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1.1 Submission Title Page

Full Legal Name: Canadian School of Management Operating Name: Canadian School of Management Common Acronym: CSM URL for CSM’s Home Page: http://www.c-s-m.org Degree Level and Type to be awarded:

£ General Baccalaureate Degree £ Honours Baccalaureate Degree £ Applied Baccalaureate Degree R Master’s Degree £ Doctoral Degree £ Other

Proposed Degree Title: Master of Business Administration Proposed Degree Nomenclature: MBA Date of Submission: June 5, 2003 Contact Information: Person Responsible for this Submission: Name/Title: Dr. Christine van Duelmen, Executive Vice President and Corporate Secretary Full Mailing Address: 335 Bay St., Ste. 1120, Toronto, ON M5H 2R3 Telephone: 416-360-3805 Fax: 416-360-6863 Email: cvanduel@c-s-m.org Site Visit Coordinator: Site Visit Coordinator is the same as above.

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1.2 Table of Contents Section of Submission

( ) Content to Be Included Page

1. Title Page

£ Appendix 1.1 Title Page 1

£ Appendix 1.2 Table of Contents 2 2. Executive Summary

£ Appendix 2.1 Executive Summary 5

3. Program Abstract

£ Appendix 3.1 Program Abstract 18

4. Program Degree-Level Standard

£ Appendix 4.1 Program Degree-Level Standard 19

5. Admissions, Promotion, Graduation Standard

£ Appendix 5.1.1 Table and Policy: Program Admission Requirements 26

£ Appendix 5.1.2 Admission Policies and Procedures for Mature Students 27

£ Appendix 5.1.3 Admission Policies (including entrance examinations policy and prior learning assessment policy) 29

£ Appendix 5.2 Table: Promotion and Graduation Requirements Policy 31 6. Program Content Standard

£ Appendix 6.2.1 Current Professional/Accreditation or Other Requirements 35

£ Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements 52

£ Appendix 6.3 Program Comparison Statement 69

Section of Submission ( ) Content to Be Included

£ Appendix 6.3.1 – Tables: Program Comparison – University of Toronto, Joseph L. Rotman School of Management 72

£ Appendix 6.3.2 – Tables: Program Comparison – McMaster University, Michael G. DeGroote School of Business 73

£ Appendix 6.3.3 – Tables: Program Comparison – University of Western Ontario, Richard Ivey School of Business

75

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Ontario, Richard Ivey School of Business

£ Appendix 6.3.4– Tables: Program Comparison – York University, Schulich School of Business 77

£ Appendix 6.3.5 – Tables: Program Comparison – Carleton University, Eric Sprott School of Business 79

£ Appendix 6.3.6 – Tables: Program Comparison – Athabasca University 81

£ Appendix 6.3.7– Tables: Program Comparison – University of Phoenix 83

£ Appendix 6.4 Table: Program Level Learning Outcomes 84

£ Appendix 6.5.1 Questions and Table: Program Hour/Credit Conversion Justification 94

£ Appendix 6.5.2.A Table: Academic Course Schedule – Baccalaureate Full-time Studies 95

£ Appendix 6.5.2.B Table: Academic Course Schedule – Baccalaureate Part-time Studies 96

£ Appendix 6.5.3.A Table: Academic Course Schedule – Graduate Full-time Studies

97

£ Appendix 6.5.3.B Table: Academic Course Schedule – Graduate Part-time Studies

98

£ Appendix 6.6.1 Table: Course Descriptions 101

7. Program Delivery Standard

£ Appendix 7.1 Course/Requirement Delivery Policies 117

£ Appendix 7.2.1 Policy on Student Feedback 120

£ Appendix 7.2.2 Student Feedback: Criteria and Instruments 121

£ Appendix 7.3 Academic Community 124 8. Capacity to Deliver Standard

£ Appendix 8.2 Policies on Faculty 126

£ Appendix 8.3 Enrolment Projections and Staffing Implications 132

£ Appendix 8.4.1 Table: Library Resources 133

£ Appendix 8.4.2 Table: Computer Access 139

£ Appendix 8.4.3 Table: Classroom Space 140

£ Appendix 8.4.4 Table: Laboratories/Equipment (where applicable) 141

£ Appendix 8.4.5 Table: Resource Renewal and Upgrading 142

£ Appendix 8.5 Table: Support Services 143

£ Appendix 8.6 Program Appropriateness 144 9. Credential Recognition Standard

£ Appendix 9.1 Program Design and Credential Recognition 146

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£ Appendix 9.2 Consultation 148 10. Regulation and Accreditation Standard

£ Appendix 10.1.1 Current Regulatory or Licensing Requirements 162

£ Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies 163

11. Program Evaluation Standard

£ Appendix 11.1 Periodic Review Policy and Schedule 164

12. Optional Information £ Appendix 12.0 Preface

166

£ Appendix 12.1 Action Learning 167

£ Appendix 12.2 E-Learning and the Adult Learner 202

£ Appendix 12.3 Learning Logs 212

£ Appendix 12.4 Intramurals 215

£ Appendix 12.5 Council for Adult and Experiential Learning (CAEL) 227

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2.1 Executive Summary

Proposed Program Title: Master of Business Administration

Proposed Credential Nomenclature: MBA

Discipline/Field of Study: Business, Management, Leadership

Is work experience/work placement term required for degree completion?

CSM students are in-work students and admission to the Program requires five to eight

years of management-related work experience. Placement is not a factor for CSM as all

students are employed.

Anticipated Program Start Date: At minimum, three months after degree granting

rights have been received. As a result, CSM sees the start-up, under current timelines,

as being January 2004.

Program Description:

The Canadian School of Management’s (CSM’s) Master of Business Administration

(MBA) Program offers a unique, integrated and results-focused, learning opportunity for

in-work adults who wish to upgrade academic and professional qualifications while

growing into executive management and leadership roles in business and society. The

Program provides both a depth and breadth of courses, thereby offering the student the

opportunity for an advanced education in business management and the opportunity for

current and future real-life application. CSM believes this combination provides the basic

skills needed to implement managerial decisions as well as a comprehensive and

sophisticated framework for the knowledge and ability that enable thoughtful and

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sophisticated framework for the knowledge and ability that enable thoughtful and

innovative leadership decisions and actions. The School’s fundamental premise is that

theory and practice are inseparable in the adult, working world and that practical (both

strategic and operational) managerial and leadership experience contains within it

academic and operational elements of theory, research, reflection, implementation and

evaluation. This premise clearly reflects the School’s mission and academic goals.

The mission of the Canadian School of Management (CSM) is “to continue and extend

its work as an accredited provider of world-class, lifelong learning for working

professionals through e-learning and blended learning”.

CSM’s academic goals are:

• To provide in-work adult learners with relevant and challenging management

education programs leading to appropriate undergraduate and post-graduate

degrees;

• To provide accessible education on a distributed basis enabling in-work adult

learners to participate in the development of themselves and their careers;

• Through the action learning process to develop managers and leaders capable of

promoting positive change at work and improving the competitive position of their

employers;

• To enable managers and executives to continue learning throughout their lives by

promoting sound learning practices, providing a qualifications framework that

encourages educational progression and providing credentials recognized by other

educational institutions;

• To engage with the scholarly community within Ontario, within Canada and on an

international basis in the development and implementation of applied management

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international basis in the development and implementation of applied management

theory and practice, through the creation and capture of new knowledge.

**********

CSM has considerable experience in delivering quality education. Chartered in 1976 by

the Province of Ontario, the School now celebrates over a quarter of a century of

operation as a not-for-profit professional school of higher education providing applied

learning opportunities for working adults. Located in Toronto, CSM, by virtue of its

Letters Patent, is authorized to award certificates, diplomas and the academic

designations of Associate, Graduate and Fellow, among others. (Reference, Part A,

Appendix 6.1, Legal Characteristics)

Founded by like-minded academic and business professionals CSM’s initial mandate

was to research and develop innovative programs in health care education and the

health care management community continues to be a key focus for the School.

However, as part of CSM’s growth throughout the last 25-plus years, robust business

programs have been developed and have served Canada’s corporate managers

successfully. As a result, the School’s alumni, many holding leadership roles in their

respective fields, come from a cross-section of disciplines. As a result of this growth, the

provision of an Ontario-based degree is a natural progression for the School as it builds

on long-standing experience and expertise.

In 1997, CSM became a partner of the International Management Centres Association

(IMCA), headquartered in the UK, which works with businesses and professional schools

on a global basis. This arrangement developed the groundwork for CSM to offer courses

to a global audience through the use of the Internet. Today, CSM has over 70 courses

focusing on the fields of health care, business administration, management and several

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focusing on the fields of health care, business administration, management and several

other specialties. Further, the School has significant strategic alliances with

business/industry associations, particularly the Canadian Institute of Management (CIM),

the Ontario Hospital Association (OHA), and the Canadian College of Health Services

Executives (CCHSE). In addition CSM has affiliations with the York College of Industry

and Technology (YCIT) and the Canadian Institute of Certified Administrative Managers

(CICAM). CSM also has a list of Honorary Fellows who have honoured CSM with their

acceptance of the designation and been honoured by CSM for their work. (Reference

Part A, Appendix 12.5, Honorary Fellows.)

Internationally, CSM is accredited by the Distance Education and Training Council

(DETC), based in Washington DC, USA, and recognized as an accrediting agency by

the U.S. Department of Education. Through its partnership with IMCA (also DETC

accredited), CSM follows all the guidelines of the British Accreditation Council for

Independent Higher and Further Education (BAC), which has accredited IMCA. CSM is

also a Cambridge International Associate Partner of the University of Cambridge Local

Examinations Syndicate, itself a part of the University of Cambridge in the UK. Through

the University of Action Learning at Boulder (UALB), Boulder, Colorado, USA, CSM

students are able to apply for advanced standing, all other requirements of the University

being met.

**********

Organizations around the world are searching for tools to respond successfully to the

major challenges they face – the increased complexity of organizational strategies and

activities, the increased demand for innovation and quality, the increased importance of

high performance work teams and as a result, the increased need for business-focused,

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high performance work teams and as a result, the increased need for business-focused,

and academically sound learning that is both immediately applicable to the needs of the

working student and assists in the enhancement and development of new skills and

knowledge. Traditionally this learning has been delivered through educational institutions

targeted to fulfill their mandate within the first 25 years of the life of the learner. Today

business and society understand that life-long learning is fundamental for individual

success, organizational survival and national competitiveness. “Education is now the

main barometer of competitiveness among countries – more than capital and more than

technology. More than ever, learning is intimately linked with the wealth and well-being

of nations. It has become the linchpin in planning for Canada’s future,” states the chair

and CEO of BCE Inc., in Industry’ Canada’s April 2001 Canadian Education and Training

Industry overview.

CSM is on the leading edge of this new paradigm with the following strategies:

• First, the School’s main delivery method is e-learning with some blended learning

and the courses are modular in structure, available each term. That serves the need

of today’s adult learner for just-in-time and 24/7 learning opportunities;

• Second, CSM programs balance academic needs with the experiential expectations

of adult learners through action learning principles that combine conceptual learning

with in-work application. As a result, the transfer of learning is immediate because

the learning and applications are relevant;

• Third, all CSM programs have been crafted with direct academic and business input

through the faculty who combine their work and teaching expertise, and with the

assistance of both alumni and program advisory committees composed of executives

with expertise in their respective industries;

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• Fourth, CSM believes strongly in recognizing both academic and work-related

learning and therefore emphasizes the importance of prior learning assessment as

an important tool towards the establishment of lifelong learning environments;

• Fifth, CSM has in place the needed governance and reporting structures, the

appropriate policy and procedure guidelines, experienced administrators and faculty,

qualified academically and professionally;

• Sixth, CSM has long experience and expertise in successfully dealing with

management and leadership issues and challenges.

**********

It is this background and scope that provides the solid academic, administrative, and

business base with which to deliver the Master of Business Administration (MBA). To

develop this Program, CSM first took an extensive year-long review of all the School’s

programs including all admission and graduation requirements and procedures, to

ensure they are congruent with Ministry guidelines. As a result, the proposed MBA

Program integrates three separate programs, which have been delivered at CSM for

some 25-plus years – Fellow of Business Administration; Fellow of International

Management; and Fellow of Health Services Administration. CSM then developed the

following streams of specialization to be delivered under the MBA umbrella: Health

Services Management, International Management, Retail Management, and General

Business Management. This provides a wide scope of opportunity for students to

choose their own areas of specialization, within the context of CSM’s Program.

This reformatting reflects CSM’s knowledge about workplace requirements and

expectations: International management skills are integral for leadership roles in a

globalized world; health services management provides the continuum of learning the

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globalized world; health services management provides the continuum of learning the

health professional needs in the convoluted future of the health industry; retail

management focuses many CSM courses to service the needs of one of the world’s

leading and most dynamic industries; and the general business management focuses on

managerial and leadership skills in a number of topics.

Equivalence with existing Ontario degree programs, policies and procedures is designed

into the School’s awards structure. CSM acknowledges prior learning, either at

accredited academic institutions or in the workplace, with the understanding these must

equate to CSM admission requirements. The MBA Program admission requirements

are stringent and benchmarked with admission requirements for accredited universities

in Ontario and elsewhere. An admission committee reviews each application, prior

learning assessments are held, and in-work experience and education in post-secondary

institutions are reviewed for congruency with CSM requirements. All this follows the

guidelines of the Council for Adult and Experiential Learning (CAEL). External

examiners attest to the quality of the learning, and graduation standards are strong. The

eligibility requirements of faculty are demanding. They must have considerable

experience and expertise academically and professionally in the areas of their teaching.

In the academic community CSM promotes excellence with its program content and

delivery along with its focus on applied research, promoting scholarly publication for

Ontario academics. (Reference Part A, Appendix 5.5, Faculty Policies; Part B, Appendix

5.1, Admission Policy).

**********

With the above in mind and with the specific needs and challenges existing in the

business arena, the MBA Program has been designed to meet academic and practical

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business arena, the MBA Program has been designed to meet academic and practical

needs by providing students with opportunities to show/do the following:

• Demonstrate a sound understanding of the prevailing business and economic

environment and an ability to synthesize and critically interpret this environment and

communicate it to others;

• Develop a leadership point of view from a synthesis of what needs to be done, an

understanding of the forces at play, and initiating managerial action through working

with others;

• Show a systematic and critical evaluation of current business and managerial

problems demonstrating analytical and managerial competencies appropriate to real

management environments;

• Demonstrate self direction and originality in tackling and solving problems, critically

evaluating information, and acting autonomously in planning and implementing tasks

at a professional or equivalent level;

• Exhibit the ability to assess and critically evaluate complex issues systematically and

creatively, making sound judgments in the absence of complete data and

communicating their conclusions to specialist and non-specialist audiences;

• Exhibit an action learning mindset necessary for continual managerial improvement

in a change environment through ‘doing’ and ‘learning while doing’ simultaneously;

• Develop the qualities and transferable skills necessary for managerial employment

that will add value to an organization, and that require a synthesis of personal

initiative and responsibility and decision making skills in complex and unpredictable

situations;

• Demonstrate a managerial research orientation through the evaluation of established

techniques of research and enquiry for the creation, interpretation and analysis of

knowledge;

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• Show the need to continuously advance knowledge and understanding and to

develop new skills to a high level;

• Develop critical thinking skills, and independent learning ability for career long,

continuing professional development;

• Demonstrate a critical awareness of the relationship of personal career development

and organizational development.

The MBA Program provides the breadth and depth of study of the professional discipline

of business management thereby building analytical, technical, functional, decision-

making and managerial/leadership competencies for application in the complex and

often unpredictable workplace environment. Program content focuses on topics such as

human resource development, management procedures, communication, finance,

strategy development and implementation, economics, information systems, marketing

strategy, total quality management and issues and trends in the field of management

studies and within the chosen field of specialization. Each of the streams provides the

breadth and depth needed for an advanced study of the subject matter. The Health

Management stream includes topics of community based health planning, gerontology,

information systems, long-term care administration, risk management and quality

assurance in health. The International Management stream focuses on international law,

international marketing and business, international relations, international finance and

money markets. The Retail Management stream focuses on consumer behaviour,

supply chain management, sales and marketing relationships, customer service, retail

management communication and merchandising management. The General Business

Management stream focuses on business and government interactions, interpersonal

relations, managerial processes, managerial decision making, economics and

information systems. All four streams offer the option of an intensive special research

project.

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project.

In addition, the MBA Program requires a final dissertation, plus a publishable

monograph. The dissertation must reflect an in-depth understanding of the methods of

conducting applied business research, the ability to solve management problems and

the use of prac tical analytical skills in dealing with complex problems and the variety of

information available. A broad review of literature on the subject is a must (at minimum a

list of 50 to 70 references), as is originality and contribution to the field and to the

general body of knowledge. The length of the final document must be approximately

20,000 words.

There is no internship component because CSM applies action learning processes

throughout the MBA Program. Action learning can be defined as a strategy by which

people learn with and from each other as they identify and then implement solutions to

their work-focused challenges within the conceptual learning environment. It is a process

that involves small groups working on real problems, taking action and learning while so

doing. It is a powerful program that creates dynamic opportunities for individuals, teams

and organizations to implement a life-long learning and innovation culture within an

organization. CSM believes strongly that it is the action learning process that is the

driver, which ensures the function-specific learning is thorough and the transferability of

skills and knowledge is accomplished.

**********

Each CSM course is the equivalent of a 40-hour course of instruction, plus

approximately six to eight hours additional study time (per week) for the student, plus the

time required for participation in the Internet Forum discussions. There are no limits to

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time required for participation in the Internet Forum discussions. There are no limits to

the amount of Internet discussion time that may occur.

Each course is divided into five modules, each focused on a major topic and each with

its own set of learning objectives. The modules include a number of application

questions, which focus on the main issues in that module and are developed as learning

guides for the student. As part of the faculty/student interaction process, student names

and their email addresses are listed in the Colleagues and Research section of the

course, to encourage interaction among students and faculty and as a resource base for

the Discussion Forum. Students are encouraged to participate in the Forum a minimum

of once per week, and faculty members are required to participate a minimum of twice a

week, to initiate, maintain and, where needed, to guide the discussion. Students are also

encouraged to connect with the faculty member if they wish, on an individual basis,

through email, telephone or correspondence. Students are required to maintain a

Learning Log for the course and this log is to be submitted at the end of the course to

the faculty member. These logs are not marked but final marks for the course are not

provided to the student until their Learning Log is received. (Reference Part B, Appendix

12.3, Learning Logs.)

Evaluation of student work is done, at minimum through three assignments, due

respectively at the end of the fourth and eight weeks of the term, and course end. All

assignments are focused on workplace realities as part of CSM’s action learning

methodology. This experiential methodology encourages involvement of not only the

faculty and student colleagues, but also work and professional colleagues, providing

connections to both academic and professional communities.

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• Assignment one is a project proposal wherein the student outlines a Learning Plan,

which includes personal learning objectives, determines the method of application of

the course to their work environment and indicates planned external research. This

assignment, with an expected length of 1,000 words is comparable to a brief

business proposal.

• Assignment two requires that application questions for each of the modules in the

courses are answered in short essay format. The answers must show an appropriate

bibliography and scope to the research undertaken.

• Assignment three is a WAC (Written Action Case). This is an analysis of the interface

relationship between the functional area/department in which a person works. There

is no set format for the submission, since there is the understanding with the course,

that the individual will hold managerial responsibility while taking the course. Thus,

using action learning principles the student can review the various interfaces of the

functions in their area of responsibility. Recommended length is 5,000 words.

As an alternative to assignments one and/or two, the faculty member may deem it

appropriate to assign specific, topical assignments with the same degree of depth and

breadth.

The only supply item the student needs is a computer with Internet capabilities. In listing

the books, articles, links, and key words for use in a course, while a number are listed,

there is no requirement for students to read all sources and there is no one text assigned

to the course, unless otherwise indicated by the faculty member.

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CSM has in place the appropriate financial resources, business and academic plans to

successfully deliver the MBA Program. The business plan builds initially on established

and newer relationship with corporations and professional/industry associations based in

Ontario, more broadly in Canada, with some international potential. As enrolment

increases, broader marketing and sales programs would be implemented. As the

following chart indicates, the School estimates that initially there will be a dramatic jump

in enrolment, with this levelling from the third year onwards, to about 20%. (Reference

Part A, Appendix 5.4, Business Plan.)

Winter Spring Summer Fall Total 2004: MBA 75 88 50 225 438 2005: MBA 175 175 125 288 763 2006: MBA 238 238 163 350 989 2007: MBA 300 300 200 425 1225 2008: MBA 375 375 225 500 1475

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3.1 Program Abstract

Master of Business Administration (MBA) The Master of Business Administration (MBA) offers an advanced management and leadership development opportunity for working professionals, primarily through e-learning and blended delivery, and following action learning principles. The Program provides the breadth and depth of study of the professional discipline of business administration thereby building analytical, technical, functional, decision-making and managerial/leadership competencies for application in the complex and often unpredictable workplace environment. Included courses offer both broad categories of learning and focus on several areas of specialization. Program content focuses on topics such as human resource development, communication, finance, strategy development and implementation, economics, information systems, research methodology, marketing strategy and total quality management. In addition the Program offers four streams for in-depth specialization – Health Administration, International Management, Retail Management and General Business Administration/Management. Program requirements also include an Own Organization Management and Career Development analysis (OOMCD) and a final dissertation with publishable monograph.

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4.1 Program Degree-Level Standard

The Master of Business Administration (MBA), as developed by the Canadian School of

Management (CSM), offers an advanced management and leadership development

opportunity for in-work adult professionals, primarily through e-learning and blended

deliver. The Program follows action learning principles which ensure job applicability

operationally and strategically, immediately and in the future, as well as skill transfer

abilities. It also provides the breadth and depth of study of the professional discipline of

business management thereby building analytical, technical, functional, decision-making

and managerial leadership competencies for application in the complex and often

unpredictable workplace environment. Included courses offer both broad categories of

learning and focus on several areas of specialization. Core Program content focuses on

topics such as research methodology, human resource development, interpersonal

relations, cross-cultural communication, finance, managerial economics, strategic policy

development and implementation, management information systems, marketing

strategy, business, government and societal relations, management consulting,

production and operations management and total quality management. The four streams

for concentration and in-depth specialization are Health Services Management,

International Management, Retail Management, and General Business Management. A

minimum of 25% of the program content and program output must be stream specific.

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The stream specific courses are as follows:

• Health Management includes Community Based Health Planning, Gerontology,

Information Systems, Long Term Care, Risk Management and Quality Assurance,

and Quantitative and Qualitative Problem Solving Approaches;

• International Management includes International Law, International Marketing,

International Business; International Relations, International Finance and Money

Markets;

• Retail Management includes Consumer Behaviour, Management of Customer

Relationships, Global Trends in Retail Merchandising Management, Sales and

Marketing Management Skills, and Supply Chain Management.

• General Business Management includes Business, Government and Society

Interactions, Interpersonal Relations, Management Consulting, Management

Information Systems, Managerial Decision Making, Managerial Economics, and

Managerial Process.

(Reference Part B, Appendix 6.6.1, Course Descriptions.)

In addition, the MBA Program requires each student to take a course on Action Learning

and Team Development, and prepare a personal career evaluation paper of

approximately 5,000 words, in the course titled Own Organization Management and

Career Development. A special project option is offered in each stream..

In addition, the Program requires a post-graduate Dissertation of approximately 20,000

words. This work must reflect the student’s knowledge of the methods of conducting

business research, the ability to solve management problems and the use of practical

analytical skills. The paper also needs to demonstrate functional and managerial

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knowledge and the writer’s ability to deal with complex problems, as well as provide new

knowledge to the field under study. An external oral examination is part of the process.

Also required as part of the Dissertation is an additional 5,000 word Executive

Monograph for academic publishing purposes.

As the above overview of course and content illustrates, the MBA Program has been

designed to meet conceptual and practical needs of students by focusing on the

following Program learning outcomes, enabling students to show/do the following:

• Demonstrate a sound understanding of the prevailing business and economic

environment and an ability to synthesize and critically interpret this environment and

communicate it to others;

• Develop a leadership point of view from a synthesis of what needs to be done, an

understanding of the forces at play, and initiating managerial action through working

with others;

• Show a systematic and critical evaluation of current business and problems

demonstrating analytical and managerial competencies appropriate to real

management environments;

• Demonstrate ability to apply a broad range of concepts, techniques and skills to

issues of operational and strategic importance to their roles and responsibilities and

to the organization as a whole;

• Exhibit a critical awareness of the relationship of personal career development and

satisfaction and organizational development and purposes;

• Apply a research orientation through the evaluation of established techniques of

research, enquiry, analysis and interpretation of data, information and knowledge;

• Communicate with all stakeholders with clarity, thought and care;

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• Develop the qualities and transferable skills necessary for managerial employment

that will add value to an organization and that requires a synthesis of personal

initiative and responsibility and decision making skills in complex and unpredictable

situations;

• Act on the need to continuously advance knowledge and understanding to develop

new skills to a high level;

• Develop a life-long learning goal for themselves and for their working environment.

CSM has structured the MBA Program from admission policies, through program content

and delivery methods, to graduation requirements in order to deliver these learning

outcomes.

Admission criteria for the MBA Program combine academic and working experience.

The CSM student is an in-work professional with previous work and academic

credentials and experience and as such is expected to bring a breadth and considerable

depth of thought and application to their learning. Applicants must have, at minimum, a

baccalaureate degree and a minimum of four years of supervisory and/or managerial

experience. Applicants who do not have a baccalaureate degree and cannot

demonstrate advanced standing equivalent to four years of university education can be

admitted if they have 15 to 20 years of supervisory and/or managerial experience, can

demonstrate exceptional accomplishments and promotions in their field, and have formal

and/or experiential learning at a post-secondary level. Prior learning assessment

procedures and policies are strong, requiring documented evidence and portfolios, and

have been benchmarked to universities in Ontario, Canada and globally. They also

follow the guidelines established by the Council for Adults and Experiential Learning

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(CAEL) in Chicago, IL, USA. (Part B, Appendices 5.1.2, 5.1.3, Admission Requirements

and Appendix 12.6, CAEL.)

Promotion and graduation requirements include a minimum of 65 percent as a pass for

each course, the completion of a number of assignments per course, with the final

assignment, in each course being a 5,000-word Written Action Case (WAC), which

applies the learning to a real-work situation. The grading system evaluates analysis and

theory application, planned methodology, style, structure and presentation, general

research skills and implementation of the theory.

The graduate dissertation is an important element of the learning at CSM. Its format

must indicate an appropriate and clearly formulated hypothesis, an appropriate research

design, logic and organization in the text, documentation, validity and originality.

Analytical skills must be demonstrated along with research depth, and a strong

knowledge of the topic, practically and conceptually. The dissertation must be relevant to

the field, of value to the profession, and show strong applied research methodology and

findings. An external oral examination is held before the Program is deemed as

completed. A publishable 5,000-word Executive Monograph is also required. (Reference

Part A, Appendix 5.5, Policies; Part B, Appendix 5.2, Promotion and Graduation

Requirements.)

Program content and delivery are important for adult, working learners, as they are

generally time-challenged and need to leverage it competently, with the highest possible

amount of time invested in learning. Therefore, the MBA Program is structured as a just-

in-time and modular learning experience, delivered through e-learning on a 24/7 basis,

while offering the option of interaction and classroom experience, through the Internet

Discussion Forums, individual contacts with faculty, email availability and Intramurals.

24

Library and learning resources are available through Internet library resources providing

a much-needed currency to learning as well as a breadth of resources available for

research – all the time. CSM believes that this accessibility to learning as needed and

when time is available creates a high level of motivation and therefore achievement.

(Reference Part B, Appendices 6.6.2, Course Outlines; 8.4.1, Library Resources and

12.2, E-Learning.)

Currency, applicability, and breadth and depth of content are also significant for adult

learners. The MBA Program has an external Program Advisory Committee whose task is

to ensure that these concerns are met and met well. CSM faculty must have a blend of

academic qualifications, adult learning perspective, delivery competency, and practical

work experience in the field of instruction. Each of the courses are reviewed on a term

basis by the teaching faculty member, students are given the opportunity to evaluate

each course they take, the Program Advisory Committee reviews the courses/program

annually and an intensive triennial review process is part of CSM’s academic and

administrative responsibilities. The courses are incremental through the modular format.

They combine to provide both functional and strategic learning opportunities for

students. The modular structure provides a scope to each course, and with the use of

application questions assists in focusing student learning. A Learning Log is required

from each student, to assist the student with the learning and to ensure that they

recognize the connection between learning and action. (Reference Part A, Appendix

6.6.1, Program Advisory Committee; Part B, Appendix 11.1, Periodic Review Policy and

Schedule, Appendix 12.3, Learning Log.)

