion and graduation requirements are consistent with the postsecondary character of degree granting organizations. The Quality Assessment Panel and the Board will assess whether your college s requirements for admission in the program, for promotion within the program and for graduation are consistent with the postsecondary character of degree granting organizations, and meet the Board s standard and benchmarks for Admission, Promotion and Graduation, published in the Handbook for Ontario Colleges. In this section, address in a narrative (with appropriate supporting materials) how your requirements for admission (including direct admission and any proposed advanced standing options), promotion and graduation meet the Board s requirements. Clearly label the information provided in this section, and ensure that it includes, in addition to the narrative, at least the following: 3.1 Admission Requirements for Direct Entry Benchmarks: 1. Admission requirements are appropriate to the learning outcome goals of the program and the degree level standard. 2. Admission to a bachelor program normally requires at a minimum an Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average of 65% and any additional requirements. The basic admission requirements for degrees are below. Please add or change as needed to indicate the academic requirements (including any credential, specializations and minimum achievement level) and any other requirements specific to this program. Admission Requirements The admission requirements for the baccalaureate degrees at Georgian College are an Ontario Secondary School Diploma (OSSD) or equivalent with six Grade 12 U- or M-level courses including Grade 12 English (U) (ENG4U) and any Grade 12 U level Mathematics and a minimum overall average of 65 per cent. Students presenting equivalent qualifications will also be considered for admission. A second grade 12 university or university/college Mathematics course is highly recommended. Applicants should be aware that first-year enrolment is limited and that satisfying the minimum entrance requirements does not guarantee admission. Admission requirements are published in the program outlines, Georgian s Program Guide, on the college s website and in the Academic Calendar. 3.2 Admission Policies and Procedures for Mature Students Benchmark: 3. Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination. Include in the electronic Policies file the college s policies and procedures pertaining to the admission of mature students. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 15

18 Mature students must be 21 years of age by December 31 of their admission year and must have been away from formal education for at least one year prior to beginning the program. Letters of reference are required from mature applicants along with transcripts of earlier completed courses. Mature applicants must have no recent unfavourable academic performance; and must have demonstrated potential for success in degree studies through academic accomplishments. Mature applicants must possess the published subject requirements, or equivalents, and submit official copies of transcripts from high school and any post-secondary institutions attended. Applicants must also provide a résumé outlining work and volunteer experience since full-time attendance at school. 3.3 Promotion and Graduation Requirements Benchmarks: 9. Promotion and graduation requirements are consistent with the learning outcome goals of the program and include: a) policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements; b) a grading system that is easily understandable, meaningful and convertible to students, other postsecondary institutions and potential employers, whether expressed as letter grades, percentages or grade points; c) regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standard has been achieved; d) minimum overall average acceptable achievement for progression (across all degree requirements, including the breadth and discipline-related requirements) not lower than the level typically designated by C- or 60 62%; e) minimum overall average acceptable achievement in discipline-related requirements for progression in the program not lower than the level typically designated by C- or 60 62%; and f) a level of overall achievement expected in the core discipline(s) of study higher than the overall average. In addition to describing them in this section, include in the electronic Policies file the college s policy on the level of achievement required of students in the program for promotion within the program and for graduation. Where applicable, include an explanation of how GPA is calculated. (See Section 16: Policies.) In addition to describing them in this section, include in the electronic Policies file the college s policies and procedures for academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements. Indicate the academic requirements and any other requirements for promotion and graduation. The College publishes promotion and graduation requirements in the Academic Calendar. The calendar clearly outlines the promotional requirements of students and the policies governing academic remediation, sanctions and suspension for students not meeting the minimum academic requirements. Promotion and graduation requirements are consistent with the learning outcome goals of the program and degree-level standard. Academic Policies and Procedures are also available on the College s website Grading System The grading system is easily understandable. In most courses students receive a numerical grade and grade point averages are expressed as percentages. Numerical grades are submitted by instructors and are used in the calculation of the program and semester Grade Point Average (GPA). An explanation of Georgian s grading system and a chart of non-numerical grading codes used in some courses can be found in the Course Evaluation section of the Academic Calendar under the Grading System heading. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 16

