submission univesity ministry... · 2019. 3. 11. · fr. maher resume (removed) 29. senior...

© 2018 Niagara University Application for Consent MBA Program 1 | P a g e

October 23, 2018

SUBMISSION: Master of Business Administration

Program Review Application for a Private Organization Seeking Ministerial Consent under the Post-secondary Education Choice and Excellence Act, 2000

The Secretariat Postsecondary Education Quality Assessment Board 900 Bay Street 23rd Floor, Mowat Block Toronto, ON M7A 1L2

Tel.: 416-325-1686 Fax: 416-325-1711 E-mail: [email protected]

mailto:[email protected]


Land Acknowledgement

Niagara University recognizes that our programs, and the work that our graduates will undertake across Ontario for years to come, takes place on traditional Indigenous territories. In this spirit, the University would like to acknowledge that it is currently situated upon traditional territories that include the Wendat (wen-dat), Anishinabek (ah-nish-nah-bek) Nation, the Haudenosaunee (ho-den-oh-sho-nee) Confederacy, the Mississaugas of the New Credit First Nations, and the Metis (may-tee) Nation.

This territory is part of the Upper Canada Treaties, and the Dish with One Spoon Treaty, an agreement between the Anishinabek (ah-nish-nah-bek), Haudenosaunee and allied nations to peaceably share and care for the resources around the Great Lakes. Niagara University hopes to inspire its graduates as future leaders who are gracious and respectful of these resources, and who honor all First Nation, Metis, and Inuit people who have been living on the land for thousands of years.


SECTION 1: Introduction

1.1 College and Program Information Full Legal Name of Organization Niagara University URL for Organization Homepage (if applicable) https://www.niagara.edu/ Proposed Degree Nomenclature Master of Business Administration Location Expo City Complex: 2800-2904 Highway 7 West, Vaughan, Ontario, L4K 0K4 Primary Contact & Site Visit Coordinator Vince Rinaldo, PhD Director Ontario Administration, Academic Affairs Gacioch Family Alumni and Admissions Center, Room 317 Phone: (716) 286-8459 Cell: (716) 245-1533 Email: [email protected]

https://www.niagara.edu/



Table of Contents Appendices List ................................................................................................................................. 5

Section 1: Introduction ...................................................................................................................... 4

Executive Summary .................................................................................................................................. 8 Program Abstracts ............................................................................................................................. 13

Section 2: Degree Level ................................................................................................................... 14

Conceptual & Methodological Awareness/Research and Scholarship ......................................... 16 Section 3: Admission, Promotion, and Graduation .................................................................................. 19

Admission Requirements for Direct Entry ............................................................................................. 21 Admission Policies and Procedures for Mature Students .................................................................. 22 Promotion and Graduation Requirements ........................................................................................ 22 Advanced Standing Policies and Requirements ................................................................................. 24

Section 4: Program Content ............................................................................................................. 26

Program Advisory Committee ................................................................................................................ 27 Professional Accreditation ................................................................................................................. 28 Learning Outcomes ............................................................................................................................ 30 Course Descriptions ........................................................................................................................... 30 Graduate Course Schedule 1 ............................................................................................................. 37 Graduate Course Schedule 2 ............................................................................................................. 42 Work Integrated Learning Experience ............................................................................................... 44 Course outlines .................................................................................................................................. 45 Bridging Course Descriptions ............................................................................................................. 46 Bridging Course Outlines ................................................................................................................... 46 Gap Analysis ....................................................................................................................................... 46

Section 5: Program Delivery ............................................................................................................ 47

Quality Assurance of Delivery ................................................................................................................ 47 Section 6: Capacity to Deliver .......................................................................................................... 53

Learning and Physical Resources ........................................................................................................... 54 Resource Renewal and Upgrading ..................................................................................................... 58 Support Services ................................................................................................................................ 58 Faculty ................................................................................................................................................ 59 Curriculum Vitae Release ................................................................................................................... 62 Curriculum Vitae of Faculty Assigned to Degree Program ................................................................ 63

Section 7: Credential Recognition .................................................................................................... 64

Section 8: Regulation and Accreditation .......................................................................................... 66

Section 9: Nomenclature ....................................................................................................... 68 Section 10: Program Evaluation ....................................................................................................... 69 Section 11: Optional Material .......................................................................................................... 73

Letters of Support .............................................................................................................................. 74 Section 12: Appendices ................................................................................................................... 85


Appendices List

1. Mission and Goals 2. Strategic Plan (Removed) 3. Vision Commitments 4. Syllabus Template (Removed) 5. MSCHE Approval 6. Campus Climate Survey (Removed) 7. Policies: Harassment and Discrimination Policy

a. Academic Integrity Policy b. Hazing Policy c. Sexual Misconduct Policy d. Student Code of Conduct and Procedures e. Cleary Compliance Policy f. Accommodations for Students with Disabilities Policy g. Access & Accommodations: Individuals with Disabilities Ontario Education Program

Policy h. Admissions for Students with Disabilities Policy i. American With Disabilities Act and Employment Policy j. Disability Grievance Policy, k. Human Resources Non-Discrimination Policy l. Commitment to Ethical Business and Educational Policy m. Conflict of Interest Policy n. Disability Grievance Policy o. Equal Employment Opportunity Policy p. Intellectual Properties Policy q. Non-Fraternization Policy r. Harassment s. Standards of Conduct Policy t. Student Owned Intellectual Property Policy u. Whistleblowing Policy

8. University Charter 9. University Bylaws (Removed) 10. General; Counsel Job Description (Removed) 11. Title IX Job Description (Removed) 12. Org Chart 13. President’s Cabinet 14. Vice president for university mission and ministry (Removed) 15. Provost and vice-president (Removed) 16. Director of athletics (Removed) 17. Executive vice president (Removed) 18. Vice president for institutional advancement (Removed) 19. Senior vice president of operations and finance (Removed) 20. Director of human resources (Removed) 21. Vice president of business administration (Removed)


22. Academic Senate (Removed) 23. Academic Freedom Policy 24. New Academic Programs and Major Revisions of Existing Academic Programs 25. General Planning Framework 26. UPC Charge (Removed) 27. UBB Charge (Removed) 28. Fr. Maher Resume (Removed) 29. Senior Administration Resumes (Removed) 30. Ontario Director job description (Removed) 31. NULTA CBA (Removed) 32. 5-Year Business Plan (Removed) 33. Program Approval Flow Chart from Senate 34. NUSGA Master Document Book (Removed) 35. Faculty Evaluation Form (Removed) 36. CBA Article XXVII (Removed) 37. REB with Conestoga (Removed) 38. SPGP 39. Ontario Calendar 40. Security and Information Protection Policy 41. Maintaining Eligibility in the BPS Program Policy 42. Maintaining Eligibility in Graduate Programs Policy 43. Student Orientation Policy 44. Sample Mandatory orientation webinars 45. Audit Policy 46. OSAP Audit (Removed) 47. Audited Financial statements (Removed) 48. Budget Template (Removed) 49. Worst Case scenario budget (Removed) 50. Article XXVIII CBA (Removed) 51. Article VI (Removed) 52. Article XX (Removed) 53. Articles XXVII & XXVIII, (Removed) 54. XXIX (Removed) 55. CBA Appendix B (Removed) 56. Human Resources Policy A01–Disciplinary Action Procedure (Removed) 57. NUQAP 58. MSCHE Review Cycle 59. Requirements of Affiliation 60. Compliance and Verification 61. MSCHE Self Study (Removed) 62. MAESD Letter BPS 63. MAESD Letter MSED 64. CAEP Letter 65. OCT Letter


66. AACSB Letter

MBA Appendices

67. MBA Curriculum Cards (Removed) 68. Student Work Samples (Removed) 69. Assessment Results (Removed) 70. Capstone Course Syllabi (Removed) 71. AACSB Standards 72. AACSB Recommendations from Report 73. AACSB Self-study (Removed) 74. Scholarly Contributions of Faculty (Removed) 75. Academic Senate Approval of MBA programs (Removed) 76. Letter of Approval from AACSB 77. Letter of Approval from NYS 78. writing skill assignments analysis (Removed) 79. ethics Assignments analysis (Removed) 80. Capstone Course Rubrics (Removed) 81. Quality Assessment Committee Charge (Removed) 82. Transfer Credit Policy 83. Sample College Articulation Agreement 84. COBA Advisory Board (Removed) 85. Advisory Board Charge (Removed) 86. Advisory Board Minutes of Approval for Program (Removed) 87. Course Syllabi – core courses (Removed) 88. Course Syllabi non-core courses (Removed) 89. Graduate Bridge Course Table with course descriptions 90. Graduate Bridge Course Table 91. Syllabi for Pre-requisite Courses: i.e., ACC 505, ECO 525, MGT 515, and FIN 320/610. (Removed) 92. Student Perception Survey (Removed) 93. COBA 117 – Assessment cycle 94. Building Floor Plan (Removed) 95. Build Letter (Removed) 96. Equipment Budget (Removed) 97. NODE job Description (Removed) 98. Four-Year Enrollment Projection (Removed) 99. Four-Year Faculty Projections (Removed) 100. COBA adjunct Faculty Evaluation Form (Removed) 101. Faculty Deployment Chart (Removed) 102. Faculty Teaching Loads (Removed) 103. Faculty Release Forms for CVs (Removed) 104. Faculty Vitae (Removed) 105. Input from CFP and CFA groups (Removed) 106. OAC Policy on Program Review (Removed)


Executive Summary Institutional Overview For more than 160 years, Niagara University has been inspired by the enduring truths of its heritage, shaped by the values of St. Vincent de Paul and St. Louise de Marillac to enact a proud mission to educate students and enrich their lives through programs and career preparation, informed by the Catholic and Vincentian traditions. Niagara University has sought to instill a passion for knowledge and inquiry through an experiential education that provides an integrated approach to quality teaching, meaningful interdisciplinary research, academic service learning, internships, and co-curricular learning experiences.

Niagara University was founded in 1856 as the College and Seminary of Our Lady of Angels, which began with six students and two faculty members. The founders of the university, Vincentian priests, the Most Rev. John Timon, C.M., and Rev. John J. Lynch, C.M., purchased two adjoining farms, the Vedder and De Veaux farms, on Monteagle Ridge overlooking the famous gorge. Over the next 25 years, the college and seminary grew and prospered, producing graduates that entered such fields as the priesthood, law and medicine, teaching, journalism and many others. Indeed, by the spring of 1863, the college had become so successful that the New York Legislature granted a charter empowering the college and seminary to award degrees to its graduates. The University currently has consent to offer a Bachelor of Professional Studies (BPS) and a Master of Science in Education: Leadership (MS. Ed.), in Ontario and it is seeking consent to offer a Master of Science in Finance (MS. F.), a Master of Business Administration (MBA), with specific concentrations in Accounting, Finance, Strategic Marketing Management, Global Business and Supply Chain, Healthcare Administration, and Strategic Management), and a Master of Science in Information Security and Digital Forensics (MS. ISDF). These proposed programs would be offered at the Expo City site in Vaughan, ON, using a hybrid model with up to a maximum of 50% of the coursework being delivered online and the remainder being delivered face-to-face. As such, consent is being sought for both hybrid and face-to-face models of delivery. In addition to Expo-City in Vaughan, Niagara University is requesting an additional site, SPARK Niagara, for classes associated with the Master of Science in Information Security and Digital Forensics program which will enhance binational opportunities for prospective students living on both sides of the Canada/US border.

Current Consent to Operate in Ontario The University’s Ministerial Consent for education programs dates back to 1984 when it was first approved to offer master’s degree programs in the Province. In 2007, the University received ministerial consent to offer the Bachelor of Professional Studies in Education (BPS) program leading to initial certification in the Province of Ontario. This program was reviewed and subsequently accredited by the College of Teachers (OCT). The University’s consents to offer the MS.Ed., and the BPS in Teacher Education were reviewed by PEQAB and renewed by the Minister in 2017 leading to the establishment and comprehensive operation of Niagara University in Ontario. The main offices are currently located at De La Salle College, 131 Farnham Avenue. Toronto, M4V 1H7 and upon approval to add a site, which was submitted to the Minister in August 2018, will be moved to the Expo City complex, 2800-2904 Highway 7 West, Vaughan, Ontario, L4K 0K4. Niagara’s Mission The mission of Niagara University is to educate its students and enrich their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions. Building on this mission, the faculty and staff in the College of Business Administration and the College


of Arts and Sciences under whose direction these proposed programs will be offered, are committed to the development of courses, clinical experiences, and assessments that are evidence-based (See Section 3 – Program Self-Study Subsection #5: Capacity to Deliver for a complete description of the Framework). It is this mission and framework that is embodied in the operation of the proposed programs. Structure and Resources Niagara University in Ontario is organized within the Office of the Provost and Vice President of Academic Affairs. The designate of the Provost, the Director for Ontario Administration, oversees the operations. Niagara University in Ontario is fully realized and supported through the attainment of full-time Ontario-based faculty, administrative and support positions; seamless on-line registration and payment processes, IT support for information resources and technology, admissions enhancements and support; policies and resources that reflect the needs of Ontario candidates; and formal mechanisms for input, assessment and quality assurance. Indicators of performance are included in the comprehensive assessment system of the University and used for continuous improvement and planning. Niagara University has demonstrated the financial capacity to develop, deliver and sustain its programs in Ontario as evidenced through its consents and reviews since it began in 2007. Faculty, staff, and administrators will be hired for the programs offered in Ontario, the site has already been designed and outfitted with wireless technology and support, and partnerships with Ontario colleges and school boards have been expanded. The colleges, school districts, and the landlord of Expo-City, the Cortel Group, have been exceptionally supportive in the many facets of establishing and maintaining an innovative and research-based partnership model. This consent requests the approval of the Expo-City site for all programs and as the main location where offices and records will be housed. Commitment to Accountability and High Standards Niagara University operates within a culture of continuous improvement and evaluation. The University is Accredited by the Middle States Commission on Higher Education (MSCHE), having completed its review and site visit, it was reaccredited in 2017 for the full eight years. This commitment is further shared at the college level; the College of Business Administration, collects, analyzes and utilizes meaningful information to measure progress in meeting goals, assess the performance of candidates, and identify areas of strengths and opportunities for continuous improvement in accordance with its accreditation from the Association to Advance Collegiate Schools of Business (AACSB). Having recently completed its self-study review and site visit, its programs were fully reaccredited in 2017. The Academic Senate, through the Outcomes Assessment Committee oversees the process of program review for all programs and, in particular, for those that are not externally accredited such as those in the College of Arts and Sciences. Evidence of this commitment is noted in the systemic implementation of an annual process for the review, analysis and reporting of quality indicators; a process for periodic review; and in improvements that have been made to the program. It is through this assessment policy and the established procedures that the reviews and evaluation for this request for consent takes place.