A prime requirement of adult learning is the immediate as well as future application of

the knowledge, and the development of the ability to transfer skills. CSM’s fundamental

learning philosophy is based on action learning principles and processes. Action learning

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can be defined as a strategy by which people learn with and from each other as they

identify, address and then implement solutions to their real workplace challenges while

maintaining conceptual understanding and integrity. It is a process that involves small

groups working on real problems, taking actions and learning while so doing. It is a

powerful program that creates dynamic opportunities of individual teams and

organizations to implement a life-long learning and innovation culture within an

organization. (Reference Parts A/B, Appendix 12.1, Action Learning.)

The action learning process enables managers to appreciate the big picture, while

focusing on significant detail. They become attuned to the achievement of goals,

whether strategic, operational or project-oriented. They gain experience in personal and

group reflection, and an appreciation in the value of independent thinking and personal

and group (team) confidence. Interaction skills are emphasized, team building

procedures learned, and communication skills enhanced. (Reference Parts A/B,

Appendix 12.1, Action Learning.)

Learning to learn is the most fundamental skill a student can have. CSM believes that

the MBA Program structure, content, and processes are such that the learning outcomes

can be achieved with success and that these outcomes meet all quality standards of

content, structure and delivery, including that of developing the skill of learning to learn.

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5.1.1. Admission Requirements and Level of Achievement

MASTER OF BUSINESS ADMINISTRATION (MBA) Program Admission Requirements

Academic • Bachelor degree or equivalent professional experience and qualifications;

• A good understanding of Economics, Business Law in their own country, and Accounting. If these are lacking, students are asked to take make-up courses in these subjects in order to ensure successful completion of the MBA Program.

Related Work/Volunteer Experience

• Minimum of four years of managerial and/or professional work and leadership experience

Other (e.g. portfolio, specialized testing, Interview, G.R.E. etc.)

Students submit a portfolio that is to include their resume, detailing all prior learning and education, as well as their work experience, with special emphasis on all management-related work experience. The onus is on the student to supply documentation for all outlined education and work experience. Documentation should include, among others, copies of transcripts, previous course outlines, completion certificates, diplomas, publications, letter(s) of employment, reference letter(s) and any other documentation the student feels will help in substantiating their prior formal and experiential learning and education.

(Reference Part A, Appendix 5.5, Policies, Admission Policies- MBA.) (Reference Part A, Appendix 5.5, Policies, Prior Learning Assessment.)

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5.1.2 Admission of Mature Students

Master of Business Administration (MBA) To be admitted to the Master of Business Administration (MBA) Program as a mature student, the candidate must have demonstrated advanced standing equivalent to four years of university education. In exceptional cases, students with advanced standing lower than this may be admitted to the program if the Admissions Committee considers them exceptional candidates, well able to complete all Program requirements.

• Applicants must have 15 – 20 years of managerial, supervisory, administrative or

related professional experience; • Applicants must have demonstrated formal and/or experiential learning at a post

secondary school level; • Applicants must have demonstrated exceptional accomplishments and promotions in

their field; • Applicants must submit three letters of recommendation from peers and superiors

attesting to aptitude and learning ability to succeed in a masters program. CSM does not require candidates to take any admission examinations such as the GMAT (Graduate Management Admission Test). However if a candidate has successfully completed such an examination, the results will be taken into consideration by the Admission Committee. CSM considers the following in assess ing whether a mature student has the equivalent of a four-year university education:

• Correspondence courses satisfactorily completed via provincially or nationally

recognized universities and colleges; • College-level courses conducted by provincially-authorized private schools; • Non-college courses satisfactorily completed via recognized professional or para-

professional associations; • Non-college courses conducted or sponsored by provincial or federal government

departments, agencies or military establishments; • Non-college courses conducted by business or industry; • Learning through employment experience; • Learning through community and volunteer experience; • Courses the applicant has taught or tutored; • Published documents/books. The applicant must submit documentation confirming completion of any of the above. The Admissions Committee evaluates the applicant’s portfolio and determines whether the applicant has the equivalent of a four-year university education and can be admitted to the MBA Program as a mature student.

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CSM awards advanced standing credits within its MBA Program only if similar courses have been completed in another recognized institution’s master’s program. Candidates may receive advanced standing credits for a maximum of six courses (30 credits). (Reference Part A, Appendix 5.5, Policies, Admission of Mature Students - MBA.) (Reference Part A, Appendix 5.5, Policies, Prior Learning Assessment.)

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5.1.3 Admission Policies

MASTER OF BUSINESS ADMINISTRATION (MBA)

Prior learning assessment and advanced standing credits Prior Learning Assessment (PLA) is the process of recognizing and giving credit for skills, knowledge or competencies that have been acquired experientially through work experience, unrecognized education or training, self-studies, professional activities and hobbies. Through PLA, this learning is assessed and given recognition by the granting of credits towards an academic degree. Students need to demonstrate that learning has taken place through the submission of a portfolio documenting any such learning. Canadian School of Management (CSM) follows the guidelines of the Council for Adult and Experiential Learning (CAEL), Chicago, IL, in its prior learning assessments and for awarding advanced standing credits for formal and experiential learning. CSM states that applicants for a master’s program must have a bachelor degree or equivalent to be eligible for admission. CSM’s Admissions Committee, which is also its Prior Learning Assessment Committee, will evaluate all documentation submitted by the applicant to determine whether he/she has the equivalent of a bachelor’s degree. (Reference Part A, Appendix 5.5, Policies, Prior Learning Assessment.) CSM awards advanced standing credits within its Master’s programs only if similar courses have been completed in another recognized institution’s master’s program. Candidates may receive advanced standing credits for a maximum of six courses (30 credits.) A maximum of 40 advanced standing credits (50% of the program) can be granted in the MBA program, provided similar courses have been completed in another recognized master’s program and/or course content competencies can be demonstrated by the learner through his/her portfolio submission. The Admissions Committee evaluates the portfolios and determines whether advanced standing credits can be granted for courses. (Reference Part A, Appendix 5.5, Policies, Admissions Committee, Admission Policies – General and Admission of Mature Students - MBA.) (Reference Part A, Appendix 5.5, Policies, Prior Learning Assessment.)

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Entrance examinations Canadian School of Management (CSM) itself does not require or administer entrance examinations, however CSM recognizes examinations such as SAT, GMAT and other similar examinations towards admission. The target market for Canadian School of Management (CSM) is the adult, working professional who needs or wants to upgrade their management skills. CSM’s admission policies were developed with this market in mind. CSM evaluates both formal and experiential learning of the applicants and also requires management related work experience as a basis of admission. (Reference Part A, Policies, Admission Requirements and Part B, Appendices 5.1.1 and 5.1.2, Admission Requirements.)

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5.2 Promotion and Graduation Requirements

Master of Business Administration (MBA) Program Requirement Level of Achievement Promotion Graduation Courses in Disciplines Outside the Main Field(s) of Study

Students must have a Bachelor degree or equivalent to be admitted to the MBA program. All courses in the MBA program are within the main field of study. Courses in disciplines outside the field of management will have been successfully completed elsewhere before the student even commences his/her studies at CSM.

Not applicable.

Courses in Disciplines Within the Main Field(s) of Study

Master’s students must maintain an average grade of 67% or C+ throughout their program of study. If a student receives more than one 55% or D grade, he/she is asked to consult with the Dean to determine a new direction or withdrawal from the program.

Where a student has received a lower than 65% or C grade for a course, CSM has the right to ask that the student repeat the course.

Students must complete 80 credits with an average grade of 67% or better to meet the MBA program requirements. A final dissertation is a requirement of the MBA Program. Students must also successfully pass an external examination (a defense of their final dissertation) at the end of the MBA program to earn the MBA degree.

Other, please specify (e.g. work placement/internship)

Students are all working professionals, with a minimum of four years of management-related work

CSM students often enjoy promotion at work while progressing through CSM’s program.

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experience, who immediately apply what they learn to their work situation. All CSM courses are based on the principle of action learning, where students use actual workplace problems and challenges as the basis of their course assignments.

Other, please specify (e.g., thesis)

Students complete a 20,000 word final dissertation on a work-place related issue. Students must follow accepted dissertation guidelines. The dissertation guidelines assist the students in ensuring that they achieve the necessary breadth and depth expected of an MBA dissertation

Three readers evaluate the student’s final submission to ensure it meets all the required academic criteria.

Other, please specify (e.g., research paper)

Most of the MBA courses have as a final assignment a Written Action Case (WAC) of 4-5,000 words. In-depth research on a work-place problem is required. Live cases require that the students evaluate and analyze how the theories and practices described in each course are put to use in real life. A live case study links the concepts with the reality of policies, practices and issues in a real organization.

Faculty members evaluate and mark each Written Action Case following the established marking guidelines. See the section on Grading and Grading Procedures described below.

Other, please specify (e.g., laboratories)…..etc.

At the completion of all course requirements, students undergo an external examination given by a non-CSM-related academic. This is normally an oral defense of the student’s final dissertation.

The external examiner must be satisfied that the student has demonstrated mastery of the program content and can defend the final dissertation conclusions. (Reference Part A, Appendix 5.5, Policies, External Examiners.)

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Overall achievement

Masters students must maintain an average grade of 67% or C+ throughout their program of study. If a student receives more than one 55% or D grade, he/she is asked to consult with the Dean to determine a new direction or withdrawal from the program.

Where a student has received a lower than 65% or C average for a course, CSM has the right to ask that the student repeat the course.

The student must successfully complete all courses in his/her program of study, as well as write a final dissertation and pass an external examination before the Master of Business Administration is awarded.

Grading

The following is the Grading System of the Canadian School of Management:

A+ A A- B+ B B- C+ C C- D+ D F inc nc ngr

90 - 100 % 85 - 89 % 80 - 84 % 77 - 79 % 73 - 76 % 70 - 72 % 67 - 69% 63 - 66% 60 - 62% 57 - 59% 50 - 56% Fail: below 50% Incomplete - student's work pending completion No Credit - student has failed to complete the course No Grade Reported

Faculty members are required to maintain high academic standards in their evaluation of students' academic work (assignments, exams, special projects).

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Grading Procedures

• To safeguard the integrity of CSM and benefits to CSM graduates, it is absolutely essential that grades assigned are objective and impartially reflect the students' academic achievement.

• Students receiving an "F" Grade in any course designated compulsory are required to take the course again. Students failing an optional course may, on consultation with the Registrar, take an alternative course.

• Students failing a course have only one opportunity to repeat the course. This caveat also applies to NC students.

• Written Action Cases, dissertations and special projects are evaluated using the same grading system (above) used for normal course assignments.

Marking guidelines are as follows.

• Style, Structure and Presentation 20%• Planned Methodology 10%• Execution 20%• Analysis and Application Theory 25%• Generation, Evaluation and Selection of Topics 15%• Implementation 10%

Total 100%

Instructors are asked to keep a record of the Final Dissertations and Special Projects they have read.

Low Grades Where a student has achieved a low grade and requests an extra assignment over and above course requirements in an effort to substantially improve overall performance, the instructor may assign such work for the purpose of assisting a student who has demonstrated a willingness to put in extra hours.

Feedback The term “feedback” should not be confused with marking or grading. Although submission of marks on time constitutes a form of feedback, faculty members are expected to provide generous written comments on the students’ work. These could include comments on:

• Techniques to apply to improve presentation (if that is what's called for); • A coherent explanation of the grade, including the rationale behind a “-“ or a “+”;

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6.2.1 Current Professional/Accreditation or Other Requirements Canadian School of Management (CSM) was accredited by the Distance Education and Training Council (DETC), Washington, DC in 1999. DETC accreditation standards are attached. Please note that these were taken directly from their web site at http://www.detc.org. Cambridge International Examinations (CIE), a part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the world-renowned University of Cambridge, accredited CSM as a Cambridge International Associate Partner. CSM is authorized to offer its Cambridge Management Award (CMA) and information on CIE and its programs is attached. Additional information can be found on their web site at http://www.cie.org.uk. CSM also has an agreement with the following associations and information on their requirements are also attached, taken directly from their web site: CIM – Canadian Institute of Management (http://www.cim.org)

The Canadian Institute of Management (CIM) is Canada's senior management association. As a non-profit organization the Institute was established in 1942 and is dedicated to the enhancement of managerial skills and professional development. Currently there are 20 CIM branches coast-to-coast with the National Office in Toronto.

Since its inception the Institute has helped over 45,000 managers to develop a broadly-based education in management skills with a rich and diversified offering of programs from individual courses to professional designation. CICAM – Canadian Institute of Certified Administrative Managers (http://www.cicam.org) The Canadian Institute of Certified Administrative Managers (CICAM) is a professional association dedicated to advancing the science of management and administration. The development and certification program for administrators and managers was founded in Canada in 1966. The Canadian Institute was chartered under Part II of the Canada Corporations Act and is also a Registered Charitable Organization. Membership brings knowledge, recognition and fellowship and a unique place in the Canadian business community.

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CCHSE - Canadian College of Health Service Executives (http://www.cchse.org) The College was founded in 1970 on a strong belief that creating a national association of health service executives would provide the opportunity for professional support and contribute to the advancement of health services management. Today, the College represents and serves a broad range of health service executives throughout the country. It offers a forum for the exchange of ideas and information, a career network, and professional development opportunities.

The College is an educational and professional association of over 3,000 members from across all sectors of health services. The College offers the only Canadian Certification Program based on professional competencies for health service executives. The professional designations of Certified Health Executive (CHE) and Fellow (FCCHSE), as well as highly regarded educational programs have established the College as a leader in continuing management education for health service executives. The College is committed to creating and sustaining a learning community by encouraging career development and by providing opportunities for members to improve their knowledge, management skills, and leadership capabilities.

The College strongly believes that excellence in health services management can be achieved by developing relationships with other professional organizations. Partnerships and collaborative ventures are pursued with associations, universities, health services providers, government and corporations who have a common interest in advancing leadership and research in health services management.

OHA – Ontario Hospital Association (http://www.oha.ca) The Ontario Hospital Association (OHA) , Educational Services is committed to professional growth for those in the hospital/health care field and to leadership in bringing to the forefront timely industry-wide issues and trends. It is responsible for the annual OHA Convention & Exhibition, as well as the schedule of one and two day programs for hospital trustees, staff and other health care providers, sponsored (or co-sponsored with allied groups or other organizations) by the Ontario Hospital Association. In addition, it offers Health Care Trustee Institute, certificate, diploma and correspondence courses. The department strives to provide high quality continuing education that is relevant, accessible and attainable. OHA programs are planned by and for the members, thereby lending credibility to our calendar of events. OHA is highly regarded as a source of timely, comprehensive educational sessions and programs tailored to meet the distinctive requirements for managerial, professional and leadership development of people on the front lines of the health care sector.

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DETC Accrediting Commission

The DETC Accrediting Commission was established in 1955. The Commission's mission is to promote, by means of standard-setting, evaluation, and consultation processes, the development and maintenance of high educational and ethical standards in education and training programs delivered through distance learning. The DETC Accrediting Commission identifies and accredits distance education and training institutions that have attained and maintained the standards deemed necessary to operate at a basic level of quality.

The Accrediting Commission's recognition by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) are for postsecondary programs purposes only. Since the U.S. Secretary's authority is statutorily limited to postsecondary institutions in the United States, this federal recognition encompasses only DETC accreditation in this area. Presently, the Commission's scope of recognition extends only through the first professional degree level. The Commission establishes educational, ethical and business standards; it examines and evaluates distance education institutions in terms of these standards; and accredits those who qualify. Its accrediting program employs procedures similar to those of other recognized educational accrediting agencies. The Commission’s procedures and standards have been continuously refined and improved over the past half century. Distance study institutions located outside the United States are eligible to apply for accreditation. The opportunity to apply for accreditation is open to private and public distance education institutions, both at the degree (Associates through the First Professional degree level) and non-degree levels. Today, more than 3 million Americans are enrolled in DETC-accredited institutions. It is estimated that since 1890, some 130 million Americans have taken distance education courses. Presently, there are 79 institutions accredited by the Accrediting Commission.

Eligibility & Standards Eligibility: Before the Commission will an institution's "Application for Accreditation," the institution must demonstrate that it meets the following eligibility criteria: 1. The institution must be a "bona fide" distance education institution and/or training provider, which is defined by the Accrediting Commission as "an educational institution or organization whose primary purpose is providing education or training which (1) formally enrols students and maintains student records (2) retains a qualified faculty to service students (3) transmits to students organized instructional materials (4) provides continuous two-way communication on student work, e.g., evaluating students' examinations, projects, or answering queries, with prompt feedback given to students; and (5) offers courses of instruction which must be studied predominantly at a distance from the institution. 2. At the time of application, the institution must have been enrolling students continuously for the preceding two consecutive years and demonstrate that it will operate continuously thereafter. If the institution's parent ownership is currently accredited by another recognized accrediting agency, then the required time period is one year.

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3. The institution must be properly licensed, authorized, exempt or approved by the applicable state educational institutional authority (or its equivalent for non-U.S. institutions). The institution must also be in compliance with all applicable local, state, and federal requirements. Exemptions from state law must be documented. 4. The institution's "Application for Accreditation" must be complete. The Commission also requires that all courses, programs, divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all divisions ineligible for accreditation. In addition, if one course, program, division and/or affiliate of the ownership is ineligible to apply for accreditation, all "divisions" of that ownership are deemed to be ineligible.

The Commission must also be assured that the courses and programs of the school are within the capability of the Commission to examine and evaluate. The Accrediting Commission reserves the right to limit the scope of its review to the kinds of institutions and types of programs for which it feels adequate standards have been developed and for which it has the competence to review. The Commission also requires that all courses, programs, divisions, and affiliates of the ownership undergo the accreditation process. The failure of one program or division to apply for or achieve accreditation within a time frame set by the Commission renders all divisions ineligible for accreditation. Standards: Since 1955, the Accrediting Commission of the DETC has progressively raised its standards. Its accrediting program employs procedures similar to those of other recognized educational accrediting agencies. Each accredited institution must voluntarily meet the twelve standards for accreditation. An institution must:

• have a clearly defined and stated mission and objectives; • have reasonably attainable and clearly stated educational objectives, and educationally sound and up-to-date courses/programs; • provide satisfactory educational services; • offer adequate student services; • have demonstrated ample student success and satisfaction; • have a competent faculty; • have fair admission policies and adequate enrollment agreements; • advertise its courses/programs truthfully; • be financially able to deliver high quality educational services; • have fair and equitable tuition and refund policies;

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• have adequate facility, equipment and record protection; and • conduct continuous research and self-improvement studies.

To become accredited, each institution must have made an intensive study of its own operations, opened its doors to a thorough inspection by an outside examining committee, supplied all information required by the Accrediting Commission, and submitted its instructional materials for a thorough review by competent subject matter specialists. The process is repeated every five years.

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CIE – Cambridge International Examinations (http://www.cie.org.uk)

Cambridge International Examinations (CIE) is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the world renowned University of Cambridge. We operate alongside OCR, which provides examination and assessment services in the UK, and Cambridge ESOL (English for Speakers of Other Languages), which delivers a portfolio of qualifications for people learning English.

UCLES has developed and promoted qualifications around the world for almost 150 years and has seen the need for internationally recognized qualifications continue to grow. CIE was formally established in 1998 to provide high quality, leading edge qualifications that meet the ongoing demands of employers and educators the world over.

CIE provides a varied range of qualifications, including school-based general qualifications and more recently a suite of Skills and Career Awards. Each assessment has been created with an international audience in mind, making it both interesting and highly relevant for the student.

General Qualifications

Our general qualifications assess ability in a wide range of subject areas. They are primarily school-based, but are also being taken by an increasing number of adults wishing to extend their knowledge.

IGCSE A two-year curriculum programme that is equivalent in standard to the British GCSE.

A & AS Level Gold standard qualifications that have been available from Cambridge for over 50 years.

O Level Usually taken by students aged 16 and recognised as evidence of solid academic achievement.

CIE Specialisms In addition to general qualifications and Skills and Career Awards, CIE also offers a number of unique

Cambridge Skills and Career Awards

These flexible awards provide the relevant, transferable skills required for a successful career. Each award reflects globally recognised industry performance standards and many are available in Spanish.

Cambridge Career Awards in Office Administration

Cambridge Starter Awards in ICT

Cambridge Skills Awards in Information Technology

Cambridge Career Awards in ICT

Cambridge Teaching with ICT Award

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also offers a number of unique assessments, including a diagnostic testing service.

Checkpoint An innovative diagnostic testing service for students starting IGCSE, O Level or similar courses.

AICE A group award that emphasises the value of broad and balanced study for academically able students.

Validation Validation services may be available for qualifications that are not part of CIE's provision.

Accreditation Maps local qualifications to the CIE qualifications framework to ensure worldwide recognition.

Cambridge Career Awards in Business

Cambridge Diploma in Computing

Cambridge Tutor Award

Cambridge Career Award in Project Management

Cambridge Management Awards

Cambridge Career Awards in Travel and Tourism

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Professional Designations

C.I.M. Correspondence Program

C.I.M. - Certified in Management

P.Mgr. - Professional Manager

F.CIM - Chartered Manager

(CSM) Program

C.I.M. Program (Certified in Management)

Over the years, many thousands of individuals from business and a wide variety of industries have enhanced their careers by meeting the academic requirements to attain the CIM Designation - Certified in Management.

Various departments at all three levels of government have recognized the value of CIM management courses and have not only approved them for their staff, but some have actually required new managerial candidates to take one or more courses as a prerequisite to qualifying for a management position.

Graduates from the program earn the right to use the designation "C.I.M." meaning "Certified in Management" after their name. Currently, alumni can be found at all levels of the business community, including some company presidents. Enthusiastic responses from service, technical, quality control, design engineering, industrial sales, marketing, financial, and production planning organizations further confirm the high calibre of CIM graduates.

To view a list of Canadian Companies/Organizations who employ members of the Canadian Institute of Management, click here.

To gain professional designation, completion of an eight subject study course in effective management is required including six mandatory and two option courses.

These c ourses are being offered at Universities and Colleges affiliated with the Canadian Institute of Management, or can be taken in a correspondence program.

Organizational Behaviour

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Organizational Behaviour

• effective management of human resources within organizations

• promotes understanding of employee behaviour and appropriate managerial policies and leadership style to increase effectiveness

Managerial Communications

• focuses communication theory, written and verbal communications skills

Canadian Business Law

• overview of Canadian Business Law and basic legal terminology

• emphasis on contract law and types and uses of contracts

Managerial Accounting

• focuses on the basic concepts and procedures of financial accounting for both internal and external reporting

Financial Management

• understanding the financial function as it relates to business objectives, capital management and capital budgeting in the short and long term

Strategic Analysis

• provides a general management perspective in decision-making and the analysis of general management problems

Option Courses (2 courses required) your local Branch will offer option courses that will meet local and regional needs covering the following subject material:

• Marketing • Management Information Systems • Quality Management • International Studies

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• Economics • Project Management

In addition to the listed courses, please ask your local branch or our Head Office about our :

• Equivalency Program • Education Credit Program

We also offer the C.I.M. in a correspondence program.

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Professional Designations

C.I.M. Correspondence Program

C.I.M. - Certified in Management

P.Mgr. - Professional Manager

F.CIM - Chartered Manager

(CSM) Program

F. CIM Program (Chartered Manager Diploma/Designation)

Requirements:

1. Applicants must complete in total 20 courses from the F.CIM program, of which 8 are the required CIM courses or the equivalents, or

2. Applicants must have completed the 20 required courses from the F.CIM program or their equivalents, or

3. Applicants with an MBA degree or a Ph.D. in Management qualify for the F.CIM Diploma, or

4. The Admission Committee may recognize applicants with extensive managerial experience to qualify for the F.CIM diploma. The committee can, at its discretion, request the applicant to submit to a qualifying examination.

The 8 Course Certificate in Management Program (C.I.M.) Program The Certificate in Management Program (C.I.M.) Program is an eight subject study course, including six (6) mandatory courses and two (2) option courses. The CIM program is normally taken over four years, but can also be completed in a correspondence program.

Optional Courses for the Obtention of F.CIM. (Chartered Manager) To have completed the previous 8 courses and complete with success a minimum of 12 courses among the following (or equivalent to the university in your

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the following (or equivalent to the university in your area), so as to have accumulated the 20 courses.

• Business Law I • Computer-based

Information Systems

• Ethics in Management

• Finance I • Financial

Accounting I • Financial

Accounting II • Human Resources

Management • Industrial

Marketing • Introduction to

Financial Accounting

• Introduction to Labour Management Relations

• Introduction to Management Information Systems

• Introductory Management Statistics

• Macroeconomic

• Management Accounting I

• Management Accounting II

• Marketing Management II

• Marketing Research

• Microeconomics • Operations

Research • Practicum in

Interviewing Skills • Real Estate

Finance 271-412, Taxation I

• Real Estate Investment Analysis

• Retail Management

• Taxation I • Taxation II

*Other courses and transfers are being pursued

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The Canadian Institute of Certified Administrative Managers is a professional association dedicated to advancing the science of Management and Administration. The professional designations Certified Administrative Manager (C.A.M.) and Fellow of the Institute of Certified Administrative Managers (F.C.A.M.) are conferred on approved candidates.

The C.I.C.A.M. academic programmes are university (or equivalent) based and are open to any person who meets these entrance standards. Within the academic qualification, Obligatory credits have to be attained in Administration, Accounting and Economics. The balance of credits are Optional and are selected by the member from a variety of business courses according to the applicant's own career path goals. Advanced standing may be granted by the Institute, within its own academic requirements for suitable academic achievement attained outside the designated university programme.

The development and certification programme for administrators and managers was founded in Canada in 1966. The Canadian Institute was chartered under Part II of the Canada Corporations Act and is also a Registered Charitable Organization.

The academic requirements for certification in Canada must be attained through a recognized degree granting university or college or business school with equivalent academic standards. In Canada it is possible to complete the business courses in whole or in part through lecture attendance, tutorial/correspondence or by radio/cablevision. Persons non-resident in Canada may acquire the academic standards through study at any recognized university or college throughout the world. The institute has, within its own academic criteria, the ability to grant advanced standing for comparable academic study. The C.I.C.A.M. philosophy has always been:

"Spend your educational dollar and study time wisely. Combine the C.A.M. study programme with a university degree, diploma or certificate programme."

In other words, each academic objective met should be a building block to the next level of achievement.

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Who is Eligible?

The Institute's university-based C.A.M. programme is open to any person who meets the university entrance standard. Advanced standing may be granted by the institute, within itw own academic requirements for suitable academic achievement outside the designated university programme. Certification is based on standards designed to measure an individual's personal, inter-personal, organizational and administrative effectiveness.

• Academic Qualifications: Undergraduates must complete the equivalent of nine full term approved university business credits within a 10 year period. Included are:

o Obligatory courses in Administration, Accounting and Economics. o Elective courses to be selected by the undergraduate from other business courses offered at participating universities and approved by the institute.

Many of the university courses under the C.A.M. programme are regular credit courses and may be applied in other academic disciplines.

• Non-Academic Qualifications: The Institute's objective is to develop and recognize competent professional managers. Accordingly, C.A.M. graduates are required to have a minimum of 5 years experience in business or public administration and during 2 of these have had significant management responsibility. In addition, graduates must show evidence of involvement in voluntary organizations engaged in community or social work. • Benefits: Registered undergraduate members participate in all the activities of the Institute while they work to achieve the C.A.M. designation. Graduate members who maintain registered membership in the Institute are authorized to use the designation C.A.M. for all professional purposes as well as on business cards, stationery and legal documents. Membership brings knowledge, recognition and fellowship and a unique place in the Canadian business community.

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About... ONTARIO HOSPITAL ASSOCIATION The Ontario Hospital Association (OHA) is a voluntary organization representing approximately 160 public hospital corporations, or 225 sites, in Ontario. Among its members are all the public hospitals in Ontario as well as the province's psychiatric hospitals. Many other health-related organizations are among OHA's approximately 200 associate and affiliate members. Founded in 1924 as an independent, non-profit organization, the Association is governed by a 28-member Board of Directors comprised of hospital trustees and chief executive officers from across the province, as well as a physician and a nurse. The President of the Hospital Auxiliaries Association of Ontario is an ex-officio member of the board. OHA is the voice of Ontario's hospitals. It is a leader in shaping the future of the health care system, fostering excellence, building linkages with the community and advocating for quality health care. It embodies a positive force for change in the hospital and health care system, advocating on behalf of its members. OHA represents hospitals' needs and views to government, other organizations and the public. Educational Services Educational Services is committed to professional growth for those in the hospital/health care field and to leadership in bringing to the forefront timely industry-wide issues and trends. It is responsible for the annual OHA Convention & Exhibition, as well as the schedule of one and two day programs for hospital trustees, staff and other health care providers, sponsored (or co-sponsored with allied groups or other organizations) by the Ontario Hospital Association. In addition, it offers Health Care Trustee Institute, certificate, diploma and correspondence courses. The department strives to provide high quality continuing education that is relevant, accessible and attainable. OHA programs are planned by and for the members, thereby lending credibility to our calendar of events. OHA is highly regarded as a source of timely, comprehensive educational sessions and programs tailored to meet the distinctive requirements for managerial, professional and leadership development of people on the front lines of the health care sector.

