University of Windsor Program Development Committee. 6.3: Post-Graduate Certificate in Accounting New Program Proposal (Form 2)

Transcription

1 University of Windsor Program Development Committee PDC : Post-Graduate Certificate in Accounting New Program Proposal (Form 2) Item for: Forwarded by: Approval PDC Subcommittee on Program/Course Changes MOTION: That the Post-Graduate Certificate in Accounting New Program Proposal (Form 2), be approved.* *Subject to approval of the expenditures required. Approvals/Rationale: The program proposal has been approved by the Odette School of Business Faculty Coordinating Council. (February 26, 2010). The proposed Post-Graduate Certificate in Accounting is intended to provide a pathway for students who already have a four year Bachelors degree to complete many of the courses required for professional accounting designations, without having to complete a Bachelor of Commerce, MBA, or similar Business degree. The goal is to make it easier for students who may be working in the community to improve their knowledge of accounting in order to increase their ability to complete a professional accounting designation by taking a twelve course non-business program. There appears to be a growing trend in some professional accounting bodies to not recognize accounting courses taken through a community college or any other non-university program. It is anticipated that this program will fill that void. The proposed program will be exempt from the Policy that allows all courses taken for an undergraduate degree program to be counted towards the requirements of a Certificate program. PDC Subcommittee Comments/Recommendations: In response to a concern raised by the PDC Subcommittee on Program/Course Changes regarding the recommendation that consideration be given to renaming the Post-Graduate Certificate in Accounting (PGCA) be renamed to Post-Baccalaureate in Accounting, Honours Certificate in Accounting, or similar terminology in order to clarify that it is not a Graduate program, the response from the Accounting area, with only one exception, was that they strongly support the name Post-Graduate Certificate in Accounting. It was further noted that all other names proposed by the PDC Subcommittee were not accepted. As agreed last year by PDC, the Subcommittee stresses that undergraduate certificates should not be named postgraduate since it may denote graduate-level education by some prospective students and be considered false advertising. The PDC Subcommittee recommends to PDC that it consider approving the Certificate programs subject to it being renamed in accordance with the above. In response to the PDC Subcommittee s recommendation that since the program is geared to individuals who may have full time jobs, consideration should be given to offering some of the courses in the evening and through distance education or other alternative delivery formats (online), Odette School of Business noted the following: The University has not provided sufficient direction, nor sufficient funding, nor an integrated forward-looking policy regarding Distance Education. Thus, Odette cannot state that it will commit any more resources to Distance Education courses until the University provides leadership and resources in this area. In principle, the PDC Subcommittee is supportive of this proposal. See attached.