Proposed Programs Related to Need and Ministry Objectives Niagara University wishes to extend Ministerial Consent to include two programs offered by the College of Business Administration and one program the College of Arts and Sciences. These programs will serve a current need in the province with respect to providing pathways for college graduates with four-year applied degrees wishing to pursue master’s degrees at the university level. Niagara University currently has articulation agreements with many Ontario colleges to provide pathways for further studies through


degree completion and graduate opportunities. These programs, for which Niagara is seeking consent to offer in Ontario, are approved in New York State and currently offered at our main campus in Lewiston, New York. As such, they are not new, but have a track record of success and a commitment to ensuring the highest quality. Being able to offer these programs in Ontario would better serve our Ontario college partners and their students by enabling them to pursue their studies with Niagara University at a closer more convenient location reducing geographic limitations and the expense that goes along with it. The following addresses specific needs for these programs and their alignment to ministry initiatives. Ontario has long been a place that recognizes that “prosperity and the future prosperity of our students depends on high quality and relevant educational programs”. Recognizing the Ontario government’s commitment to educational quality and innovation, and the cultural and economic diversity of the GTA, Niagara University, has collaborated on research and other initiatives, with public and private post-secondary institutions in Ontario since 2007. Committed to providing high quality graduate professional programs, Niagara University is seeking consent to expand its current operations in Ontario to include three new programs: Master of Science in Finance, Master of Information Security and Digital Forensics and Master of Business Administration, each of which will provide students with educational experiences that emanate from a record of proven scholarship, experiential learning opportunities and academic excellence. Understanding the current and emerging needs of the workforce in Ontario and across the country, these programs will enrich Ontario’s higher education landscape through offerings that are responsive to local and global demands. The proposed programs are tailored to preparing the next generation of leaders as well as provide opportunities for personal and professional growth for new graduates and those already in the workforce. MBA The Master of Business Administration offers individuals a wealth of opportunity ranging from increases in salary, to promotion to top corporate positions, to increased autonomy. Though no longer a scarce commodity, MBA graduates still remain the preferable choice by larger publicly traded companies and Fortune 1000 companies seeking to fill executive positions. Over time, the MBA has shifted from a more general to a degree with specific area concentration. Niagara University’s proposed MBA focuses on six specific areas of concentration for which there is current demand and projected growth over the next decade. Global Supply Chain Management According to the US Department of Labor (2018b), the median pay for individuals working in the field of logistics in 2017 was $74,590 USD. The projected growth for this area between 2016 and 2026 in the US is 7%. With more North American businesses engaging in offshore sourcing, global supply chain management is quickly emerging as an important issue. Niagara’s proposed program in Global Supply Chain Management, is focused on the importance of reducing costs associated with procurement while decreasing the risks associated with purchasing activities beyond the local and national spectrum. In a market where labor costs associated with offshoring may be lower than domestic costs, things such as additional transportation costs, tariffs, the costs associated with space and currency as well as changes in lead-time must all be considered (http://www.epiqtech.com/supply_chain-Global-Management.htm). Healthcare Management One of the most rapidly growing industries globally is healthcare, which includes: pharmaceuticals, medical devices, information technology, and services, all of which are rapidly developing. With an increasing patient demand for better facilities and services and with the associated rising costs spirally

http://www.epiqtech.com/supply_chain-Global-Management.htm


out of control, much focus is being placed on reducing waste. With the field of healthcare management growing at a compound annual growth rate (CAGR) of 8.4%, the global healthcare supply chain management market is projected to reach $2.31 billion by the year 2022 (Marketsandmarkets.com, 2018). Strategic Marketing Because it is a core element found in all successful organizations, graduate marketing degrees provide graduates with opportunities across all sectors of the industry, from public to private and from financial to consumer and information-based. According the US Department of Labor, median pay for marketing managers was $129,380 US (2018a). With projected employment growth of 10% between 2016 and 2026, it is higher than the average for all occupations. This sector remains a critical element of businesses wishing to maintain and grow their market share. Strategic Management This degree is targeted for individuals who are already in the workforce, who have a sense of their career path and who are looking for advancement into management positions such as Chief Operating Officer, Department Supervisor, Business Analyst to name a few. Beyond the degree itself, this particular field focuses on the development of effective leadership skills applicable across a wide variety of sectors in the corporate world. According to the US Department of Labor, managers in the area of human resources earned a median pay of $110, 120 USD in 2017 (2018e). Employment opportunities in this area are expected to rise 9% between 2016 and 2016. Accounting Driven by increased regulations in finance, there is a strong demand for skilled accountants both nationally and internationally, which has resulted in many companies paying high salaries. In addition to the field itself, there are many opportunities for accountants to advance to positions in upper management such as those of CEO and CFO. According to the US Bureau of Labor, the accounting profession is projected to grow by 10.7% between the years 2014 and 2024, resulting in approximately 142,000 new jobs in the US alone. Comparative Analysis There are 14 Master of Business Administration programs offered across Ontario with various concentrations. The following chart identifies specific concentrations aligned with Niagara’s proposed program.

School Name of Degree Brock University MBA: Accounting, Finance, Marketing, McMaster University MBA: Accounting and Financial Management Services, Finance,

General Management, Health Services Management, Strategic Marketing,

Queen’s University MBA: Management, Dalhousie University MBA Financial Services Ryerson University MBA: Supply Chain Management, Wilfred Laurier University MBA: Accounting, Financial Management, Marketing, Strategic

Management, Supply Chain Management University of Toronto MBA: Accounting, Finance, Marketing, Strategic Management


University of Western Ontario MBA: Managerial Accounting, Finance, Marketing, General Management

University of Windsor MBA: Finance, Marketing, York University MBA: Accounting, Financial Services, Health Industry

Management, Marketing, Strategic Management Alignment of Proposed Programs with University Strategic Plan In 2017, Niagara University completed its new Strategic Plan 2018-2025: What must be done. Central to the plan are five strategic vision commitments:

• Academic excellence founded in interdisciplinary approaches to learning; capitalizing on our strong tradition in liberal arts education and high quality, accredited professional programs;

• Social justice, a campus dedicated to diversity and awareness of the local and global environment and educating students as citizens of the world;

• Mission-driven transformative leadership, fostering economic and social development with the community and its strategic partners;

• A culture of care for the whole person, and an organization strengthened by innovation and shared governance;

• An open campus environment through the use of cutting-edge technology, and improvements to facilities and outdoor spaces;

Recognizing the rich cultural and economic diversity of the GTA, the rapid growth in the York region, including the development of the Vaughan Metropolitan Centre, as well as the commitment of the PC government to provide innovative, high quality post-secondary educational opportunities in a manner that is fiscally responsible, Niagara has identified Vaughan as the location for its current and proposed program offerings. In support of this decision, Niagara’s plan has identified six strategic objectives. Objectives V and VI speak directly to its plan to grow its binational network. Objective I: Elevate academic excellence and reputation through student-centered, collaborative, experiential and integrative approaches to learning in preparation for 21st century careers. Objective II: Cultivate a culture that fosters excellence in all of our experiences, including development of the campus, support services, and technologies. Objective III: Advance impactful collaborations that focus on mission and civic engagement to benefit the Greater Niagara Region and Niagara University. Objective IV: Enhance a diverse, inclusive, values-based learning environment designed to graduate global citizens and promote civil discourse. Objective V: Expand Niagara University as the premier bi-national university within the Province of Ontario, Canada through mission-based academic programs, improved branding, and the establishment of an Ontario NU campus. Objective VI: Diversify revenue generation and strengthen fiscal sustainability.


The submission and corresponding appendices included in this application provide evidence for each of PEQAB’s standards as outlined on pages 14-21 of the Handbook for Private Organizations (2017). Niagara University looks forward to continuing to serve its students and the Province of Ontario. In working with our post-secondary education partners and in keeping with the legacy of Niagara University and its mission of service to others, it remains Niagara’s goal to prepare high quality leaders who will meet the current and emerging needs of the Province and abroad. References Grand View Research (2018). https://www.grandviewresearch.com/industry-analysis/population-health-

management-phm-market Health care management https://revcycleintelligence.com/news/healthcare-supply-chain-management-

market-to-reach-2.3b-by-2022 Markets and Markets Research (2018). Healthcare Supply Chain Management Market by Component

(Software (Inventory (Order and Warehouse Management), Purchasing (Suppliers, Strategic Sourcing)), Hardware (Barcode, RFID)), Delivery Mode (On-Premise, Cloud), End User - Global Forecasts to 2022, https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

United States Department of Labor (2018a). Bureau of Labor Statistics: Marketing,

https://www.bls.gov/ooh/management/advertising-promotions-and-marketing-managers.htm United States Department of Labor (2018b). Bureau of Labor Statistics: Logistics,

https://www.bls.gov/ooh/business-and-financial/logisticians.htm United States Department of Labor (2018c). Bureau of Labor Statistics, https://www.bls.gov/Data/ United States Department of Labor (2018d). Bureau of Labor Statistics: Financial Managers,

https://www.bls.gov/ooh/management/financial-managers.htm United States Department of Labor (2018e). Bureau of Labor Statistics: Human Resource Managers, https://www.bls.gov/ooh/management/human-resources-managers.htm United States Department of Labor (2018f). Bureau of Labor Statistics,

https://www.bls.gov/Data/

https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market

https://www.grandviewresearch.com/industry-analysis/population-health-management-phm-market

https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022

https://revcycleintelligence.com/news/healthcare-supply-chain-management-market-to-reach-2.3b-by-2022

https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

https://www.marketsandmarkets.com/Market-Reports/healthcare-supply-chain-management-market-77439622.html

https://www.bls.gov/ooh/management/advertising-promotions-and-marketing-managers.htm

https://www.bls.gov/ooh/business-and-financial/logisticians.htm


https://www.bls.gov/ooh/management/financial-managers.htm

https://www.bls.gov/ooh/management/human-resources-managers.htm



Program Abstract The Master of Business Administration (MBA) is currently offered on our main campus. The program is AACSB accredited and provides students with a rigorous, advanced study in the areas of business administration. Students may choose from among six (6) concentration options including: Accounting, Finance, Strategic Marketing, Global Business and Supply Chain, Healthcare Administration, and Strategic Management. The MBA program is structured as full-time study, with 51 graduate credit hours required for graduation from the program and conferral of the degree and can be completed over four full time semesters of study, with classes offered in the evenings and on Saturdays. Within the 51 credits, non-business students must complete the six prerequisite courses (Block 1). All students will also complete six core courses (Block 2), one advised elective (Block 3). After successful completion of the first three Block of courses, students complete three courses (nine credit hours) in one of six concentration areas. Concentration courses are advised based on most commonly pursued courses to prepare students for industry and may be adjusted with advanced consultation from the Graduate Studies Office. During the final semester of study, all students are required to complete a capstone course.


Section 2: Degree Level Master’s Degree Depth and Breadth of Knowledge A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice. Conceptual & Methodological Awareness/Research and Scholarship a. A conceptual understanding and methodological competence that

i. enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline

ii. enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence

iii. enables a treatment of complex issues and judgements based on established principles and techniques

b. On the basis of that competence, has shown at least one of the following: i. the development and support of a sustained argument in written form ii. originality in the application of knowledge.

Communication Skills The ability to communicate issues and conclusions clearly to specialist and non-specialist audiences. Application of Knowledge Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting. Professional Capacity/Autonomy a. The qualities and transferable skills necessary for employment requiring i. the exercise of initiative, and of personal responsibility and accountability

Niagara University’s Master of Business Administration (MBA) provides students with six (6) concentration options including: Accounting, Finance, Strategic Marketing, Global Business and Supply Chain, Healthcare Administration, and Strategic Management (Appendix 67: Curriculum Cards). The MBA program provides students with a rigorous, advanced study in the areas of business administration.

• To address a growing interest in accounting as a career, the Department of Accounting developed an innovative program to prepare holders of four-year degrees in other disciplines to take the CPA exam. This enables students to successfully transition into the growing field of accounting and enhances the COBA’s regional reputation while increasing graduate program enrollment.

• The corporate finance concentration allows students to gain insight into the key sub-areas of finance, including corporate finance, investment analysis and portfolio management. All of Niagara University's finance courses serve as a preparation for those planning to write the various finance professional examinations, as well as careers in banking and insurance.

• The strategic marketing management concentration allows students to gain insight into the key sub-areas of product and marketing communications, marketing engineering and global


marketing strategy. All of the courses in the marketing concentration are designed to give students a solid, well-rounded background in the qualitative and quantitative aspects of strategic marketing.

• To leverage our position at an international border and address a market need for students with strong knowledge of supply chain operations and global business, a MBA concentration in Global Business and Supply Chain began in fall 2015. Students graduating with this concentration will influence the global operations of many regional and national firms.

• Nearly 20 percent of the GDP in the United States is accounted for by the healthcare sector of the economy. Healthcare administrators are necessary for the successful management of medical organizations such as hospitals and adult homes as well as the development of policy in the industry. Niagara’s MBA in Healthcare Administration provides students with a rigorous and in-depth understanding of managerial science with practical and strategic applications in the healthcare industry. Students will learn from experts in the area and lead the transformation of healthcare in our communities, gain hands-on experience with our internship MBA co-op in healthcare organizations or travel to Jamaica and other countries to work with healthcare professionals in the field, and be catalysts of change in the healthcare industry.

• Candidates that specialize in strategic management complete their MBA with a better understanding of the operational needs of the organization (both public and private), and how the strategic direction of the organization affects other areas of the firm, such as finance, marketing and human resources. Graduates go on to careers in supply chain management, production and general management.