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Certificate and Diploma Courses OHA's continuing education programs offer tools to help health care professionals respond more effectively and immediately to the challenges facing a rapidly changing health care system. Participants are continually challenged to go beyond the theoretical framework to practical applications in the workplace. Our continuing education programs provide effective and efficient learning opportunities in a positive, relaxed manner through a wide variety of learning strategies including: lecturettes, group activities, discussions, opportunities for self-evaluation, and two-way interaction with knowledgeable workshop leaders. In addition to classroom-based learning, OHA offers home study courses which offer full credit in the Diploma program.

Advanced Diploma Courses

Adult Education: Leadership and Learning in the Knowledge Organization

Applied Research Methods (Required) -

Correspondence Course in Fundamental Health Care Accounting

Financial Management & Budgeting (Required)

Management Information Systems (MIS) Guidelines - Level I -

Management Information Systems (MIS) Guidelines - Level II -

Managing Human Resources (Required)

New Partnerships/New Directions: Collaborating for Success

Occupational Health & Safety in the Health Care Environment

Principles And Applications Of Health Law

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6.2.2 Letters of Support: Professional/Accreditation or Other Requirements

Attached are letters of support and letters of agreement from the following: Distance Education and Training Council (DETC) • Letter of support and confirmation of DETC accreditation. Cambridge International Examinations (CIE), University of Cambridge Local Examinations Syndicate • Letter confirming Associate Partner status. Canadian College of Health Service Executives (CCHSE) • Letter of support.

Ontario Hospital Association (OHA) • Letter re: mutual recognition of educational courses and programs. Canadian Institute of Management (CIM) • Letter re: mutual recognition of educational courses and programs. Canadian Institute of Certified Administrative Managers (CICAM) • Letter of agreement re: mutual recognition and status of professional awards. Ryerson University • Letter re: opportunities for collaboration within the research arena. Emerald (Electronic Management Research Library Database) • Letter re: joint commitment to furthering the successful publication of scholarly

research and practice papers from Ontario’s academic community. Dr. Michael Kompf, CSM External Examiner • Letter of support; • Copy of curriculum vitae. Dr. John Walsh, CSM Outside Consultant • Letter of support; • Copy of curriculum vitae.

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6.3 Program Comparison Statement The Canadian School of Management (CSM) reviewed all relevant programs at all Ontario public universities as well as numerous extra-Ontario university programs. This research clearly showed that although a number of universities in Ontario and elsewhere offer a Master of Business Administration post-graduate degree, CSM has a number of unique characteristics not found in most of the universities in Ontario and elsewhere. It is also significant that the Program core content and general scope, show CSM is well benchmarked with universities in Ontario and elsewhere. CSM’s Master of Business Administration (MBA) program consists of the following core courses and stream options: Core/compulsory courses: Action Learning and Team Development; Effective People Management; Own Organization Management and Career Development; Research Methodology; Cross-Cultural Communication; Financial Management Policy; Marketing Strategy; Strategic Planning and Policy; Final Dissertation with publishable monograph; Specialization streams: Health Services Administration; Retail Management; International Management; General Business Management. The prime areas of uniqueness are as follows: • The Program is designed to deliver post-graduate level education to in-work adult

professionals who wish to enhance personal and career knowledge and expertise;

• CSM’s program is viewed as a part-time program, focusing on in-work professionals;

• CSM’s combination of the offered streams is unique to MBA programs: • In general, an international option is offered at a master’s level as a stream, as

specialized research programs, as course content or as a separate Master’s type of degree;

• There are some master’s level ‘health studies’ options and some health-focused M.Sc. programs, but none with the CSM focus on health services administration;

• All universities with MBA programs offer the general business administration/management stream as an option;

• There were no MBA level retail management streams found during CSM’s research;

• CSM’s program contains a strong experiential learning component through the action

learning process and the live case study methodology. CSM’s Written Action Case (WAC) format enhances the real-life applicability of the academic learning to the

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student’s workplace, while maintaining high conceptual integrity as part of the learning and skills-transfer process: • WACs require attention to both process and result, plus a knowledgeable

consideration of modern managerial and business theory and its application in a critical manner to real workplace circumstances;

• WACs, because of the action learning and live case study format, help focus the

student on the development and analysis of new knowledge; • CSM’s requirement for a dissertation is comparable to a major applied research

project applicable to the student’s workplace. CSM also requires the 20,000-word dissertation to undergo an external examination process, to ensure high academic standards and to ensure objective evaluation. The dissertation must demonstrate, amongst other outcomes, critical thinking, strong research techniques, clarity of communication, decision-making ability, and the development of new knowledge, In addition, as part of the dissertation requirement the student must write an Executive Monograph of approximately 5, 000 words, for publishing purposes;

• CSM requires an OOMCD – Own Organization Management and Career

Development – course which provides the student with the opportunity to explore the synthesis between personal career development and organizational development by writing a career monograph based on the workplace;

• One of CSM’s required courses, Action Learning and Team Development, focuses

on the process of team development, the principles of action learning, and the development of learning skills and analysis of learning styles, both significant requirements for management and leadership successes;

• The Program is modular in nature, thereby offering the adult learner the opportunity

to develop their professional abilities both academically and realistically within their life realities;

• The Program is delivered primarily through e-learning, (with some blended learning

opportunities) thereby leveraging the personal and professional time of the adult learner.

In order to make the above comparisons, CSM undertook considerable research. CSM has chosen the following universities for comparison purposes with its Master of Business Administration (MBA) program: • Brock University; • University of Ottawa; • University of Toronto; • University of Waterloo; • University of Western Ontario; • Athabasca University; • University of Phoenix; These universities were chosen for the following reasons: • They provide a representative picture of where similarities and differences exist;

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• Some are considered among the top MBA programs in Canada and/or outside Canada;

• They also provide a representative picture of Master of Business Administration (MBA) programs delivered in Toronto, other cities in Ontario and extra-Ontario.

“The Canadian School of Management has on file and available upon request the research undertaken to complete Appendix 6.3. CSM found that there are not more than five similar or related existing programs offered at Ontario universities and that there are not more than three similar or related existing programs, offered at universities in other jurisdictions that could have been included in Appendix 6.3.” Note: Throughout the comparisons, CSM has used direct quotation marks. These are meant to indicate direct quotes taken from the web sites of the respective universities.

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6.3.1 Program Comparison – University of Toronto, Joseph L. Rotman School of Management Institution: University of Toronto, Joseph L. Rotman School of Management Program Name and Credential: Master of Business Administration (part time) Program Description: The Rotman School part-time MBA Program is viewed as a two-year program with the first year having a number of required courses focusing on core business disciplines – accounting, finance, marketing, organizational behaviour, operations management, economics and statistics. Some of the topics are in half course formats, and some are delivered in a full course timeframe. The second year courses focus on organizational strategy and leadership, managerial negotiation, international management and an industry analysis project. The second year also offers the option of three streams – Corporate Finance, E-Business/Marketing and New Entrepreneurship/New Ventures—along with the option of special projects and the taking of electives from other faculties at UofT, with the approval of the graduate unit. The courses are offered generally two nights per week, for nine successive terms. Similarities and Differences Significant similarities exist in that the core content for both CSM and Rotman School of Business, focus on core business disciplines of finance, marketing, strategic planning, managerial processes, team building, operations management, and communication, although it appears CSM has a greater emphasis on human relations issues by including as required courses Action Learning, and Team Development, Cross Cultural Communication and Effective People Management. Also, both programs offer specified streams, with CSM’s differing considerably from Rotman. CSM offers the Health Administration, Retail Management and International Management streams along with the General Management stream, also an option at Rotman. Both a similarity and a difference exist in the integrative concept of management and decision-making. Rotman offers specific courses on the process while CSM requires the integrative decision-making process to be applied in each course through the live case study (WAC) methodology and the action learning process. Rotman does not indicate in its course outlines an emphasis on courses offering an analysis of learning styles, a thorough evaluation of personal career development and it’s relationship to organizational growth and success, as well as having a requirement for students to take a course on research methodology — all part of the CSM Program. As mentioned in 6.3, the prime differences between the two programs include the specific focus of CSM on in-work adult professionals, the e-learning and modular structure of the CSM Program versus the classroom format, term-based course choices of Rotman, the concept of half courses which CSM does not offer, and the extensive requirements of the WACs, the Dissertation with its external examination and the Executive Monograph for publishing purposes.

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6.3.2 Program Comparison – McMaster University Institution: McMaster University, Michael G. DeGroote School of Business Program Name and Credential: Master of Business Management (MBA) Program Description: McMaster University, through Michael G. DeGroote School of Business, offers a Masters of Business Administration (MBA) Program. It is viewed as a two year program, if taken full-time, but the School does offer a number of additional delivery options – part time, a co-op option and an ‘off-campus’ option. Co-op students generally alternate study and work terms, on a set schedule, with a minimum of three four-month work terms (or equivalent) required in the co-op designation. (At DeGroote, the terms consist of twelve or thirteen weeks and are generally followed by an examination period.) The off-campus option offers the MBA program, in a customized format, at client sites. The DeGroote MBA offers streams – Finance, eBusiness, General MBA, Health Services Management, Human Resources and Management, Management of Innovation and New Technology, Operations Management, and Strategic Marketing. It also offers minors as a separate option that cannot conflict with the courses chosen for any of the streams. The DeGroote MBA first year required courses are: Financial Accounting, Organizational Behaviour, Economics, Information Systems Management, Applied Business Statistics, Managerial Accounting, Managerial Finance, Human Resources, Marketing and Operations Management. The second year consists of the required courses of Business, Government and the Global Environment, and Advanced Strategic Management, plus eight additional stream-focused courses. Similarities and Differences: Significant similarities exist in the content of the core (required) courses of both DeGroote and CSM, with DeGroote, however, placing considerable more emphasis on the finance component and CSM emphasizing the communication, team-building and human relations components of management and leadership. DeGroote has a wider range of streams, although one, Health Services Management is similar to the CSM stream. Course content has some similarities with both focusing on quality management, but CSM is different by offering a wider range of more specific areas of the health care scope of responsibilities and activities. For example, CSM offers course options in Gerontology, Health Management Information Systems, Community Based Health Planning, Long Term Care Administration, Quantitative and Qualitative Approaches to Problem Solving, Risk Management and Quality Assurance in Health Care, whereas DeGroote offers options in terms of Critical Issues in Health Service Management, Health Economics, Health Policy, Determinants of the Health of Populations and the more general courses in strategic management and business, government and the global environment, which CSM addresses with core courses. The concept of “total educational experience” as stated by DeGroote in its overview of

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the Health Services Management Stream, seems to be offered primarily through the co-op work opportunity. CSM addresses the educational experience factor by requiring that each course apply the learning, through the live case study methodology (WAC) and the action learning process, to the student’s workplace. DeGroote also offers the opportunity for organizations to have in-house MBA Programs that are customized in specific areas to meet client needs. The difference here is that although CSM certainly offers that option for organizational clients, the option is offered through the WAC process (which emphasizes the maintenance of conceptual integrity with the in-work experiential opportunity) in all courses. In addition, CSM offers that experiential opportunity to all students, including those taking courses on their own. As mentioned in 6.3, the additional differences between the two programs include the specific focus of CSM on in-work adult professionals, the e-learning and modular structure of the CSM Program versus the classroom format, term-based course choices, and the extensive requirements of the WACs, the Dissertation and the Executive Monograph, along with the external examination processes.

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6.3.3 Program Comparison – University of Western Ontario, Richard Ivey School of Business

Institution: University of Western Ontario, Richard Ivey School of Business Program Name and Credential: Master of Business Management (MBA) Program Description: The Ivey School’s MBA program is a two-year program, with the first year having 10 required core courses, and the second year structured so that students can design a personal program of study, through which they can either focus for a term in one functional area or choose electives that encourage a broad overview approach, all within the Program requirements. First year core courses are Global Environment of Business, Managerial Accounting and Control, Management Science and Statistics, Management Communications, Management Information Systems, Marketing, Operations, Management Behaviour, Finance, and Strategic Analysis. Second year provides the student with the opportunity to choose their study program from a number of ‘area’ groups. These include the topics of entrepreneurship, finance, general management, global environment of business, management science and information systems, managerial accounting and control, marketing, operations and management behaviour. The Ivey Client Field Project (ICFP), which is the only mandatory ‘course’ of the second year, requires students to work in groups (with faculty guidance and assistance) to study “an issue, problem or opportunity of operational or strategic significance” in a ‘client’ company and then report on it (with recommendations) to said company. The Ivey School of Business places considerable emphasis on integrated learning within their Program, rather than “isolated learning by course”, and definitely on the case study methodology. As a result, learning groups are struck at the beginning of the Program with the task to implement both personal and group learning. Similarities and Differences: Similarities exist between the two schools, starting with the core competencies. CSM also has the core courses of marketing, strategic planning, finance, human relations and communication, but adds courses on team building (and learning styles analysis), research methodology and on the self-analysis of work roles, responsibilities and career development. The other difference would be that CSM focuses the prime communication course on cross-cultural elements because of the increasingly globalized and diverse workplace environments. CSM offers four streams in the Program – Health Services Administration, International Management, Retail Management, and General Management. Each stream offers a choice of stream-specific courses and/or an extensive Special Project. The General Management stream is designed to provide a broad-based opportunity for personal learning choices. CSM’s fundamental philosophy of action learning, the WAC requirements within each course and the extensive Dissertation offer students several opportunities for

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course and the extensive Dissertation offer students several opportunities for group/team learning. The WACs are live case studies, taking a work-related issue, problem or challenge and working through that from the perspective of each course, from analysis to strategy development to implementation plans and actions. CSM’s intensive Dissertation can be related to Ivey’s field study, for it focuses on a real-life issue and requires extensive research analysis and teamwork. CSM in addition, requires that the Dissertation include an Executive Monograph that would be publishable. In addition, as mentioned in 6.3 the additional differences between the two programs include the specific focus of CSM on in-work adult professionals, the e-learning and modular structure of the Program and, as mentioned, the extensive requirements of the WACS, the Dissertation, with an external examination process, and a number of self-learning analysis projects.

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6.3.4 Program Comparison –York University, Schulich School of Business Institution: York University, Schulich School of Business Program Name and Credential: Master of Business Management (MBA) Program Description: The Schulich School of Business offers a two-year MBA program on a full or part-time basis, starting each September and January. The first year focuses on a number of core courses and permits 3.0 credit hours of electives, and the second year focuses on one core course and offers 24.0 credit hours of electives along with a two-term strategy field study. The electives can by taking from a multitude of choices which enables concentrations in 19 different categories, with the School recommending two concentrations if the student so chooses, but also not requiring any concentrations should the student wish a broader base of learning. A concentration requires 12 or more credit hours in a particular field of study. In addition there can be a specialization that would result in a specialized degree (e.g. MPA, Master of Public Administration), and/or graduate diploma programs in a number of areas. The core first year courses are Financial Accounting for Managers, Management Accounting, the Economic Environment of Business, Managerial Finance, Management Skills Development, Managing in a Contemporary Context, Information Systems, Quantitative Methods, Operations Management, Marketing Management and Organizational Behaviour. The core course for the second year is strategic management. The electives are student-centered choices, depending on the need for co -or pre-requested courses and as well as the concentration focus they may choose. Students also have the opportunity for an independent study course, within Program requirements, on a local or international basis. Similarities and Differences: Strong similarities exist in the core requirements of both Schulich and CSM programs although CSM does require a course each, in analysis of learning styles (Action Learning and Team Building) and Research Methodology, neither of which appear to be in the Schulich Program. Schulich also places a greater emphasis on financial courses than does CSM, and both emphasize the human relations factors of management and leadership. Both schools allow for student-focused choices in the electives, although CSM does not focus on the co –and pre-requisites, since its courses are structured to encompass a large scope within each course and CSM students are in-work full-time while pursuing their MBA studies. An area of difference is York’s work-study requirement of two terms, although that can be related to the extensive Dissertation, which is required by CSM. As part of the Dissertation process there is an external examination and another 5,000-word Executive Monograph for publishing purposes. This creates an opportunity to share the results of the applied research undertaken for the Dissertation, with the academic and professional communities. The concept of dual degrees is not offered at CSM, as the School is applying for only the

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MBA degree and believes that through the live case study methodology (WAC) and the action learning process, options for specialization are offered to the students, under the MBA umbrella. In addition, as mentioned in 6.3 the additional differences between the two programs include the specific focus of CSM on in-work adult professionals, the e-learning and modular structure of the CSM Program versus the classroom format, and, as mentioned the extensive requirements of the WACs, the Dissertation with its external examination process, the Executive Monograph and two specific courses. Through Action Learning and Team Development, the student focuses on team building and learning styles, including a thorough analysis of their personal learning style; and through Own Organization Management and Career Development, the student analyzes the extent of their personal learning and career development as well as analyzing the relationship between personal career development and organizational success.

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6.3.5 Program Comparison – Carleton University, Eric Sprott School of Business Institution: Carleton University, Eric Sprott School of Business Program Name and Credential: Master of Business Management (MBA) Program Description: The Eric Sprott MBA program focuses on applied research directed toward the “management of innovation, technology and change in organizations operating in a global context”. As such, it offers an opportunity to pursue the MBA through a more research-oriented focus. The core of the program is the research format chosen – either the Research Project or the Research Thesis formats. In addition there is a set of integrative courses, (some term and some in ‘seminar’ format), which consist of Innovation Management, Managing Transformational Change, Digital Business, and Enterprise Development. The Sprott documentation indicates that “each subject would be taken in an integrative and applied way, with the opportunity to relate the learning” to the student’s individual context. Elective courses are required to develop specific expertise in one or more areas. The main areas of specialization within the Program are: Business Information Systems; Finance; International Business; Management; Marketing; Production and Operations; and Research and Development Administration. The two research options are the Research Project and the Research Thesis. In the former, the research focuses on a ‘real’ business problem and is implemented under the direct supervision of a faculty member, working with a manager of the business being researched. The Thesis option is expected to be related to issues “consistent with the general focus of the MBA Program” and must consis t of independent research undertaking after admission to the program. Allowances are made for the Thesis to be undertaken off-campus, if approved by the School. Similarities and Differences: Both the CSM and Carleton programs have a strong research component, although the research process is structured differently. At CSM, each course has a live case study format (WAC), which requires considerable research to be undertaken on the course topic and its application to the workplace of the student. WACs are required to show strong skills in research, analysis and application of theory, the generation, evaluation and selection of recommended actions for problem solution and an implementation plan. WACs must also demonstrate considerable team activity and strong communication skills. CSM also has a Dissertation with external examination, which must demonstrate ability for in-depth analysis, critical thinking, and clarity of argument and presentation. In addition as part of the Dissertation, there is a 5,000-word Executive Monograph developed for publishing purposes. The CSM streams differ from the Carleton MBA, with CSM offering specializations in International Management, Retail Management, Health Services Administration and

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International Management, Retail Management, Health Services Administration and General Business Management that allows students to choose their own area of focus. In addition, as indicated in 6.3, CSM’s program is focused on the working adult professional, is delivered online and is modular in structure.

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6.3.6 Program Comparison – Athabasca University Institution: Athabasca University Program Name and Credential: Master of Business Management (MBA) Program Description: Athabasca offers a number of Executive MBA programs under the general MBA listing, with all the programs being on line. The special programs are Agriculture (MBA AGR), for Certified General Accountants (MBA for CGAs), Information Technology Management (MBA ITM), Project Management (MBA PM), and for Certified Managerial Accountants (MBA for CMAs). All MBA streams require 10 core courses, three electives, two comprehensive exams and one applied project. A theme-based weekend school is a requirement and one of the electives must be taken in a residential format. The Athabasca MBA is generally viewed as a two-and-a-half to three-year program, with the University requiring completion no later than six years after start-up. The Programs are divided into three phases with phase one focusing on strategic management, analytical tools, human resource management, financial and managerial accounting, and marketing management. Phase two consists of courses on information technology strategy, corporate finance, strategy and organizational analysis, and business economics and society. Phase three provides the elective opportunity (specialization) and the weekend school. There is an applied project, which involves a systematic review and analysis of some element of an organization or industry. The project is completed in two phases with the first one being the project proposal and the second being the project completion phase. Similarities and Differences: The major similarity is that both organizations offer the MBA online. The core courses have some similarities, with CSM offering courses in research methodology, human relations management, finance, marketing, strategic planning, and communication. However, CSM offers two courses as core in the Program – Action Learning and Team Development which focuses on team building skills and on an analysis of learning styles, plus the Own Organizational Management and Career Development course, which provides students with the opportunity to explore the synthesis between personal career development and organizational development. Athabasca does not list any such activity. There appear to be more differences, as well. The Athabasca specialized programs have separate designations while CSM provides the one MBA designation with four streams – International Management, Retail Management, Health Services Administration and General Business Management. CSM emphasizes the live case study (WAC) methodology and the action learning process as core to its teaching and learning philosophy. The WACs are intensive research projects required for each course, each of the stream options also includes a special project as an elective, and most significantly, there is an extensive Dissertation with external examination required before graduation. Further, as part of this Dissertation, a 5,000 work Executive

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Monograph must be developed, for publishing purposes. In addition as mentioned in 6.3, the CSM Program is modular in structure and CSM’s student body consist of the in-work adult professional.

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6.3.7 Program Comparison – University of Phoenix Institution: University of Phoenix Program Name and Credential: Master of Business Administration (MBA) Program Description: University of Phoenix offers a number of Master of Business Administration programs, each with a specialty. These specialties include Accounting (MBA/ACC), e-Business (MBA/EB), Global Management (MBA/GM), Master of Business Administration/Health Care Management (MBA/MHS), and Human Resource Management (MBA/HRM). The only on-line program appears to be the MBA. Each of the programs listed above have a core business component complemented by courses on the particular specialty. The MBA consists of 46 credit hours with the documentation stating that all listed courses are required. These courses focus on managerial communication, human relations and organizational behaviour, legal environment of business, marketing, statistics and research methods, operations, economics, accounting, finance, information management, e-business principles and practices, project management, strategy formulation and implementation and case studies. To be considered for a graduate program, the students must be employed or have access to an organizational environment that allows them to apply the learned concepts. Student on-line connection, through class participation, is estimated at approximately 1 to 2 hours per month. Similarities and Differences: A significant similarity between the CSM and Phoenix programs is that both are delivered online and focus on the working adult. Core content has some similarities, with CSM offering required courses on finance, marketing, strategic planning, and communication. CSM also has required courses on research methodology, human resource management, and two specific to CSM courses – Action Learning and Team Development which develops team building skills as well as requiring students to analyze learning styles, particularly their own. In addition, through the Own Organizational Management and Career Development course, CSM students have the opportunity to explore the synthesis between personal career development and organizational development. In addition, CSM’s MBA Program offers four streams – Health Services Administration, Retail Management, International Management and General Business Management. There are a number of significant differences. CSM requires a grater on-line contact relationship between faculty and student; each of the CSM course have a live case study (WAC) requirement and is based on action learning principles; the CSM Program has an extensive Dissertation with required external examination and an added 5,000 word document, the Executive Monograph, designed to be published. In addition The CSM Program is modular in structure.

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6.4 Program Level Learning Outcomes The Canadian School of Management (CSM) offers an incremental approach to a Master of Business Administration (MBA) degree intended for applicants of graduate level ability. This would consist of a bachelor degree or equivalent professional experience and qualifications; a minimum of four years of managerial and/or professional leadership experience, and a good understanding of economics, business law and accounting. The program is tailored for mature executives or working professionals to upgrade their qualifications while continuing to work. As a result, it is a themed program consisting of foundation courses in line with the school’s philosophy of learning at work; required management courses to build a foundation for the professional discipline of management; a number of required subject-specialization courses according to the program specialization selected; and the completion - in the subject area of choice –of a research project (dissertation) which must include a publishable monograph. The Canadian School of Management recognizes the workplace is dynamic, unpredictable, often fragmented and reactive. Skills learned and facts absorbed can be out of date before they can be applied. Structures and alliances form and reform often with alarming rapidity. This environment can create impressive challenges and extensive stress on employees and most certainly on management, who have been given the responsibility of leading this precarious business environment. It is CSM’s basic belief that for individuals and organizations to be successful under these demanding conditions, they must have a conceptual and practical understanding of processes, tasks, and perhaps most importantly, they must have the skills to appreciate and maintain a long-term learning capacity at individual, group and organizational levels. The action learning approach, which is the cornerstone of CSM philosophy and methodology, is a powerful and dynamic process building critical thinking, analytical skills, leadership abilities, initiative, and learning capability. Combined with the School’s emphasis on research skills and subject specific information, CSM’s MBA program provides a solid opportunity for future success. Broad Overview of Program Level Learning Outcomes and Requirements

Program Level Learning Outcomes Program requirements or segments of requirements contributing to outcome

At completion of the MBA Program, students will be able to demonstrate: • A sound understanding of the prevailing

business and economic environment and an ability to synthesize and critically

To achieve these outcomes, the Program is arranged into the following content and process sections: Content:

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an ability to synthesize and critically interpret this environment and communicate it to others;

• A leadership point of view developed from a synthesis of what needs to be done, an understanding of the forces at play, and initiating managerial action through working with others;

• A systematic and critical evaluation of current business and managerial problems demonstrating analytical and managerial competencies appropriate to real management environments;

• Self direction and originality in tackling and solving problems, critically evaluating information, and acting autonomously in planning and implementing tasks at a professional or equivalent level;

• The ability to assess and critically evaluate complex issues systematically and creatively, making sound judgments in the absence of complete data and communicating their conclusions to specialist and non-specialist audiences;

• An action learning mindset necessary for continual managerial improvement in a change environment through ‘doing’ and ‘learning while doing’ simultaneously;

• The qualities and transferable skills necessary for managerial employment that will add value to an organization, and that require a synthesis of personal initiative and responsibility and decision making skills in complex and unpredictable situations;

• A managerial research orientation demonstrated through the evaluation of established techniques of research and enquiry for the creation, interpretation and analysis of knowledge;

• The need to continuously advance knowledge and understanding and to develop new skills to a high level;

Phase one: Four foundation courses for personal, people and learning-related skills and abilities: • Action Learning and Team Development; • Research Methodology; • Own Organization Management and

Career Development; • Effective People Management. Phase two: Four required management modules ensuring a sound knowledge of the scope and breadth of the basics in the managerial and business disciplines: • Financial Management Policy; • Marketing Strategy; • Strategic Planning and Policy; • Cross Cultural Communications. Phase three: Four required subject specialization modules from one of the following subject or specialization areas: • Health Services Administration; • Retail Management; • International Management; • Business Management. Phase four: A required research work, comprising a 20,000-word dissertation, and a publishable monograph. Phase five: A required external examination given by an external expert in the field on completion of the program Processes: • All courses require a Written Action Case

(WAC) of 5000 words each. This is based on live projects as the demonstration of completion of the course and of action learning having taken place.

Each WAC is marked on a planned methodology, analysis and application of theory, generation, evaluation and selection of options, execution, implementation of the action case, style, structure and presentation. Using this same marking guide throughout the Program ensures that the student perceives visible weaknesses and strengths, reducing the former and building the latter. It also assists in the

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• Critical thinking skills, and Independent learning ability for career long, continuing professional development.

• A critical awareness of the relationship of

personal career development and organizational development.

the latter. It also assists in the development of a well-rounded approach to written action case documentation, thus building greater effectiveness for internal communications and report writing.

• All courses require managers to work with knowledge through action in their real work situations and stimulate change or adjust to change. A systematic awareness of managerial work is brought about through the incremental nature of the courseware moving from operational to more strategic concerns.

By conceptualizing learning to the real workplace, the aim is to optimize the return on investment both for the student and for the organization where he or she is employed. Through working on real projects, the student can develop and achieve objectives for personal learning and future development, career aspirations and enhanced visibility via actionable projects.

• All courses require a learning log to

encourage students to learn from actions through reflection. With greater awareness of their personal learning style, greater knowledge of business concepts and an increased understanding of the interrelationship between their actions and the organization’s requirements, students can develop more insight into their personal contribution to problem solving and how knowledge in organizational settings is advanced.

• All students are encouraged to publish

their work in professional journals as practitioners who are expanded into boundaries of managerial knowledge through action and problem resolution. Through agreements with Emerald, a premier publisher of academic and professional journals, such opportunities are available for CSM students. Such articles are subject to blind peer review before publication, to assist the students in their communication and research skill development.

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• Each student must provide a dissertation

of 20,000 words, showing in-depth research, critical analysis, creativity and the generation of new knowledge. An external examination system at the culmination of the program means they will both explain and defend their dissertation to an external examiner.

PHASE 1 – Required Foundation Courses

The four required foundation courses provide a process and methodology for students to advance their own learning through the entire program. The four foundation courses are: • Action Learning and Team Development; • Research Methodology; • Own Organizational Management and Career Development; • Effective People Management.