2 PART A: Basic Program Information FACULTY: AAU: Program Title: Name of Program as it Will Appear on the Diploma (e.g., Bachelor of Arts Honours Psychology) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: Fall, 2010 Mode of Study: Planned Student Enrolment: Normal Duration for Completion: B. Overall Program Plan Odette School of Business Post-Graduate Certificate in Accounting (PGCA) Post-Graduate Certificate in Accounting Lecture 25 (mostly part-time) in steady state 12 courses (most likely scenario: students would take three courses per semester for four semesters) Abstract/Summary of Proposal Please provide a brief statement about the direction, relevance, and importance of the new or revised program. The proposed program is a 12-course non-degree Business program called Post-Graduate Certificate in Accounting (PGCA). The purpose of this program is to allow students who already hold a 4-year Bachelors degree to complete many of the courses required for the CA, CMA, and CGA professional accounting designations, without having to complete a B.Comm, B.Comm for University Graduates, MBA, or similar Business degree. More generally, the purpose and goal of the program is to make it easier for students who have already completed a university degree and may be working in the community to improve their knowledge of accounting, increase their ability to complete a professional accounting designation, and reduce the need for students to take courses that they do not need or wish to take as part of a degree program, thus reducing the wasting of educational resources. As well, there is a trend in some professional accounting bodies to NOT recognize accounting courses taken through a community college or any other non-university program. This program will fill that void for students who wish to take accounting courses. Academic Goal What is the overall aim of the proposed new program/program change? What will the new program/program change accomplish? The proposed program is a 12-course non-degree Business program called Post-Graduate Certificate in Accounting (PGCA). The purpose of this program is to allow students who already hold a 4-year Bachelors degree to complete many of the courses required for the CA, CMA, and CGA professional accounting designations, without having to complete a B.Comm, B.Comm for University Graduates, MBA, or similar Business degree. The basic goal of the program is to provide enough accounting courses for a graduate of the program to secure a non-bookkeeping position in accounting. Although the courses in the program will help a student obtain a professional accounting designation, the program does not include all courses required by any of the professional accounting bodies. Currently, students possessing a Bachelors degree who wish to take courses required for the CA, CGA, and/or CMA designations must enrol in the B.Comm or the B.Comm for University Graduates or register as a nondegree student. Problems include: If student enrols in the B.Comm for University Graduates: unlikely that student will be able to complete all CA, CGA, and/or CMA required courses since the programs allows only up to six Accounting courses some B.Comm for University Graduates have requested permission to take upper-level accounting courses before completing lower-lever required non-business courses (with the intention of dropping out Page 2 of 14

3 of the B.Comm for University Graduates program after completing the accounting courses but before completing the degree) If student registers as a non-degree student: unlikely that student will be able to complete all CA, CGA, and/or CMA required courses since upperlevel Business courses are restricted to Business students even if these students could take all accounting courses, the courses typically would be taken in a random sequence Odette does not receive any revenue from these students. In summary, this program will make it easier for students who have already completed a university degree to pursue a professional accounting designation by eliminating the need to enroll in a full university degree program (such as a B.Comm). Program Name and Degree Designation Are the proposed program name and degree designation appropriate to program content and consistent with current usage in the discipline? Explain. The proposed name is Post-Graduate Certificate in Accounting (PGCA). This program is post-graduate in the sense that students in the program must hold a university degree. It is a non-degree certificate program in accounting, thus the name is appropriate to the program content. The program does not confer a degree. RELATIONSHIP OF GOALS AND OBJECTIVES TO UNIVERSITY AND OTHER PRIORITIES Area/Department s Goals and Objectives How does the proposed new program/program change fit with the area/department s overall goals and objectives? The Accounting area in the Odette School has a general goal of delivering quality professional accounting education to the surrounding community in particular, and the rest of Canada in general. The proposed program supports this goal. Faculty Five Year Plan How does the proposed new program/program change fit with the Faculty s overall goals and objectives as defined in its Five Year Plan? The Odette Five-Year Plan identifies several major areas of action and investment to support the faculty s mission and strategy over the next five years, including closer interaction with business and the professions. The proposed program supports this targeted outcome. University Strategic Plan How does the proposed new program/program change fit with the University s overall goals and objectives as defined in To Greater Heights? The proposed program supports several of the areas outlined in the University s To Greater Heights document, including the concept of a learner-centred university and the degree that works. Most closely, the proposed program supports the University s goal of a visibly accountable institution. As noted in the Odette Five-Year Plan, the Odette School supports this University goal through the School s strategic commitment to preparing students for admission to, and success in, targeted professional bodies. The proposed program is an illustration of Odette s commitment to this goal. DEMAND FOR THE NEW PROGRAM/PROGRAM CHANGE Student and Market Demand What tools and methodology were used to conduct the market assessment? Faculty and staff working in student recruiting and handling student inquiries have noticed, over the last several years, a number of inquiries about accounting courses by students who already hold a university degree. Many of these students said they did not want to take any more courses than necessary (i.e., they did not want to take non-accounting courses) and did not want to complete a second degree. This interest by prospective students Page 3 of 14