Offered through Niagara's College of Business Administration, the MBA program features 17 courses, and can be completed in four semesters of study during Fall and Spring sessions with all evening and Saturday classes. Block one consists of six classes required of non-business majors to develop core competencies for successful completion of the MBA program. Block two consists of six required classes common to all concentrations, which provide a thorough foundation in the field of business administration. Students then complete four courses (twelve-credit hours) in their concentration area which include three required courses and one advised elective. One final elective and the capstone course round out the degree. The MBA program is structured as full-time study, with 51 graduate credit hours required for graduation from the program and conferral of the degree. Within the 51 credits, non-business students must complete the six prerequisite courses (Block 1). All students will complete six core courses (Block 2), one advised elective (Block 3), three concentration courses (Block 4), and one capstone course (Block 5) Block 1: Prerequisites

• ACC 505: Financial & Managerial Accounting • MGT 515: Analysis of Quantitative Data • ECO 525: Economics for Managers • MGT 570: Management Principles • LAW 560: Law and Business Ethics • MGT 565: Communications for Executives

Block 2: Core Courses

• ACC 601 - Strategic Accounting Analysis and Planning

https://www.niagara.edu/business/


• MGT 651 – Strategic MIS • MGT 611 – Advanced Quantitative Methods • MGT 670 – People in Organizations • MKG 631 -Strategic Marketing • FIN 610 – Financial Management

Block 3: Elective

• One course pertinent to concentration Block 4: Concentration Courses

• 3 select courses as advised by the College of Business Administration Graduate Studies Office Block 5: Capstone Course

• MGT 691 – Business Research Strategy and Planning (Capstone course including comprehensive examination)

After successful completion of the Block one and Block two courses, students complete three courses (nine credit hours) in one of five concentration areas. Concentration courses are advised based on most commonly pursued courses to prepare students for industry and may be adjusted with advanced consultation from the Graduate Studies Office.

1. Students pursuing a concentration in Accounting complete the following courses: • ACC 602 – Advanced Business Tax Strategy • ACC 603 – Advanced Accounting Theory • ACC 604 – Advanced Auditing

2. Students pursuing a concentration in Finance complete the following courses: • FIN 643: Corporate Financial Policy • FIN 645: International Finance • FIN 644: Investments

3. Students pursuing a concentration in Global Business and Supply Chain complete the following

courses: • MGT 676: International Management • MGT 654: Global Sourcing and Risk Management • MGT 655: Global Transportation Systems

4. Students pursuing a concentration in Strategic Marketing complete the following courses: • MKG 632: Product and Marketing Communication Strategy • MKG 633: Marketing Engineering • MKG 634: Global Marketing

5. Students pursuing a concentration in Healthcare Administration complete the following courses: • MPH 663: Management and Policy in Healthcare Organizations • ACC 664: Financial and Managerial Accounting in Healthcare Organizations • MPH 668: Strategic Management in Healthcare Organizations


6. Students pursing a concentration in Strategic Management complete the following courses. • MGT 673: Production & Operations Management • MGT 675: Strategic Human Resource Management • MGT 677: Organizational Development

Specific assessments that provide evidence of the benchmarks related to degree level have been integrated in the self-evaluation as a component of the annual and periodic review process prepared for the AACSB review that was conducted in the 2016-2017 academic year. Evidence related to the measures of degree level is discussed in Section 9: Program Evaluation Standard and is presented through the following assessments:

- Scholarly contributions of graduate faculty, their teaching effectiveness, and professional service in the discipline;

- Student evaluations (questions related to degree level); - Comprehensive examination (synthesis of current research in the profession); - Course embedded assessments;

Conceptual & Methodological Awareness/Research and Scholarship As noted in the course titles and course descriptions, candidates in the program are expected to demonstrate research, scholarship, and critical analysis in their graduate work. The program provides a systematic understanding of knowledge, and a critical awareness of current problems and new research that is at the forefront of global finance. Candidates are expected to demonstrate this systematic understanding of knowledge (coursework) and to solve complex situations systematically (capstone course) as demonstrated through the core assessments (Appendix 68: Student Work Samples) in the program. In their course assessments, comprehensive examination (Appendix 69: Student Comprehensive Examination Samples) and capstone course, candidates are expected to show originality in applying the standard, based on research in the field. In addition to program courses, students are required to complete a capstone course (Appendix 70: Capstone Course Syllabus) intended to prepare candidates for leadership roles in the field of finance, by extending their knowledge base and skills as professionals. Upon successful completion of the program, candidates will have developed and enhanced the qualities, skills and attributes needed to become capable leaders in a complex, unpredictable professional environment.

The courses, curriculum and program meet or exceed the requirements and standards of the AACSB (Appendix 71) as evidenced by the recent review and accreditation of the program. The College of Business Administration oversees the academic standards for the curriculum and ensures that through the review process, programs are continuously improved.

The degree level meets the standards for the master’s degree as specified in the Handbook for Private Organizations (2017) and takes into account recommendations from the panel in the 2017 AACSB review (Appendix 72). Specific assessments that provide evidence of the benchmarks related to degree level have been integrated in the self-study (Appendix 73) as a component of the annual and periodic review


process. Evidence related to the measures of degree level is discussed in Section 9 – Program Evaluation and is presented through the following assessments:

- Scholarly contributions of graduate faculty, their teaching effectiveness, and professional service in the discipline

- Student evaluations (questions related to degree level) - Comprehensive examination (synthesis of current research in the profession) - Course embedded assessment. (Appendix 87)

All programs offered at Niagara University align with its mission statement, which is to “educate its students and enrich their lives through programs in the liberal arts and through career preparation, informed by the Catholic and Vincentian traditions. In concert with this approach, programs offered by the College of Business Administration prepare graduates in accordance with the mission of the College:

Guided by Catholic and Vincentian traditions, we prepare current and future business professionals to learn, serve, and lead with integrity and live an exemplary life.

Students completing the MBA program will be qualified to work in such fields as banking, investment management, consulting, healthcare, supply chain, and financial planning. In preparation for these careers, the MBA degree directly contributes to both the university and college missions by educating current and future business professionals to make career and life decisions that are both moral and ethical. The program’s student learning outcome “Students will understand the importance of behaving ethically in their professional lives,” further speaks to the mission of the college. As a university, it is important to Niagara, that the faculty play an integral role in the creation and development of new programs. The MBA degree program was initiated and designed by Niagara University’s faculty in the College of Business Administration. To ensure relevance, currency and rigor, the program curriculum was reviewed and approved by the college’s faculty and curriculum committee, as well as by the University’s curriculum committee and Academic Senate (Appendix 75). As a requirement for approval at the state level (Appendix 76), the program was further vetted by an external reviewer identified by the University In accordance with the state requirements:

It is expected that the proposed external reviewer is a recognized expert in the field of the proposed program, as demonstrated by appropriate educational credentials, professional experience and academic teaching and/or administrative experience in similar programs. The proposed reviewer must not have a conflict of interest or the appearance of a conflict of interest with the institution or program under review.

The application for approval along with the external review of the program was then submitted to the Office of College and University Evaluation for further review (Appendix 77). As the College of Business Administration holds accreditation for its programs from the Association to Advance Collegiate Schools of Business (AACSB) (Appendix 66), the MBA, was part of the review that resulted in the college receiving full accreditation in Spring, 2017. The MBA program has clearly established goals, which include:

• Understand the current landscape of business • Focus on top level management to assume a position of leadership in one’s career


• Application of business theory into practice • Master communication skills • Develop team-building skills through small group projects • Gain an integrative view of the corporation and its business environment

To ensure that these goals are achieved, the program has identified the following student learning outcomes (SLO):

• Students will demonstrate effective oral presentation skills. • Students will demonstrate effective writing skills. (Appendix 78) • Students will demonstrate effective team work skills. (Appendix 111) • Students will understand the importance of behaving ethically in their professional lives.

(Appendix 79) • Students will have global perspective of business. • Students will demonstrate application of business theory to practice.

The oral and written assessments (Outcomes 1 & 2) are completed using an outside reviewer of both written work and of the actual student presentation. The overall gathering of the results comes from the application of rubrics. Outcomes 3-5 are assessed using established rubrics (Appendix 80) in the capstone class (MGT 691 – Business Research Strategy and Planning). Outcome 6, “Application of business theory to practice, is assessed through the use of a comprehensive case study. Data from these assessments are reviewed by the program’s faculty and the College of Business Administration’s Quality & Assessment Committee (Appendix 81). The review consists of a quantitative and qualitative analyses of the data yielding recommendations for improvement to the program. Adjustments and/or revisions to the program are based on these recommendations.


Section 3: Admission, Promotion and Graduation Admission, promotion, and graduation requirements are consistent with the postsecondary character of degree granting organizations. Benchmarks:

1. Admission requirements are appropriate to the learning outcome goals of the program and the degree level standard.

2. Admission to a bachelor program normally requires at a minimum an Ontario Secondary School Diploma or equivalent,3 six university or university/college courses at the Grade 12 level, a minimum average of 65%, and any additional requirements.

3. Mature students4 are required to demonstrate academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination.

4. Admission to a master’s program normally requires a recognized undergraduate degree equivalent to the four-year honours degree standard identified in the PEQAB degree level standard and the Ontario Qualifications Framework, in an appropriate specialization, or relevant bridging studies, with a high level of performance in the prerequisite studies.

5. Admission to a doctoral program normally requires a recognized master’s degree in an appropriate specialization, or relevant bridging studies, with a high level of performance in the prerequisite studies.

6. Where any type of advanced standing into the program is proposed, policies and procedures pertaining to bridging requirements, advanced standing, credit and credential recognition a) have as a principal criterion that the credits accepted for admission to a degree program

are in proportion to the affinity with and/or applicability to the specialist content of the program and other curricular requirements

b) are fair (award credit where credit is due), reasonable (do not award credit where none is due), and consistent

c) identify the bases on which such decisions are made, including i) the minimum acceptable grade or achievement level ii) the requirements for comparability of program content of earlier studies with that of

the proposed program iii) the procedures for determining the credit to be awarded iv) the procedures that students will follow when requesting credit and appealing

transfer of credit decisions v) the limit on the number of credits that will be awarded for prior degree5 level study

toward the degree program d) require in all cases a gap analysis of the program content and outcomes of the studies for

which transfer credit is being awarded e) ensure that the degree level standard and all program learning outcome standards of the

degree program are met f) identify any requirements for bridging studies that facilitate entry into the proposed

program. 7. For a degree completion arrangement a detailed gap analysis demonstrates the academic

integrity of the degree program and that the degree level standard and degree program learning outcomes are met.


8. Applicants proposing to award credit for learning that takes place outside formal postsecondary educational institutions a) have policies and procedures pertaining to prior learning assessment, which must include

at a minimum i) key principles informing the prior learning assessment ii) methodology used for portfolio assessment, and examination challenge for credit iii) policies on credit limits, appeals, and confidentiality iv) assessment documents, guidelines, and brochures for potential students

b) demonstrate that i) credit will be awarded only for learning and not for experience ii) credit will be awarded only for degree level learning iii) the determination of competence levels and credit awards will be made by academic

experts in the appropriate subject matter. 9. The institution

a) does not offer any credits for “life experience”, unless that experience is assessed for its appropriate learning value to the specific degree program

b) does not waive comprehensive examinations, academic reports, research projects, and/or theses, if these are standard requirements of the program

c) does not award advanced standing for more than 50% of the total number of the credits of the program based on prior learning assessment

d) requires that at least 50% of the individuals enrolled in a program at any given time are actively taking required elements of that program.

10. Administrative procedures for assessing advanced standing include the following elements. a) Credit awards and their transcript entries are monitored to avoid giving credit twice for

the same learning. b) Policies and procedures applied to assessment, including provision for appeal, are fully

disclosed and prominently available. c) All personnel involved in the assessment of learning should receive adequate training for

the functions they perform, and provision should be made for their continued professional development.

d) Advanced standing decisions are regularly monitored, reviewed, and evaluated to ensure their ongoing validity for the degree program.

11. Promotion and graduation requirements are consistent with the learning outcome goals of the program and include a) policies governing academic remediation, sanctions, and suspension for students who

do not meet minimum achievement requirements b) a grading system that is easily understandable, meaningful, and convertible to students,

other postsecondary institutions, and potential employers, whether expressed as letter grades, percentages or grade points

c) regardless of the grading scheme, acceptable performance corresponds to student work that demonstrates the degree level standard has been achieved

Currently, 51% of the students registered for programs in the College of Business Administration are female. As Niagara University is committed to encouraging enrollment by persons from groups historically underrepresented in Business programs it will continue working with Bienvenidos (Students interested in Hispanic Cultures), Diversity Advocates, the Niagara University Community Action Program,


Student Veterans Association, The Office of Multicultural Affairs as well as local and regional professional and civic groups to recruit and mentor students from these groups. Admission Requirements for Direct Entry The graduate division is open to all students regardless of race, color, creed, national origin, sexual orientation, age or handicap who hold a baccalaureate degree from an accredited institution. Specific admission requirements appear under each graduate division. All documents pertaining to admission to the graduate division should be submitted via www.niagara.edu/graduate. Applicants for nonmatriculated status are required to submit a completed application for nonmatriculated status and all undergraduate and graduate transcripts. English Language Proficiency: Nonnative English speakers seeking admission to Niagara University must verify their proficiency in English by taking the Test of English as a Foreign Language (TOEFL). A TOEFL score of 550+ (paper exam) is required for admission. Students may take the TOEFL PBT until it is discontinued in their area and submit the scores for two years after the test date. Niagara University will also accept TOEFL internet-based, the International English Language Testing System (IELTS) or the College English Test (Appendix 39: Graduate Calendar pp. XX). Table 1: Admission Requirements

NU Admission Requirement

Test Score

TOEFL Paper 550 +

TOEFL iBT 79-80

IELTS 6.0

CETS 450

Students meeting the admission requirement will also need to provide a writing sample and a conversation evaluation before classes begin. Additional coursework in English may be required in cases where applicants do not satisfy the criteria of the written and spoken evaluation. Niagara University will offer Conditional Admission to applicants who meet our academic coursework requirement but need additional English language training. Applicants may apply for Conditional Admission and if granted, must enroll in an accredited language training program approved by Niagara University, i.e., Embassy English. Students who successfully complete the program at the advanced level, C1 or above meet the equivalency of our language proficiency requirement. Conditional Admission may not be used for I-20 issuance. All credentials submitted for admission become and remain the property of the university. Misrepresentations on application forms may result in expulsion or degree revocation. In addition to evidence of English language proficiency, students are accepted into College of Business Administration graduate programs based upon the following criteria:

• An earned undergraduate degree from an accredited university or college


• A minimum undergraduate GPA of 2.7 in a 4.0 system AND GMAT + (200 * GPA) >= 950 or undergraduate GPA >3.20.