• Provide familiarity with the notion of ‘doing’

and ‘learning by doing’ simultaneously through the application of reflection and good questioning.

• Provide a process and methodology for

students to advance their own learning through questioning and action in a team setting. Using the action learning formula L=P+Q (Learning = Product knowledge and Questions), students become familiar with the value of developing and using good questions to explore new knowledge.

• Build a critical awareness of the various

kinds of methodologies possible for generating and developing hypotheses. This sets the ground for the major research requirement in the form of the thesis for phase four.

• Provide an opportunity to explore the

synthesis between personal career

Action Learning and Team Development The course is intended to bring about an understanding of the principles of action learning, and how they can be applied successfully in project work and managerial development. Research Methodology This is an advanced course in methods of conducting and presenting a business research project that relates fully to management needs. The students analyze various design techniques, data collection procedures and information reporting processes to ensure they can perform their research tasks effectively. Own Organization Management and Career Development It is a basic tenet of CSM’s educational philosophy that the learning which occurs must

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synthesis between personal career development and organizational development through the opportunity to write a personal career monograph based on the organization where one is employed

• Build their ability to more effectively work

with others through more effective people management.

philosophy that the learning which occurs must be related to the learner’s own reality at work. Accordingly, the individual must identify that reality at the outset. That is the first purpose of the Own Organization Monograph. Effective People Management This course gives students a good grounding in using the principles of behavioural science in working with others in the organization. The course deals with those factors that influence human behaviour in the workplace, especially as these lead to creating a working atmosphere of positive motivation.

PHASE 2 – Required Management Courses Understanding that any advanced degree in business must be based on a firm foundation of study informed by the professional discipline of management, there are four required management courses: • Financial Management Policy; • Marketing Strategy; • Strategic Planning and Policy; • Cross Cultural Communications. Below are listed the courses and their learning outcomes.

• Correctly apply the principles of corporate

financial management; • Integrate policy-making activities at the

corporate level with those needed at the business and functional levels;

• Work effectively with investment

requirements and required returns;

• Apply the tools used in financial analysis and control;

• Identify the components of short-term and long-term financial planning;

• Provide useful financial insight into company expansion and restructuring discussions and proposals.

Financial Management Policy This course provides a detailed view of the broad areas that concern financial management policy. The purpose of this course is to enable managers to implement long-term corporate goals and objectives. The course is also designed to evaluate and assess successful decision making techniques involving the utilization of corporate assets. The topics include: Foundations of financial management; financial analysis and planning; working capital management and short term financing; long-term financing; and capital budgeting.

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• Work effectively with a range of decisions

implicit in strategic market planning;

• Apply a variety of analytical frameworks for making strategic planning decisions;

• Deal with the ways markets actually work, including the challenging realities of global marketing;

• Plan new entry strategies as needed;

• Organize and implement effective strategic marketing plans;

• Confirm the validity and applicability of the various marketing tools and models that can be used for the strategic planning of marketing;

• Work in an integrated way with the theoretical and practical aspects of strategic marketing tools and models.

• Apply the general management tasks of

corporate policy formulation and implementation;

• Integrate policy making activities at the corporate level with those needed at the functional levels;

• Relate management values to societal values and trends;

• Set the corporate entity clearly within the context of the broader societal environment, existing and anticipated;

• Formulate effective strategies for organizational structures of various types and sizes;

• Apply different strategy and policy models to actual situations, modifying these as needed to better meet actual circumstances;

Marketing Strategy This course is designed as an advanced course to assist managers in the strategic integration and application of marketing skills, knowledge and models. Each session will build on the previous to provide advanced marketing knowledge and skills for structuring and managing sound marketing strategies. In broad terms the topics are: Marketing strategy development and planning; market targeting; choosing marketing niches and competitive opportunities; marketing strategies for positioning in both the product life cycle and for the global marketplace; and planning and managing the marketing effort. Strategic Planning and Policy This course examines all functional areas for the purpose of corporate development, focusing on suggested strategy for improvement.

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• Assess the utility and practicality of decision options available to managers for dealing with strategic policy issues;

• Evaluate strategic plans and implementation processes.

• Describe the nature of human interaction in

an international social context;

• Recognize cultural differences with respect to human behaviour;

• Recognize and promote effective human behaviour and communication in an international environment;

• Promote effective cultural integration and negotiation processes;

• Integrate past experiences in intercultural relations by modifying previous personal value sets

Cross Cultural Communications The main objective of this course is to offer practical and systematic guidelines for effective cross-cultural communication in today’s world of increasing multinational corporations and the continuing internationalization of the economy. The course covers an in-depth study of the communication processes involved, as well as the application of the theoretical concepts and methods of interaction in actual situations of cross-national and cross-cultural contacts. The topics include: The nature of intercultural communication; cultural values and verbal and non-verbal communication patterns; global etiquette and business and social customers; and intercultural negotiation strategies and processes.

PHASE 3- Required Subject/Specialization Courses CSM offers four areas of specialization, with a total of 20 credits to be taken within their chosen specialty. Each course is worth five credits and the special project option within each stream is worth 10 credits. The four streams offered are: • Health Services Administration • Retail Management • International Management • Business Management Students will demonstrate their ability to apply a broad range of concepts, techniques and skills to issues of operational and strategic importance to the organization. Students demonstrate the self-directed nature of the program by selecting those courses that most meet their needs in terms of the subject specialization of their choice.

• To introduce students to intellectual tools and perspectives which will facilitate their long-range growth as practicing health service executives and as individuals;

Health Services Administration Courses within this area of specialization are as follows: • Long Term Care Administration • Gerontology

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and as individuals;

• To develop an in-depth understanding of health service systems and of the evolving environment within which health service executives have to function.

• To examine the various components and determinants of consumer behaviour and the relationship between consumers and marketers, and to implement strategies and programs that meet consumer needs and expectations, within the boundaries of ethical and sound business practices;

• To analyze the concepts and

philosophies of customer service and relationship management, in order to apply a customer-satisfaction focus on operational and strategic policies, plans and activities;

• To differentiate between the sales and

marketing functions, while integrating both into strategic and operational plans and activities;

• To apply culturally appropriate retail

merchandising and marketing strategies to a global, Internet and/or locally diverse customer base;

• To exhibit an understanding of supply

chain issues and challenges while developing opportunities to build and maintain an operating structure focused on the goal of obtaining an organizationally sustainable competitive advantage.

• To provide a broad background in international political, social, economic and legal issues for those institutions

• Community Based Health Planning • Health Management Information Systems • Risk Management and Quality Assurance

in Health • Special Project on Health Services

Administration Topic

Retail Management Courses within this area of specialization are as follows: • Consumer Behaviour • Management of Customer Relationships • Global Trends in Retail Merchandising

Management • Sales and Marketing Management • Supply Chain Management • Project on a Retail Management topic

International Management

Courses within this area of specialization are as follows:

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and legal issues for those institutions and individuals in the public and private sectors, who are involved in various kinds of international activities;

• To analyze marketing strategies and financial policies from a global perspective;

• To apply sound principles of management and interpersonal relations to multinational and culturally diverse organizations.

• To understand the fundamental principles of management and the relationships between various systems and organizations examined;

• To integrate the various areas of the

management processes and practical in-work learning;

• To discover how the principles of

business administration and management cut across the functional divisions in an organization and to examine the inter-relationships between the various organizational sub-systems and between the organizations and government and environment.

• Fundamentals of International Law • International Marketing • International Business • Theory and Practice of International

Relations • International Finance and Money Markets • Special Project on an International

Management Topic Business Management Courses within this area of specialization are as follows: • Business Government and Society • Interpersonal Relations • Management Consulting • Management Information Systems • Managerial Decision Making • Managerial Economics • Managerial Process • Production and Operations Management • Project and Operations Management • Quantitative + Qualitative Approaches to

Problem Solving • Total Quality Management • Special Project on a Business

Administration Topic

PHASE 4- Required Research Course

• Dissertation

• To demonstrate the ability to select and

organize facts; differentiate between facts and opinions, develop arguments in a logical way, and develop and implement conclusions;

• To demonstrate strong abilities in applying

appropriate research techniques, methods

The Dissertation (20,000 words, plus Publishable Monograph) For the final dissertation, a broad approach is necessary, especially in reviewing literature on the subject. The literature review should consist of some 50 to 60 articles and books relevant to the field of study. Topics selected should relate to specific problems or issues of particular interest to the professional working student. Strong emphasis should be placed on

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appropriate research techniques, methods of material selection and investigation procedures, clarity of argument, proper documentation and effectiveness of presentation;

• To demonstrate a clear understanding and

knowledge of the chosen topic, through their analysis, critical thinking, scholarship and research;

• To contribute to some aspect of

managerial knowledge through their research and evaluation;

• To demonstrate significant pertinence to

the organization where the student is employed with desirable outcomes that add value to the body of knowledge and the operations of the organization.

student. Strong emphasis should be placed on demonstrating one's ability to in-depth analysis and interpretation. An external examiner will review the dissertation, with the students being required to defend their hypotheses and presentation.

In addition, a 5,000 word, publishable Executive Monograph is to be produced on the Dissertation subject matter, providing the students with the opportunity to have their research published in a journal of international managerial significance.

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6.5.1 Program Hour/Credit Conversion Justification 1. Does the program include laboratory components?

£ Yes R No

2. If “yes”, will the calculation of program breadth be based on a conversion of program hours into program credits?

£ Yes £ No

This question does not apply, as the program does not include laboratory components. 3. If “Yes”, complete Table 6.5.1. If “no”, proceed to Appendix 6.5.2. As the answer is “no”, there is no Table 6.5.1 to be completed.

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6.5.2.A Table: Academic Course Schedule – Baccalaureate Full-Time Studies

Canadian School of Management (CSM) offers all its courses and programs through e-learning. CSM’s students are working professionals, who need the flexibility to study when they want and where they want. As long as they have access to the Internet, this is possible with CSM. All CSM courses are offered every term and students can start their studies at the beginning of any term – January, April, July or September. They also have the option to take one or more courses per term. As such, CSM does not have baccalaureate full-time studies and this appendix does not apply.

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6.5.2.B Table: Academic Course Schedule – Baccalaureate Part-Time Studies

Canadian School of Management (CSM) offers all its courses and programs through e-learning. CSM’s students are working professionals, who need the flexibility to study when they want and where they want. As long as they have access to the Internet, this is possible with CSM. All CSM courses are offered every term and students can start their studies at the beginning of any term – January, April, July or September. They also have the option to take one or more courses per term. As such, CSM does not have baccalaureate part-time studies and this appendix does not apply.

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6.5.3.A Table: Academic Course Schedule – Graduate Full-Time Studies

Canadian School of Management (CSM) offers all its courses and programs through e-learning. CSM’s students are working professionals, who need the flexibility to study when they want and where they want. As long as they have access to the Internet, this is possible with CSM. All CSM courses are offered every term and students can start their studies at the beginning of any term – January, April, July or September. They also have the option to take one or more courses per term. As such, CSM does not have graduate full-time studies and this appendix does not apply.

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6.5.3.B Table: Academic Course Schedule – Graduate Part-time Studies Canadian School of Management’s Master of Business Administration (MBA) program consists of four phases. The first two phases contain the required foundation and management modules, the third phase consists of the subject/specialization modules, where students choose one of the listed streams, and the fourth phase is the required research module – the final dissertation. CSM operates on a quarter system, with terms starting in January, April, July and September. Since all courses are offered by Internet studies, the student may commence his/her studies at the beginning of any term. Also, all courses are offered every term so a student has access to all courses he/she may require to take in any term. Students have the flexibility to take one, two or three courses per term, depending on their individual desire. Year and Term – not applicable

Course Title Course Credit Hours

Pre- and Co- requisites

Phase I: Foundation Modules

Action Learning + Team Development

5 Not applicable

Research Methodology 5 Not applicable Own Organization Management

+ Career Development 5 Not applicable

Effective People Management 5 Not applicable Phase II: Required Management Modules

Financial Management Policy 5 Fund. Of Financial Management (or equivalent)

Marketing Strategy 5 Marketing Fund. Strategic Planning + Policy 5 Not applicable Cross Cultural Communications 5 Not applicable Phase III: Specialization

A. Health Services Management:

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Specialization Modules - student to choose four courses from one stream. (Total of 20 credits needed for Phase III.)

Management:

Community-Based Health Planning

5 Not applicable

Gerontology 5 Not applicable Health Management Information

Systems 5 Not applicable

LTC Administration 5 Not applicable Quantitative + Qualitative

Approaches to Problem Solving 5 Not applicable

Risk Management + Quality Assurance in Health

5 Not applicable

Special Project on Health Services Management topic

10 Not applicable

B. Retail Management Consumer Behaviour 5 Not applicable Management of Customer

Relationships 5 Not applicable

Global Trends in Retail Merchandising Management

5 Not applicable

Sales and Marketing Management

5 Not applicable

Supply Chain Management 5 Not applicable Special Project on Retail

Management topic 10 Not applicable

C. International Management Fund. of International Law 5 Not applicable International Marketing 5 Not applicable International Business 5 Not applicable Theory + Practice of International

Relations 5 Not applicable

International Finance + Money Markets

5 Not applicable

Special Project on International Management topic

10 Not applicable

D. Business Management Business Government + Society 5 Not applicable Interpersonal Relations 5 Not applicable Management Consulting 5 Not applicable Management Info. Systems 5 Not applicable Managerial Decision Making 5 Not applicable

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Managerial Economics 5 Economics Managerial Process 5 Not applicable Production + Operations

Management 5 Not applicable

Quantitative + Qualitative Approaches to Problem Solving

5 Not applicable

Total Quality Management 5 Not applicable Special Project on Business

Administration/Management topic

10 Not applicable

Phase IV: Research

Final Dissertation (thesis) plus Publishable Monograph

20

Total Program Credit Hours 80

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6.6.1 Course Descriptions Canadian School of Management’s Master of Business Administration (MBA) Program consists of four phases. The first two phases are the required foundation and management modules, the third phase consists of the subject/specialization modules, where students choose one of the listed streams, and the fourth phase is the required research module – the final dissertation. CSM operates on a quarter system, with terms starting in January, April, July and September. Since all courses are offered by Internet studies, students may commence their studies at the beginning of any term. Also, all courses are offered every term so a student has access to all courses he/she may require to take in any term. Students have the flexibility to take one, two or three courses per term, depending on their individual desire. Year and Semester - not applicable to CSM’s Internet-based studies

Course Title Calendar Course Description

Phase I – Required Foundation Modules

Action Learning and Team Development

This course is about action learning and the process of team development. It is also a journey of self-discovery. We are all working in organizations where the pace of change is so fast that often we feel as though we are being left behind. Managers have plenty of experiences but they do not learn from them as fully as they could. This course is about how we can become better learners, how we can become more resilient to change, and how we can work with others better to solve organizational problems. The course is intended to bring about an understanding of the principles of action learning, and how they can be applied successfully in project work and management development.

Effective People Management

The purpose of this course is to give students a good grounding in using the principles of behavioral science in working with others in the organization. We deal with those factors that influence human behavior in the workplace, especially as these lead to creating a working atmosphere of positive motivation. Management has been defined as 'getting work done through people'. The ability to manage people effectively is increasingly

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manage people effectively is increasingly recognized as a fundamental managerial skill. Regardless of the nature of the business involved, service- or manufacturing-oriented, profit or not-for-profit, and regardless of the level of responsibility or function in the organization, the learning points brought out in this course have direct relevance for every person in the modern enterprise. The topics covered include: Significance of the changing workplace for managers; fundamentals of motivation; impact of technology; leadership skills; and the relationships between human relations and communication in the workplace.

Own Organization Management and Career Development

It is a basic tenet of CSM’s educational philosophy that the learning which occurs must be related to the learner’s own reality at work. Accordingly, the individual must identify that reality at the outset. That is the first purpose of the Own Organization Monograph. Submitted in two parts, the first component of the paper is the Own Organization Career Monograph. Then after feedback and discussion with the instructor, and other students, the career development component demonstrating present and future learning plans should be combined into a five thousand word final paper.

Research Methodology

This is an advanced course in methods of conducting and presenting a business research project that relates fully to management needs. The student analyzes various design techniques, data collection procedures and information reporting processes to ensure they can perform their research tasks effectively. Careful planning, organization, and effective presentation skills are essential in this course and these activities work well for producing business research reports, special research projects or dissertations. Considerable effort is made to apply the principles to the students needs. Topics are: An analysis of the research needs of the student’s organization; planning a research project; research design; data analysis; and research presentation and research summation.

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Phase II – Required Management Modules

Financial Management Policy

The purpose of this course is to enable managers to implement long term corporate goals and objectives. The course is also designed to evaluate and assess successful decision-making techniques involving the utilization of corporate assets. The topics include: Foundations of financial management; financial analysis and planning; working capital management and short term financing; long-term financing; and capital budgeting.

Marketing Strategy This course is designed as an advanced course to assist managers in the strategic integration and application of marketing skills, knowledge and models. Each session will build on the previous to provide advanced marketing knowledge and skills for structuring and managing sound marketing strategies. In broad terms the topics are: Marketing strategy development and planning; market targeting; choosing marketing niches and competitive opportunities; marketing strategies for positioning in both the product life cycle and for the global marketplace; and planning and managing the marketing effort.

Strategic Planning and Policy

This is an advanced course designed to enable organizational managers to work more effectively with strategic planning and policy. The topics within each session highlight the key areas of learning and provide a detailed view of the broad areas involved in strategic planning and policy. As a result, the student will be able to learn from the major empirical findings that have developed better competitive strategies and analytical tools in recent years. The theoretical work aims at practical applications in today's fast changing and highly challenged enterprises. The topics include: Overview of strategic planning and policy; the process of building a strategy; strategy analysis; and strategy implementation.

Cross Cultural Communications

The main objective of this course is to offer practical and systematic guidelines for effective cross-cultural communication in today’s world of increasing multinational corporations and the continuing internationalization of the economy. The course covers an in-depth study of the

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course covers an in-depth study of the communication processes involved, as well as the application of the theoretical concepts and methods of interaction in actual situations of cross-national and cross-cultural contacts. The topics include: The nature of intercultural communication, cultural values and verbal and non-verbal communication patterns; global etiquette and business and social customers and intercultural negotiation strategies and processes.

Phase III – Subject/Specialization Streams

Student to complete 20 credits

Each course is worth five credits and the special project option is worth 10 credits.

A – Health Services Administration

Community-Based Health Planning

The purpose of the course is to enable managers to effectively design, promote, and implement health care programs and systems taking into account community needs assessment, planning steps, activation stages and evaluation processes, while aware of political and other implications. The topics within each session provide important areas of learning and a detailed view of the broad areas involved in community-based health planning. Students will expand their knowledge of community-based health planning as it relates to the practical needs of institutions and communities. Topics include: The question of health in the community; health planning; health care goals; and evaluation of health care programs.

Gerontology The purpose of the course is to identify large-scale changes in society and show how these affect people as they age. As well the course intends to show how individuals respond to these changes and how they, in turn, give new direction to society and its institutions. The topics within each unit highlight the key areas of learning and build to give a detailed view of the broad areas involved in gerontology and the practical implications for professionals in the fields of health and social services. The topics include: Introduction to gerontology; The changes that aging brings; exploring the realities of retirement; seniors in the community; laws, ethics and political issues related to long-term care.

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Health Management Information Systems

The purpose of this graduate level course is to gain an understanding of the principles of information systems and to appreciate their application within our current work environments. The course emphasizes that health information is a strategic resource critical to the success of the enterprise/institution and to the health of our clients. The course will illustrate how information management is more than understanding how hardware and software interact within a health care environment. It will encourage the s tudent to understand how information management interacts with many of the departments within a health care organization. It will also provide insight into the operations of these departments to promote understanding of how these departments can benefit from efficient information systems being in place. Topics include: Foundations of health information management; setting up and using data; data management and use; practical health care organization uses for information technology; and information systems life cycle.

Long Term Care Administration

This course is designed to provide a core base of knowledge for the technical aspects of long-term care administration that can be put into practice in an actual health care institution or facility. The topics within each unit highlight the key areas of learning and build to provide a detailed view of the areas of continuing advance involved in long-term care. The topics are general characteristics of the long-term care field; role of the long-term care administrators; the law and long-term care; developing human resources for long-term care; and developing effective programs for long-term care.

Quantitative and Qualitative Approaches to Problem Solving

This course is designed to introduce students to formal problem solving. Students are encouraged to solve on the job problems using the action learning principles, employing quantitative and qualitative techniques. The student will be challenged to use a variety of methods to solve a problem and convince others through hard and soft data to accept and adopt the proposed solutions. It requires the student to use math, critical thinking skills, mind mapping and other

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skills, mind mapping and other communication skills. The topics included are: Problem-solving research; writing measurable goals and objectives; designing an evaluation project; data collection and display; data analysis; and selective quantitative techniques.

Risk Management, Quality Assurance and Health Care

This course is designed to introduce the student to risk management and quality assurance, which are the main components of quality management in health care. The course will provide the student with the fundamentals and principles of both. Knowledge gained from the course will provide students a substantial grounding in being involved in total quality management (TQM) and continuous quality improvement initiatives (CQI). The topics include: Overview of risk management concepts and processes; risk identification; risk control, financing and quality; quality assurance; and comparison of risk management and quality assurance.

Special Project The main purpose of undertaking a special project in one’s stream of specialization is:

• To demonstrate one's practical skills in the application of management theory in the field of health services administration;

• To apply knowledge gathered from the student's actual work experience or research.

• To describe methods of handling administrative situations in the health environment.

Emphasis is on the usefulness of the findings. A major requirement is that the student will demonstrate knowledge of theoretical concepts and investigative skills and apply them to practical situations relating to the work environment, as well as demonstrate personal learning.

B – Retail Management

Student to complete 20 credits

Each course is worth five credits and the special project option is worth 10 credits

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Consumer Behaviour

The study of consumer behaviour is a young field with many influences, perspectives, factors and applications affecting its development. It is also a data-intensive field of study requiring considerable ability and skill to transfer the data to knowledge and actionable information. This course provides an in-depth view of the topic and emphasizes the interdependence of consumer behaviours and the marketing mix. Topics include: Components of consumer behaviour; consumer research methods; individual and environmental determinates of consumer behaviour; the consumer decision-making process (CDP); and the marketing mix and the interdependence of the two.

Management of Customer Relationships

The course is designed to provide an overview of the factors included in customer service issues currently and in the future. It takes both a broad and deep approach in providing the overview and an opportunity to drill into the depth of any of the topics. The topics include: Strategic and operational customer service and relationship management; inter-relationship between communication, decision-making and the purchasing action; creating loyalty; e-channel management; and building the business plan.

Global Trends in Retail Merchandising Management

The course focuses on the impact of cultural interpretations on merchandising strategies, theories, policies and procedures within a global retailing organization. Topics include: The global retail marketplace; merchandising concepts; integrated global communication; global human relations management; and financial management of global merchandising strategies.

Sales and Marketing Management

The course outlines the role of selling and sales management in an organization, relating it to marketing management primarily, but also placing it in perspective with other functional responsibilities within an organization. It is an intensive course intended to create the opportunity to understand the scope and detail of the various relationships. Topics include:

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various relationships. Topics include: Managing the relationship between the changing organizational, marketing and sales functions; managing customer/client relations; managing the sales and marketing interrelationships; managing the sales force; and managing the sales management function.

Supply Chain Management

The study of supply chain management began in the 1990s in full force and has speedily grown in significance. Organizations are facing increasing competition in local to global marketplaces, and the supply chain, which refers to the entire network of companies that work together to design, produce, deliver and service products, can ensure organizations have the opportunity to build a sustainable competitive advantage. Topics in this course include: Introduction to supply chain management; the role of information systems and technology in supply chain management; managing the flow of materials across the supply chain; developing and maintaining supply chain relationships; and future challenges in supply chain management.

Special Project The main purpose of undertaking a special project in one’s stream of specialization is:

• To demonstrate one's practical skills in the application of management theory in the field of retail management;

• To apply knowledge gathered from the student's actual work experience or research;

• To describe methods of handling administrative situations in the retail environment.

Emphasis is on the usefulness of the findings. A major requirement is that the student will demonstrate knowledge of theoretical concepts and investigative skills and apply them to practical situations relating to the work environment, as well as demonstrate personal learning.

C – International Management

Student to complete 20 credits.

Each course is worth five credits and the special project option is worth 10 credits.

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Fundamentals of International Law

This course is designed to introduce the student to the fundamental concepts of international law and to assist in the understanding of how international laws affect relations between nations, international organizations and individuals. The teaching emphasis will be on establishing a firm, comprehensive understanding of the concepts of international law, its origins, development and scope; followed by an examination of the role and application of international law in our modern world. This will take place through a consideration of such contemporary issues as the law of the sea and internationa l human rights. Topics in this course are: Nature; history and source of international law; applications of international laws.

International Business

This course is designed to enable the student to work effectively with a broad range of issues and problems related to the operations of a business firm competing in the global marketplace. The course will look at the impact on a corporation of public policies established by governments and international bodies, aimed at achieving the objectives of those governments or bodies. Throughout the course an important focus of study for the student and a theme to be developed will be that of values. Students will investigate the influences that cause changes in societal values. Further, the course reviews how, changing values lead to changing demands and changing needs of the various institutions and groups that make up a modern society. A detailed examination of the multinational corporation and how it functions in a complex international economic and political environment forms the essence of this course. Students will examine the conflict between multinational corporate policy and national economic policy. Additionally, business ethics and communications at the international level will be studied, relating these to differing social and cultural values. Finally, students will investigate macro-economic issues against the background of the international economy, keeping in mind

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international economy, keeping in mind the significance of unemployment levels and economic growth rates in different countries.

International Marketing

This course is designed to develop an understanding of those aspects of marketing that are unique to firms operating in world markets. All the key aspects of marketing including market research and opportunity; analysis marketing strategy development; product, pricing, channel and promotion decisions will be covered, in an international context.

The course will consider a range of organizational involvement in international markets, from export to global operations. Case studies will cover major developed and developing regions of the world.

Theory and Practice of International Relations

This course is designed to assist practicing and prospective individuals involved in various fields of international activities, to increase and upgrade their knowledge of the complex world of international relations. Course participants will become acquainted with the basic concepts and substance of international relations and will meet the principal actors in world politics. The course will facilitate the understanding of the processes of behaviour control, decision-making and conflict among states, as well as of some alternatives to war in humanity's search for peace.

International Finance and Money Markets

The purpose of this course is to provide students an enhanced and extended opportunity to study the topic, beyond traditional courses on financial management, because organizations are increasingly operating in more than one currency. The topics include the environment of international financial management; foreign exchange risk management; multinational working capital management; foreign investment analysis; and financing foreign operations as well as international banking operations.

Special Project The main purpose of undertaking a special project in one’s stream of specialization is:

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• To demonstrate one's practical skills in the application of management theory in the global arena;

• To apply knowledge gathered from the student's actual work experience or research.

• To describe methods of handling administrative situations in the international environment.

Emphasis is on the usefulness of the findings. A major requirement is that the student will demonstrate knowledge of theoretical concepts and investigative skills and apply them to practical situations relating to the work environment, as well as demonstrate personal learning.

D – Business Administration

Student to complete 20 credits

Each course is worth five credits and the special project option is worth 10 credits.

Business, Government, Society

The purpose of this course is to examine a broad range of issues and problems that influence the operation of business in the contemporary environment. Students will examine the interaction of business, government and society (the 'public interest') from the viewpoint of the role and function of each and their interdependence in a mixed enterprise capitalist economy. Given this study, students will consider the present and future place of the private sector business corporation. An important focus of study and a theme developed throughout the course will be that of values. What factors have influenced changes in values in the past and continue to influence values today? Further, students in this course will consider how changing values are reflected in the changing demands and needs of the various institutions, corporations and groups that make up our society. Specific topics include the changing environment of business and government relations; the non-market forces at work which may be changing values and creating new demands of business; the nature of corporate power and the conflict of business and social

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and the conflict of business and social goals; the role of government in a business-oriented society; and people and their futures in organizations.

Interpersonal Relations at the Decision-Making Level

The purpose of this course is to enable students to analyse and diagnose organizational situations so that they can effectively communicate with and relate to others within their organizational settings. Understanding their own behaviour and the behaviour of other people working in the organization will help students to be effective as decision makers and problem solvers. A further objective is to improve students' individual and organizational skills to result in more effective management. Topics include: An overview of organizational behaviour; understanding organizational behaviour in work settings; interpersonal influence and group behaviour; organizational power and politics and leadership; and organizational change and development.

Management Consulting

This course is designed to develop an understanding of how the management consultant provides professional knowledge and skills relevant to management problems. Applying this knowledge and providing these skills enables the consultant to assist the client organization to improve the use of its capabilities and resources. The topics within each module highlight the key areas of learning and build to give the student a detailed view of the broad areas in management consulting. Topics include: An overview of management consulting; analytical elements of the consulting process; administrative elements of the consulting process; strategic tools; and general tools and techniques for use in the consulting process. After this course, the student will be able to apply the management consulting points that have been brought out in a variety of practical situations.