4 led to discussions among Accounting faculty members and the Odette Undergraduate Committee, and the development of a program proposal which was shared with a number of practicing professional accountants (including several partners at local public accounting firms). Please provide quantitative evidence of student and market demand (e.g., responses/statistics from surveys, etc.). Formal surveys were not conducted. Instead, informal discussions were held with students, members of Odette Accounting area, the Odette Undergraduate Committee, and practicing professional accountants. The response by all parties was favourable. This type of consultation was felt to be sufficient since i) this is a non-degree program, and ii) this program will not require any new or additional resources. Please indicate the origin of student demand (% domestic and visa students). For graduate programs also indicate the undergraduate or master s programs from which students would likely be drawn. It is expected that close to 100% of demand for this program will come from part-time students living and working in the Windsor-Essex County area. A small number of students may be those who recently completed an undergraduate degree and have decided to spend one additional year as a full-time student to complete this program to improve their chances in gaining employment in accounting or business. Given the nature of the program and anticipated demand based on informal discussions with students, it is expected that most students entering the program will hold an undergraduate degree in Business, Engineering, Science, or Mathematics. We add that the proposed program may reduce the demand for the B.Comm by a very small number of students. We also believe, however, that if these students had enrolled in the B.Comm program rather than the proposed certificate program, most of these students would drop out of the B.Comm before graduating, after having taken as many accounting courses as they could. Projected enrolment levels for the first 5 years of operation. (If the program is in operation, use actual and projected data.) Year 1 Year 2 Year 3 Year 4 Year Projected steady-state student enrolment per year: 1 st Year 2 nd Year 3 rd Year 4 th Year 25 N/A N/A N/A Projected steady-state student enrolment overall: 25 Societal Need What tools and methodology were used to assess societal need? Discussions were held with Odette faculty and with practicing professional accountants (including partners in local public accounting firms). Please provide information on the dimension of the societal need for graduates of the new program/program change (e.g., socio-cultural, economic, scientific, or technological). This program will make it easier for students who have already completed a university degree and may be working in the community to improve themselves and contribute to the betterment of society by pursuing a professional accounting designation. The program will reduce the need for students to take courses that neither need nor wish to take (as part of a degree program), thus more efficient using educational resources and student time. As well, there is a trend in some professional accounting bodies to NOT recognize accounting courses taken through a community college or any other non-university program. Since the community college route may be closed in the future to students wishing to take accounting courses, the proposed program may therefore eventually have a captive audience. Page 4 of 14

5 Prospective employers include professional accounting firms as well as profit and non-for-profit organizations. Most students will seek positions as accountants; a small number may take this program as a means to develop business knowledge. What is the geographic scope of the societal need for graduates of the new program/program change (e.g., local, regional, provincial, or national)? After a student has completed the program, he/she should be able to compete for jobs in accounting, finance, and business anywhere in Canada and, conceivably, the world. Please provide information on the anticipated duration of, and trends in, societal need for graduates of the new program/program change. Demand for professional accountants has been strong for many years and is expected to continue to be so for the foreseeable future. Demand is increasing due to IFRS introduction, retirement of baby boomers and increased specialization in the areas of taxation, information technology, and risk management. For example, the Certified Management Accountants association in Ontario is currently training 725 people to become accountants in their "accelerated program", which is similar to what the proposed Odette program will offer (although our program is more extensive and takes slightly longer to complete). As well, students who do not wish to become accountants may benefit from the program in that it gives formal recognition to their ability to understand and work with fundamental business and advanced accounting concepts. Were comments/letters obtained from a variety of potential employers who have seen the curriculum and commented on the need for graduates within their organization and, more broadly, in their field of endeavour? Were comments/letters obtained from relevant professional societies and/or associations about the need for graduates based on a review of the curriculum? Were industry employment surveys reviewed for evidence of societal need (indicating numbers of positions in the field, numbers of new positions anticipated in the field, number of positions in the field current being advertised, etc.)? Are there any statistics available on the number of Ontario students leaving the province to study in the same field elsewhere in Canada or abroad? Yes Done informally; written responses were not collected Yes Done informally; written responses were not collected Yes This was done for accounting students in general, not specifically for this program. Yes [If yes, please append statistics to this proposal.] No [If no, please provide an explanation below.] No [If no, please provide an explanation below.] No [If no, please provide an explanation below.] No It is not necessary for students to leave Ontario to study in this field. Page 5 of 14