With respect to the GMAT requirement, during a previous review of the program conducted by the Association to Advance Collegiate Schools of Business (AACSB), the university was asked to evaluate the impact of not requiring a GMAT score for students with a stronger undergraduate record. NU conducted this analysis and found that this admissions process was acceptable and did not place any group of students at a disadvantage in the program. Admission Policies and Procedures for Mature Students All students are required to meet the above standards. Challenge exams are not permitted at the graduate level. Promotion and Graduation Requirements Courses for graduate credit are graded as follows:

A+ Distinguished 4.00 quality pts. A Superior 4.00 quality pts. A- 3.67 quality pts. B+ Very Good 3.33 quality pts. B Good 3.00 quality pts. Quality of work required of all degree candidates B- 2.67 quality pts. Somewhat below the quality of work required of degree candidates C+ 2.33 quality pts. C 2.00 quality pts. C- 1.67 quality pts. F Failure 0.0 quality pts. S Satisfactory (ungraded) U Unsatisfactory N No credit (auditing) I Incomplete W Withdrawal Students must maintain an overall grade point average of 3.0 in graduate studies to advance. A student will be subject to review if less than satisfactory grades occur. The grade of Incomplete (I) indicates there is still a possibility of credit, after further work. It is used when the instructor is not prepared to give a definite mark for the term in view either of student illness or some justifiable delay in the completion of certain work. It is not used when failure to meet course requirements is due to delinquency on the part of the student. An incomplete must be removed within 30 days after the beginning of the next regular semester or be replaced by an F grade. The grade W (withdrawal) is assigned when a student withdraws from a course after the drop/add period. Courses for which a student received I, W, N, S or U are not computed in the QPA.


Graduate students may repeat up to 2 (two) courses previously taken at Niagara University. Under this policy, the student is limited to receiving credit for up to 2 (two) repeated courses in the calculation of his/her cumulative GPA. The grade received for the retake attempt of the course — will be calculated in the student’s cumulative GPA regardless of whether the grade is better or worse than the original grade earned. For full description of this policy, please go to MyNU. MBA students must repeat any course for which they receive a grade of F. M.S. criminal justice students must repeat any required course for which they receive a grade of F. An overall average of B is required for graduation. It is the student’s responsibility to ascertain that all requirements are fulfilled in a degree program. Orientation (Appendix 43) Just prior to the start of the fall semester, a special program is held to introduce and welcome new graduate students to the university. Mandatory orientation webinars (Appendix 44) and a welcoming social event connect students with each other and provides information regarding programs and services offered to students. Time Limits All requirements for graduate degrees must be completed within five years. Extensions or exceptions to the rule require permission from the dean. Graduation It is the student’s responsibility to submit all required forms and information to the office of the dean at the beginning of the semester in which the degree is expected to be received. If, for some reason, the student fails to graduate at that time, the data must be reactivated by the student for subsequent graduation. Registration All students must register each term in which courses are taken. Registration takes place at the time noted in the graduate course schedule. All returning students must edit their profile prior to every registration session. Log in to your myNU located on the home page, www.niagara.edu. Certain graduate courses are open to qualified undergraduates for undergraduate credit, provided the undergraduates have the approval of their dean. Generally, this applies to seniors only, and requires the written permission of the dean. Students who wish to add or drop courses after registration may do so during the drop/add period at the beginning of the semester. No charge is incurred when the student drops a course before the first class meets. Dropping one class and adding another class, results in no charge during the drop/add period. A student should contact the Student Records and Financial Services Office or relevant graduate division office for drop/add dates. File Reactivation and Readmission Procedures The files of graduate students who do not register for any courses in one to four consecutive semesters (summer sessions are not included) are deactivated. In order for the graduate student to register in a current semester, it is necessary for the student’s file to be reactivated. If the graduate student has failed to register for five or more consecutive semesters (summer sessions are not included), the student must file for readmission into his/her degree program. Below are the procedures for graduate students to reactivate their file or request readmission into their degree program.

http://www.niagara.edu/


Reactivation of Student File Procedure To return his/her file to active status, the student must file a Graduate Reactivation and Readmission Form in order to continue to register for courses in his/her degree program. On the reactivation form, the student should check the box labeled “file reactivation.” Readmission Procedure On the Graduate Reactivation and Readmission Form, the student should check the box labeled “readmission.” The Graduate Reactivation and Readmission Form is available in the dean’s office of the college in which the student’s graduate program is located or from his/ her graduate program advisor. The completed Graduate Reactivation and Readmission Form should be returned to the main office of the college in which the student’s graduate program is located or to his/her graduate program advisor for processing. Good Standing Students are considered to be in good academic standing as long as they have met all of the requirements to continue in the program, have not been placed on academic warning and are permitted by their dean to remain in a graduate degree program. Students who do not maintain good standing are subject to the following

Niagara University maintains a policy and process for graduate eligibility. The Policy (Appendix 7) is located on pages 43-44, of the Ontario university calendar (Appendix 39) as well as being available on the University policy site. Advanced Standing Policies and Requirements According to the university transfer policy (Appendix 82), graduate transfer work is evaluated on a program-by program basis with specific requirements and limitations per individual program. Students are required to verify the particular transfer policy for their proposed program of study with the appropriate program director. Acceptance into the MBA program requires that students have successfully completed a baccalaureate degree at an accredited institution. Candidates for these degrees must complete the majority of the credit hours through Niagara University. A maximum of six credit hours at the 600 level may be used as transfer credit from another accredited graduate program. Prior to the initial registration for courses, students should request a meeting with the director of their respective program. Advisement is available through the College of Business Administration’s Office of Graduate Studies, Bisgrove Hall, Suite 171. The MBA prerequisites need to be completed prior to beginning the MBA core courses. These courses help develop quantitative, written, oral, and analytical skills. Students may satisfy the requirements for the prerequisite courses through prior academic studies. Niagara University recognizes the high standards and academic quality of many college programs offered in Ontario. As such, it has entered into articulation agreements with Niagara College, Mohawk College, Seneca College, Conestoga College, Humber College, Sheridan College, and George Brown College, to name a few. These agreements specify recognition of four-year Applied Degrees obtained from Ontario colleges as meeting the baccalaureate degree requirement for graduate study at Niagara


University. Where applicable, specific bridging requirements are identified in the articulation agreement. (Appendix 83: College Articulation Agreements)


Section 4: Program Content The program offers an education of sufficient rigor, breadth and depth to achieve the knowledge and skills identified in the degree level standard. Benchmarks: 1. The program ensures an appropriate balance of theory and practice. 2. The Program Advisory Committee7

a) includes experts in the field external to the organization and, for degrees in applied and professional areas of study, employers and representatives from industry and professional associations

b) is engaged and positioned to regularly comment on the currency of the curriculum in relationship to developments

c) confirms the currency of the curriculum and, as appropriate, its relevance to the field(s) of practice

d) endorses the program as represented in the application e) strives to achieve best practice.

3. Learning outcomes in the subjects/courses enable graduates to meet or exceed the requirements a) for graduates from similar programs in Ontario and other jurisdictions b) of the field(s) of study and/or practice c) of any relevant professional or accrediting body.

4. All courses provide exposure to increasingly complex theory at the degree level and, in applied or professional courses and where otherwise appropriate, the application of that theory to practice and the demands of practice in the field(s).

5. Time allotments assigned to the program as a whole and to its components are appropriate to the stated learning outcomes.

6. All bachelor programs have a breadth requirement that includes coherent and substantive non-core8 offerings. This requirement informs the design of non-core courses and provides the basis of at least some of the assessment of student outcomes. The curriculum (core and non-core) contributes to the achievement of a) critical thinking, quantitative reasoning, written and oral communication skills b) knowledge of society and culture, and skills relevant to civic engagement.

7. The non-core curriculum provides a) knowledge in at least two of the following:

i) humanities ii) sciences iii) social sciences iv) global cultures (including Indigenous cultures) v) mathematics

b) more than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core fields of study.

8. The curriculum reflects current knowledge in the core fields. 9. The curriculum reflects current knowledge in the fields represented in the non-core/breadth

offerings. 10. In undergraduate programs, the balance of core and non-core/breadth studies is normally

achieved as follows: a) 20% of the program hours are in courses in the non-core curriculum9


b) at least one non-core course is a free elective. 11. The type and frequency of student assessments demonstrate the achievement of the stated

learning outcomes and provide appropriate information to students about their achievement levels.

12. Work experiences, internships, and field placements a) are appropriate to the program b) have articulated learning outcomes c) identify an appropriate method for both instructor and employer/supervisor assessment

leading to the assignment of a grade. 13. Research-focused graduate programs

a) provide sufficient opportunities and support for research and other scholarly activity b) require student and faculty participation in the broader research community.

14. Where applicable, the curriculum reflects appropriate levels of Ontario and Canadian content. .

The MBA degree program provides students with rigorous advanced study in business administration with specific concentration in the areas of accounting, finance, global business and supply chain, strategic marketing, healthcare administration, and strategic management. The program consists of eleven courses and can be completed over a five-semester period by attending evening and Saturday classes. Six required courses provide a thorough foundation in the field of business administration. Four courses in one of the five areas of concentration provide students with curriculum aligned with a particular career path, and the final capstone course provides opportunity for synthesis and application of the materials and concepts learned throughout the program. Students will:

1. Understand the current landscape of business 2. Focus on top level management to assume a position of leadership in one’s career 3. Application of business theory into practice 4. Master communication skills 5. Develop team-building skills through small group projects 6. Gain an integrative view of the corporation and its business environment

Program Advisory Committee The COBA has a large support base in the local and regional area. The COBA advisory board consists of leaders of the local business community in businesses ranging from construction, banking, food processing to finance and accounting. Program advisory boards thrive in accounting and food marketing, with others planned for implementation in finance, marketing, and management. COBA faculty members maintain strong relationships with local business professionals provide advice and guidance across the fields of food marketing, supply chain management, human resource management, information systems management, finance and accounting. The combination of formal and informal relationships enabled COBA to become a strong and well-regarded member of the business community as well as an institution providing well trained and valuable employees. A complete list of the members of the advisory boards providing guidance to the COBA is provided in Appendix 84. Niagara University Advisory Board Purpose Niagara University’s COBA Advisory Board advises the college on issues such as curriculum and programs, recruitment and retention of students, career development and placement, and emerging trends in the accounting profession. The Board meets two times per year and subcommittee members


may be asked to work on assigned tasks as needed. Board members serve for three years, subject to renewal for one additional term upon mutual consent (Appendix 85: Advisory Board Charge). As part of the continuous improvement model followed by COBA, the Advisory Board has been consulted regarding the MBA program (Appendix 86: Advisory Board minutes). Professional Accreditation Niagara University’s programs offered by the College of Business Administration are approved by AACSB receiving full re-accreditation in Spring 2017 (Appendix 66). In addition to the eligibility criterial which focus on core values and guiding principles and general criteria, programs evaluated on their ability to meet or exceed the fifteen standards (Appendix 71) identified below.

Strategic Management and Innovation Standard 1: Mission, Impact, Innovation Standard 2: Intellectual Contributions, Impact, and Alignment with Mission Standard 3: Financial Strategies and Allocation of Resources Participants – Students, Faculty, and Professional Staff Standard 4: Student Admissions, Progression, and Career Development Standard 5: Faculty Sufficiency and Deployment Standard 6: Faculty Management and Support Standard 7: Professional Staff Sufficiency and Deployment Learning and Teaching Standard 8: Curricula Management and Assurance of Learning Standard 9: Curriculum Content Standard 10: Student-Faculty Interactions Standard 11: Degree Program Educational Level, Structure, and Equivalence Standard 12: Teaching Effectiveness Academic and Professional Engagement Standard 13: Student Academic and Professional Engagement Standard 14: Executive Education Standard 15: Faculty Qualifications and Engagement

Learning Outcomes Through its peer review processes, the AACSB International has had a significant impact on the College’s Assurance of Learning (AoL) system and the College’s overall strategic performance. 1. The College’s AoL System:

There are four components of the College’s AoL system with links among these four components to reflect the three pillars of the spirit of AACSB: 1) student learning goals, 2) engaged faculty members, 3) innovative curricula, and 4) student learning outcome assessments (impacts). Specifically, the 5-year review team raised concerns, provided guidance, and helped the College develop the following for continuous improvement:

I. A comprehensive published policy for determining faculty qualifications


• The policy will guide engaged faculty as they grow and enhance their professional career in the areas of teaching, intellectual contribution, and service to the College, University and broader community.

• The policy will provide a better tool for the College to manage, develop, deploy, and hire faculty members.

II. A direct link between curricula changes and student learning outcome assessments • The College did not demonstrate, nor document, in its 5-year report that there

were curricula changes resulting from student learning outcome assessments. Based on recommendations from the PRT, formal processes have been developed to effectively link outcomes assessment and curricula change together. In addition, a proactive AoL system featuring the Quick Improvement Response Plan (QIRP) has been proposed to standardize and expedite curricula changes based on student learning outcome assessments.