Management Information Systems

This course is designed to provide a basic understanding of information technology. This includes current technology and applications such as hardware, software, and the related terminology. The discussion also focuses on future

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discussion also focuses on future developments and their potential impacts on organizations and individuals. An important aspect of this course is to show the impact of information technology on management decisions and on the decision-making process itself. In taking the succeeding sessions of this course students will enhance their ability to work on the specification, development and use of information technology in an organization. This will include all considerations affecting the use of information technology (financial, technological, and human factors) and their implications. Topics include: Overview of information systems; determination of the right information technology tools; understanding systems for information purposes; establishing and maintaining a management information system; and the control and security of management information systems.

Managerial Decision Making

This course is designed to provide the student with an understanding of the concepts of strategic management and the tools and techniques used by managers in strategic decision-making. The topics within each session highlight the key areas of learning and build to give the student a detailed view of managerial decision making. The topics are: The strategic management process; strategy formulation; strategy implementation; strategic control; and strategic management within the global marketplace.

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Managerial Economics

This course is designed to develop the student's ability and confidence in using the decision rules of microeconomics to solve management and business problems. Microeconomics is concerned, fundamentally, with decision-making to maximize or minimize some variable. Such variables include the satisfaction of individual consumers in their consumption of goods and services, the profits and, perhaps, long-term value of individual firms, and the efficient allocation of resources to serve these two considerations and, by extension, the welfare of society. The focus of this course will be on identifying the decision rules provided by microeconomics and applying them to the student's own managerial problems. The topics included are: Introduction/and search for dec ision rules; consumer behaviour; cost of production and introduction to competitions; market structure and resource pricing; and general equilibrium.

Managerial Process

This course is designed to provide students with the tools and techniques needed to prepare for a management position in the future, or to improve their effectiveness in the management position they hold currently. On completion of the course, students will have demonstrated sound and practical knowledge of the principles of modern management, including such basic management skills as planning, organizing, controlling, communicating and leading. Special topics such as social responsibility and international management will also receive attention, as will extraordinary skills such as quality and ethics of management in the future. The impact of organizational change, re-engineering and downsizing is included. The topics are: Focus on the manager; responsible managerial planning; the organized and flexible enterprise; leadership, motivation and teams; and managing for competition.

Project and Operations Management

This course is designed to provide you with an understanding of the dynamics of project/matrix management and the differences between traditional and contemporary management functions. It focuses on the operational aspects of functional and matrix management. The

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functional and matrix management. The approach taken in the course will emphasize the importance of the human element and particularly action learning in planning a productive and positive working environment. Topics include: Decision Making and systems theory; organizational structure; staffing and training conflicts; project planning; international project management.

Quantitative and Qualitative Approaches to Problem Solving

This course is designed to introduce students to formal problem solving. Students are encouraged to solve on the job problems using the action learning principles, employing quantitative and qualitative techniques. The student will be challenged to use a variety of methods to solve a problem and convince others through hard and soft data to accept and adopt the proposed solutions. It requires the student to use math, critical thinking skills, mind mapping and other communication skills. The topics included are: Problem-solving research; writing measurable goals and objectives; designing an evaluation project; data collection and display; data analysis; and selective quantitative techniques.

Total Quality Management

This course is designed to enable organizational managers to work more practically and realistically with total quality management. Each session provides topics that highlight the important areas of learning for this subject and combine to give the student a detailed view of the broad areas involved in total quality management today. Students will be able to learn from the major empirical findings that have developed better analytical tools and communication processes for working with total quality management. The theoretical work will aim at practical applications in today's fast-changing and highly challenged enterprises. It will also demonstrate that total quality management remains highly relevant to business success. Specific topics include: Total Quality Management overview, role of culture and information; process control and customer satisfaction; teamwork; implementation/evaluation process.

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Special Project The main purpose of undertaking a special project in one’s stream of specialization is:

• To demonstrate one's practical skills in the application of management theory in the field of general business management;

• To apply knowledge gathered from the student's actual work experience or research.

• To describe methods of handling administrative situations in the business environment.

Emphasis is on the usefulness of the findings. A major requirement is that the student will demonstrate knowledge of theoretical concepts and investigative skills and apply them to practical situations relating to the work environment, as well as demonstrate personal learning.

Phase IV – Required Research Module

Final Dissertation The final dissertation reflects the students’ knowledge of the methods of conducting applied business research; their ability to solve management problems; and their use of practical analytic skills in dealing with complex problems and the variety of information available. Emphasis is on the usefulness of the findings. A major requirement is that the student will demonstrate knowledge of theoretical concepts and investigative skills and apply them to practical situations relating to the work environment, as well as demonstrate personal learning. The important qualities to be demonstrated are the ability to: • Select and organize facts • Differentiate between facts and

opinions • Develop arguments in a logical way • Show originality of thought • Develop and implement conclusions.

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7.1 Program Delivery Methods and Their Quality Assurance Course delivery methods adopted and practiced by the Canadian School of Management shall be consistent with the academic goals of the institution, in particular those relating to providing educational opportunities for in-work adults, to providing accessible, distributed education and to develop managers and leaders capable of promoting positive change at work through the action learning process. Course delivery methods must be appropriate to the achievement of these goals. New educational thinking and technologies shall be assessed in order to explore how they can further the academic goals of CSM. The Academic Board shall carefully consider such evaluations, with cases requiring investment being tabled before Council by the Dean on behalf of the Academic Board. The Program Evaluation Reviews will consider educational methodology and new educational technologies. These are conducted every three years. Proposals can be by Council, Faculty, Program Advisory committees, and senior administrators of the Canadian School of Management in between reviews. Should urgency dictate early intervention, the Program Evaluation Review will be brought forward if so decided by the Academic Board. (Reference Section B, Appendix 11.1, Periodic Review Policy and Schedule.) Evaluation shall also be made of learning methodologies and technologies already in place, in particular those of e-learning, distance learning, and blended learning incorporating e-learning and face-to-face delivery, utilizing an action learning methodology. The Program Evaluation Review Committee will specifically address this, with faculty members providing input on an ongoing basis. The Academic Board through due process will also consider student feedback. Course delivery methods used by CSM include: • CSM courses are resourced and delivered through the Internet and also offered

face-to-face, supported by the Internet; • Course outlines are found on the Internet, accessible by password supplied upon

student registration; • Each course has its own discussion forum; • CSM students also have access to its electronic library, containing the latest

academic, research and business journals and articles; • Students interact with each other and with faculty members through the discussion

forums and through email; • Assignments and feedback are submitted by email.

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CSM is externally assessed and accredited by the Distance Education and Training Council (DETC) in Washington, DC and is re-accredited every five years. The DETC inter alia, assesses: • Appropriate objectives for the program level; • How outcomes assessment data is used for quality control; • Gathering and utilization of student feedback; • Whether course materials are educationally sound and up-to-date; • The authorship process for course materials; • Effective use of teaching devices; • How materials are supplied to students; and • Educational services. This provides further assurance of the quality of CSM’s methods of delivery. Technology-based, computer-based and web-based modes of delivery The Canadian School of Management is committed to ensuring that its e-learning programs of study are reliable, provide rich learning experiences, and are supported by knowledgeable staff. In order to achieve this: • New students and new faculty members are appropriately prepared in the use of the

technology; • All students and faculty are supported on an ongoing basis and have opportunities to

learn best practices in the use of the virtual learning environment; • As a first principle of design, CSM’s virtual learning environment is simple to use and

capable of modification of design, based upon user feedback and problem solving; • Contracted services for the hosting of CSM’s virtual learning environment must

necessarily focus on the reliability of the system and the sub-contractor’s ability to sustain claimed levels of reliability;

• Hardware, software and other technical resources are demonstrably fit for the purpose, and upgrading protocols are established.

(Reference Section A, Appendix 13.2.1, Plan for Records Management.) Student and faculty preparation and orientation Student preparation and orientation in the basic use of the virtual learning environment is critically important to the success of the student’s learning experience, and is a moment of truth for the organization in the student relationship. It is provided in the following ways: • Written information posted on the website providing instruction; • Written communication provided by e-mail from CSM’s support staff in student

affairs; • Encouragement to ask questions of the student affairs staff by e-mail or telephone; • Faculty members are informed when students new to the Canadian School of

Management join their course and provide encouragement, basic information and a conduit to the support staff.

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The faculty induction process provides faculty members with the initial training and information to use the system effectively and provide basic advice, as a fellow user, to students. The appointment of a mentor for the first term of operation provides an opportunity to ask questions to a fellow non-technical user and faculty member. Faculty members, whether new or experienced, are encouraged to ask questions relating to effective use of the online resources at any time. Accessible technical assistance for students and faculty

As a first opportunity to solve a problem, site users have available a prominently positioned help area on the learning platform which provides information regarding:

• Academic support contact information; • Administrative support contact information; • Technical support contact information.

However, e-mail and telephone support is available both in Canada backed up from the UK for any technical assistance concerning the website and its systems. A free call number is available within office hours in Toronto, or for voicemail and next working day response. Student affairs staff are trained and able to answer the most frequently asked questions and are supported by technical staff at CSM, from IMCA Site Server’s UK office, and from the technology provider TTS. (Reference Part A, Appendix 13, Records Management.)

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7.2.1 Student Feedback

Canadian School of Management (CSM) believes that the main purposes of seeking student evaluation of teaching are to assist faculty members in monitoring their effectiveness as teachers and to assist in monitoring the quality of their curricula. Important additional purposes include assisting in decisions regarding promotion, assisting in identifying exceptional teachers for Master Teacher Awards from IMCA, and documenting exceptional teaching.

In general, the guidelines below are intended to effect the following: On at least one occasion per course (or half-course), feedback is provided to all instructors in the form of an approved questionnaire, the results of which support curriculum review and faculty evaluation and promotion processes. It is the responsibility of the Dean to ensure that these guidelines are followed.

• A standard, organization-wide student evaluation questionnaire must be available, approved by the Academic Board. If necessary, this questionnaire may be customized for individual programs, but must maintain a common format;

• All courses should be evaluated. Student evaluation by questionnaire shall be performed for every undergraduate course (including summer Intramural workshops), toward the end of the course, every time the course is offered. Students should be informed at the beginning of each course that they will be expected to participate in these evaluations. The same evaluation procedure may be used for graduate courses, or the students may be interviewed by a representative of the Dean;

• It should be made clear to the students that the ins tructor is not involved in the administration or the analysis of student questionnaires. Questionnaires are completed on the Internet and submitted directly to CSM, where they are reviewed and acted upon by CSM’s Dean.

Information from the questionnaires will be consolidated by the Dean’s office into a report, consisting of a tabulation of numerical data on the form containing the questions, together with an evaluative summary of written comments. A copy of this report will be used by the department as input for promotion, faculty evaluation, and/or remuneration reviews, and a copy will be given to the instructor after the final grades have been submitted.

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7.2.2 Student Feedback: Criteria and Instruments

CSM COURSE EVALUATION

Term: _________________________ Year:________ Program:____________________________________________________ Course Title: _________________________________________________ Instructor: ___________________________________________________ RELEVANCY OF COURSE MATERIALS AND EFFICIENCY OF INSTRUCTIONAL METHODS: Circle on the scale the area that most closely approximates your opinion.

1. Have the areas covered in the course been relevant to you as a practicing professional?

very mod. not relevant relevant relevant __________________________________________________________________ 1 2 3 4 5 6 Please comment:____________________________________________________ __________________________________________________________________ 2. Has the depth of the instructional material been sufficiently challenging?

very mod. not challenging challenging challenging ________________________________________________________________ 1 2 3 4 5 6 Please comment:__________________________________________________ ________________________________________________________________ ________________________________________________________________

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3. Have the course materials and assignments adequately covered the content

areas according to the course outline?

adequate mod. inadequate coverage coverage coverage ______________________________________________________________ 1 2 3 4 5 6 Please comment:________________________________________________ ______________________________________________________________

______________________________________________________________ 4. How did you find the method and delivery of instruction?

very good average poor

stimulating ______________________________________________________________ 1 2 3 4 5 6 Please comment:________________________________________________ ______________________________________________________________

______________________________________________________________ 5. Did the instructor provide adequate counselling in relation to course content?

excellent adequate poor 1 2 3 4 5 6

Please comment:__________________________________________________ ________________________________________________________________

________________________________________________________________ 6. Did you receive clear instructions and information on the handling of required

assignments and/or examinations?

clear adequate poor 1 2 3 4 5 6

Please comment:___________________________________________________ ________________________________________________________________

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7. Did comments on your assignments contribute to your learning?

Very much moderately no 1 2 3 4 5 6

Please comment:___________________________________________________ ________________________________________________________________ ________________________________________________________________ 8. Did the instructor return assignments and grades within a reasonable period of

time? definitely usually seldom ________________________________________________________________ 1 2 3 4 5 6

Please comment:___________________________________________________ ________________________________________________________________ ________________________________________________________________ 9. Is there anything else you wish to comment on concerning your course? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 10. Please comment on any aspects of the School’s administrative procedures and suggest improvements. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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7.3 Academic Community The Canadian School of Management (CSM) is dedicated to developing an academic community of learners focused on the pragmatic issues that face those who lead and manage organizations. There are two distinct components to this: • The academic community of learning within a CSM program; • Fostering a broader academic community within Ontario and more broadly. The academic community of learning within a CSM program

CSM programs are delivered through the Internet, designed for e-learning and available to students 24/7. All courses within all programs utilize action learning principles and process. Action learning is defined as a strategy by which people learn with and from each other as they identify, address and then implement solutions to their real workplace challenges while maintaining conceptual understanding and integrity. This process contains the following elements: • Learners identify with colleagues at work a real issue that will be explored for the

final assignment; • This issue is also explored online with fellow learners, with questions being asked

such as: • Why the issue is important; • Who else at work is involved; • Does it fit with organizational objectives; • Etc.

• The learner explores the issue at work, examines options for change, takes action and reflects on the impact of action taken;

• Fellow learners challenge assumptions as the assignment progresses and provide input;

• The faculty member facilitates this progress, triggering debate and specifically asking for participation.

Academic community is fostered through the above program delivery and processes, as they encourage the following: • Students working together in a team-based approach; • Active interaction; • On-going communication; • Mutual learning; • Mutual support; • Freedom of thought; • Applied research; • Interactive problem-solving; • Team brainstorming.

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Through active on-line participation, and frequent interaction and communication with peers and faculty members on course discussion forums, students establish life-long bonds with colleagues and faculty members and learn the benefits of working together and sharing learning and experiences with their peers, both in their learning and work communities. The broader academic community

CSM works formally and informally with the university sector, scholarly publishers and the professional associations to ensure that: • Applied, work-focused research is developed to the highest of standards and made

available in the public domain within Canada and internationally; • The academic community in Ontario are able to influence and lead world-wide

scholarly debates on key management-related issues and discoveries; • That professional excellence is encouraged and recognized within a scholarly

framework. In order to achieve these aims, CSM connects the academic, professional and scholarly publishing communities, inter alia, through joint research projects, workshops for scholarly authors, and engagement with the professional associations and careful use of scholarships to foster applied research. CSM students and faculty members enjoy the benefits of Ebsco electronic library for their research endeavours and through IMCA have access to publishing opportunities with MCB University Press. (Reference Part A, Appendix 6.1, Legal Characteristics, CSM/IMCA Letter of Agreement.)

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8.2 Policies on Faculty The following are Canadian School of Management’s (CSM’s) faculty policies: • Academic and Professional Credentials Required of Faculty; • Faculty Recruitment; • Faculty Appointments; • Review of Faculty Performance • Faculty Teaching and Supervision Loads, and Availability to Students; • Ensuring Currency of Knowledge of Faculty Members; • Faculty Development; • Faculty Member Career Path.

Academic and Professional Credentials Required of Faculty Academic credentials Faculty members are expected to hold a pertinent qualification within the scope of the discipline they are teaching at least the same level as that being taught and under normal circumstances one level above. This will normally be at the terminal level and, as a minimum, a master degree. Scholarships for further academic study are available to all faculty members, and those faculty members teaching courses at the same level as their own highest qualification are actively encouraged through the scholarship program to achieve the next level of academic attainment. Professional credentials The Canadian School of Management does not deliver courses or programs where a professional license is required. However, the development of a professional is core to the goals of the School. Faculty are actively encouraged to obtain appropriate professional recognition, and the Canadian School of Management has active channels of communication open with the major professional associations for the betterment of students, faculty and employees. Work experience A minimum of eight years work experience is required of faculty teaching courses for the Canadian School of Management. Extenuating circumstances where work-focused research is substituted for a component of the work experience requirement can be taken into consideration in exceptional circumstances. Evidence of highest academic credential The Canadian School of Management will have on file evidence granted directly from the granting agency evidence of the highest academic credential claimed by each faculty member.

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Faculty Recruitment

All appointments whether full-time or part-time are made on the authority of the Council of the Canadian School of Management with the advice of the Academic Board. However, it is custom and practice for part-time appointments to be approved by the Academic Board, Council having delegated this authority.

The initiative for appointments to the Faculty is vested in the Dean who shall make the case to the satisfaction of the Academic Board and Council.

The Registrar is responsible for issuing and securing signed acceptance of a formal Agreement for Employment with all full and part-time faculty. All such offers shall be for a fixed term during which academic freedom is guaranteed but redundancy and dismissal for dereliction of duty are open to decision of Council.

All full and part-time posts shall normally be advertised publicly but the placing of advertisements for all posts shall be at the discretion of the President. All advertised posts must have formal particulars of post prepared for approval by the Executive Vice President before the advertisement is placed. Faculty Appointments

Full-time Appointments

Full-time appointments shall under no circumstances be for more than ten years for any individual but shall normally be for a lesser period.

Full-time appointments shall be made on the proposal of the President (mandatory for all professorial posts), the Dean, a professor(s) concerned within the area of study, one other member of Faculty from a different area of study, an External Assessor in the case of all professorial posts and the Executive Vice President. External references shall be taken up for all applicants.

The salary to be offered to full-time appointees shall be in accordance with the policies laid down and agreed by the Council from time to time. Any deviations from these policies shall be made only with the prior approval of the President or in his absence the Treasurer and a Dean on the Principal's behalf.

Part-time Appointments

CSM primarily works on a part-time faculty mode. Part-time appointments shall be on a self-employed basis and shall normally be made for a period of one year at a time, after which they shall be deemed to lapse except that a formal review has been held by the Dean or nominated deputy and continuation is deemed to be in the best interest of CSM.

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All part-time appointees shall be invited to participate in the Academic Board, faculty meetings and faculty development opportunities, and shall be remunerated at a fee to be mutually agreed, as well as associated expenses on approved scales.

Part-time appointments shall be made on the proposal of the Dean, a professor, and the Executive Vice President.

No member of the Faculty shall teach or internally examine within CSM except that he or she has been formally inducted, trained, appraised and continually refreshed as prescribed to the satisfaction of the Dean. Review of Faculty Performance A broad-based review of performance of each faculty member must be carried out on an annual basis by the Dean or nominated deputy, who must be a senior member of faculty acceptable to the Academic Board. Feedback from students must be made available to each faculty member in advance of the performance review, and all aspects of this feedback discussed. Faculty development activities undertaken, and activities to remain current within each faculty member’s field of expertise, including the publication of scholarly articles or consulting or other reports, will additionally form part of the performance review. New faculty members must undergo a formal induction process, and have an appointed mentor chosen from among experienced faculty members (one with more than three years of service with the Canadian School of Management). On completion of their first term as a faculty member of the Canadian School of Management a review of performance will take place, similar in scope to the annual review, involving the Dean (or nominated deputy) plus the faculty mentor. Performance goals must be formally agreed for the following year, in writing and co-signed by the Dean and the faculty member. Faculty Teaching and Supervision Loads, and Availability to Students Faculty members will not, except in exceptional circumstances, be responsible for the tuition or supervision of more than 100 students at any one time. Classes, as action learning sets, normally contain 16-20 students, therefore a maximum of five classes will normally be allocated. Faculty members can anticipate allowing three hours per week with each class, and a maximum of 15 hours per week of contact time. Faculty members are expected to be available to students twice per week when terms are in session, and to respond to written requests for help, normally posted through the online meeting place, within two working days. Faculty members are responsible to

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establish mutually agreed upon expectations with the class at the start of each term regarding optimum communication patterns. Ensuring Currency of Knowledge of Faculty Members Faculty members of the Canadian School of Management are chosen from the reflective practitioner community or those based in academia with a strong track record of industry-focus. Faculty members are responsible for their own currency within their field of expertise, and their endeavors in doing so will be reviewed at the annual performance review. The Academic Board of the Canadian School of Management recognizes that faculty members enhance the currency of their knowledge from the action learning process itself – i.e. they work with adult professionals tackling live and unique issues within their organization. However, further evidence of development activity is sought, inter alia, applied research, published papers, conference/ seminar/ workshop attendance or speaking. The Academic Board of the Canadian School of Management encourages the publication of applied scholarly research by faculty members and students. In particular its alliance with the scholarly publisher Emerald (formerly MCB University Press) provides opportunities to publish papers, or serve as a reviewer, editorial advisor or editor (as appropriate and through agreement). Faculty members are actively encouraged to engage in such activity. Faculty Development Faculty members of the Canadian School of Management must take responsibility for their own professional development. Each faculty member’s professional development activity is reviewed annually as part of the performance review. However, in order to facilitate faculty development opportunities and the sharing of best practice, the School provides the follow ing opportunities: • All faculty members are members of the Academic Board of the Canadian School of

Management and are strongly encouraged to participate in it; • The Dean, or nominated deputy, will organize a minimum of two faculty workshops

per annum to focus on key academic issues that faculty need to address, inter alia, issues emerging from external examiner’s reports, issues relating to good teaching practice, curriculum development activities, faculty development and publication;

• Faculty development action learning sets will be created from time-to-time, normally every two years. All faculty members will be invited to participate. These will be peer reviewed learning programs encouraging applied research and the sharing of best practice in areas relating to: action learning; e-learning; curriculum development; the faculty member’s own area of expertise;

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• A one-third scholarship is available to every faculty member taking a program of study through the Canadian School of Management, International Management Centres Association, or the University of Action Learning at Boulder;

• Faculty members are encouraged to participate in the ongoing program of scholarly publication activity with Emerald;

• Technical help and support is available to all faculty members as it pertains to the facilitation of online learning with the Canadian School of Management, and those tasks related to this. This can be provided on an ad hoc basis, or through formal one-on-one or group tutorial, including by conference call or other means where faculty are operating in remote locations.

Faculty Member Career Paths CSM actively encourages faculty members to play a full role in achieving the academic goals of the institution. An effective, transparent process of career progression has been created to help achieve this, rewarding faculty for their efforts through promotion to the next level.

An annual review process, led by the Dean, determines faculty progression and faculty members must be able to provide evidence of their efforts to participate in development activities and remain knowledgeable. Student feedback must be carefully considered in the review process and in career progression decisions.

In discerning which rank may be most appropriately proffered, the Dean shall be guided by the following criteria:

Professor An individual who has made a distinguished contribution to the knowledge and/or practice of management and can demonstrate abilities of leadership among professional and academic colleagues. Prior to being promoted to Professor, candidates will normally have served as an Associate Professor for a minimum of three years.

Associate Professor An individual who has made a significant contribution by action research and teaching to the knowledge and/or practice of management. Prior to being promoted to Associate Professor, candidates will normally have served as an Assistant Professor for a minimum of three years.

Assistant Professor An individual of proven ability as a teacher and/or researcher in the knowledge and practice of management of Masters standing or above. This policy does not affect the titles previously designated to faculty members in place prior to this policy being approved.

These three professional and academic ranks may be additionally described by the following designations on the authority of the Dean:

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Visiting For part-time Faculty who are in the full-time employment of another tertiary educational or professional institution.

Emeritus For Faculty who have retired from full-time employment. CSM recognize that faculty members must have a transparent process and that is what is required by this policy. (Reference Part A, Appendix 5.5, Policies, Faculty.)

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8.3 Enrolment Projections and Staffing Implications Staffing Requirements - Projected

Cumulative Enrôlement¹

Full-time

Part-time

Cumulative Full-time Faculty

Equivalents (F.T.E.)

Cumulative Part-time Faculty

Equivalents (F.T.E.)²

Assistant Registrar³

Faculty Support

Executive³

Technical Support³

Ratio of Full-time Students/ Full-time Faculty

Year 1

- 225 - 12 1 1 1 -

Year 2

- 288 - 15 1 1 1 -

Year 3

- 350 - 18 1 1 1 -

Year 4

- 425 - 22 1 1 1 -

The program is modular – learners can opt to take one or more courses or miss a term or more. Numbers shown are for the maximum number of course places being taken at one time within the year.

Students are grouped in cohorts of up to 20. Faculty number shown indicates that each faculty member has a cohort of 20, with one faculty member taking the remainder. The reality will be less uniform (i.e. students may be distributed across more courses in smaller cohorts), therefore faculty members are in place for all courses within the program. Faculty members can teach up to five cohorts of 20 learners, however, shown is one faculty member per cohort of 20, so greater flexibility is in place than indicated.

One Assistant Registrar, one Faculty Support Executive and one Technical Support Executive will support all three degree programs proposed. The Assistant Registrar and the Faculty Support Executive cover each other’s work, and the Registrar (not shown) can be called upon to support frontline staff if there is a temporary peak in workload.

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8.4.1 Library Resources Canadian School of Management (CSM) offers all its courses and programs on-line and has been doing so since 1998. Students must supply their own computers to be able to pursue studies with CSM. While pursuing their studies through CSM, students have access not only to global electronic libraries available through the Internet, but are also subscribed to the following: Number of Holdings

(print) Relevant to the Field of Study

Number of Holdings (electronic) (include program-specific databases)

On-site Library Resources Relevant to Degree Program Area (for students/faculty)

Not applicable – web-based services used.

Web-based holdings (see below)

Other Library Access (e.g. web-based, inter-library arrangements)

EBSCO Business Source Premier EBCSO Regional Business News

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Both EBSCO Business Source Premier and EBSCO Regional Business News are current subscriptions. These services are updated daily. EBSCO Business Source Premier contains more than 3000 scholarly business and management periodicals, nearly 1000 of which are peer-reviewed. More than 300 journals provide full text articles as PDF files, with others providing full text in HTML format. Country economic reports from the EIU, Country Watch and others are included. EBSCO Business Source Premier contains strong coverage, with instant full-text download, within the disciplines covered within the Master of Business Administration including the specialist tracks. From a general perspective periodicals such as Harvard Business Review, The Economist and MIT Sloan Management Review are available and strong Canadian content (e.g. Canadian Business, Canadian Manager. There is specialist content such as the Journal of Marketing. Within the MBA tracks there is strong coverage: • In retail management: Retail Trade (from Stats Canada), In-Store Marketing, etc; • In health care management: Health Care Financing Review, Health Care

Manager, Health Care Strategic Management, etc; • In international business: International Journal of Commerce and Management,

International Economy, etc. EBSCO Regional Business News is a US-based service incorporating coverage of 75 business journals, newspapers and newswires.

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EBSCO PUBLISHING PRODUCT LICENSE AGREEMENT (covers access via an EBSCO online service, Remote Host, CD-WAN or DBL programs

only) I. LICENSE A. EBSCO hereby grants to the LICENSEE and SITES a nontransferable and non-exclusive right to use the Database(s) according to the terms and conditions set forth in this AGREEMENT. The ORIGINAL COPYRIGHT OWNER retains the ownership of the Database(s) and all portions thereof; EBSCO does NOT transfer any ownership, and the LICENSEE and SITES may not reproduce, transfer or transmit, in any form, or by any means, the Database(s) or any portion thereof without the prior written consent of EBSCO, except as specifically authorized in this AGREEMENT. B. The LICENSEE and SITES are authorized to provide on-site access to the Database(s) to any employee, student, registered or walk-in patron or other person affiliated with, or permitted to use the facilities of the LICENSEE and who is authorized by the LICENSEE to access the Database(s) . The LICENSEE and SITES are authorized to provide remote access to the Database(s) only to their patrons as long as security procedures are undertaken that will prevent remote access by institutions ,employees at non-subscribing institutions or individuals, that are not parties to this AGREEMENT who are not expressly and specifically granted access by EBSCO. This specifically prohibits employees, students and patrons at non-subscribing institutions from using their personal library card to access via their Public Library for work related access. C. Through this AGREEMENT, the LICENSEE, SITES and/or the patrons of the LICENSEE and/or SITES may download or print limited copies of citations, abstracts, full text or portions thereof provided the information is used solely for personal, non-commercial use. LICENSEE will not use the Database as a component of or the basis of any other publication prepared for sale and will neither duplicate nor alter the Database or any of the content therein in any manner nor use same for sale or distribution. The LICENSEE and SITES shall take all reasonable precautions to limit the usage of the Database(s) to those specifically authorized by this AGREEMENT. D. Authorized sites may be added or deleted from this AGREEMENT as mutually agreed upon by EBSCO and LICENSEE E. LICENSEE agrees to comply with the Copyright Act of 1976, and agrees to indemnify EBSCO against any actions by LICENSEE that are not consistent with the Copyright Act of 1976. II. LIMITED WARRANTY AND RISKS A. EBSCO makes no representations or warranties of any kind except as set forth herein, which are in lieu of any and all other warranties, express or implied, including, but not limited to, warranties of merchantability or fitness for a particular purpose. EBSCO neither assumes nor authorizes any other person to assume for EBSCO any other liability in connection with the licensing of the Database(s) under this AGREEMENT and/or its use thereof by the LICENSEE and SITES or their respective patrons.