6 Explanation: List other similar programs being offered by other institutions in the Ontario university system. Resources to determine whether other similar programs are being offered in Ontario include and Wilfrid Laurier University (WLU) offers a Diploma in Accounting program which is similar to the proposed program. The WLU programs requires 12 courses (like the proposed Odette program), however 3 of these 12 courses are electives. Like the proposed Odette program, students must hold an undergraduate degree and must have complete several prerequisite courses. The University of British Columbia offers an 11-course post-graduate diploma in accounting program. Neither of these programs is considered to be serious competition to the proposed Odette program, due to the emphasis on part-time studies and the focus on the local community as the population from which most students will be drawn. Is the evidence of societal need and student demand for the proposed new program/program change sufficient to justify duplication where there are programs in the system that are the same or similar? How does this initiative differ from similar programs in the system? What are its innovative and distinguishing features? Students in this program will take the same courses, attend the same classes, and complete the same forms of evaluation, as undergraduate Business students in the Odette School who are taking accounting courses. This program does not seek to create new offerings of courses or course material, and does not specifically seek to create innovative ways of dispensing knowledge to students. The objective of the program is to allow students who want accounting education to avoid having to enroll in a four-year, 40-course undergraduate Business program. Duplication between the proposed program and the Bachelor of Commerce program can be justified on the grounds of resource efficiency and aiming at a different target market. RESOURCES Please provide detailed information on the resources currently available, anticipated sources of new resources, reallocation of resources or cost-savings, and the additional resources required to run the proposed new program or program change. Incorporate new information or issues raised during or after the review of Form 1. [There is almost never a neutral resource impact of a proposal.] Note: The attached Budget Summary Sheet must also be completed and submitted as part of the complete new program/program change proposal. RESOURCES AVAILABLE Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the initiative (e.g., administrative, teaching, supervision, etc.)? Students in the program will be taught in the same classes and by the same instructors as regular B.Comm students. It is believed that this will slightly increase enrollments in the accounting courses, but will not require new sections or more instructors. The Odette School has eleven highly qualified faculty members in Accounting, as well as many highly-qualified faculty in Finance and other areas. The Accounting and Finance areas have a highly-qualified staff person dedicated exclusively to those areas. Students in the certificate program may make use of all support services available to B.Comm students, including the services of many expert student advisors. However, the number of students in the certificate program will not be sufficiently large to over-burden staff in the Odette School. As Page 6 of 14