• The College has focused the concept of “closing the loop.” Verification of Curriculum Support for Learning Goals Next, to assure that the current curricula provided ample and multiple learning opportunities to support our learning goals, the Curriculum Committee conducted a course content analysis for each of the core classes. This analysis was completed for the MBA and the MSF degree programs. At the conclusion of this analysis it was apparent that at the current time, the curricula were able to achieve the learning goals. The next step was to develop a formalized process for curricula change in response to external forces, internal assessment results or other stimulus, similar to the process identified for initiating a change in learning goals. The program-level learning goals to core content mapping matrices are provided in Table 2. The Curriculum Committee identified 10 items or situations that should trigger a change in curricula. These items are:

1. Annual degree program reviews conducted within the degree areas. 2. Suggestions from external stakeholders, for example advisory board members, business

leaders, industry practitioners, to name a few. 3. Analysis of the alumni survey which is conducted every three years. When the results of

this survey indicate that there is a weakness in the program, the curriculum should be adjusted.

4. Analysis of the internship survey. When results of this survey indicate that there is a weakness in the program, the curriculum should be adjusted.

5. Assessment results provided by the QAAC committee will indicate when a curriculum change is necessary.

6. Curriculum survey results from the curriculum analysis to be done every three years. 7. Requests made by business faculty or other members of the university community. 8. When results reported by professional examination or external certification

examinations identify weakness in the curriculum. 9. When the Niagara University or College of Business Administration mission, strategies

and/or business polices require a change in curriculum. 10. Any new development or evolution in business practices, technology and other issues

which require a curriculum change.


Table 2: Learning Goal Mapping for MBA Core Classes

Students will demonstrate effective oral presentation skills

Students will demonstrate effective writing skills

Students will demonstrate effective team work skills

Students will understand the importance of behaving ethically in their professional lives

Students will demonstrate a global perspective of business

ACC 601 X X X

ACC 685 X X X

MGT 611 X

ECO 640 X X X X

MKG 631 X X X X X

FIN 610

MGT 651 X X X X

MGT 670 X X X X X

Outcomes are assessed through course requirements and through a required culminating assessment. Table 2 delineates the alignment of courses to learning outcomes and program requirements. The evaluation of these outcomes through approved, benchmark assessments are discussed in Section 3, particularly under Program Evaluation Standard. Systematic assessment includes course-embedded assessments (increasingly complex theory throughout courses) and culminating comprehensive evaluation. More specifically, outcomes 1 & 2 are assessed using the comprehensive exam given to students at the end of their coursework. Outcomes 3-5 are assessed using established rubrics in the capstone class (Appendix 80). Data from these assessments are reviewed by the program’s faculty and the College of Business Administration’s Quality & Assessment Committee and the results used to make adjustments in the program.

Learning Goal Summary (MBA Core) • Every MBA learning goal is sufficiently covered by at least two courses in the MBA core.• Global Perspective is the least widely covered learning goals in the MBA core.

Specifically, only one-fourth (25%) of all courses in the MBA core provide sufficientcoverage.

• Oral Presentation Skills and Team Work Skills are the two learning goals that are mostwidely covered by courses in the MBA core. Specifically, 63% (5 of 8) of MBA corecourses adequately cover each of these two learning goals.


• One course, Strategic Marketing (MKG631) adequately covers each of the 6 MBA learning goals.

• One course, Corporate Finance (FIN641) does not appear to provide adequate coverage for any of the MBA learning goals.

Pre-Requisite Course Descriptions ACC 505 Financial and Management Accounting This course covers fundamental concepts and procedures of financial and management accounting for business decisions. Financial accounting provides information primarily for external decision makers such as investors, creditors, suppliers, and government agencies. Management accounting serves the needs of managers to fulfill organizational objectives. Case studies will illustrate accounting and ethical issues. Topics include generally accepted accounting principles, international accounting standards, financial accounting procedures, financial reporting, inventory and depreciation methods, and cost analysis. MGT 515 Analysis of Quantitative Data The course focuses on: (1) graphical and arithmetical description of data; (2) the use of computer software in solving statistical problems; (3) the theory of probability; (4) probability distributions and sampling distributions; and (5) estimation and hypothesis testing. ECO 525 Economics for Managers This course covers the basic tools of economic analysis. The microeconomic component of the course examines decision making by the individual economic unit, addressing such topics as demand and supply, price and output determination, cost behavior, profit maximization, and competition. The macroeconomic component examines models to explain: national output, inflation, and unemployment; and how fiscal and monetary policies stabilize the economy. MGT 560 Law and Business Ethics This course combines the regulatory and political foundations upon which businesses operate in the United States and Canada, as well as the ethical implications of business decisions. Ethical theories and their application to practical business decision making will be explored. The course delves into the legal environment in which businesses operate as well as a basic understanding of solving problems using legal rules. This includes the sources and origins of law, the court system, the constitution, torts, administrative agencies, and consumer law. MGT 565 Communications for Executives An examination of the process of communication within the business enterprise and an analysis of its basic components. The presentation will include report writing, meeting leadership skills, and effective speaking and listening skills. All this is done within the appropriate technological framework, including PowerPoint and associated software. MGT 570 Management Principles An introduction to the theory and practice of management. Instruction in the managerial functions of planning, organizing, leading and controlling draws from many disciplines in the social and behavioral sciences. This course examines management from various theoretical perspectives stressing application to the real world and using case studies. Topics studied include theories of management, decision


making, leadership, communication, motivation, group dynamics, organizational design and strategic planning.

Course Descriptions (Required Core) ACC 601 This is an advanced core course in strategic accounting, which focuses on the interpretation and analysis of accounting information for business decisions. This course will provide an introduction to the field of business that assists to interpret both financial and non-financial information to effectively manage an organization. Case studies and special projects will be used to illustrate strategic decision processes. Topics include financial statement analysis, financial modeling, cash flow, budgeting, total quality management, activity-based management, target costing, job order costing, process costing, variable costing and transfer pricing.

MGT 651 This course stresses practical applications of statistics in business. Topics covered include analysis of variance, nonparametric statistics, chi-square, simple and multiple regression, time series analysis, statistical forecasting, model building, and statistical process control. Each student is required to complete a project using statistical methods in solving a realistic business problem.

MGT 670 This course provides todays managers with the background and skills necessary to lead and motivate an increasingly diverse, team-based work force. Topics include the structuring of effective teams, leading and participating in teams, communicating with and motivating others, and recognizing and valuing individual differences. Using current theories from the social and behavioral sciences, students are provided with negotiation and conflict resolution techniques that will enable effective conflict management with employees and other organizational stakeholders.

MKG 631 This advanced marketing course aims to avail the students with marketing tools and concepts to engage in strategic marketing planning. Students learn about the marketing concept, value creation and the development, implementation and control of the strategic plan.

FIN 610 Using a balanced approach of theory and application, this class focuses on the analytical techniques involved in financial planning and decision making in the firm. Primary emphasis is placed on the importance of strategic investment and financing choices and the logic behind these critical decisions made by the financial manager. Case method will be used to apply principles developed in managerial finance to situations involving financial planning, valuation, capital budgeting risk analysis, and cost of capital.

MGT 691 33 semester hours completed are required before registering for this course. This capstone course synthesizes the knowledge gained in the functional areas of the firm to enable the student to formulate business decisions and policies. The course uses techniques of research developed throughout the program to analyze comprehensive business problems. A major component of the course is a special project requiring a practical exercise in strategic planning


Course Descriptions (Concentration in Accounting) ACC 602 This course begins with an overview of business taxation in the U.S., and international tax planning issues. This foundation serves as a basis for the development of business tax strategies for successful competition in the global marketplace. Research and case studies of international tax issues are explored. Topics include tax planning and administration, choice and tax implications of business entities, international tax principles, wealth management, and ethical issues.

ACC 603 This course explores the underlying concepts of financial accounting theory and its application to current accounting practice. Standards of the U.S. Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB) are emphasized. Topics include the conceptual framework of accounting, financial accounting and reporting standards, and the rationale for generally accepted accounting standards. Research into the development of accounting theory is included.

ACC 604 An advanced course in audit theory and practice, covering auditing concepts and procedures, audit research, computer auditing, and Securities Exchange Commission (SEC) audits. Computerized audit problems and case studies illustrate audit concepts and practice.

Course Descriptions (Concentration in Finance) FIN 643 Prerequisite: FIN 610 This course focuses on the financial decisions. The course will include cases that illustrate different real-world financial situations faced by corporations. This course should help prepare students for careers in commercial and investment banking, corporate financial management, as well as more general business careers that have a substantial finance component. Topics covered will include capital structure, payout policy, security issues, mergers and acquisitions, and risk management.

FIN 645 Prerequisites: ACC 505, FIN 610 The focus of this course is on the international financial environment in which business firms operate and in which financial service providers compete. Attention is given to foreign direct investment, risk analysis, capital budgeting, international banking, and portfolio management. In addition, advanced topics such as international taxation, currency, and interest rate risk management will be discussed. The material presented will assist in the understanding of global management, international banking operations, and international financial institutions.

FIN 644 Prerequisite: FIN 610 This course deals with the theories, analysis and management of fixed income and equity securities in a global capital market. The emphasis is on the application of finance, economics, accounting and statistics to the valuation of the aggregate stock market, alternative industries, asset pricing models, and portfolio management.

Course Descriptions (Concentration in Global Business and Supply Chain) MGT 676 Prerequisite: MGT 570 An overview of the concepts, institutions, and policies that influence international business. The course evaluates the importance of economic, sociocultural, political, and


legal variables of operating in a global marketplace. In addition, the course examines structures, leadership styles, motivation strategies, and communication channels appropriate for the transnational firm. Topics include developing economies, entrepreneurship, regional trading blocs, international human resource management, and the shift from planned to market-based economies.

MGT 654 The widespread practice of purchasing finished goods, parts and supplies from all regions of the world creates inherent complexity and risks. This course addresses how to manage these challenges through supplier and global sourcing strategies, logistics partner selection, quality assurance, and the understanding of INCOTERMS and instruments of international payment to manage risk and accurately determine landed costs. Understanding government regulations, sustainability issues, differing language, social, legal, and ethical issues across cultures are also topics.

MGT 655 This course focuses on global transportation systems that are essential to international trade including air freight, ocean freighters, containerships and cross-border land transport in North America. Topics will include pricing, security, distribution strategies, and how to utilize third party logistics providers of international services. Important current issues related to regulation, domestic security, the environment, energy usage, and risks to transportation in politically unstable regions are discussed. Course Descriptions (Concentration in Strategic Marketing)

MKG 632 Prerequisite: MKG 631 Integrating social media, broadcast communications, event marketing, sales promotion, and personal selling into a network of touchpoints to create and sustain value is a key challenge for today’s business. This course addresses these cutting-edge topics through real-world campaigns, hands-on learning, and analysis of new and traditional media definitions and opportunities. Students complete the course understanding how to build, grow, and measure a network of communication effects that leverage social media and broadcast communication to maximize brand value.

MKG 633: Prerequisite: MKG 631 Successful marketing requires the ability to launch, monitor, assess, and direct strategic resources to achieve multiple goals and outcomes while leveraging a portfolio of marketing investments. This challenge is met by implementing digital analytic platforms through which market performance metrics are disseminated via user-friendly dashboards and notification systems. In this course, students learn how to leverage digital analytics for marketing insight, action, and success.

MKG 634 Prerequisite: MKG 631 This course aims to provide an understanding of the issues, contextual factors, mechanisms and organizational processes central to successfully establishing and maintaining an effective global marketing strategy. It aims to provide students with opportunities to enhance their strategic decision-making skills for global market success.


Course Descriptions (Concentration in Healthcare Administration) MPH 663 This course examines the legislative process and patterns of health legislations. Students analyze the issues and political processes involved in the current health legislation and health legislative proposals at the national and state levels. Upon completion, students will develop an in depth understanding of the persistent issues facing the healthcare system, the law and its application to the industry and be able to think critically about current and future issues in healthcare management.

ACC 664 Prerequisite: MPH 663 Healthcare institutions, both profit and not-for-profit, are under significant pressure to contain costs and improve the quality of services and products. Today’s complex environment places greater emphasis on the financial implications of both managerial and clinical decisions. This course is intended to provide students with an understanding of the principles and theory of both managerial accounting and financial management in healthcare organizations. On completion, students will also have a good overview of the current and historical healthcare financial issues.

MPH 668 Prerequisites: MPH 663, ACC 664 This course integrates theory in business administration and healthcare administration using a strategic management framework. Students completing this course will have an ability to evaluate the strategic planning options and process that healthcare organizations must employ to ensure viability and success as they adapt to the change in the environmental, regulatory and competitive healthcare industry, determine the impact of health policy on the strategic planning and management process of healthcare organizations, and analyze the management of providing effective services in a healthcare delivery system with limited resources. Principles and methods of strategic planning in the healthcare environment will be addressed through readings, cases and research.

Course Descriptions (Concentration Strategic Management) • MGT 673: Production & Operations Management

This course provides a management overview of the planning, coordinating and executing of all activities that create goods and services. Topics include productivity, demand and capacity planning, quality measurement systems, network analysis, supply chain interface and production related information technologies.

• MGT 675: Strategic Human Resource ManagementThe course studies human resource practices and their impact on a firms competitive advantage andcorporate structure. This nexus is specifically studied as it relates to costing human resources,environmental scanning, mergers and acquisitions, and the internationalization of HRM. The importanceof human resource planning to strategic choice, staffing, compensating, and employee and laborrelations are also addressed. The student is taught skills for maximizing firm objectives via appropriatehuman resource practices.

• MGT 677: Organizational DevelopmentThis course considers organizational development as a process of planned change to improve anorganization’s problem-solving skills, creativity, innovation, and its overall effectiveness within a


changing and complex environment. Students will study intervention strategies to help individuals and organizations achieve their goals.

Table 3: Faculty Qualification and Course Alignment

Information Removed: Confidentiality


Graduate Course Schedule 1 • For graduate programs, attach a course schedule stating for each academic year, and by

semester, the following information:o the title of each course/other requiremento hours per courseo course prerequisites, co-requisites, and restrictionso proposed instructors and their highest, earned qualifications. Do not include qualifications

in progress. If faculty is to be hired, indicate required credentials.



Table 4: MBA (Accounting) Graduate Course Schedule 1.1



Table 5: MBA (Finance) Graduate Course Schedule 1.2



Table 6: MBA (Global Business and Supply Chain) Graduate Course Schedule 1.3



Table 7: MBA (Strategic Marketing) Graduate Course Schedule 1.4



Table 8: MBA (Healthcare Management) Graduate Course Schedule 1.5



Table 9: MBA (Strategic Management) Graduate Course Schedule 1.6



Graduate Course Schedule 2 • For graduate programs, attach a second course schedule identical to "Graduate Course

Schedule 1", with the exception that it does not identify the names of instructors.