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C. If any term or condition of this AGREEMENT is found by a court of competent jurisdiction or administrative agency to be invalid or unenforceable, the remaining terms and conditions thereof shall remain in full force and effect so long as a valid AGREEMENT is in effect. D. If the LICENSEE and/or SITES use purchase orders in conjunction with this AGREEMENT, then the LICENSEE and/or SITES agree that the following statement is hereby automatically made part of such purchase orders: "The terms and conditions set forth in the EBSCO Publishing EBSCOhost LICENSE AGREEMENT are made part of this purchase order and are in lieu of all terms and conditions, express or implied, in this purchase order, including any renewals hereof." E. This AGREEMENT represents the entire agreement and understanding of the parties with respect to the subject matter hereof and supersedes any and all prior agreements and understandings, written and/or oral. There are no representations, warranties, promises, covenants or undertakings, except as described herein.

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8.4.2 Computer Access Canadian School of Management (CSM) offers all its courses and programs on-line and has been doing so since 1998. Students must supply their own computers to be able to pursue studies with CSM. As a very minimum, a student needs a computer with Windows 95 or 98 NT; 166 Mhz Pentium processor; 16 MB of RAM; 28.8 kbps modem; a printer; an Internet services provider (ISP); and an email account.

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8.4.3 Classroom Space Canadian School of Management (CSM) offers all its courses and programs on-line and has been doing so since 1998. As such, CSM does not require any classroom space. Each year, CSM offers a four-day Intramural session, where CSM students come to Toronto to attend Executive Seminars on subject matter relevant to courses taught at CSM. This event provides an opportunity for CSM students, faculty and staff to meet, get to know one another, network and share experiences, as well as learn about the latest trends in management-related areas. These Intramurals have been running for 25 years. CSM uses classroom and meeting room space at Ryerson University for these Intramural seminars. The space used meets all the standard classroom space requirements.

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8.4.4 Laboratories/Equipment Canadian School of Management (CSM) offers all its courses and programs on-line and has been doing so since 1998. As such, CSM does not require any laboratories and related equipment. All CSM courses and programs are geared at working professionals in administrative, supervisory and/or management-related positions. All courses and programs are in the field of management. CSM students use their workplace and their workplace challenges as the basis of their studies with CSM and thus CSM has no need to provide laboratories and related equipment.

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8.4.5 Resource Renewal and Upgrading The Canadian School of Management (CSM) does not have any on-site library resources and does not offer on-site computers and computer access. It offers all its courses and programs through Internet learning and as such has no need for classrooms, and also does not use or require the use of laboratories and related equipment. Therefore this section is not applicable to CSM. As mentioned in Appendix 8.4.1, CSM’s students, while actively pursuing a CSM program, have access to Ebsco electronic library. This library is updated on a monthly basis and ensures that students always work with the most current information available on any given subject.

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8.5 Support Services Support Services Brief Description of Service Academic Advising Canadian School of Management (CSM) offers academic

advising at the time the student first applies to CSM. Individual professional and academic backgrounds are discussed and the student is counselled on which program best fits the student’s background and ultimate goals. Once in a CSM program, students have access to the Student Affairs Officer and the Registrar for any academic assistance they may need.

Career Counselling CSM’s students are working professionals, usually already in established careers. As such, career counselling is not an issue for them.

Personal Counselling CSM’s Student Affairs Officer helps students on an individual basis with any personal situations that may impact their learning progress. The flexibility of programs and delivery methods enables students to adjust their learning schedule to personal needs.

Placement As CSM’s students are already working, placement is not an issue with them. During their studies, they have excellent opportunities to network with colleagues and faculty. Also as a result of CSM’s philosophy of action learning, where students immediately use what they learn in their workplace, many enjoy added recognition in their workplace and often are promoted even before they complete their program of study.

Services for Students With Disabilities

As all of CSM’s courses and programs are offered by e-learning, students with disabilities can access them as readily as students without disabilities.

Tutoring Students communicate with colleagues and faculty members through discussion forums and e-mails. They are encouraged to share with each other and support each other with issues and challenges that may arise. Being adult working professionals, responsible for their own learning, tutoring is not an issue.

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8.6 Program Appropriateness The mission of the Canadian School of Management (CSM) is “ to continue and extend its work as an accredited provide of world-class, lifelong learning for working professionals through e-learning and blended learning”. CSM’s academic goals are: • To provide in-work adult learners with relevant and challenging management

education programs leading to appropriate Bachelors and Masters degrees; • To provide accessible education on a distributed basis enabling in-work adult

learners to participate in the development of themselves and their careers; • Through the action learning process to develop managers and leaders capable of

promoting positive change at work and improving the competitive position of their employers;

• To enable managers and executives to continue learning throughout their lives by

promoting sound learning practices, providing a qualifications framework that encourages educational progression, and providing credentials recognized by other reputable educational institutions;

• To engage with the scholarly community within Ontario, within Canada and on an

international basis in the development and implementation of applied management theory and practice, through the creation and capture of new knowledge. (Reference Part A, Appendix 6.4.1, Academic Plan.)

The Canadian School of Management (CSM) has considerable experience in delivering quality education. Chartered in 1976 by the Province of Ontario, CSM today celebrates over a quarter of a century of operation as a not-for-profit professional school of higher education providing applied learning opportunities for working adults. Located in Toronto, CSM, by virtue of its Letters Patent, is authorized to award certificates, diplomas and the academic designations of Associate, Graduate and Fellow, among others. (Reference, Part A, Appendix 6.1, Legal Characteristics). Through growth and development, CSM now offers over 70 courses primarily through e-learning and some blended learning, on a 24/7 and just-in-time basis. All programs are modular and therefore available throughout the calendar year, on a term basis. (Reference Part B, Appendix 6.6.1, Course Descriptions.) Equivalence with Ontario degree programs, policies and procedures is designed into the School’s awards structure. Through the CSM curriculum development process there is careful attention to admission requirements, external examinations and the use of

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industry-focused, academically accredited faculty as well as to the scope of the content of both individual courses and the Program as a whole. The Program also requires a self-evaluation of learning and application of the learning, to assist in the skill and knowledge transfer process adult learners desire. In the academic community CSM promotes excellence with its program content and delivery along with its focus on applied research, promoting scholarly publication for Ontario academics. (Reference Part B, Appendix 7.3, Academic Community). The School emphasizes action learning processes, to develop critical thinking, skill transference abilities and to ensure that the conceptual learning is applied in the workplace. Action Learning can be defined as a strategy by which people learn with and from each other as they identify, address, and then implement solutions to their real, current (and future) work-focused challenges, while maintaining conceptual learning integrity. It is a process that involves small groups working on real problems, taking actions, and learning while so doing. It is a powerful program that creates dynamic opportunities for individuals, teams and organizations to implement a life-long learning and innovation culture within an organization. (Reference Parts A/B, Appendix 12.1, Action Learning.) Administratively, CSM has long experience in successfully dealing with educational and work-related needs of adult professionals. The School has long in place the needed governance and reporting structures, the appropriate policy and procedure guidelines, experienced administrators and faculty, qualified academically and professionally. (Reference Part A, Appendix 5.5, Policies and Appendix 5.4, Business Plan.)

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9.1 Program Design and Credential Recognition The Canadian School of Management (CSM), chartered in 1976 as a not-for-profit professional school of higher education providing learning opportunities for working adults, has benchmarked its programs from their inception against institutions of higher learning. Today, the School has over 70 courses focused on delivering higher education level learning to in-work professionals, meeting both academic integrity and workplace application needs of the student and the School. The CSM curriculum development process pays careful attention to admission requirements, external examinations, the use of industry-focused, academically accredited faculty, as well as to the scope of the content of both individual courses and the Program as a whole. The following highlights methods used by CSM for the ease of credential recognition: • The CSM admission process sets academic standards through stringent prior

learning assessment which requires academic credentials or a combination of academic and work-related credentials as well as workplace experience, all in a clearly outlined process, constructed to be congruent to institutions of higher learning; (Reference Part B, Appendix 5.1.2 and 5.1.3, Admission Policies.)

• The Program has a Program Advisory Committee consisting of executive leaders of

the industry, who take a strong role in ensuring currency, content and delivery pertinence and applicability to the respective workplace environments. The mandate for the Committee is to provide advice and recommendations to the CSM Academic Board on program design and delivery and its role in the fulfillment of strategic and educational objectives within the business community; (Reference Section B, Appendix 6.1.1, Program Advisory Committee.)

• Faculty members are expected to hold a pertinent academic qualification in the topic of instruction at least one level greater than the program level. They must also have a thorough knowledge of adult learning principles, program design and delivery, as well as considerable practical experience in the workforce in the topic of instruction; (Reference Part B, Appendix 8.2, Faculty Policies.)

• Each course in the Program has been structured with an evaluation component,

which includes a student assessment and faculty assessments. The final assignment per course is an intensive research assignment (WAC or Written Action Case) that includes action learning principles, which basically require an application of academic and conceptual learning in the workplace; (Reference Parts A/B, Appendix 12.1, Action Learning.)

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• The Program is structured with a clear set of Program Learning Outcomes focusing on the acquisition of knowledge, skills and abilities that emphasize conceptual and functional learning, as well as managerial and leadership abilities. The Program has a dissertation requiring the exhibition of research, thinking and functional skills and the development of useable, new knowledge. This dissertation has an external examiner; (Reference Part A, Appendix 5.5, Academic Policies.)

• CSM underwent a year-long intensive review of courses and programs offered at

universities in Ontario and elsewhere, to ensure that academic standards were congruent;

• CSM is accredited by the Distance Education Training Council (DETC) in

Washington D.C., an accredited arm of the U.S. Department of Education; (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation Requirements.)

• The Cambridge International Examinations (CIE), a part of the University of

Cambridge, UK, has accredited CSM as a Cambridge International Associate Partner, authorized to offer its Cambridge Management Award (CMA); (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation Requirements.)

• CSM has mutual recognition agreements with several professional/academic

associations, most particularly, the Canadian Institute of Management (C.I.M.), the Ontario Hospital Association (OHA) and the Canadian Institute of Certified Administrative Managers (C.I.C.A.M) and York Institute of Technology (YIT). (Reference Part B, Appendix 6.2.2, Letters of Support.)

Administratively, CSM has long experience in successfully dealing with educational and work-related needs of adult professionals. The School has long in place the needed governance and reporting structures, the appropriate policy and procedure guidelines, experienced administrators and faculty, qualified academically and professionally. (Reference Part A, Appendix 5.5, Policies and Appendix 5.4, Business Plan.)

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9.2 Consultation Through its Program Advisory Committees, CSM has constant input on the relevance of its programs to the industry and whether CSM studies will contribute to the professional advancement of its graduates. (Reference Part B, Appendix 6.1.1, Program Advisory Committee.) Canadian School of Management (CSM) has credit or credential recognition arrangements with the following institutions and organizations:

• Distance Education and Training Council, (DETC), Washington, DC The DETC Accrediting Commission was established in 1955. The Commission's mission is to promote, by means of standard-setting, evaluation, and consultation processes, the development and maintenance of high educational and ethical standards in education and training programs delivered through distance learning. The DETC Accrediting Commission identifies and accredits distance education and training institutions that have attained and maintained the standards deemed necessary to operate at a basic level of quality. The Commission establishes educational, ethical and business standards; it examines and evaluates distance education institutions in terms of these standards; and accredits those who qualify. Its accrediting program employs procedures similar to those of other recognized educational accrediting agencies. The Commission’s procedures and standards have been continuously refined and improved over the past half century. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• Cambridge International Examinations (CIE), part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the world renowned University of Cambridge, UK

CIE operates alongside OCR, which provides examination and assessment services in the UK, and Cambridge ESOL (English for Speakers of Other Languages), which delivers a portfolio of qualifications for people learning English.

UCLES has developed and promoted qualifications around the world for almost 150 years and has seen the need for internationally recognized qualifications continue to grow. CIE was formally established in 1998 to provide high quality, leading edge

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qualifications that meet the ongoing demands of employers and educators the world over.

CIE provides a varied range of qualifications, including school-based general qualifications and more recently a suite of Skills and Career Awards. Each assessment has been created with an international audience in mind, making it both interesting and highly relevant for the student. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• Canadian Institute of Management (CIM), Toronto, ON

The Canadian Institute of Management is Canada's senior management association. As a non-profit organization the Institute was established in 1942 and is dedicated to the enhancement of managerial skills and professional development. Currently there are 20 CIM branches coast-to-coast with the National Office in Toronto.

Since its inception the Institute has helped over 45,000 managers to develop a broadly-based education in management skills with a rich and diversified offering of programs from individual courses to professional designation. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• Canadian Institute of Certified Administrative Managers (CICAM), Toronto, ON

The Canadian Institute of Certified Administrative Managers (CICAM) is a professional association dedicated to advancing the science of Management and Administration. The development and certification program for administrators and managers was founded in Canada in 1966. The Canadian Institute was chartered under Part II of the Canada Corporations Act and is also a Registered Charitable Organization. Membership brings knowledge, recognition and fellowship and a unique place in the Canadian business community. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• Ontario Hospital Association (OHA), Toronto, ON OHA Educational Services is committed to professional growth for those in the hospital/health care field and to leadership in bringing to the forefront timely industry-wide issues and trends. It is responsible for the annual OHA Convention & Exhibition, as well as the schedule of one and two day programs for hospital trustees, staff and other health care providers, sponsored (or co-sponsored with allied groups or other organizations) by the Ontario Hospital Association. In addition, it offers Health Care Trustee Institute certificate, diploma and correspondence courses.

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The department strives to provide high quality continuing education that is relevant, accessible and attainable. OHA programs are planned by and for the members, thereby lending credibility to our calendar of events. OHA is highly regarded as a source of timely, comprehensive educational sessions and programs tailored to meet the distinctive requirements for managerial, professional and leadership development of people on the front lines of the health care sector. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• International Management Centres Association (IMCA), Buckingham, UK IMCA launched its first action learning program in 1984. The Association is dedicated to career development through action learning and has run programs for more than 30,000 managers in over forty countries in the past two decades. The Association currently has offices or representatives in Australia, Belgium, Canada, Czech Republic, Finland, Holland, Hong Kong, Ireland, Malaysia, New Zealand, Papua New Guinea, Singapore, South Africa, UAE, UK and USA. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• University of Action Learning at Boulder (UALB), Boulder, CO, USA The University is dedicated to providing Internet resourced action learning professional qualification programs for Associates of the International Management Centres Association (IMCA) in the USA, and globally. The programs offered are accredited by the University of Action Learning at Boulder (UALB) in Boulder, CO, USA by the Accrediting Commission of the Distance Education and Training Council (DETC), and the British Accreditation Council (BAC) in London UK. They are authorized as necessary by relevant governmental jurisdictions around the world. (Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

• York College of Information Technologies (YCIT), Toronto, ON

York College offers seventeen accredited diploma programs of its own and three additional post-diploma programs in conjunction with the public college system in Ontario. In addition to full-time programs, the College also offers an extensive range of part-time, continuing education courses in partnership with Seneca College of Applied Arts and Technology (North York, Ontario).

Most YCIT students have previously attended university and are categorized as mature students. The College’s programs of study focus on business, technology and language studies.

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(Reference Part B, Appendix 6.2.1, Current Professional/Accreditation or Other Requirements.)

Letters of Support, Letters of Agreement and Letters of Mutual Credit Recognition are attached.

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10.1.1 Current Regulatory/Licensing Requireme nts Canadian School of Management (CSM) offers programs for working professionals who are looking to upgrade their personal and professional skills. All CSM courses and programs are management-related. • CSM does not offer any programs leading to occupations that are subject to

government regulations. • CSM does not offer any programs that are designed to prepare students to meet the

requirements of a relevant regulatory body.

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10.1.2 Letters of Support from Regulatory/Licensing Bodies As mentioned in Appendix 10.1.1: • Canadian School of Management (CSM) does not offer any programs leading to

occupations that are subject to government regulations. • CSM does not offer any programs that are designed to prepare students to meet the

requirements of a relevant regulatory body. Under the circumstances, CSM does not have any letters of support from any regulatory/licensing bodies.

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11.1 Periodic Review Policy and Schedule Canadian School of Management has a two-fold review process, both mandatory: • Ongoing; • Triennial. Ongoing review

• Each faculty member reviews course content on a teaching term basis, making

updating changes as deemed necessary, after discussion with the Dean; • The Program Advisory Committee, meeting twice a year, reviews and discusses

content where appropriate. The triennial review • Faculty members and pertinent administrative staff conduct a self-study of the

program based upon evidence relating to program performance against the criteria outlined below. The self-study review must include consideration of the strengths and weaknesses of the program, desired improvements and future directions;

• The Program Evaluation Committee is assembled by the Dean to evaluate the program based on: • The self-study review; • Face-to-face meetings and interviews with faculty members, students, graduates,

employers and senior administrators will normally be interviewed; • The Program Evaluation Committee must have a majority of senior academics with

no conflict of interest; • The Program Evaluation Committee must table a report to go before both the Council

of the Canadian School of Management and the Academic Board recommending such changes as are deemed appropriate. Both Council and Academic Board must respond to these recommendations, indicating the action plan that will be instigated.

A triennial review includes the following criteria: • Program consistency and congruency with the mission, educational goals and long-

range plan of the Canadian School of Management; • Achievements of students and graduates of the program in comparison with:

• Program outcomes and course learning outcomes and assessment standards agreed by the Academic Board in sanctioning the program;

• The degree-level standard seeking comparability with similar programs in Ontario and internationally and, in particular, reviewing reports from External Examiners;

• Opinions provided through feedback from employers, students and graduates; • The standards set by the Accrediting Commission of the Distance Education and

Training Council (DETC);

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• Career progression of graduates, their level of satisfaction with the Program, the satisfaction level of employers and of students current to the program at the time of the review. The rate of graduation must be considered, together with time to completion (allowing for the flexibility of timelines within the program design);

• Relevance of the Program to the betterment of professional practice. Reviewers must also examine those changes made each term, together with an examination of evidence collected through formal and informal feedback during the three-year cycle;

• Continuing appropriateness of the Program’s method of delivery and curriculum in achieving required educational goals and standards;

• Continuing appropriateness of the admission requirements, inclusive of the level of achievement of the applicant and his/her readiness to tackle the subject matter required within the program design, in achieving the Program’s educational goals and standards;

• Continuing appropriateness of the Program’s structure, method of delivery, and curriculum for its educational goals and standards;

• Continuing adequacy of the methods used for evaluating student progress and achievement;

• Adequacy and efficient and effective utilization of human, physical, technological and financial resources;

• Faculty performance, including the quality of tuition, supervision and the currency of their knowledge within the field.

(Reference Part A, Appendix 5.5, Policies, Review of Programs and Appendix 6.4.1, Academic Plan.)

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12.0 Other Information The appendices listed in this section are: 12.1 Action Learning; 12.2 E-learning and the Adult Learner; 12.3 Learning Logs; 12.4 Intramurals; 12.5 Council for Adult and Experiential Learning (CAEL). These have been selected to assist reviewers’ understanding of the Canadian School of Management (CSM) and its adult learning processes: • Action learning is the learning process used extensively by CSM in the delivery of its

courses and programs – learners address key questions at work and develop a deep understanding of subject matter and a process for continued learning once the program is completed. The articles chosen give a more in-depth description of what action learning is and how it works;

• E-learning is a prime method of distribution and delivery, and these particular papers have been selected for their adult learning focus, which is also CSM’s. The papers show how e-learning has grown in acceptance and use, and is well known by both academics, trainers, and major corporations;

• Learning logs are a significant component of the action and reflection learning process that is CSM’s learning methodology;

• The Intramural workshops are optional, but encouraged for those who can participate in them. They provide an executive seminar format for experience sharing, social learning dynamics, and content inputs;

• Following guidelines developed by the Council for Adult and Experiential Learning (CAEL), CSM recognizes prior experience and learning towards academic credits. Information on CAEL and its principles and processes are reproduced as an appendix.

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12.1 Action Learning

Canadian School of Management (CSM) subscribes to the principles of Action Learning: real people learning from real challenges in their workplace. Attached in this Appendix to support and describe the principles are: • Excerpts reproduced from:

Marquardt, Michael J., (1999), Action Learning in Action, Davies-Black Publishing. • Information printed out from the International Management Centres Association’s

(IMCA’s) web site at http://www.i-m-c.org: • “Action Learning in Action”; • “Four Approaches to Learning Through Experience” – by Alan Mumford.

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Action Learning in Action

The following excerpts are from Dr. Michael J. Marquardt’s book, Action Learning In Action (Transforming Problems and People for World-Class Organizational Learning). Page xi: “Action Learning is a deceptively simple yet amazingly intricate problem-solving strategy that has the capacity to create powerful individual and organization wide changes. It is built on a number of organizational, sociological, epistemological, and psychological systems that energize and synergize each other in the process of transforming problems and people. The potent resources inherent in action learning offer tremendous opportunities for individuals, teams, and organizations to grow and develop”. Page 134-135: Personal Attributes Developed via Action Learning “ In addition to the teamwork skills and leadership competencies that can be built through the use of action learning programs (see Chapters 6 and 7), participation in action learning develops a number of personal characteristic and attributes that are highly valued in organizations: • Critical reflection; • Inquiry and questioning; • Openness and willingness to change; • Clear personal vision; • Personal mastery; • Empathy; • Active listening; • Courage and frankness; • Skills in advising and helping others; • Facilitation and presentation skills; • Wisdom, and common sense; • Self-awareness”. Excerpts reproduced from: Marquardt, Michael J., (1999), Action Learning in Action, Davies-Black Publishing.

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Four Approaches to Learning through Experience

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Most managers claim to "learn from experience". As management

development systems have become more orientated to learning

through real work experiences rather than focusing entirely on the

provision of off-the-job experiences, the need to understand what

is meant by "learning by experience" grows.

Clearly, not all managers have the same motivation to learn, they

do not necessarily have a working environment which encourages

learning and they have preferred styles of learning which might

not fit the kind of work experience in which they are engaged. This

article describes the results of a research project which analysed

how senior executives approached the possibility of learning from

experience. It identifies four approaches characterizing the ways

in which senior executives participating in the research recognized

or did not recognize opportunities to learn from real work

experiences.

The article then describes some of the major influences on

particular items of learning and offers examples of different kinds

of learning – knowledge, skills and insight.

Finally, conclusions are offered in terms of what needs to be done

for managers to make more effective use both of unplanned work

experiences and, especially, the planned experiences through

which most formal development is directed.

Setting up the project

An earlier research project, involving 144 directors in 41 UK-based

companies (Mumford, 1988) emphasized the extent to which their

learning and development had been acquired through real work

experiences, often unplanned and at least partially unrecognized

at the time the experience happened. The work reported here

draws on subsequent research funded by the UK Training Agency

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(Mumford et al., 1989). Together with my colleagues, Peter Honey

and Graham Robinson, I found 21 directors in 15 organizations

willing to participate in discussion and analysis with us of their real

work experiences and how they were learning from them. Only

one of the participants was a woman and among the many

fascinating possible extensions of the research would be a

comparison of responses from larger groups of men and women.

The process we used, after an individual meeting to confirm

interest in participation, was to meet with them, in their own office,

three or four times over a three-month period. The basis of

discussion between us was that we asked them first to talk about

the work activities in which they had been involved in the period

since we had last met them. Once we had established in this way

the kinds of experience they had, they then selected what they

wanted to talk about and we helped them to focus on what they

had learned and how they had learned it. Over the sequence of

interviews some of the directors became more aware of ways in

which they could focus on what they had learned and sometimes

they arrived at our meetings with notes or with a clear idea in their

mind of what they wanted to tell us.

All the interviews were conducted individually and each

interviewer wrote detailed notes and shared them with their

colleagues in the research. We had meetings to discuss the

process we were using, the data which were emerging and

possible points to pursue in later discussions. Finally, we drew our

analyses together and, after a number of drafts, produced the

guidebook already referred to (Mumford et al., 1989). The terms of

reference for the project had always been that we should produce

a practical working document, not a research report. The aim was

not merely to analyse what the directors had learned, or even how

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they had learned it, but also to develop ideas on how directors

could learn more effectively from their normal work experiences.

We started with only one hypothesis to accompany the general

objective of producing a guidebook. We approached our

interviews initially with the view that managers mainly learn by

looking back at experiences. We were sure that we could find

ways of helping them to learn more effectively from retrospection.

We also knew that learning could be enhanced if people

recognized more frequently, and in advance, the kinds of learning

opportunities that would occur through their work, and planned to

learn from their opportunities. We hoped to find good illustrations

of how to carry out learning through thinking ahead, prospectively.

We did not offer a definition of learning to participants, since we

wanted to help them to talk through their experiences using their

words, not ours. It was interesting, and supportive of this stance,

that a few participants did not like the word "learning" and said the

process would be much more acceptable if there were a different

word. The definition we developed in our own discussions was:

People can demonstrate that they know something that they did

not know before (insights and realizations as well as facts) and/or

when they do something they could not do before (skills).

Discovering the four approaches

It will be noted that the line we adopted in our discussions was to

get our directors to focus first on the experiences they had had

rather than to try to get them to talk about the learning they had

achieved. We had two slightly different motives for this method.

The first was that we very much wanted to base our guidebook on

those things managers were likely to recognize most readily –

which would be their work experiences rather than achieved

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learning. Second, we knew (from our own experience!) that

managers can usually talk relatively freely about the work they do,

the activities in which they are engaged and the opportunities and

problems they have faced. They are much less able to talk about

learning because most of them simply do not think about it. This

latter point was, after all, the origin of the project.

A major advantage of the way in which we worked turned out to

be that, not only did we get very realistic statements and

examples but also the participants' own analysis of what they had

learned, and why. This precipitated a much more subtle analysis

on our part of the process to which we had given the general

heading of "retrospection". We found that, while the general idea

of learning in hindsight was certainly valid, the causes and depth

of learning in hindsight could be seen to operate differently as

exhibited in the experiences described to us. Our eventual

conclusion was that there are four approaches to learning from

experience for managers, rather than the two with which we had

started (i.e. retrospective and prospective).

The four approaches to managerial learning from experience

The intuitive approach

The intuitive approach involves learning from experience but not

through a conscious process. The person using the intuitive

approach claims that learning is an inevitable consequence of

having experiences. If questioned, he or she is able to talk in

detail about a variety of different experiences, describing what

happened and what was achieved. The learning or developmental

aspects are rarely, if ever, referred to. Indeed, the intuitive

approach sees managing and good business practices as

synonymous with learning. Someone using the intuitive approach,

therefore, finds it difficult and unnecessary to articulate what they

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learned or how they learned it. They are content that learning

occurs as if through some natural process of osmosis.

Typical quotes from users of this approach are: "I'm sure I'm

learning all the time but I can't be more specific"; "I just do it but I

can't tell you how"; "I do that already without calling it learning"; "I

suspect you are doing it all the time without realizing you're doing

so".

Since people using the intuitive approach put their trust in learning

as a "natural", effortless process, they find it difficult to accept that

there are advantages to be gained from making the process more

explicit, deliberate and conscious, either for themselves or for

other people.

The incidental approach

The incidental approach involves learning by chance from

activities that jolt an individual into conducting a post-mortem. A

variety of things can act as jolts but they commonly occur when

something out of the ordinary crops up or where something has

not gone according to plan. Mishaps and frustrations often provide

the spur.

When something hits people (using the incidental approach)

between the eyes they are inclined to mull over what happened in

an informal, unstructured way. They may do this in odd moments,

such as while travelling between appointments or home from work

or "in the bath". People using incidental learning tend to use the

benefit of hindsight as a way of rationalizing, even justifying, what

happened. As a result, they may jot something down "for the

record", not though in the form of learning points but more as an

insurance in case, subsequently, they need to cover themselves.

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Typical quotes from users of this approach are: "I learn from the

unfamiliar parts of my job, not from the bits I am already familiar

with and have already mastered"; "If you know how to do

something you aren't going to learn from it"; "It's the originality of

the experience that provokes more reflection"; "You only learn

from your mistakes".

People using the incidental approach often find it easier to

conduct their post-mortems by talking things over with someone

else, preferably someone who was also present during the

experience in question.