7 well, it is expected that many of these students will be mature part-time students, who will not make as many demands on staff as do full-time students. Provide an assessment of faculty expertise available and committed to actively support the new program. The Odette School has eleven highly qualified faculty members in Accounting, as well as many highly-qualified faculty in Finance and other areas, who are dedicated to bringing the best in accounting education and expertise to the classroom. Other Resources What are the resources currently available and committed to actively support the initiative (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)? Students in the program will be taught in the same classes and by the same instructors as regular B.Comm students. Thus, this new program will use the same resources as those devoted to teaching accounting courses to regular B.Comm students -- these resources are instructors, classrooms, and teaching assistants / proctors, and secretarial support. The Institute of Chartered Accountants of Ontario, pending the introduction of the Post-Graduate Certificate in Accounting at the University of Windsor, has stated it will provide funding of $ 40,000 per year for a five year period, subject to review for renewal at the end of five years. These funds can be used for a variety of purposes including funding a part-time Program director, providing student counselling, as well as for any other purposes which support the success of this certificate program which will in part lead students towards the CA designation. What are the student support services currently available and committed to actively support the initiative? All students registered in the Odette School of Business have access to all student services available to regular B.Comm students. These support services include teaching assistants and course tutors. Reliance on Resources from Another Area/Unit Will the new program rely on existing resources of another campus unit (e.g., courses in the calendar, equipment or facilities outside the proposer s control or use of existing equipment within the proposer s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details. No. ANTICIPATED SOURCES OF NEW RESOURCES List all anticipated sources of new resources available from within the area/department or Faculty (external grants, donations, government grants, etc.) The Institute of Chartered Accountants of Ontario, pending the introduction of the Post-Graduate Certificate in Accounting at the University of Windsor, has stated it will provide funding of $ 40,000 per year for a five year period, subject to review for renewal at the end of five years. These funds can be used for a variety of purposes including funding a part-time program director, providing student counselling, as well as for any other purposes which support the success of this certificate program which will in part lead students towards the CA designation. REALLOCATION OF RESOURCES AND COST-SAVINGS In reviewing the resources required to run the proposed program/program change, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department? No new resources, with the possible exception of addition TA hours, are required for the proposed program. It is believed that the proposed program may reduce the demand for the B.Comm by a very small number of students. We also believe, however, that if these students had enrolled in the B.Comm program rather than the proposed certificate program, most of these students would drop out of the B.Comm before graduating, after having taken as many accounting courses as they could. Page 7 of 14

8 ADDITIONAL RESOURCES REQUIRED Faculty What additional faculty resources (including faculty resources required by all affected areas/departments) are required to run the proposed program? None. It is believed that the number of students enrolled in will increase, however new course sections and new faculty members will not be required. Staff What additional staff resources (including staff resources required by all affected areas/departments) are required to run the proposed program? None. GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to run the proposed program? Program may increase the number of hours of work required from teaching assistants. Library What additional library resources (including library resources required by all affected areas/departments) are required to run the proposed program? None. Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to run the proposed program? None. Student Support Services What additional student support services are required to run the proposed program? None. Space and Facilities What additional space and facility resources (including space and facilities resources required by all affected areas/departments) are required to run the proposed program? None. Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to run the proposed program? None. Consistency with Five Year Plan Are the resources requested consistent with the resources requested in, and the focus of, the area s Faculty Five Year Plan? Given that, in essence, no new resources will be required to offer this program, it can be said that the program is consistent with the resource requests by the area and by the faculty. Page 8 of 14

9 LEARNING OUTCOMES Please complete the following table. State the specific learning outcomes that make up the goal of the program (what are the intended skills and qualities of graduates of this program?), and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in To Greater Heights by listing them in the appropriate rows. Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights. Information on learning outcomes is appended to this form (Appendix A) or may be accessed by clicking here. The information is also available in the Instructions and Approval Process Manual available on the PDC Website or through the Senate Office. Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning for assistance with the articulation of learning outcomes. Program Learning Outcomes (see Appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to: * demonstrate detailed accounting expertise and essential business decision-making skills; Characteristics of a University of Windsor Graduate A U of Windsor graduate will have the ability to demonstrate: A. the acquisition, application and integration of knowledge * synthesize outside experience and knowledge with course material; * research an accounting problem and propose solution(s), with reference to the current body of accounting knowledge and practice; * analyze accounting and business data; * accept and respond effectively to unfamiliar business situations; * make decisions in case analysis, including if necessary, taking a risk. B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy) C. critical thinking and problem-solving skills * analyze problems in, and suggest solutions to, accounting and business scenarios; * apply quantitative skills to problems in accounting, finance, and related fields; D. literacy and numeracy skills * display and reflect on self-confidence, perseverance, openminded attitudes to diversity, and sound ethics; E. responsible behaviour to self, others and society * organize thoughts and express ideas concisely in writing and in oral presentations; * demonstrate professionalism (including appropriate behaviour, language, and attitude) in presentation of ideas and problem solutions; F. interpersonal and communications skills Page 9 of 14