Table 10: MBA (Accounting) Graduate Course Schedule 2.1

Year and Semester

Course Title Course Semester Hours

Course Prerequisites and Co-requisites

Instructor’s Highest Qualification Earned and Discipline of Study

Semester 1 ACC 505: Financial and Management Accounting

3 MBA: Finance RRC, CFP, CMA/CPA

MGT 515: Analysis of Quantitative Data 3 Ph.D. ECO 525: Economics for Managers 3 M.S.

Financial Economics

Semester 2 MGT 560: Law and Business Ethics 3 J.D. MGT 565: Communication for Executives 3 M.A. MGT 570: Management Principles 3 Ph.D.

Semester 1 ACC 601: Strategic Accounting Analysis and Planning

3 ACC 505 Ph.D. Finance and Accounting

MGT 651: Strategic MIS 3 Ph.D. MGT 611: Advanced Quantitative Methods 3 MGT 515 Ph.D MGT 670: People in Organizations 3 MGT 570 Ph.D.

Semester 2 MKG 631: Strategic Marketing 3 Ph.D. FIN 610: Financial Management 3 Ph.D. ACC 602 – Advanced Business Tax Strategy 3 ACC 505 MBA:

Finance ACC 603 – Advanced Accounting Theory 3 ACC 505 MBA:

Finance

Semester 1 ACC 604 – Advanced Auditing 3 ACC 505 ACC 601

MBA

Advised Elective 3 MGT 691: Business Research, Strategy, & Planning

3 Ph.D

Total Program Hours

51


Table 11: MBA (Finance) Graduate Course Schedule 2.2

Year and Semester







Financial Economics





Semester 2 MKG 631: Strategic Marketing 3 Ph.D. FIN 610: Financial Management 3 Ph.D. FIN 643: Corporate Financial Policy 3 FIN 610 Ph. D.,

Finance. FIN 645: International Finance 3 ACC 505

FIN 610 Ph. D., Finance.

Semester 1 FIN 644: Investments 3 FIN 610 M.S. Financial Economics


3 Ph.D

Total Program Hours

51


Table 12: MBA (Global Management Supply Chain) Graduate Course Schedule 2.3

Year and Semester







Financial Economics





Semester 2 MKG 631: Strategic Marketing 3 Ph.D. FIN 610: Financial Management 3 Ph.D. MGT 676: International Management 3 Ph.D. MGT 654: Global Sourcing and Risk Management

3 Ph.D.

Semester 1 MGT 655: Global Transportation Systems 3 Ph.D. Advised Elective 3 MGT 691: Business Research, Strategy, & Planning

3 Ph.D

Total Program Hours

51


Table 13: MBA (Strategic Marketing) Graduate Course Schedule 2.4

Year and Semester







Financial Economics





Semester 2 MKG 631: Strategic Marketing 3 Ph.D. FIN 610: Financial Management 3 Ph.D. MKG 632: Product and Marketing Communication Strategy

3 MKG 631 Ph.D.

MKG 633: Marketing Engineering 3 MKG 631 MBA Semester 1 MKG 634: Global Marketing 3 MKG 631 Ph.D.


3 Ph.D

Total Program Hours

51


Table 14: MBA (Healthcare Management) Graduate Course Schedule 2.5

Year and Semester







Financial Economics





Semester 2 MKG 631: Strategic Marketing 3 Ph.D. FIN 610: Financial Management 3 Ph.D. MPH 663: Management and Policy in Healthcare Organizations

3 MBA

ACC 664: Financial and Managerial Accounting in Healthcare Organizations

3 MPH 663 Ph.D.

Semester 1 MPH 668: Strategic Management in Healthcare Organizations

3 MPH 663 ACC 664

Ph.D.


3 Ph.D

Total Program Hours

51


Table 15: MBA (Strategic Management) Graduate Course Schedule 2.6

Year and Semester







Financial Economics




MGT 651: Strategic MIS 3 Ph.D. MGT 611: Advanced Quantitative Methods

3 MGT 515 Ph.D

MGT 670: People in Organizations 3 MGT 570 Ph.D. Semester 2 MKG 631: Strategic Marketing 3 Ph.D.

FIN 610: Financial Management 3 Ph.D. MGT 673: Production & Operations Management

MGT 675: Strategic Human Resources Management

Semester 1 MGT 677: Organizational Development Advised Elective 3 MGT 691: Business Research, Strategy, & Planning

3 Ph.D

Total Program Hours

51

Work-integrated Learning Experience Although there is no requirement for students to complete a work-integrated learning experience, Niagara University continues to support strong participation in internship and experiential learning through its strong partnership with Career Services. The Niagara University College of Business Administration (COBA) dedication to continuous improvement has resulted in a new strategic plan and goals for the college as well as the adoption of a new mission-vision statements. Arising from these initiatives, the most significant strategies and


outcomes increased student engagement with the local business community through internships, travel and competitions, thus broadening the impact the school has on students and community. Faculty engage and impact local organizations and citizens through consulting, volunteer activities and service on non-profit boards. Innovative techniques enhanced learning inside and outside the classroom resulting in best paper recognitions and new teaching techniques. Each initiative ties strongly to the COBA mission and strategic plan. College faculty and staff work very closely with the Office of Career Services. Career Services provides individualized services to assist students and alumni in developing and fulfilling their career goals. The services provided by Career Services include internship identification and placement, job search assistance and placement, specialized career planning workshops focused on resume development, business communications, interviewing skills and business etiquette. In addition, Career Services invested heavily in an online system that allows students to post job materials which allows employers to view the materials for potential job applicants. A secondary system to provide on-demand job search and preparation skills is also provided by the office. Career Services arranges a large number of on-campus opportunities for students to meet and interview with potential employers. In the fall semester Career Services and the College of Business Administration collaborated and hosted the “Meet the Accounting and Finance Professionals” event which provides an opportunity for Accounting and Finance students to meet with representatives from local firms. Each spring the Career Services office hosts a large job fair with a strong focus toward the other business disciplines. These events provide valuable opportunities for our students to develop and expand their job skills and to network with business professionals. Internships represent an important part of student engagement and all COBA students are strongly encouraged to pursue internships; close collaboration with Career Services supports these real-world experiences. over the past five years, 42 MBA students interned. As a practical example of engagement, students in the finance program manage $100,000 of the university endowment with results that exceed the overall investment performance. The COBA as part of the larger University has a continuing focus on developing experiential and active learning opportunities for students. The strategic goal of enhancing relationships with key stakeholders serves to enhance opportunities for students to engage with members of the local community, creating more internship and networking opportunities. NSSE results for the past two years indicate more than 60% of students complete an internship or field experience. We seek to increase these numbers going forward, as our relationships with community stakeholders continue to expand. Further, as we strengthen our regional and international reputation we expect a broadening of the scope of opportunities for student experiential learning and engagement, and the impact of our well trained and ethical graduates on the professional community will become a major factor in achieving this strategic goal. Economics, Finance, Marketing, Management and Accounting students published nine papers with faculty and presented research at regional, national and international conferences. MBA students participated in a global trade mission to China accompanying the New York State Director of International Trade Systems. The college has already begun to see the positive impact of working toward our strategic goal of enhancing the rigor and professionalism of our programs. Increased rates of internships, examples of


academic engagement, and expanding influence of our students in the local and broader community are reflective of our work toward this goal. As we continue work toward our goal of internationalizing the COBA programs we expect to see more experiential learning opportunities to develop on a global scale. Course Outlines/Teaching and Learning Plans Please see Appendix 87: Course Outlines for all Core Courses Please see Appendix 88 Course Outlines for all Non-core Courses. Where advanced-standing options or degree completion arrangements are proposed, include a description of each arrangement and at least the following: No advanced standing options or degree completion is permitted. In accordance with the university policy on transfer credit, students may transfer in up to six credits towards their degree. Bridging Course Descriptions The program consists of three blocks of courses. The first block is comprised of four (4) pre-requisite courses for a total of twelve (12) credit hours. These include ACC 505: Fundamentals of Financial Managerial Accounting, ECO 525: Economics for Managers, MGT 515: Analysis of Quantitative Data, and FIN 320/610: Financial Management. Students may satisfy these courses through previous study at either the graduate or undergraduate level (Appendix 89). Courses taken at the graduate level that have been reviewed in accordance with Niagara’s transfer credit policy and which have been approved as comparable in content, rigor and credit value are accepted as direct substitutes. If these requirements were taken at the undergraduate level, two courses for each requirement must be fulfilled. (See Appendix 90). Bridging Course Outlines Please see Appendix 91: Syllabi for Pre-requisite Courses: i.e., ACC 505, ECO 525, MGT 515, and FIN 320/610. Gap Analysis Not applicable


Section 5: Program Delivery The delivery methods support achievement of the expected and actual learning outcomes. Benchmarks: 1. The institution conducts sustained, evidence-based and participatory inquiry to determine

whether courses and the program (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes.

2. The results of such inquiry are used to guide curriculum design and delivery, pedagogy, and educational processes.

3. Assessment of the delivery methods includes consideration of a) their quality and effectiveness b) standardized and regular feedback from students c) provisions for pre-registration and ongoing academic advising d) policies concerning interventions for poor student progress e) availability and suitability of technical and other supports.

4. Delivery methods are appropriate to course content and design. 5. The institution has the expertise and resources (including appropriate technological resources) to

support the proposed delivery methods and to ensure their effectiveness. 6. The delivery methods contribute to and enhance the creation of academic community among

students and between students and faculty. For online learning elements, this includes ensuring that

a) the program/course design and the course syllabus make appropriate provisions for instructor-student and student-student interaction

b) the technologies used to achieve interactions among faculty and students (e.g., email, telephone office hours, phone conferences, voicemail, fax, chat rooms, web-based discussions, computer conferences, threaded discussions) are adequate.

7. The technology used to deliver courses, both pedagogically and administratively, is adequate to facilitate program delivery.

8. Faculty involved in course delivery are adequately trained for the delivery mode. 9. There are adequate resources and processes to acquaint faculty, students, and course designers

with new software or systems as they are adopted for the delivery mode of the program. 10. Academic support services are appropriate to the delivery mode of the program. 11. An institution offering distance courses/programs ensures that there is a sufficient number of

faculty qualified to develop, design, and teach the courses/programs. 12. Appropriate safeguards assure the authentication of student identity and the integrity of student

work for online courses/programs. Policies and procedures assure the verification of student identity for coursework and examinations, and for the control of examinations, including but not limited to security, time limits, and the selection of proctors/invigilators.

Quality Assurance of Delivery Over the years the Quality Assurance and Accreditation Committee (QAAC) (Appendix 81) has been focused on completing the Assessment of Learning (AoL) cycle and completing assessments that had to be rerun due to issues that had developed within the processes. These AoL activities are critical for the improvement of programs, the assurance of quality and as a requirement for AACSB review. All of the assessments have been completed at least twice within the past 5-year time period.


The formal, institutionally approved policy (Appendix 24) for the periodic review of programs is that of Outcomes Assessment, which is policy approved through the University’s Academic Senate. The Outcomes Assessment Committee, a sub-committee of the Academic Senate, is charged to coordinate and oversee the Outcomes Assessment process across colleges, departments and programs. The Committee defines outcomes assessment as an ongoing and systematic process aimed at describing, understanding, and enhancing student learning.

All four colleges at Niagara University: The Colleges of Arts and Sciences, Education, Business Administration, and Hospitality and Tourism Management, have written student learning goals at both the college and departmental levels. Each of the four colleges also has developed alignment matrices that demonstrate how their college and departmental goals are aligned to standards.

In keeping with University policy, the Dean of each of the colleges reviews annual report assessment data from all departments and summarizes the results for each of the colleges’ student learning categories. The results, along with data from College benchmarks and/or the NSSE, are summarized in the annual report of the Dean and used to make strategic planning and budgeting recommendations. The Senate Outcomes Assessment Committee does not require a separate assessment plan at the college level.

Each department of Niagara University is required by the Senate Outcomes Assessment Committee to develop and regularly review departmental goals, collect assessment data, and use this data to make curricular improvements. For programs that are accredited, the Outcomes Assessment Committee coordinates timelines and procedures with external review requirements and assessment systems that may be established for the purposes defined by specific accreditation agencies. At a minimum of every five years (Appendix 7), departments are required to submit a report to the Senate Outcomes Assessment Committee that synthesizes and analyzes continuous data collection and/or reflects the external program review for accreditation. The trends indicated in the report will inform decisions regarding curricular changes, requests for resources and faculty lines, and workload distribution.

Course-Level Assessment Goals

The Senate Outcomes Assessment Committee and the Academic Senate have passed a common University format for all course syllabi and as such, all courses at Niagara University must adhere to the following requirements:

• All syllabi must include Course Objectives. They should indicate skills, knowledge and competencies students should have acquired by the end of the semester.

• All syllabi must indicate clearly how each of the stated course objectives will be assessed. • All syllabi must articulate clear links between course goals, departmental goals, college goals, or

national program standards. In addition, the university has recently completed a review of its policies and processes that has led to the creation of a compilation document entitled the Niagara University Quality Assurance Process (NUQAP) (Appendix 57).