The retrospective approach

The retrospective approach involves learning from experience by

looking back over what happened and reaching conclusions about

it. In common with the incidental approach, the retrospective

approach is especially provoked by mishaps and mistakes. In

addition, however, people using this approach are more inclined to

draw lessons from routine events and successes. They therefore

extract learning from a diverse range of small and large, positive

and negative, experiences.

People using the retrospective approach conduct reviews,

sometimes in their heads, sometimes in conversation and

sometimes on paper. The sequence, slowed down, has three

stages:

1. something has happened; 2. it is reviewed; 3. conclusions are reached.

The outcome in the retrospective approach is that considered

conclusions are knowingly reached. An individual, by reviewing,

acquires knowledge, skills and insights or has them confirmed and

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reinforced. Skills -based courses often provide opportunities for

conscious retrospective learning – although the opportunities are

not always used properly.

Typical quotes from users of this approach are: "It helps to hold

things up to the light"; "Reviewing is essential to put things into

perspective"; "You never really understand something until you

write it down".

The prospective approach

The prospective approach involves all the retrospective elements

but includes an additional dimension. Whereas retrospection

concentrates on reviewing what happened after an experience,

the prospective approach includes planning to learn before an

experience takes place.

Future events are seen not merely as things to be done which are

important in their own right but also as opportunities to learn.

Individuals using this approach are expectant learners with their

antennae constantly tuned in to the possibility of learning from a

whole variety of experiences.

In the event, what the individual expected to learn may not in fact

materialize quite as planned. But the process of thinking about

learning in advance makes it likely that they will extract some

learning from the situation rather than drawing a blank.

The four-stage sequence in prospective learning is:

1. plan to learn; 2. implement the plan; 3. review the plan; 4. reach conclusions.

Again, courses provide clear opportunities for this approach but

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there are often weaknesses in implementation of skills or

knowledge acquired from a course.

Typical quotes from users of this approach are: "I learn because I

go there expecting to do so"; "There is no substitute for thorough

planning, not only to get things done but also to learn from doing

them"; "Sorting out what you want to get in advance increases

your chances of getting something worthwhile".

It is important to emphasize that although the content of our

description of the four approaches was drawn from our analysis of

what our directors told us, the titles we have given the four

approaches are a convenient but necessary shorthand which we

developed. Our directors, for example, did not talk to us about

using "an intuitive approach" or "I am planning to use the

prospective approach next week".

Another vital point to emphasize is that any individual director

might give us examples of learning over a period of time which

might fit variously all four of the approaches. Just as is found with

the Honey and Mumford (1989) learning styles analysis, in which

managers are found to use all four learning styles some of the

time but may have a predominant learning style, so we found

individual directors who were prone to use only one of the four

approaches. This was especially true of two directors who were

substantially dominated by the intuitive approach. However, we

developed the view that an initial preference for one of the four

approaches need not be a powerful constraint for individuals'

capacity to learn from experience in the future. The basis for our

view is that, once you have established the desirability of learning

more effectively from work experiences, the possibility of

extending your range of behaviour into an approach you have not

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previously used does not require a major change of behaviour for

many managers. In the guidebook (Mumford et al., 1989) we spell

out ways in which this can be achieved.

The reason for our optimism that adoption of a wider use of more

approaches is feasible is that the behaviour required is not

contradictory to that used by most managers in many of their other

activities. While we started from the proposition that it was

desirable for managers to think harder about learning from past

and recent experiences and to plan ahead for other learning

experiences, these are not themselves cognitive processes with

which managers are so unfamiliar that they will reject them. They

are simply processes which they have never been advised to use

or helped to use in relation to learning. All managers spend time

thinking about events that have occurred, why they have occurred

and what they might do next time – but they have not usually been

shown how to do this in relation to their learning. Similarly, all

managers plan ahead for their managerial work but they have

rarely received any guidance on how to associate more effective

learning with their managerial planning.

In the guidebook Making Experience Count, Mumford et al. (1989)

present a series of suggestions on how an individual who

characteristically uses, for example, the incidental approach, can

move towards a more frequent and more effective use of the

retrospective approach and readers who are interested in testing

these ideas in detail will need to pursue them through the

guidebook which has been specially constructed for that purpose.

Four approaches to learning from the same experience

We have had experiences since writing the guidebook which have

added to our knowledge of how directors' experiences relate to the

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four approaches. While our original descriptions are based on the

drawing together of a variety of experiences from different

individuals, which can be summarized under four headings, it is

especially interesting to see what happens when diffe rent

individuals are faced with the same experience. The approaches

they adopt to learning from that experience may vary.

The management meeting case

A regular management meeting was held in an organization with,

as is often the case, a long but fairly familiar routine agenda. The

last item, however, was a serious, non-routine problem raised by a

director. It concerned overruns on a major project and associated

activities. There was not enough time left to discuss the problem

properly.

Four of the directors were interviewed afterwards and were asked:

• what had happened in relation to that item; • what they thought about what had happened; and, • whether they had learned anything from what had happened.

The responses of the four were:

I found it a very frustrating meeting. I raised the problem beforehand with the chief executive and asked for good time to discuss it. But there was nothing resolved because we didn't have time. We will have to meet again, perhaps setting up a special meeting. Next time I will suggest that we discuss this issue much earlier in the meeting, even before the routine items. (Personnel director)

I was trying deliberately to generate a different style of

discussion. I wanted a much more open-ended process

than we usually have and, most importantly, I was aiming to

get consensus rather that just people forcing me to make a

decision. I wanted to see whether we could work that way

and what I would need to do to make it work. So I thought

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beforehand I would learn something from this experiment. I

certainly did! (Chief executive)

All the meetings are like that. It's nothing new really that we

have that sort of problem and then we cannot discuss it and

get a decision. There must be a better way! I suppose I

picked up some facts about the problem, if that is what you

call learning. (Manufacturing director)

It was all part of our general problem over meetings. [He

quoted a number of similar cases.] We don't sort out our

priorities. I have been looking back at some of our other

meetings, both with the chief executive and with my own

people and I think we have the same sort of problem. Not

all of them have the kind of excitement that was generated

on this one because it was so urgent, but basically it is the

same issue. What are the priorities fo r our attention?

(Marketing director)

Readers might like to analyse these four responses and see which of the four approaches is primarily illustrated (see end of article for the author's view on this).

What kind of learning?

Of course the significant aspect of our study, once the different

approaches have been taken on board, is to delve further into

what kind of learning individuals secured from their experiences.

Here we were on relatively more familiar ground. Our first analysis

was based on the relatively familiar structure of knowledge, skills

and attitudes. (We did not get into the modern language of

competences.) Again, however, analysis of the data caused us to

change our own views on what these directors were telling us

about the kinds of learning they had secured. While we stayed

with the knowledge and skills differentiation, we replaced the

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concept of attitudes with that of insights. We found the

descriptions of what they had learned simply did not relate

strongly to the issue of changed attitudes in most cases. What

came over much more strongly was something about a greater

perception of, or awareness of, the significance of some event.

One way of describing this might have been to use the word

understanding but in the end we chose insight because it seemed

much more descriptive of what seemed to be a deeper and, at the

same time, more explosive process, in some sense a combination

of emotional and cognitive awareness.

A few examples under each of these three headings should help

to identify what we discovered:

1. Knowledge. This is the acquisition of data or information. Sometimes it is not new knowledge but confirmation of past information:

I thought there was a bright manager working for one of my

subordinates. I saw him as intelligent, straightforward and

tough. I was astonished to find that his boss saw him as

dogmatic, inflexible and doctrinal.

I had the job of setting up a major expansion for my

company. It involved identifying a new site on to which we

could expand. This meant going into all the issues about

best location in terms of price, transport, availability of

people, where the customers were and where it should be

in relation to our existing business.

2. Skills:

I was very impressed with the way he chaired the meeting.

I tend to take the lead a lot but I saw he was at least as

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effective as me with a much more subtle approach to

drawing out and clarifying views.

I constantly find that I am so busy I do not have time to

review what I have done. I know this is a mistake, so I am

firmly setting aside 30 minutes every Friday – and I have

got my secretary to help me stick to my new resolve.

3. Insights:

I am a creative thinker and I like listening to other people's

ideas, but also throwing in my own. The problem as chief

executive is that quite often people do not see them as

ideas which I am genuinely interested to have discussed,

but as proposals. They either get all defensive about them,

or rush away to do them.

People can and do act differently at internal management

conferences. Sometimes the jokers become very serious

and quite unexpected people pop up with new ideas. It

made me think of other situations in which people's

behaviour alters.

When we looked at relationships between the four approaches and these three definitions of learning, we found that the three "hindsight" approaches (intuitive, incidental and retrospective) involved all three types of learning but that the largest proportion fitted the definition of insight. When we looked at the rather smaller number of achieved learning experiences generated through the prospective approach, we found a balance between insight and knowledge as types of learning. Of course, by our definition, it is rather difficult to say in advance what your insights are going to be – in effect the insight learnings were most often, of course, pure retrospective experiences.

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Triggers for learning

The following analysis is based mainly on the analytical work of

my colleague, Peter Honey.

The number of managerial activities which create potentia l

learning is unbounded. In the guidebook, we present a list drawn

from the actuality of our interviews. Elsewhere, Honey and I

(Honey and Mumford, 1989) have presented a series of

statements and exercises built around the proposition that

learning opportunities can be recognized and converted into

effective learning. However, in this study we were also able to

assess the nature of the learning experience on some different

dimensions from those found elsewhere in the literature. For

example, on the "hindsight" experiences there was a 50/50 split

between whether the experience was a wholly new activity or one

which was familiar. On the prospective approach, however, 64 per

cent of the experiences were in the familiar category.

Undoubtedly, this was due to the fact that, as with insights, many

new experiences are unforecastable.

Another way of looking at the experiences was to distinguish

whether the experience was felt to be relatively routine or

blockbuster in nature. We found that 70 per cent of the hindsight

experiences fitted into the routine category, whereas on the

prospective approach, 90 per cent fitted into this. Again, the

explanation must lie in the fact that it is very difficult to predict

blockbuster experiences!

Finally, we were interested in whether the experiences achieved

by these individuals applied only to the particular situation or were

capable of being generalized – the more desirable learning

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achievement. Here we found 75 per cent of the "hindsight"

experiences had applications beyond the particular, while only a

slightly smaller number – 67 per cent – of the prospective were of

this kind.

Some conclusions about learning from experience

The philosophy of formal management development, with its

policies, systems, extended programmes of off-the-job activity and

supposedly structured selection of work experiences, is built

around the idea that managerial performance can be improved

through learning. It is extraordinary, given the objective of formal

management development as a process for enhancing learning,

that so little work has actually been done on the learning process

itself. The useful generalizations by Knowles (1984) about adult

learning and the absolutely fundamental discovery by Kolb (1984)

of individual learning style preferences building on the learning

cycle were followed by Honey and Mumford in the UK, who

developed David Kolb's concepts and produced their own

diagnostic questionnaire and workbook based on managerial

behaviour (Honey and Mumford, 1992). Ten years after the first

publication of their manual, it is clear that trainers and managers

around the world have found the concept of learning styles to be

of major benefit in advancing their understanding of managerial

learning; even a few of the UK business schools have now

apparently introduced the learning styles questionnaire as part of

their resources on MBA programmes. Powerful though this

process is and, apparently, very positively useful to managers, the

concept of learning styles clearly covers only part of the total a rea

of how individuals learn. The work reviewed in this article makes

possible further advances in our understanding, preferably, of

course, to be multiplied by rather larger research samples.

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It is possible to criticize the idea of there being "only" four

approaches, as it is to criticize the attribution of learning styles or

team role preferences. Apart from issues of reliability and validity,

there is the question of whether any generalization is appropriate,

given the infinite variability of human beings. My position on this is

that appropriate and reliable generalization is a helpful process,

provided that it is used as a basis for discussion and development

and not as a permanent descriptive straitjacket.

In the UK, the Department of Managerial Learning at Lancaster

University stands out not just because it is unique as a department

but because apparently, no other business school thinks it

worthwhile actually conducting research or even writing anecdotal

articles about management learning. They have not yet, however,

offered major new models or tools, as conclusions, from their

many interesting projects.

Important work offering different insights about learning and about

learning from experience is also available from the USA and

Australia. One of the fundamental questions raised, and not fully

answered, by this research is the extent to which these directors

were challenging their own activities and transforming their

understanding of what they had learned. The concept of double-

loop learning advanced by Argyris (1977) and the desirability of

critical reflection encouraged by Schon (1993) are clearly very

important. In my view a combination of learning styles and four

approaches could help to develop understanding of current

achieved learning. This would then provide a practical guide to

achieve greater reflection and thereby increased likelihood of

deeper challenges of the kind advocated by Argyris and Schon.

From Australia, I am particularly impressed with the contribution of

David Boud to our understanding of learning from reflection on

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experience. His concepts of preparation and reflection-in-action

match closely the kind of model suggested by the four approaches

(Boud and Walker, 1991).

As our knowledge stands at the moment, the concept and

descriptions of the four approaches could be used in a variety of

ways by those responsible for encouraging further and improved

development among their managerial clients. One of the most

important ways is in the area of what I call the Big "0". Most

management development schemes, although they often provide

for a great deal of movement between jobs, both horizontally and

vertically, pay almost no attention to the learning processes which

need to be engaged in if the experience is to be fully successful.

As was shown in my own research (Mumford, 1988), and also in

the excellent book from the USA on The Lessons of Experience

(McCall et al., 1988), the fact is that, what is often presented as a

big opportunity, is really a vacuum in terms of developing

understanding of the nature of the opportunity and potential use of

it as a learning experience. If we want to increase the productivity

of learning from experience we need to enable managers to learn

more effectively, at least from those experiences delivered to them

through the formal management development system. The idea of

learning contracts or learning agreements, admirable in

themselves, will still lack real impact unless individuals are helped

to identify not just the opportunities for learning that can be

identified for and with them, but also the ways in which they learn

from them. Thus, the idea of the learning cycle and of the

manager's individual learning style preferences can, this article

proposes, be supplemented by a greater situational awareness of

what will actually trigger learning – which of the four approaches

an individual recognizes and can use.

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The project as learning from experience

I am deeply indebted to my colleagues, Peter Honey and Graham

Robinson, for the planning we undertook before the project, the

detailed discussions with individuals and one another we held

during it and to the eventual production of our conclusions and

suggestions for action as recorded in the guidebook.

What is not shown in the guidebook is that we actually

experienced and carried out the four approaches ourselves in the

course of understanding the project. We had some especially

dramatic interviews with individuals, in which the learning we

acquired from the interview very much fitted the incidental

category – even before we had invented it!

Of course, the process we designed for the project was essentially

prospective in nature because it planned ways in which we would

go about securing information in order to learn. Even closer to

home in terms of findings of the project, we each thought we

would learn something about ourselves, about the ways that we

conducted the interviews and secured information. In my own

case, I set particular standards for certain aspects of the interview

which I knew from previous experience were likely to be less

effective unless I controlled them. My prospective learning was

reflected in the extent to which I was able actually to manage

myself in order to meet those targets.

Finally, of course, it would be correctly assumed that the whole

nature of the project was retrospective – reviewing the data. In

addition, however, we studied the process in which we had

involved ourselves and what we had learned from it. We looked at

every aspect of how we planned the project, the detailed

questions and topics we had prepared and the way in which we

188

had set up the interviews and recorded the information. So, in

addition to being struck with the major "a-ha" captured through the

incidental approach, we conducted a full and thorough analysis of

all possible aspects of learning. This might not be thought at all

difficult for us since, after all, all three of us have recommended in

print and practised through programmes and consultancy the

advantages of learning reviews. With all due humility, however, it

is possible to observe that not all doctors follow their own

prescriptions!

I believe that our exchanges and reviews did not so much add to

our knowledge and skills as they certainly generated insights.

Indeed, the whole concept of insights was in itself the result of a

relatively sudden perception about what so many people were

telling us – in other words an insight about what we came to call

insights.

It will be evident that the one approach not used by the team was

the intuitive. The reason for this will be clear from the description

of what intuitive means and from the statements made earlier in

this section about how we went about our learning. To us it was

an entirely conscious and deliberate pursuit. We may not have

learned everything there was to learn through the project but we

were never, in the end, faced with the feeling that "we learned

something but we do not know what it was".

This personal review of our own experience is offered not only as

illustration of the analysis in action but also as a statement about

the desirability of researchers putting in evidence of their own

relevant experience.

The meeting case

Those readers who attempted to analyse the meeting case

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presented earlier in this article may want to check their

conclusions:

• personnel director – incidental; • chief executive – prospective; • manufacturing director – intuitive; • marketing director – retrospective.

How about you?

Another useful exercise for readers is to assess their own

experience against the analysis presented here. The reader can

do this in two ways. First, look back at some significant

experiences you have had over the last two to three weeks and

see whether you have learned anything from them. If you believe

you have, you might like to assess whether this learning could be

described as intuitive, incidental or retrospective. Even more

adventurously, the reader could look forward to next week and

decide what kind of prospective opportunities lie ahead!

References

Argyris, C. (1977), "Double loop learning in organisations", Harvard Business Review, September/October.

Boud, D.J. and Walker, D. (1991),

Experience and Learning: Reflection at Work,

Deakin University Press, Gee-long, VIC, Australia.

Honey, P. and Mumford, A. (1989),

The Manual of Learning Opportunities,

Honey, Maidenhead.

Honey, P. and Mumford, A. (1992),

The Manual of Learning Styles,3rd ed.,

Honey, Maidenhead.

190

Knowles, M. (1984),

The Adult Learner,

Gulf, Houston, TX.

Kolb, D. (1984),

Experiential Learning ,

Prentice-Hall, Englewood Cliffs, NJ.

McCall, M., Lombardo, M. and Morrison, A. (1988),

The Lessons of Experience,

Lexington Books, Lexington, MA .

Mumford, A. (1988),

Developing Top Managers,

Gower, Aldershot.

Mumford, A., Honey, P. and Robinson, G. (1989),

Directors' Development Guidebook: Making Experience

Count,

Training Agency/Institute of Directors, (obtainable from

Training Agency, Room W 626, Moorfoot, Sheffield S1

4PG).

Schon, D.A. (1993),

The Reflective Practitioner,

Basic Books, New York, NY, 1993.

191

Action Learning in Action

192

Cambridge University. When they were faced with difficult

research problems, he found that they would sit down together

and ask one another lots of questions. No one person was

considered more important than any other and they all had

contributions to make, even when they were not experts in a

particular field. In this way they teased out workable solutions to

their own and one another's problems.

Revans was so taken by this technique that, when he went to

work at the Coal Board, he introduced it there. When pit

managers had problems, he encouraged them to meet together

in small groups, on site, and ask one another questions about

what they saw in order to find their own solutions, rather than

bring in "experts" to solve their problems for them. The technique

proved so successful that the managers wrote their own

handbook on how to run a coal mine.

In this way, Action Learning was born; but it was some years

before Reg Revans, now Professor Revans, presented the

cogent and tested theory which is now the cornerstone of all our

management training and development programs.

Focusing on the Question

Small children ask questions. How? Why? What? Where? Who?

and question When? Parents may despair of the number;

sympathetic teachers encourage the quest for knowledge and

provide, whenever they can, opportunities for the children to

answer their own questions by experiencing something for

themselves.

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themselves.

As the children get older, their teachers (themselves in

possession of a vast number of facts which they feel need to be

passed on to their charges) tend not to wait for the questions to

be asked. They concentrate increasingly on supplying knowledge

and on testing that their students have learned it and can

produce the "right answers" to order.

It is a very long time before students are considered sufficiently

well programmed with available information to start asking

questions again which will lead them to find their own solutions to

unsolved problems; so long that many will have already gone off

to work in the "real" world, perhaps under the mistaken

impression that the answers to problems always exist in books, if

only you know where to find them - or the expert who knows

them already.

This knowledge which already exists, which is already written

down in books, theories and concepts with which students can, if

you like, be "programmed" and on which much of the learning in

traditional education focuses Reg Revans called "P", for

programmed knowledge.

Revans accepts that "P" is an essential ingredient of learning,

but feels it to be insufficient. He believes that there is an equally

important component, one which has tended to be squeezed out

by traditional educational methods. This he calls "Q" for

Questioning Insight.

If learning is represented by "L", this gives the equation

L = P + Q

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Concepts and theory are important, but in Action Learning the emphasis is on applying them. And so it is on "Q" that Revans focuses - on the questions which need to be asked and the experience which is waiting to be acquired. For Revans, the ability to ask the right questions at the right time and take action is at the heart of Action Learning.

Puzzles versus problems

By focusing on the right questions rather than the right answers,

Action Learning focuses on what you do not know rather than

what you do know. This means that it deals not with puzzles but

with problems.

A puzzle could be defined as a perplexing question to which an

answer or solution already exists; you just do not happen to have

found it... yet.

A problem, on the other hand, has no existing solution. Different

people will come up with different ideas and suggestions as to

how to solve it. There will be no right answer but a number of

possible solutions which might be equally satisfactory.

So Action Learning tackles problems not puzzles. It does this by

a process of first asking questions to clarify the exact nature of

the problem, then identifying possible solutions and finally taking

action. It is not about "analysis paralysis" - spending so much

effort on analysing the situation that effective action is either non-

existent or delayed to the point where it is irrelevant. It is about

taking that information, seeing what courses of action are open

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taking that information, seeing what courses of action are open

to you, deciding which one to take and then doing something

about it.

Action Learning is about doing. But it does not stop there. Doing

may be vital, but it is not in itself sufficient for learning to take

place.

Not just learning by doing

Learning by doing may be sufficient, if you are attempting to

acquire a basic mechanical skill, like riding a bicycle. If you try

often enough and succeed often enough, you will eventually

learn how to do it efficiently whenever you wish.

But in the complex world of problem solving, doing does not, in

itself, lead to learning. You will not learn anything about solving

your next problem purely from the act of solving your present

problem.

For learning to take place you need to do more than just

experience solv ing your problem effectively; you need to reflect

on that experience in order to identify exactly what it is which you

have learned, internalise the lessons which you can learn from it,

and pragmatically devise action plans, so that you can take

effective action in the future in a new and different situation.

That is what Action Learning does. That is how it differs from

learning by doing.

Action learning for managers

"Most managers are profound believers that Hamlet could have done what was necessary much more

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could have done what was necessary much more quickly, had he not spent so much time talking about it."

Research in the field shows that most managers spend more

time doing than thinking. Many management training courses

spend more time on thinking than doing, emphasising "P",

concept and theory. Action Learning, by focusing on doing and

reviewing, suits most managers very well and, by providing them

with opportunities to solve real problems in their own workplace

and learn from that experience, helps them to improve their

managerial performance and, in turn, profits the bottom line.

Because of its proven effectiveness, there has been a tendency,

in the past, for people who get involved in Action Learning to

become somewhat evangelical about it - and a certain degree of

evangelism is often necessary in the beginning, if even the best

ideas are to survive. But it is not a religion.

The truth is that Action Learning is one of a number of effective

management development techniques, albeit one which appears

to be particularly well suited to a great many managers and one

which produces immediate and tangible dividends for their

sponsoring organization through the project work which is an

intrinsic part of all our programs. But it may, as you will discover

later, be of more benefit to some than to others, and you should

also recognize that there are times when Action Learning, as a

technique, should not be used at all.

To use or not to use?

• Do not be tempted to use Action Learning:

o When an answer to the ''problem'' already exists.

This means that it is a puzzle and not a problem,

and Action Learning does not address puzzles.

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o When a traditional ''programmed learning'' type of

approach will produce a solution. Action Learning is

quite a long, complex process; expensive in terms

of time, effort and money. If an effective solution

can be found more quickly and cheaply by using a

more traditional method, use it.

o When systematic analysis will give you a solution. If

this is the case, it is likely to be much faster and

probably more effective.

o When senior management will do exactly as they

want, regardless. It can be a very destructive

experience for a group of managers to work hard at

solving a problem for a considerable length of time,

using Action Learning techniques, only to have

their ideas rejected by an unsympathetic, inflexible

senior management.

• Use Action Learning, only: o When no one knows the solution to a problem or the

way out of a complex situation. o When there is no obvious solution to try or nobody is

prepared to come up with one. o Where the organization and its senior management are

committed to the technique and prepared to consider implementing the proffered solution.

Action learning in practice

In Action Learning managers learn to take effective action by

reviewing and interpreting their experience in order to identify

what it is which they have learned.

A systematic approach to learning focused primarily on the

dynamics of the manager's role and environment, rather than

simply grasping random opportunities as and when they arise,

ensures that managers learn much more efficiently.

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ensures that managers learn much more efficiently.

This can be achieved only through Action Learning programs,

such as those run by us.

Criteria for our Action Learning Programs

Our Action Learning program must have four basic features, if it

is to live up to its name. It needs projects or problems on which

to work; clients for whom to work; a group, or "Set", of "comrades

in adversity" with whom to work; and a "Set Adviser" to facilitate

the learning process.

We will consider the first three in more detail here. The Set

Adviser gets lengthy consideration in the section on tutors and

Set Advisers.

The Projects

Projects in Action Learning programs are, in effect, the vehicles

for learning.

A project must be a real management problem, task or issue

which needs to be addressed and exists in a real time-frame. In

other words, someone somewhere in the manager's organization

should want a result by a definite (but reasonable) date.

Furthermore, to justify the investment of funds in the project, a

tangible return is expected.

The project should be substantial and demanding enough to

involve the manager engaged on it in some reasonably

strenuous work. An insignificant project would not be worthy of

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strenuous work. An insignificant project would not be worthy of

the time, energy and effort expended on it.

If a project is part of a manager's work and he or she is in a

position to implement solutions, it will be very much easier to get

fully involved with it and to deliver the tangible return.

Remember, managers will be carrying out all their normal duties

while engaged in an Action Learning program.

The Clients

Each project in an Action Learning program needs a "client" who

"owns" the particular problem, issue or task and cares very much

about it. He or she may even spend sleepless nights worrying

about it.

This client might well be the manager's boss; but, whoever it is,

he or she has got to want and need results.

It is most important that a client should be committed to the

principles of Action Learning and be prepared seriously to

consider accepting the manager's recommended solution.

The Set

Action Learning is a sociable activity, not something which you

do on your own. It needs a group of people - whether they be

physicists, pit managers, bank managers or a mixture of all

three.

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A Set is the name given to the group of real managers working

on real problems in a real time-frame, looking for real solutions

using Action Learning techniques.

They are, to use Reg Revans's phrase, "comrades in adversity".

They all have their backs against the wall, in that they all need to

find solutions to real and pressing problems. History shows that

people work best together when faced with some difficulty or

threat.

Each member of the Set is as important as every other member

of the Set and each has a contribution to make. They need to be

able to support, advise and freely criticise one another.

The Set also needs to be able to call on external experts and

specialists when required, but not to have them thrust upon

them.

Each member of the Set takes on a firm commitment to get a

useful piece of work done and to understand what is being

learned in the process.

The strength of the Set is a crucial factor and some have

articulated mottoes such as "If one fails, we all fail". Set working

is widely credited with our highly successful completion rates.

Asking the right questions

Before leaving this section on Action Learning,it is worth

returning, briefly, to the issue of asking the right questions. A

great deal of emphasis has been placed on the importance of

this. But what exactly are the "right questions" in an Action

Learning context?

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Learning context?

The "right questions" are simply those which, when asked of the

right people at the right time, give you the sort of information

which you need, questions like...

• What are we trying to do? • What is stopping us from doing it? • What might we be able to do about it? • Who knows about the problem? • Who cares about it? • Who can do anything about it? • Where can we find out about it?

There are many similar questions which you might choose to

ask.

If you fail to come up with the right questions for a given

situation, you fail to get the information which you need to solve

your problem.

It is therefore vital for anyone involved in Action Learning to

spend adequate time working out what the right questions are for

the particular problem which he/she is trying to solve. The wrong

questions waste everyone's time and are unlikely to provide

useful answers.

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12.2 E-Learning and the Adult Learner

Canadian School of Management (CSM) offers all its courses and programs through e-learning and blended learning. CSM’s target market is the working professional who needs to upgrade personal and professional skills and qualifications. E-learning and lifelong learning are rapidly growing and accepted trends in today’s workforce. The following reports and articles are included to document and support CSM’s delivery methods to the in-work adults it strives to serve. Many of the reports and articles are from the Conference Board of Canada, an independent, not-for-profit research organization. The Education and Lifelong Learning Group is a part of the Conference Board’s Policy, Business and Society Division. Its mission is to help business, government and education leaders work collaboratively to promote the development of a learning society that prepares Canada’s people for a changing world. E-Learning for the Workplace: Creating Canada’s Lifelong Learners (326-01 Detailed Findings – By Debbie Murray) Keen for the Screen: Canadian Employers Turn to E-Learning for Employee Skill Development (300-00 Members’ Briefing – By Debbie Murray) Bank of Montreal’s Learning for Success (Case Study 24 – By Kurtis Kitagawa) Commitment and Communication: Ceridian’s E-Learning Success (E-Learning Case Study – By Debbie Murray) Early Off the Mark: RBC Financial Group’s E-Learning Track Record (E-Learning Case Study – By Debbie Murray) Brain Gain: The Economic Benefits of Recognizing Learning and Learning Credentials in Canada (323-01 Detailed Findings – By Michael Bloom and Michael Grant) Evaluating Business-Education Collaboration: Value Assessment Process (Summary – By Michael Bloom) Othe: Internet Learning: Is It Real or What Does It Mean for Universities? Sheffield Lecture – Yale University, January 11, 2000

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e-learning_for_the_workplace.pdf

Keen_for_the_Screen.pdf

Bank of Montreal case-24.pdf

Commitment and Communication.pdf

Early Off The Mark.pdf

Brain Gain.pdf

Evaluating Bus-Ed Collaboration.pdf

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12.3 Learning Logs

Canadian School of Management (CSM) makes the learning log a prime process for monitoring learning because it is the best way of generating specific data.