10 Program Learning Outcomes (see Appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to: * work effectively in a team; * integrate individual technical skills and qualities to contribute to effective performance in a group situation; Characteristics of a University of Windsor Graduate A U of Windsor graduate will have the ability to demonstrate: G. teamwork, and personal and group leadership skills * apply problem-solving processes to propose novel solutions and formulate implementation plans to accounting and business problems; H. creativity and aesthetic appreciation * obtain professional accounting designations from formal accounting bodies through further personal and career development, and specialize in an accounting / business area of choice. I. the ability and desire for continuous learning MONITORING AND EVALUATION How will the success of the program be monitored and evaluated? (include information to be gathered, method, criteria for evaluation, review process, and use of information to adjust activities/plan.) The success of the program will be judged by the success rate of students in the courses in the program. Given the small number of students, this can be checked easily by looking at each student s grades and by monitoring the graduation rate of students in the program. It may also be possible to track student performance on professional accounting examinations (although doing so may be resource-demanding). C. The Program Details Admission Requirements Please provide information on program specific admission requirements, selection criteria, arrangement for exemptions or special entry, credit transfer, etc. Students entering the program must hold an a 4-year university degree in any discipline, including Business, and must have obtained a cumulative GPA of 7.0 (C+) in the prior university degree. Program Curriculum Structure/Program of Study Total courses: Twelve Major requirements: Ten specific Odette Business courses, one university-level Mathematics course, one Micro Economics course. These twelve courses are: Principles of Financial Accounting Introduction to Accounting Theory Principles of Managerial Accounting Business Finance II Financial Accounting Theory I Financial Accounting Theory II Advanced Managerial Accounting Page 10 of 14

11 PROGRAM DEVELOPMENT COMMITTEE Auditing I Taxation I Advanced Accounting I Mathematics for Business Introduction to Economics I Other requirements: Due to course prerequisites, students must have completed Business Finance I and any universitylevel Statistics course (such as Business Data Analysis) before taking Business Finance II. Recommended options (if any): None. Standing Required for Continuation in Program GPA requirements for continuation in the program: these should be in-line with the regulations for standing required for continuation in the program as set out in the undergraduate and graduate web calendars [ Cumulative GPA of 5.0 (C-) and major GPA of 5.0 (C-) Standing Required for Graduation Minimum GPA requirement to graduate in the program: these should be in-line with the regulations for standing required for continuation in the program as set out in the undergraduate and graduate web calendars [ Cumulative GPA of 5.0 (C-) and major GPA of 5.0 (C-) Program Sequencing Provide program sequencing for each year of the program. Please ensure that all pre-requisites are met in the sequencing. The sequence of courses in the program is flexible; one possible sequence follows. Semester 1 (Fall): Mathematics for Business (prerequisite: none) Principles of Financial Accounting (prerequisite or co-requisite: Mathematics for Business or any other university-level mathematics course) Introduction to Economics I (prerequisite: none) Semester 2 (Winter): Introduction to Accounting Theory (prerequisite: ) Principles of Managerial Accounting (prerequisite: ) Business Finance II (prerequisite: Business Finance I and Business Data Analysis (or any other university-level Statistics course)) Semester 3 (Intersession and Summer): Financial Accounting Theory I (prerequisite: and ) Financial Accounting Theory II (prerequisite: ) Advanced Managerial Accounting (prerequisite: ) Semester 4 (Fall): Auditing I (prerequisite: ) Taxation I (prerequisite: ) Advanced Accounting I (prerequisite: ) It is expected that each of the above accounting courses will be offered in each semester. Page 11 of 14