Student Feedback Niagara University is committed to fair and impartial practices in the hiring, evaluation, promotion, discipline, and separation of employees. Articles XVII, XVIII, and XIX of the Collective Bargaining Agreement outline the evaluation criteria for faculty promotion. The promotion process includes a portfolio review of evidence of teaching, scholarship and service, as well as the review of annual student evaluations. Effective teaching is assessed in several ways. Prior to achieving tenure, the department chair and college dean both must conduct two classroom observations of faculty instruction. Instructional effectiveness is evaluated on several levels, including curricular planning and clarity. Following the evaluation, the faculty member meets with both the chair and dean to discuss their strengths and weaknesses. A review form is completed and included in the faculty portfolio for both the three-year pre-tenure review and tenure review at year six. Classroom observations by the dean and chair are conducted every five years post-tenure. In addition, faculty members are required to conduct self-evaluations of their teaching effectiveness. Self-evaluations are included in faculty portfolios, which are submitted every year for the first three years after hire, at the time the faculty applies for tenure (after six years), and every five years thereafter. Teaching is important to Niagara and effective teaching requires that there be a connection between the faculty and the students. As such, faculty are required to have students complete standardized course evaluation forms known as the Student Perception Survey (Appendix 92) at the end of each course they teach. While student evaluations are an imperfect measure of teaching effectiveness, they do provide individual faculty, and those assessing the faculty, with possible areas of efficacy, concern, and/or those in need of improvement. Faculty are required, as part of the tenure and post-tenure process, to include a summary and reflection on their teaching, including evidence of what they learned from student evaluations and how they used what they learned to improve their teaching. These evaluations provide faculty an opportunity for growth through an examination of data that emanate from the student perspective. For example, faculty may, based on these data, make changes to assignments and/or instruction methods. While it is not reasonable to expect that all students will be satisfied, it is expected, as reflected in the tenure and promotion process, that faculty will identify patterns of success and/or concerns and provide evidence of how they have or will expand upon or adjust their coursework or instruction. After grades have been submitted, faculty receive the results electronically and the results are maintained in a centralized data repository. The faculty member and the chair review the results in a routine manner. These student evaluations are included in the faculty member’s portfolio, which is reviewed in accordance with the promotion and tenure process and post tenure process outlined in Article XVI of the 2014-2017 Collective Bargaining Agreement (Appendix 31).

Various other surveys, studies, and reports are generated by both Niagara and outside parties that consistently monitor student progress and satisfaction with their educational experience and with Niagara University as a holistic learning environment. These data are collected and analyzed by the appropriate sector and recommendations based on the findings, included as part of the annual reporting process. Recommendations are moved forward in accordance with established processes and


policies. Where applicable, findings that affect the university are presented for consideration at the Academic Senate (Appendix 22), the President’s Cabinet (Appendix 13) the University Budgeting Board (Appendix 27), or the University Planning Committee (Appendix 26). Just like full time faculty members, part time faculty members are informed of the procedures and outcomes and are allowed to respond in writing to those evaluations. Additionally, student evaluations measure the level of satisfaction and quality of instruction provided by faculty members from the students’ perspective. The information collected from dean, chair, and student evaluations contribute to each professor’s record and form a basis for administrative decisions such as retention, promotion, and tenure. Tenure track faculty members maintain individual comprehensive portfolios of work and achievements in the areas of teaching, research, and service, which are the subject of recurrent thorough reviews over the years. A summary of course evaluation statistics continues to be posted in the departmental network folders and the results of these course evaluations provide a benchmark for continuous review by individual faculty members. Relevance to Field of Practice All degree programs in Business awarded by Niagara University are authorized by the Board of Regents of the State of New York and registered with the New York State Education Department as graduate degrees with a curriculum consisting of exclusively graduate courses (Appendix 11). Niagara University is accredited by the Middle States Commission on Higher Education, a regional accreditation that has been recently reaffirmed in fall 2017 (Appendix 5). In addition, the College of Business Administration is accredited by the Association to Advance Collegiate Schools of Business (AACSB) receiving re-accreditation in fall 2017 (Appendix 66). Niagara University is approved by the Ontario Ministry of Training, Colleges and Universities (MTCU) for both the MS.Ed. (Appendix 63) and BPS (Appendix 62) programs of the College of Education. Niagara University is also recognized by the Ontario College of Teachers (OCT) (Appendix 65) through the accreditation of the Bachelor of Professional Studies (BPS) program for preservice teacher formation. The objectives of the MBA program are to make learning meaningful and relevant to the field of practice through a balance of theory and practice. Systemic understanding of knowledge, critical awareness of current problems and conceptual understanding and evaluation of research and scholarship in the discipline is guided by the knowledge, skills and dispositions recognized by the AACSB and used to guide the program standards. Table 16: COBA Guiding Principles

The College of Business Administration Guiding Principles

Relevance

We strive to ensure that course content and delivery is current, innovative, relevant and coordinated across disciplines, placing a special emphasis on impact and engagement with a global focus.

Professional Growth


We strive to promote continuing faculty development that enhances teaching and encourages and reward intellectual contributions.

Community Involvement

We strive to provide opportunities for students and faculty to impact the broader community and engage in extra-curricular activities and practical interaction with the business community on a regional, national and global scale.

Leadership

We strive to equip students to be successful in business and world communities by developing their skills in leadership, communications and working with other people.

Ethics

We strive to provide an ethics-based business education incorporating the altruistic spirit of St. Vincent de Paul.

Candidates in the program are individuals who are working in business and who are looking to develop the knowledge, skills and attributes needed to take on leadership roles in the complex and ever-changing environment. Of interest in the self-evaluation is the degree to which the program has been successful in that preparation. Assessing the degree to which the program has influenced the development of students’ thoughts in relation to the program standards and monitoring the career paths of the graduates are two indicators of the ability of the program to meet its desired goals. All faculty are required to be active in research and publication, the COBA standard is 2 articles within a five-year period. For junior faculty working toward tenure, the level of research is higher, generally junior faculty are expected to publish a peer-reviewed article each year leading up to their tenure review. These research activities enable a faculty member to maintain their academic qualifications while remaining current and relevant in the classroom. In addition to business focused research, the COBA considers pedagogical research published in peer-reviewed journals as an important part of contributing to both the mission of the COBA, the broader university, and the academic community. In many cases the combination of the results of pedagogical research in combination with a faculty member’s discipline-based research greatly enhances the learning environment afforded to our students. The general policies which guide and support our faculty consist of a review of teaching, research and service; each year during the first three years as a member of the COBA faculty. In year three, the review is more formal and is presented to the university promotion and tenure committee. Upon a successful review at the university promotion and tenure committee, the faculty member moves through years four and five with optional internal reviews and continued guidance and mentorship. The tenure portfolio is presented in year six to the department, chair, dean and to the promotion and tenure committee. The policies of transparency and support generally provide a successful outcome at the university level. After receiving tenure, faculty members are reviewed every five years. The five-year


post-tenure review examines the teaching, research, and service of the faculty member, a good review results in a stipend, and poor review is handled by department chair and dean. In support of the activities that help maintain continued currency and relevance, faculty have the opportunity to pursue any or all of the following support opportunities:

• Travel expenses are covered for presenting papers at conferences • Faculty can apply for summer research grants to support their research, either discipline

based or pedagogical. In addition to the general research grants there are other grants available for specific projects.

• The Committee on College Teaching and Learning (CCTL) provides grants to faculty members, both adjuncts and full-time, who wish to explore new or different ways to engage students within college classrooms. These grants are offered in conjunction with the annual CCTL conference, and all Niagara University faculty may attend this conference free of charge with support from the Provost’s office.

• MRD routinely hosts Brown-Bag lunch seminars which provide an opportunity for faculty members (and in some cases students) to present their research to the university community. COBA produces an annual quality report where several quality metrics are tracked on a yearly basis.


Section 6: Capacity to Deliver The applicant has the legal characteristics, governance structure, and administrative capacity necessary to organize and manage a competent institution of higher learning and the capacity to deliver the quality of education necessary for students to attain the stated and necessary learning outcomes. Benchmarks: 1. The program is appropriate to the institution’s mission, goals, and strengths. 2. Development of the curriculum, academic policies, and standards includes appropriate

participation by qualified academic staff and appropriate consultation with students. 3. The applicant makes a commitment in its budgets and policies to provide and maintain the

necessary learning, physical, technological, human, and other resources for the program, and to supplement them as necessary.

4. The applicant provides for reasonable student and faculty access to learning and information resources (e.g., library, databases, computing, classroom equipment, laboratory facilities) sufficient in scope, quality, currency, and kind to support the program.

5. Students have access to an appropriate range of academic support services, (e.g., academic counselling, tutoring, career counselling, placement services).

6. Policies pertaining to faculty a) define the academic/professional credentials required of present and future faculty teaching all

courses in the program b) require the applicant to have on file evidence, supplied directly to the applicant from the granting

agency, of the highest academic credentials and any required professional credentials claimed by faculty members

c) fairly and consistently verify the equivalency of international credentials to those similarly named credentials offered by Canadian institutions

d) require the regular review of faculty performance, including student evaluation of teaching and/or supervision

e) identify the means of ensuring that faculty knowledge of the field is current f) support the professional development of faculty including the promotion of curricular and

instructional innovation, as well as technological skills, where appropriate g) specify faculty teaching and supervision loads and availability to students. Graduate Programs: 12. The applicant identifies the fields or specializations to be covered in the program. 13. There are sufficient numbers of academic and other staff to develop and deliver the program and

the designated fields in the program, and to meet the demands of the projected student enrolment.

14. At least 80% of the students’ experience in the program is in courses taught by a faculty member holding the terminal academic credential in the field or in a closely related field/discipline.21

15. All faculty acting as thesis/dissertation supervisors and/or as members of examining committees hold the terminal academic credential in the field or in a closely related field/discipline.

16. Faculty members have substantial records of scholarly contributions to the field/discipline and demonstrate their ongoing contribution to the advancement of the field/discipline through peer-reviewed research/scholarship, exhibitions, or other professional activity.


Learning and Physical Resources Internally, the College is shifting more focus and resources toward expanding graduate programs while continuing to strengthen and incorporate innovations into undergraduate programs. Several opportunities have been identified for enhancing our program offerings. Within the past five years COBA expanded opportunities for students interested in accounting by adding an innovative program to assist students with non-accounting degrees gain the knowledge necessary to successfully complete CPA certification. The MBA program increased concentration offerings (Supply Chain and Global Business concentration beginning in fall 2015), the graduate programs is expanding past the traditional MBA to include a Master of Science in Finance (MSF) (begun in fall 2014). Collaboration between the Department of Continuing Education and the Finance department enables students and external practitioners to gain necessary knowledge to prepare for the Certified Financial Planner exam. MBA delivery channels are expanding to reach more students via an online program being developed planned to begin fall 2016. At the undergraduate level, a new BA in Economics is available to students across the university, and the actuarial science degree offered by the College of Arts & Sciences draws courses from the COBA undergraduate program in finance. These new initiatives innovate and demonstrate positive impact on the university through the collaboration of faculty and students by presenting new challenges and opening up new opportunities. Niagara University in Ontario is organized within the Office of the Provost and is fully realized as an important part of the University’s Strategic Plan 2018-2025: What Must Be Done (Appendix 2) Currently, a Master of Science in Education: Leadership, and a Bachelor of Professional Studies are offered in Ontario through the College of Education. These programs along with Additional Qualification Courses, and certification programs for Principals and Supervisory Officers are housed under the Department for Ontario Education Programs. Unlike, the programs offered through the College of Education, the proposed MBA program, offered through the COBA, will remain as an integrated program housed within the current department structure (Accounting, Economics/Finance, Marketing, Management). In this way, it will be supported through an Associate Dean, fulltime faculty, administrative and support positions, seamless on-line registration and payment processes, IT support for information resources and technology, admissions enhancements and support; library resources and revisions to policies that reflect the needs of Ontario candidates. The delivery of programs at the Ontario site will also be staffed with office personnel, instructional technology, and resources, and formal mechanisms for input, assessment and quality assurance. Indicators of performance are included in the comprehensive assessment system of the College and used for continuous improvement and planning (Appendix 93). Niagara University has demonstrated the financial capacity to develop, deliver and sustain the current programs in education offered in Ontario. As these programs grow, additional administrators, faculty and will be hired in accordance with the specific needs of the programs. A new site has been designed with wireless technology and support and partnerships have expanded to reflect scholarship, teaching and service expectations for faculty. The expanded facilities at Niagara University in Ontario not only support the operation and conceptual framework of the programs that are offered but they provide an authentic learning experience for both faculty and candidates.

The College of Business Administration, within a culture of continuous improvement, collects, analyzes and utilizes meaningful information to measure progress in meeting goals, assess performance of


students, and identify areas of strength and opportunities. Evidence of this commitment is noted in the systemic implementation of an annual process for the review, analysis and reporting of quality indicators; a process for periodic review; and in improvements that have been made to the programs. It is through this assessment policy and established procedures that the reviews and evaluation for the renewal of Consent take place.

Niagara University looks forward to continuing to serve its students and the Province of Ontario in preparing well qualified professionals. In working with our college partners and in keeping with the legacy of Niagara University and its mission of service to others, it remains Niagara University’s goal to prepare the highest possible quality professionals and leaders who will meet the current and emerging needs of Ontario businesses.

Students at Niagara have several resources available to assist them in their academic pursuits, with future professional development, and in maintaining their overall physical and mental wellbeing. University Library Physically located in Lewiston, the library has an extensive online presence that provides resources in the form of materials and personal assistance. In 2015/2016, the library expended $614,014 on information resources. The collection currently consists of 150,000 print book and audiovisual titles, 357,000 electronic books, and more than 30,000 periodical titles. Approximately 4,000 book and audiovisual titles are purchased each year. The library also provides access to a diverse collection nearly 100 databases. Librarians support student and faculty research in person, or via email, telephone, text message, and online chat. In support of an important General Education Goal, the library provides information literacy instruction. In 201516, 206 sessions were taught by librarians reaching 3,826 attendees. The NU library also offers a program in library instruction that is available fully online to assist students and faculty in utilizing library resources to their fullest. Through personal attention and professional training, students learn to conduct research themselves and solve research problems. Training sessions can be scheduled through the library’s User Education Coordinator, at [email protected] or 716-286-8028. The library instruction program attempts to:

1. Cultivate information literacy skills in students, including the ability to locate, evaluate, and use information effectively.

2. Support faculty by providing their students with the research skills needed to successfully complete specific assignments and coursework.

3. Foster campus productivity by making faculty and staff aware of information resources and providing training in the use of those resources when necessary.

The Library commonly provides information literacy training to groups but also considers every reference interaction to be a teaching opportunity where students are encouraged to think critically and analytically about their research. Successful learning is active and participatory. Therefore, group training sessions should be hands-on and include problem solving and critical thinking exercises. Large classes need to be broken down into smaller classes, and the length of time allotted for training should to be sufficient to allow for interactivity. Group Instruction should be tied to actual course work. Research assignments should be introduced as a precursor to the Library Instruction session. The



presence of the faculty member at the training session is crucial for the collaborative process to work well.