In one of the compulsory courses for all programs – Action Learning and Team Development - the learning styles material identifies the stage of the learning cycle in which information is collected as being that of 'Reviewing the Experience', a stage highly valued by those who are Reflectors. In fact, a great deal of effective learning depends on the development of this stage of the learning cycle, of the style appropriate to it and of the skills relevant particularly to that stage.

Most people have plenty of experiences, but often they do not learn as fully from them as they could.

CSM students are advised to keep and use the Log Book in order to encourage them to identify useful learning experiences and develop their learning processes, and to undertake actions as a result. The final purpose is to help students be more effective as managers. Learning Logs must be integrated into the learning activity in which the students are involved. The idea of keeping a learning log is introduced at the start of each course.

All students must submit their learning log with each course’s final assignment. The learning logs are not marked, but final course marks are not provided for the course until the learning log is submitted.

It is one of the paradoxes of effective learning processes that one may have to undertake something which is not one’s natural preference. This is certainly the case with the skill of monitoring achievement. The learning log routine is therefore one that some people will engage in reluctantly and on which additional help may be needed.

Therefore, people must be given a proper understanding of the purpose of a learning log. They must also be helped to see why they might react unfavourably. The two most popular reasons given by students are ‘shortage of time’ and ‘it does not suit my learning style’. If people are shown a managerial return rather than just a 'learning' return, they are more likely to tackle the task with greater enthusiasm. For example, a manager experimenting with a different style of selection interviewing may want to 'log' the results, not for learning reasons primarily but in order to decide what to do next time.

Some managers like to have very detailed guidance on how to keep a Log, to the extent of actually having a booklet complete with headings and blank sections. Others just want guidance on the basics and then devise a format with which they are comfortable.

Whatever the chosen format, the main headings need to be based on stages in the Learning Cycle:

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Data about the experience; Conclusions; Plan.

It is very easy for managers to get overwhelmed in an attempt to record everything. CSM’s recommendation is that managers should be selective and pick out the most significant experiences they have had on any particular day or within any major activity. They should then use the main headings to record what has happened and what they have learned from it.

The most effective logs include specific statements rather than general statements, both about things experienced and about action plans arising from them. An example might be: "I tried to persuade the group that we should set measurable objectives before we started. I was only partially successful in this because I hadn't thought of possible examples in advance and couldn't think of any fast enough when asked, at the meeting, what I had in mind."

One of the objections which is often raised is that managerial work does not encourage the kind of reflection which the Log is clearly advancing. Managers will quite often say they are too busy and do not have enough time for 'this sort of thing in real life'. While, therefore, they may be prepared to undertake it on a course, they may be both more reluctant and genuinely less able to do so in their real work context.

This is a further reason for saying that the process should be kept simple, that they should be advised to concentrate on a few activities rather than attempt a total review of everything in which they are involved. It is much better that they should keep a Learning Log for one activity over a period of time, say about a particular meeting they regularly attend, or keep it in relation to one identified learning skill they want to improve, than that they should attempt too much and quickly give up because it seems too daunting.

Guidance on completing the Log Book

The form in which students keep the Log Book should reflect the objectives above, i.e. the Log Book is not solely a record but is a means of securing action.

Students will find that there are different occasions on which entries should be made:

• During and immediately after a significant event, e.g. an experience, meeting or discussion at work, a day on the start-up, activities during CSM program events;

• At the end of each week of a program; • A major task at work, or a project or a major assignment; • At the completion of major tasks, projects, assignments.

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Significant events

It is neither practicable, nor useful to record every event. Students may be able to identify an important experience in advance, or you may recognize after the event that something significant (to you) has occurred.

Such events may occur within the formal context of the program or outside it. The process of collecting information from colleagues for a session or for written assignments may be equaled by similar experiences at the student’s place of work. In the same way, students record of interesting learning from CSM Program discussions should be paralleled by their experience from other projects or group discussions. This integration of learning both ''from the CSM Program'' and from normal work experience is a significant objective of the Learning Log.

Students may have learned something in terms of content, ''the meeting demonstrated the kind of benefits sought by that customer,'' or process, ''I saw how the Chairman handled some difficult interventions. He made everyone happy by...''

Weekly review

The purpose of weekly review is to draw threads together by reviewing the previously unconnected experiences recorded earlier. It will probably be a summary of main points, or conclusions from a number of events. Students may wish to try to draw things together, ''This showed that Handy's Organizational Theory is true for us''.

Students will certainly benefit from reviewing their Log with colleagues after major tasks, assignments and projects.

They should try to make their review explicit against their action plan, rather than general. For example, instead of simply noting that they did not learn from a particular experience, they should try and analyze why.

Students with a high Activist and low Reflector score will probably find the disciplined approach outlined here uncomfortable, and perhaps initially unrewarding. They should have patience and persevere - a number of high Activists have said that the process was in the end very important for them.

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12.4 Intramurals To ensure high academic standards and to provide students and faculty an opportunity to get meaningfully involved in the process of learning and a chance to meet and interact face-to-face, Canadian School of Management (CSM) has always made four day Intramurals a part of its programs. Attached is a summary of the role of intramurals in the overall process of action learning studies at CSM. This summary was prepared by CSM’s Associate Dean, Dr. Jennifer Bowerman, after CSM’s 2001 Intramural. Also attached is information on CSM’s upcoming 2003 Intramural.

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The Role of Intramurals for the Canadian School of Management: An Important Component in the Quest for Flexible Business Learning to Meet the Needs of Working Middle Managers.

Dr Jennifer K. Bowerman

Associate Dean Canadian School of Management

October 26th, 2001

Introduction The Canadian School of Management (CSM serves a working adult community who wish to build their managerial and business careers without having to take time away from their respective workplaces. The Action Learning methodology of the CSM permits them to use their organizational managerial experience as the foundation for their learning, using on-line courseware and teaching methods specifically designed for these purposes. The intramural component of the program enhances the Action Learning methodology by providing students the additional opportunity for learning in a face to face and social learning setting,

What is an Intramural? An Intramural is an opportunity for students and associates of the CSM to meet face to face for a short period of time (usually no longer than four days) on an annual and semi-annual basis. The purpose of the session is to provide opportunities for participants to become meaningfully involved in the process of learning through group interaction with fellow students, and with CSM faculty who are specialists in their management fields. It provides an additional dimension to an e-learning-based education. The CSM has a unique relationship with many global partners around the world. These include the hospitality school of Les Roches in Switzerland; International Management Centre Associations in the United Kingdom; and the Business School of the Netherlands among others. As a result, students attending the intramural have the opportunity to meet working managers who are MBA and doctoral scholars from other countries. The wide variety of management experience at the intramurals can result in a distinctive international flavour to such face-to-face meetings and students are encouraged to network and exchange best practices with each other. Opportunities for learning together, creating together, and being critical together are all encouraged. As well as intensive classroom activity, much emphasis is placed on the social aspects of learning, with planned dinners and social events playing an integral component of the experience. Plenary concluding sessions summarizing actions taken during the intramural provide excellent opportunities for students to report back to the entire group and faculty in attendance, as they work with and learn from one another.

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The CSM works to maximize the intramural experience for its students in a variety of ways. The usual intramural format has been described above, but as part of its commitment to the reflective component of learning, a graduation intramural of one day is also held. Immediately preceding the convocation ceremony, all graduands meet for an entire day to discuss the action learning process, their program, and how it has benefited their career. This is a unique component of the graduation experience, demonstrating how the CSM builds learning into all its face to face functions. The Learning World of the Working Middle Manager In the rapidly changing world of health care or general business, CSM students as middle managers find themselves in indispensable positions. Their jobs evolve around working faster, more effectively, more efficiently and more decisively in environments impacted by ever shrinking resources, which are increasingly complex and at times chaotic. The over riding need therefore, is for these managers to understand and lead change so they can better achieve their business outcomes. They need to know how to build teams, problem solve, motivate employees, be more customer focused, and establish new alliances between professional groups whose professional boundaries are blurring. Such problems challenge even the best of working managers. All too often their presence on the job is simply too valuable to spend time away at university courses. At the same time, the very nature of the work, and their place in their organization provide a fertile ground for learning. The concepts from the theoretical field of management development can be applied and challenged in ongoing ways, as students are encouraged to apply their learning in practice, and document their results and outcomes, and most importantly build their continuous learning skills. The Intramural Experience: Meeting the Needs of Working Middle Managers In one way, the intramural experience for distance education providers acts as an intensive classroom experience intended to remedy the lack of face to face interaction occurring in on-line distance learning. At the same time, CSM intramurals are not just a face to face alternative or addition to an on line educational delivery system. Rather they are an additional option for the adult learner in the quest to discover learning methods that best suit his or her individual needs. It is useful to view intramurals as a form of flexible learning. Collis and Moonen (2001) have defined the concept of flexible learning in the following way. They describe it as “a movement away from a situation in which decisions about learning dimensions are made in advance by the instructor or the institution towards a situation where the learner has a range of options from which to choose.” Intramurals, especially for an action learning distance-based business school such as the (CSM), are one tangible example of such flexible learning options. They are an enhancement to an on-line program, permitting students to interact on a face to face basis, helping them build their knowledge of action learning, and actively practice the skills that will help them to become continuous learners. Recognizing that the students registered with CSM simply cannot afford to take too much time away from work, we deliberately maximize the intensity of the learning experience but minimize the time necessary for the program. Hence, unlike more traditional distance learning universities, such as Royal Roads in Victoria, or Athabasca University in Alberta, where periods of

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four to six weeks are not unusual for classroom learning, we attempt to keep the intramurals to a time frame of no more than four days. The Learning Format In a traditional university, most courses are structured to transmit knowledge to students. This is done by putting disciplines into bite-sized units that can be taught through lectures. Even universities that use distance learning tend to use such an approach where courses are viewed as a product to be presented to the learner via an on-line method of delivery. In the past, when CSM was mainly a school that delivered its courses via correspondence, this bite size programmed knowledge format was most appropriate, and the intramural format followed this method. It was largely a lecture format, with interaction limited to questions and answers in the classroom. Now that the school has adopted an on-line program delivery using Action Learning methodology, the intramural format has changed. From a more formal classroom lecture delivery of knowledge, it has become an interactive group experience for students. Students break out into small groups of four or five, to explore major management questions that are important to them. In doing this, they begin to understand the power of formulating good questions, and the similarities of their experiences. The intramural then, allows them to explore the “soft side” of good relationship building, within a clearly defined business and organizational knowledge context. The purpose of this approach is to encourage CSM students, all of whom are working managers, to see themselves as a part of a professional community, and through their learning to encourage them to participate actively in that community. The approach changes the nature of knowing from knowledge as a possession to be acquired to one of knowledge as a product of relationships through belonging, participating and communicating. The instructional design therefore, for intramural sessions to achieve maximum effect, concentrates more on activities and processes, and less on content and predetermined product. It requires skilled facilitation and a sound understanding of learning through action and reflection. It should be noted however, that the intramurals are very much tied to the programs of study that the students are undertaking. Professors with whom they may have had only on line contact previously are present to answer any questions students may have about their courses. As well, students can earn marks for credit by writing about their intramural experience in a reflective paper evaluating the experience in terms of their managerial learning and their career. For the Future Collis and Moonen (2001) point out that in Canada, over an eight year period, there has been an increase of 50 per cent in traditional universities now offering distance education. The trend is similar in other countries throughout the world. What this implies therefore is that the distinction between distance-based universities and traditional universities is rapidly becoming lost, particularly since so many of the distance universities are requiring students to attend face-to-face sessions on a regular basis. The Canadian School of Management’s difference is its Action Learning Methodology where the curriculum is elicited from the manager’s own experience. This is much more than just a transposing of lecture material from the lecture hall to the web site. Whether on the web site or face to face, it requires using good questioning, listening, and superior facilitation skills to elicit from students the sense of the material to their real working

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world; to help them see new possibilities and new meanings that were not visible before. It assists them in their quest to be better and more effective managers. One final point to be addressed is how intramurals can be supported by on line e-conferencing. This is certainly something to be considered for the future. Potentially, a student or a small team of students could be given responsibility for leading an on line conference discussion on a theme of interest, culminating in a report and full face to face discussion at an intramural. To do this requires that people be familiar with the software, (many of our students are new to internet learning), and able to selectively deal with the amounts of information which may arrive in. We recognize the dangers of information overload especially given that our students are full-time managers for the most part. Certainly this is a possibility for the future, and should be considered judiciously as we proceed in our endeavours to maximize the learning value of intramurals in support of undergraduate and graduate business education. In Conclusion: Intramurals in Practice The CSM summer, 2001 intramural, consisted of the following: • Round table discussions of what it means to learn. • Selection of business issues of importance to individuals for placement into small

teams. • Team work on business issues interspersed with “mini lecturettes” on preselected

business subjects” such as financial management, communication, organizational development, strategic planning, and action learning.

• Critical discussions on how the subjects had application for the business issues selected.

• Evening social activities. • Presentation from each team to entire group and faculty at the end of four days on

the business issue chosen. All of the students who attended the intramural rated it highly as a learning experience. As one mature business manager who attended, explained to the author, “this experience is unlike most other courses I have ever taken. What is different? It’s the group, and the fact that this is about real work. This is really learning.” Another graduating student, speaking of the pre graduation intramural is quoted as saying that the value for her was “the networking and the bonding with people from every corner of the world that you may only have talked to via email. Irregardless of the wonderful linkages we make via the electronic media, we remain unique in that we grow and respond to that human touch and interaction of the face to face forums. I believe the Intramural strengthened our resolve as a collective of individuals, studying in our homes and workplaces, to achieve our goals and accomplish our dreams.” Clearly the intramural experience is an integral component to an online learning program. It answers the social need for students to meet face to face. It demonstrates the value of workplace learning. Finally, its format permits those working managers who are using their workplace experiences as a means of creating knowledge to contribute to their managerial community whilst at the same time building their organizations and their careers at the same time. For the working manager, an intramural experience based on real work issues, and designed within an action learning framework is invaluable. Much more than simply another face to face university course, it is an additional option in the quest for more effective workplace learning.

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Canadian School of Management (CSM) subscribes to the principles of Action Learning: real people learning from real challenges in their workplace. Attached in this Appendix are: Excerpts reproduced from: Marquardt, Michael J., (1999), Action Learning in Action, Davies-Black Publishing. Information printed out from the International Management Centres Association’s (IMCA’s) web site at http://www.i-m-c.org:

• “Action Learning in Action”; • “Four Approaches to Learning Through Experience” – by Alan Mumford.

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INTRAMURAL SESSION - EXECUTIVE SEMINARS

October 8 - 12, 2003

Toronto, Ontario, Canada

MEMORANDUM

TO: ALL STUDENTS PURSUING A FELLOW PROGRAM FROM: Christine van Duelmen, MA, MBA, DBA Executive Vice President DATE: February 15, 2003

"QUALITY ASSURANCE, KNOWLEDGE MANAGEMENT AND LEARNING ORGANIZATIONS"

As you know, all students completing a Fellow program through distance or Internet study have the option to attend a four-day intramural (residential) session in Toronto to meet part of their Phase I program requirements. PLEASE NOTE THAT THE INTRAMURAL SESSION QUALIFIES AS ONE FELLOW FOUNDATION COURSE AND IS WORTH FIVE (5) CREDITS. Students in a Graduate program are also encouraged to attend the intramural session and can count the session towards their EAML requirement. Please note though that the EAML must still be written. Distance students normally attend the intramural session during the first spring or summer after start of their program. This year, the intramural session will be held from October 8 - 12, 2003 in Toronto at International Conference Centre premises. Enclosed is some pertinent information on the intramural session, as well as the registration form, which should be returned with your payment as soon as possible. The session is designed to protect academic standards and to provide opportunities for participants to get meaningfully involved in the process of action learning. During this period, you will be participating in a number of EXECUTIVE SEMINARS. The professors, experts in their field, are coming to share their knowledge and experience with you. This is a great opportunity to interact with them and other learners and is especially beneficial for future course work. The theme this year is "Quality, Information, Change - Into the New Millennium" and their impact on the corporate, public and private sectors. You, as "bringers" of change, are in good position to "manage" change, and the Executive Seminars will hopefully

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provide you with the tools you need to ensure quality management of information and change. Each seminar will cover the subject matter from the central themes of quality, information and change. You will be working in teams, and on the last day, there will be a short exam to summarize all six topics, and everyone will be asked to prepare and present a plan of action on a work-related project of their choice. In May, we are planning to start the process with a Virtual Intramural Session. When you register for the Intramural Session, you will automatically be subscribed to the Virtual Session Conference Site. You are encouraged to contribute to discussions under the various subject matters, and if you have any challenges you wish to have addressed - either virtually or face to face during your attendance - be sure to post them to the Conference Site. There will be many opportunities to network and share experiences – both in academic settings and during social events. On the final day, groups will present their solutions and recommendations for issues analyzed and discussed. This is an excellent and exciting opportunity to interact with like-minded students from around the world.

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CANADIAN SCHOOL OF MANAGEMENT 335 BAY STREET, SUITE 1120

TORONTO, ON M5H 2R3 PHONE: 416-360-3805 FAX: 416-360-6863

EMAIL: csm@c-s-m.org

INTRAMURAL SESSION PROGRAM

"QUALITY ASSURANCE, KNOWLEDGE MANAGEMENT AND LEARNING

ORGANIZATIONS" Date: October 8 - 12, 2003 Location: International Conference Centre 240 Jarvis Street (between Dundas + Gerrard) Toronto, ON M5B 2L1 Wednesday, October 8, 2003 5:00pm - 7:00pm WELCOME RECEPTION AND REGISTRATION

- hosted by the Alumni Association of CSM Held at:

Canadian School of Management 335 Bay Street, Ste. 1120, Toronto, ON M5H 2R3

You will meet your fellow participants and members of CSM’s faculty and alumni at this time.

Registration packages will be distributed.

Thursday, October 9, 2003 – at International Conference Centre, 240 Jarvis Street, Toronto: 8:30am - 9:00am Welcome Breakfast - coffee, tea, juice, assorted pastries 9:00am - 9:30am OPENING OF THE PROGRAM Welcoming Remarks and CSM Update

Dr. Christine van Duelmen, CSM Exec. Vice President 9:30am – 10:00am INTRAMURAL STRUCTURE Set Intramural expectations. Discuss learning styles.

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Identify workplace issues, challenges, problems. Prof. Robyn Peterson, CSM Intramural Coordinator 10:00am – 10:15am Break - Coffee and juice 10:15am – 10:30am Select Teams 10:30am – 12:00noon ACTION LEARNING AND TEAM DEVELOPMENT

Identify the Action Learning process; Review Learning Logs; Discuss Points on Teams/Sets and Action Learning Set up teams and start the action learning process.

Prof. Robyn Peterson 12:00noon – 12:30am First Team Meeting – decide how to approach issues, start on Learning Logs. 12:30pm - 1:30pm BUFFET LUNCH International Conference Centre 1:30pm - 4:30pm FEATURE PRESENTATION To be announced. 3:00pm Break - Coffee, tea, cookies 4:30pm – 5:00pm Teams meet, summarize learning, record in learning logs. 5:00pm - 7:00pm Pizza and Beer Social! Come and get to know your

global colleagues, network and share experiences, have fun.

Friday, October 10, 2003 8:30am - 9:00am Welcome Breakfast - Coffee, tea, juice, assorted pastries 9:00am – 9:30am START UP Prof. Robyn Peterson 9:30am - 12:00noon TOTAL QUALITY MANAGEMENT Prof. Robyn Peterson 10:30am Break - Coffee and juice 12:00pm – 12:30pm Teams meet, summarize learning, record in learning logs 12:30pm - 1:30pm BUFFET LUNCHEON International Conference Centre 1:30pm - 4:00pm KNOWLEDGE MANAGEMENT Prof. Hubert St. Onge

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3:00pm Break - Coffee, tea, cookies 4:00pm – 4:30pm Teams meet, summarize learning, record in learning logs 7:00pm – 10:00pm Dinner – The Ontario Club, Commerce Court, Bay + Wellington.

Recognition of 2003 CSM Graduates and Honorary Fellows and presentation of awards.

Saturday, October 11, 2002 8:30am - 9:00am Welcome Breakfast - Coffee, tea, pastries 9:00am – 9:30am START UP Prof. Robyn Peterson 9:30am - 12:00noon MANAGERIAL PROCESS Prof. Jane Neath 10:30am Break - Coffee and tea 12:00noon – 12:30pm Teams meet, summarize learning, record in learning logs 12:30pm - 1:30pm BUFFET LUNCHEON International Conference Centre 1:30pm - 4:00pm DISASTER MANAGEMENT Dr. Dan Glover 3:00pm Break - Coffee, tea, cookies 4:00pm - 5:30pm Teams meet, prepare presentations Evening Free. Sunday, October 12, 2003 8:30am - 9:00am Welcome Breakfast - Coffee, tea, pastries 9:00am – 10:30am QUIZ ON INTRAMURAL CONTENT Prof. Robyn Peterson 10:30am Break - Coffee and tea 10:45am - 12:30noon ORAL PRESENTATIONS OF TEAMS 12:30pm - 1:30pm LUNCHEON BUFFET 1:30pm – 3:30pm ORAL PRESENTATIONS OF TEAMS

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3:30pm – 4:00pm WRAP UP and FEEDBACK Participation at ALL events is compulsory to receive credit for attendance at the Intramural. Please be sure to stay until the end and do not make early flight reservations, as you will jeopardize receiving course credit.

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12.5 Council for Adult and Experiential Learning (CAEL)

Since its beginning, Canadian School of Management (CSM) has followed the guidelines of the Council for Adult and Experiential Learning (CAEL) for awarding advanced standing credits for prior formal and experiential learning. CSM’s policies on Prior Learning Assessment (PLA) take into consideration CAEL’s philosophy on lifelong learning and the processes they have developed to evaluate lifelong learning. To quote CAEL on lifelong learning and prior learning assessment: “Learning is a lifelong activity. Whether it takes place at home, at work, or through an interest or hobby, people continue to learn throughout their lives.” “CAEL believes that many life experiences have a value equivalent to college level learning. As a pioneer in the field of Prior Learning Assessment, CAEL took the lead over twenty years ago in articulating the philosophical basis for PLA and developing a set of policies and procedures for carrying it out in an academically sound manner.” Detailed information about CAEL and its work can be found on their web site at http://www.cael.org. Excerpts from their site are attached. Also attached is CAEL’s publication Serving Adult Learners in Higher Education: Principles of Effectiveness, also taken from their website. (Reference Part A, Appendix 5.5 Policies, Prior Learning Assessment.) (Reference Part A, Appendix 5.5 Policies, Prior Learning Assessment.)

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CAEL’s Lifelong Learning division is committed to expanding learning opportunities for adults by working directly with colleges, univers ities, and other institutions of higher learning. This work benefits the institutions themselves, through increased enrollments and partnerships with business and industry, government, and labor organizations. In addition, CAEL conducts research into the best practices for educating adults and consults educational institutions on program design so that they may better serve this growing population of students.

What is Lifelong Learning?

Lifelong learning is a concept born of a simple philosophy: That the truly educated never graduate. As an organization dedicated to expanding lifelong learning opportunities for adults, CAEL embraces this concept through our mission. To fulfill this mission, we work with colleges and universities to help them meet the needs of adult learners, with Prior Learning Assessment training, Conferences and Workshops, Principles of Effectiveness for Serving Adult Learners and Consulting Services.

What is a Lifelong Learner?

For the purposes of our mission, CAEL defines a lifelong (or adult) learner as a student over

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the age of 25. These individuals typically are financially independent, work full or part-time, and are either returning to school or starting college level course work for the first time. Their interests, career paths, family commitments and other responsibilities define their educational goals. Therefore, meeting their needs presents a special challenge to educational institutions and goes beyond the offering of courses outside of working hours. Adults are typically more motivated, directed, and active participants in their own education, preferring interaction to lecture and practical application of knowledge over textbook examples.

CAEL can help with the challenge of educating adults by consulting your institution on the application of the Principles of Effectiveness for Serving Adult Learners, and helping it to become an Adult Learning Focused Institution (ALFI). For more information, follow the links above or click here to contact a consultant directly.

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back to Colleges and Universities Workshops

• What is PLA? • How PLA Works • Forms of PLA • Standards for Quality Assurance

What is PLA? Learning is a lifelong activity. Whether it takes place at home, at work, or through an interest or hobby, people continue to learn throughout their lives. Many adults, who are now returning to or attending college for the first time, seek credit for this lifelong learning as a way to accelerate their progress toward a degree or certificate. In response, a rising number of colleges and universities are conducting Prior Learning Assessment (PLA) to help these individuals earn college credit for their demonstrated learning.

CAEL believes that many life experiences have a value equivalent to college level learning. As a pioneer in the field of Prior Learning Assessment, CAEL took the lead over twenty years ago in articulating the philosophical basis for PLA and developing a set of policies and procedures for carrying it out in an academically sound manner. Today, CAEL offers PLA training workshops to colleges and universities across the country and online. This training provides university staff and faculty assessors with the basic tools to assess an adult’s prior learning and its possible qualification for college credit.

Offering PLA at your academic institut ion is an invaluable tool for attracting new adult students. Over 40 percent of college students today are age 25 or older, and many juggle full-time jobs, family and other commitments. Because of the length of time needed to complete a degree, offering PLA can make your school a more attractive place for these adult learners. In addition, businesses have discovered that linking employees with schools that offer PLA can bring benefits to the company

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by potentially shortening the time and funds employees need to spend pursuing a degree.

In response to the unique needs of adult learners, more colleges are now conducting Prior Learning Assessment and use CAEL models as their guide to quality assurance. Join the over 1,000 schools which offer PLA by attending a certification workshop in person or online, and help make prior learning a present day success.

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How PLA Works

Prior Learning Assessment is a method whereby learning gained through an individual’s life experience is considered as credit toward a college degree program. As this learning can come from a variety of sources, including work, hobbies, military service and family responsibilities, this credit may be given depending on the criteria established by the PLA-offering institution.

For example, Jane is an adult interested in attending college. She has worked for 10 years at an independent office supply store. As manager, she is responsible for bookkeeping, inventory, and human resources decisions. While she has not previously taken courses in these areas, she has used a number of software programs for bookkeeping and inventory, and read information from the Small Business Administration on the legal aspects of human resources management. Based on these facts, Jane could receive credit in certain business, accounting or management classes, depending on the PLA credit assignment guidelines at her college of choice.

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Forms of PLA

While there are a number of types of Prior Learning Assessment, one of the more popular forms is the portfolio method. This method requi res the student to document their life experiences and demonstrate their similarity to learning gained through formal college level education. The PLA offering institution then makes a determination of the relative worth of this demonstrated learning as it might apply to specific courses within the students’ degree program.

Methods of PLA (other than portfolio) include:

• Credit by examination (general, subject, professional, written or oral)

• Articulation agreements with other colleges or universities

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• Application of previous credit from the same institution

• Credit for licenses or certifications • Credit for completion of other evaluated programs

(professional, government or military)

In each case, the credit granting institution develops its own specific criteria for administering PLA and the level of credit to be granted to the student based on the outcomes of the assessment. To assist colleges and universities in developing guidelines for administering PLA, CAEL provides regularly scheduled PLA Certification Workshops around the country, and also gives interested college and university personnel the ability to engage in online PLA certification courses.

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Academic Standards

1. Credit should be awarded only for learning, and not for experience.

2 College credit should be awarded only for college-level learning.

3 Credit should be awarded only for learning that has a balance, appropriate to the subject, between theory and practical application

4. The determination of competence levels and of credit awards must be made by appropriate subject matter and academic experts.

5. Credit should be appropriate to the academic context in which it is accepted.

Administrative Standards

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8. Fees charged for assessment should be based on the services performed in the process and not determined by the amount of credit awarded.

9.

All personnel involved in the assessment of learning should receive adequate training for the functions they perform, and there should be provision for their continued professional development.

10. Assessment programs should be regularly monitored, reviewed, evaluated, and revised as needed to reflect changes in the needs being served and in the state of the assessment arts.

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