12 NOTES: PROGRAM DEVELOPMENT COMMITTEE This program is not available by Distance Education. Students in the program will be not be allowed to register in , Strategic Management. Successful completion of any course in this program does not guarantee that the student will receive credit for that course from a professional accounting organization. Successful completion of this certificate does not guarantee that the student will not have to complete other courses to complete the requirements of a professional accounting organization. The Odette School of Business cannot be held responsible for any negative impact on a student caused by changes to the professional programs (including changes to the list of required courses) made by any professional accounting organization. Residency requirements: Students must complete at least six of the twelve courses at the University of Windsor to receive this certificate. A student who has previously completed the following course(s) or their equivalents, will be exempted from taking the corresponding courses, and will not be required to substitute for the exempted course(s). The courses are: Mathematics for Business Principles of Financial Accounting Introduction to Economics I Principles of Managerial Accounting Business Finance II Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this new program/major program change. Expected Workload per 3.0 Course Credit Average Time the Student is Expected to Devote to Each Component Over the Course of the Program Lectures 3.0 hours per week per course Tutorials Practical experience Independent study 5.0 hours per week per course Reading and work for assessment, including meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations Included in the 5.0 hours for Independent study above Other: [specify] How does the student workload for this program compare with other similar programs in the department/program area? Similar: these are the same courses as those taken by regular B.Comm students Page 12 of 14

13 FINAL CHECKLIST FOR PROPOSERS Having completed the program/course change proposal form, please complete the following table by marking an in the appropriate column. PRIMARY CRITERIA Yes No N/A Does the program or course tie into the University s Strategic Plan? Is the program or course Unique in Ontario? In Canada? In North America? Is there evidence that a market exists for this program or course (a) on-campus; and/or (b) off-campus? Does this program or course have income potential? (How many students would it generate?) Does this program or course address current issues? (e.g., double cohort, large-class problem, absence of upper-level on-line classes, etc.) Are there U of W courses which have been developed for flexible learning indicating either (a) partial development already exists, or (b) a degree of expertise exists? Are there departmental procedures in place for (a) course planning; (b) course development; and, (c) course delivery (Policy documents, Committees, Timelines, etc.)? Is there evidence of support from the Dean(s), AAU Head(s)/Director(s)/Chair(s) for this program? SECONDARY CRITERIA Yes No N/A Does the new program or course have partnership options (with other departments or faculties, or other universities)? Does the new program or course allow for staggering options (e.g., every other year, or Windsor one year and another site the following year)? Is the new program or course a complement to other Windsor flexible learning programs (will not interfere with other programs)? Is the new program or course a complement to other Windsor on-campus programs (will not interfere with other programs)? Does the department have the critical mass to undertake the program or course (a) sufficient interested and capable faculty; (b) academic support; and (c) TA/GA support? Are additional resources required: (a) faculty/staff/ga/ta; (b) equipment; (c) library; (d) IT support? Are there data on (a) incoming student demographics (profiles) that align with flexible learning (age, geographic location, employment, family responsibilities, etc.); and (b) technological profiles (hardware and software resources and skills)? Does the department have a plan regarding (a) marketing flexible learning courses; (b) the timely appointment of instructors; (c) technical support (CTL, Tutorials, TA/GAs, staff contact person, etc.); (d) intra-departmental communications (committees, policies); and (e) inter-department communications (committees)? Are there mechanisms and policies in place to address quality-control of (a) instruction; (b) materials (audio, video, PowerPoint, textual load, discussions and so on; and (c) learning (student assessment)? Page 13 of 14

14 Budget Summary Sheet Yearly base expenditures Faculty Requests: Amount Requested Staff/Technician Requests: GA/TA Requests: 25 students x 10 Business courses x 1 TA hour per student per course x $16 per hour = $4000 Facilities/Equipment: Other Operating Expenses (please specify): Total Yearly base expenses: $4000 One-Time Expenses Facilities: Equipment: Library Resources Requests: Total One-time expenses Total (One-time + Yearly base expenses): $4000 Costs related to use of technology/centre for Teaching and Learning (CTL) resources: Page 14 of 14