19 3.3.2 Promotion Policies regarding promotion and an explanation of how grade point average is calculated can be found in the Course Evaluation section of the Academic Calendar under the Grading System heading. Students who do not meet these requirements are subject to the following: A student who fails the same course twice is not permitted to register for it again without prior approval of the academic area and the Office of the Registrar. Students who are permitted to register for a course for the third time and who are again not successful must consult with their dean to discuss program progression or transfer options. Students who end a semester with a weighted average of 60% or better proceed in good standing. Those who end a semester with less than a weighted average of 60% proceed on probation (where a subsequent semester of better than 60% will restore them to good standing and a subsequent semester averaging less than 60% will put them on academic warning). Students who end a semester with less than 50% as an average or fail all their courses must meet with their program area before proceeding to the next semester. Students who are on academic warning at the end of one semester and earn less than the minimum average of 60% in the next semester are suspended from the College for two semesters. If a student returns from suspension and earns less than 60%, the student is withdrawn from the College for one year and then may reapply with conditions after one year. Policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements can be found in the Course Evaluation section of the Academic Calendar under the Grading System heading Graduation To graduate from a Georgian College baccalaureate degree, a student must attain a minimum of 60% or a letter grade of P (Pass) or S (Satisfactory) in each course in each semester, and have an overall average of 65% in the program. The same standard is required of core and non-core courses. Learning outcomes of non-core breadth courses are considered as valuable to students as their core course outcomes, and therefore the same academic rigour is required. To be eligible for a Georgian credential in a four-year degree program, the student must complete a minimum of 25 per cent of the program courses at Georgian College. Policies regarding graduation are contained in the Graduation section of the Academic Calendar, and on the College website. 3.4 Advanced Standing Policies and Requirements Benchmarks: 4. Where any type of advanced standing into the program is proposed, policies and procedures pertaining to bridging requirements, advanced standing, credit and credential recognition: a) have as a principal criterion that the credits accepted for admission to a degree program are in proportion to the affinity with and/or applicability to the specialist content of the program and other curricular requirements; b) are fair (award credit where credit is due), reasonable (do not award credit where none is due) and consistent; c) identify the bases on which such decisions are made, including: i) the minimum acceptable grade or achievement level; ii) the requirements for comparability of program content of earlier studies with that of the proposed program; iii) the procedures for determining the credit to be awarded; iv) the procedures that students will follow when requesting credit and appealing transfer of credit decisions; v) the limit on the number of credits that will be awarded for prior degree level study toward the degree program; Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 17

20 d) limit the number of credits that will be awarded for prior diploma level study, with and without affinity, toward the degree program (excluding any work experience/internship requirements) such that the advanced standing to be awarded does not exceed: 67% degree level credit for a 3-year degree program from a completed 3-year diploma program; 53% degree level credit for a 3-year degree program from a completed 2-year diploma program; 65% degree level credit for a 4-year degree program from a completed 3-year diploma program; 40% degree level credit for a 4-year degree program from a completed 2-year diploma program; e) require in all cases a gap analysis of the program content and outcomes of the studies for which transfer credit is being awarded; f) ensure that the degree level standard and all program learning outcome standards of the degree program are met; and g) identify any requirements for bridging studies that facilitate entry into the proposed program. 5. For a degree completion arrangement a detailed gap analysis demonstrates the academic integrity of the degree program and that the degree level standard and degree program learning outcomes are met. 6. Colleges proposing to award credit for learning that takes place outside formal postsecondary educational institutions: a) have policies and procedures pertaining to prior learning assessment, which must include at a minimum: i) key principles informing the prior learning assessment; ii) methodology used for portfolio assessment, and examination challenge for credit; iii) policies on credit limits, appeals and confidentiality; iv) assessment documents, guidelines, brochures for potential students; and b) demonstrate that: i) credit will be awarded only for learning and not for experience; ii) credit will be awarded only for degree level learning; and iii) the determination of competence levels and credit awards will be made by academic experts in the appropriate subject matter. 7. The institution: a) does not offer any credits for life experience, unless that experience is assessed for its appropriate learning value to the specific degree program; b) does not waive comprehensive examinations, academic reports, research projects and/or theses, if these are standard requirements of the program; c) does not award advanced standing for more than 50% of the total number of the credits of the program based on prior learning assessment; d) requires that at least 50% of the individuals enrolled in a program at any given time are actively taking required elements of that program. 8. Administrative procedures for assessing advanced standing include the following elements: a) Credit awards and their transcript entries are monitored to avoid giving credit twice for the same learning. b) Policies and procedures applied to assessment, including provision for appeal, are fully disclosed and publicly accessible. Georgian College, 1 Georgian Drive, Barrie, Ontario L4M 3X9, info@georgianc.on.ca Management and Leadership 18