Niagara University Library adheres to the standards and guidelines developed by the Association of College and Research Libraries.

• Guidelines for Instruction Programs in Academic Libraries • Information Literacy Competency Standards for Higher Education • Objectives for Information Literacy Instruction: A Model Statement for Academic Librarians

Library Assessment Website Since June 2014, the Library Assessment website has posted the results of studies and assessments that the library has conducted. Via this portal, Niagara University has learned more about the needs of students, faculty, and staff in order to guarantee the quality and effectiveness of the Niagara educational experience. The data are reported upon annually and are used to inform changes to the library such as the physical structure, the procurement of resources, and various improvements to the student experience. For example, a recent survey indicating student interest in expanded access to group study spaces resulted in an expansion to 24hour availability. In addition to its own materials, the NU library is a member of ILLiad & AcademicSHARE, Students can make use of the AcademicSHARE program, which will allow them to visit and check out books from other academic libraries. Students will need to present valid NU ID card. In addition, your NU circulation account must be in good standing (that is, you don't have outstanding fines or an excessive record of returning books late). Instructional support Niagara students can seek instructional support from the faculty as well as from the Academic Success Center, library, and IT Help Desk. The Academic Success Center (ASC) provides writing support for students in the Ontario Program as well as coordinates accommodations for students with disabilities enrolled in the program. University Writing Center The University Writing Center is a resource provided to assist students in developing better writing and communication skills. Students can access writing support provided by trained (professional and peer) tutors who can help with any part of the writing process, from brainstorming, to outlining, to drafting; however, the tutors do not proofread papers. Students can access writing support in two ways:

• Students can sign up for 30-minute one-on-one sessions on-site using the Writing Center link located at myNU. Writing Center hours are updated at myNU each semester.

• Students can also email papers to the Coordinator of the Writing Center for review and feedback at [email protected]. Students may email papers to the Coordinator during the week (Mondays through Fridays); responses are typically provided within 48 hours, Monday through Friday.

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The Writing Center Coordinator also collaborates with the Coordinator of User Education in the Library to provide live online workshops on plagiarism https://library.niagara.edu/about/news/plagiarismresourcesforfacultyandstudents) and documentation and resources related to graduate assignments such as literature reviews (http://niagara.libguides.com/litreview). Accessibility Services Niagara University has a responsibility to provide program access (including physical access, access to programs, services, activities, and instruction) to qualified students with disabilities under the Ontario Human Rights Code. This means that the University provides reasonable and appropriate accommodations, academic adjustments, and/or auxiliary aids for individuals with disabilities upon request. For example, reasonable accommodations may include providing printed materials in an alternative format, an interpreter, access to assistive technology for exams, relocating services to accessible locations, and providing extended time on tests. Ultimately, a student with a disability requires alternative arrangements only when faced with a task that requires skill that his/her disability precludes. To access services, students must initiate a request in writing for specific accommodations (alternative format, text enlargement, test accommodations, interpreters, etc.) and provide documentation of disability and need to the Accessibility Services advisor on-site or contact the coordinator of accessibility services, Kelly Adams Engert, at [email protected] or call 716.286.8541. Accommodations are determined on a case-by-case basis by the coordinator of accessibility services. All information received is considered confidential and released only to appropriate personnel on a need-to-know basis. Ideally, students should make their request for accommodations within the first two weeks of the semester, but students can request accommodations at any time. Students must take full responsibility for ongoing assistance needed each semester in attendance. Please go to the following link for more specific information: https://www.niagara.edu/accessibility-services-ontario-education-program/. The library and OSPFR also support Niagara faculty in their professional growth and instructional efficacy. The library provides a Library Instruction Program to cultivate information literacy and research skills that many faculty incorporate into their research-based courses. It also provides support and assistance to faculty members who are conducting their own research projects. The OSPFR offers individual support to those seeking external funding, as well as workshops regarding pre-award topics such as Finding a Grant and Preparing a Grant Budget as well as post award topics such as Monitoring Budgets, Contract Development and Approval, and Grant Closeouts. OSPFR works with a team that includes the General Counsel’s Office, Controller’s Office, Human Resources, and Business Services to facilitate the grant process and ensure compliance. In addition, the university financially supports faculty research, publication and dissemination of findings through conference presentations. The Research Council, Niagara’s internal research grant program is jointly administered by the directors of the library and OSPFR. As nonvoting members of the council, they recruit and encourage faculty participation.

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The location of the site is Tower 1 of Expo City located in the newly developed Vaughan Metropolitan Centre at 2904 Highway 7 West, Vaughan, Ontario, L4K 0K4 where NU has leased just over 1,200 square metres of space (Appendix 94: Floor Plan). The newly constructed location houses six classrooms. Four classrooms can accommodate classes of greater than 30 students, (40, 36, 34, and 32) and two classrooms can accommodate seating for 24 students. The space also provides a lounge and vending area for students, offices for faculty and administration and conference room. The location is conveniently located within two blocks of the new subway and bus stations with the East/West rapid bus line stopping within steps of the building’s entrance.

Specialized Resources The MBA with a Finance concentration will have access to financial databases and software analysis tools found in the financial workplace. Thirty new, dedicated computers will provide students with access to financial databases; which currently includes, Standard & Poor’s Capital IQ, Morningstar, Compustat, Citibank’s YieldBook, and Stata. In addition to theoretical coursework, students gain experience through managing real money investment portfolios as part of their required coursework. Resource Renewal and Upgrading The space is currently under construction (Appendix 95: Build Letter) and being custom built for the university. Each classroom will have movable desks and chairs to align with the constructivist philosophy of the University and the COBA with respect to group and individual learning as well as best-practice in andragogy (Appendix 96: Equipment Budget). The classrooms also house the latest technology with respect to projection and access, and a $1,000,000 refresh in year five has been built into the budget. High speed Internet access (fiber-optic) is available to students, faculty and staff throughout the location through their password protected accounts. The University has also invested in Canvas as a learning management system (LMS) and faculty are provided in-servicing in its use onsite through faculty designated Niagara University Online Delivery Specialists (NODES) (Appendix 97: NODE Job Description). Support Services Niagara University has developed academic support programs that complement the academic experience (Appendix 119). Realizing its mission-based commitment to achievement and engagement for all students, with a particular emphasis on support for at risk students, Niagara dispatches myriad programs to envelop students with opportunities that enhance their ability to be successful. Academic inquiry begins in the classroom and is bolstered by service and leadership opportunities that broaden these principles. Academic success, a key factor in supporting retention and persistence, is maintained through robust academic support structure that identifies at risk students throughout the student experience lifecycle and provides supportive programs. In order to meet this need, Niagara University has created a position for a Full-time 10-month professional capable of:

• Providing 6 hours of writing tutoring/week during each semester (based on the provision of 40 hours/week that is provided on campus for just under 3000 undergraduates which is comparable to 6 hours/week for up to 450 students);

• Working under the supervision of the coordinator of accessibility services conducting intake sessions with students with disabilities, but accommodation decisions will be made by the coordinator of accessibility services.


• Coordinating the accommodations that the coordinator of accessibility services has approved for students with disabilities enrolled in the Ontario Program such as:

i. Proctoring exams and providing testing accommodations (e.g., extended time in a separate location, readers, scribes, use of technology) creating a system that will protect the integrity of the exams – receiving them and returning them AND during the exam

ii. Notetaking accommodations iii. Requesting alternative formats of textbooks from publishers and/or

acquiring books in Braille. iv. Coordinating any placement-related accommodation requests with the

field placement coordinator and placement site. • Acting as the liaison with agencies/other colleges in Toronto providing contracted

services such as interpreter services; • Purchasing and maintaining technology and equipment used by students in the Writing

Center and Accessibility Services. This could include assistive technology such as Dragon, Text-to-Speech software (such as Read and Write Gold), Zoomtext, JAWS, etc. It could potentially include things like FM Systems, a CCTV, etc.

• Providing disability awareness training to faculty and staff on-site. • Participating in campus orientation sessions for new students sharing information on

services provided by the Academic Success Center and Accessibility Services. i. Technology including: Three laptop computers capable of running

specialized assistive technology that can be used in the Writing Center and Accessibility Services.

ii. Assistive technology as needed, such as Dragon, Text-to-Speech software (such as Read and Write Gold), Zoomtext, JAWS, etc.

iii. Equipment including: Electronic Magnifiers or CCTV, FM Systems, dedicated space to provide testing accommodations, to have private meetings with students, and to provide writing tutoring.

Faculty

• Provide a four-year projection of cumulative enrolment that accounts for projected attrition, and a four-year plan indicating the number of staff (faculty, technical, teaching assistants, etc.) assigned to the program.

Enrollments for the MSF program will begin at 20 in the first year and grow to a maximum of 30 by the end of year 4. Enrolments for the MBA program will also begin at 20 and grow to a maximum of 30 students by the end of year 4. Enrolments for the MISDF program enrolments will begin at 15 and grow to a maximum of 20 students per academic year. Niagara University uses a rolling admission process allowing students to begin in Fall/Spring/Summer, although the official start date will remain in the fall. Enrolment projections are based on a fiscal year beginning in June 1, and ending on May 31 of the following year. Please see Appendix 98: Four-Year Enrolment Projections According to the Collective Bargaining Agreement, a full-time load is staffed at three courses per faculty member each semester over one academic year beginning in September and ending in May of the


following year. The following projections are based on each full-time faculty member teaching six courses per year. As such a load of .67 equals 2 of 3 courses in one semester. Please see Appendix 99: Four-Year Faculty Projections Faculty Recruitment and Hiring The College of Business Administration reviews the mission and vision statement, strategic initiatives, student learning goals, AACSB faculty sufficiency ratios and AACSB faculty classifications in each discipline on an annual basis. If a deficiency is identified, the department initiates a proposal to hire department faculty. The departmental request is sent to the dean, who in turn carries the request forward to the Provost. The College only hires academically or professionally qualified faculty, using the SA-SP-PA-IP guidelines (detailed below) as detailed in the next section of this report. The MBA program offered in Ontario will generate six faculty lines for the college. Faculty Mentoring Each new full-time faculty member is linked to a senior faculty member within their discipline. Mentors help new faculty become part of the College and University community and part of the COBA continuous improvement system. Generally, this dialog is strongest during the first year, but extends into the 3rd year, when the new faculty member completes his or her University level 3rd year review. Generally, the senior faculty is a mentor for only one new faculty at a time, and the dean’s office allocates a small budget for faculty mentors to conduct social activities with the new faculty members. The College also has a strong program to mentor Adjunct Faculty as well. The College highly values adjunct faculty members and we make every attempt to engage them into COBA life. At the beginning of the academic year the university provides a training and information session for adjuncts. At a college level, all adjuncts are assigned to a FT faculty mentor and the faculty mentors are encouraged to communicate and establish a relationship with the adjuncts. Adjuncts are reviewed on a 3-year schedule by the department chairs. During the training/information session, the dean addresses the group and provides an overview and update on significant initiatives. In addition, a representative from the classroom technology sector attends the function to provide updates about classroom technology systems. Adjunct faculty members are also encouraged to attend the routine departmental and college meetings that occur throughout the academic year. Faculty Evaluation and Reward Systems The faculty evaluation and reward system is determined by collective bargaining, as all Niagara University faculty are represented by the Niagara University Lay Teachers Association (NULTA) (Appendix 31). The current system of Faculty Evaluation is as follows:

• Non-tenured faculty members are evaluated by the tenured faculty, department chair, dean and students each year for the first three years of employment. At the end of the faculty member’s third year, their portfolio is submitted to the University Promotion and Tenure Committee for evaluation. If the faculty member is making acceptable progress toward tenure at this point they are retained by the university and may be awarded a one-time bonus of up to $1000 for outstanding performance.

• Once the faculty member has passed the formal third year review, they submit a brief self-evaluation for the fourth and fifth years, and then prepare the formal tenure application in the


• sixth year. Tenured faculty members undergo a post-tenure review every five years. For outstanding performance, the faculty may be awarded a one-time bonus of up to $2000 and an additional increment to their base salary of up to $1000.

• Faculty promotion to the rank of associate professor is accompanied with a salary raise of $3250, while faculty promotion to full professor is accompanied by a salary increase of $5000.

• Routine salary raises are negotiated into the collective bargaining agreement, and are applied across-the-board, typically around 2% annually the past five years.

• As an AACSB accredited school, the College generates an Intellectual Contributions Summary each year. Faculty members self-report their status (SA, SP, PA, IP) and the dean, with MRD verify this self-reported data. The dean and department chairs provide guidance and support to faculty members if a deficiency is identified.

• The College grants three awards each year, ‘Researcher of the Year’, ‘Teacher of the Year’ and ‘Faculty Service Award’. Each award comes with a small gratuity based upon College budget status.

Academic and Professional Qualifications and the Deployment of Qualified Faculty COBA changed to the 2013 AACSB standards which require clear and concise definitions of the five different faculty categories. The specific characterizations are drawn from AACSB standards and adapted to COBA’s unique environment. These definitions were developed by MRD in conjunction with the associate dean. The faculty classifications are defined as follows:

1. Scholarly Academic (SA) a. Terminal degree in teaching field in recent five years, or b. ABD in teaching field in recent three years, or c. Terminal degree in teaching field with a minimum of two peer-reviewed journal

articles in recent five years, or d. Grandfathered clause in teaching field with a minimum of two peer-reviewed

journal articles in recent five years (from the 1960’s), or e. Dean of the College.

2. Practice Academic (PA)

a. Terminal degree in teaching field with significant professional experiences in recent five years (a portfolio must be created to demonstrate significant professional experiences), or

b. Terminal degree in teaching field with a balanced portfolio of one peer-reviewed journal article, conference papers, and professional experiences in recent five years.

3. Scholarly Practitioner (SP)

a. Master’s degree in teaching field with significant professional experiences in the past and a minimum of two peer-reviewed journal articles in recent five years.

4. Instructional Practitioner (IP)

a. Master’s degree in teaching field with significant professional experiences in recent five years. (A portfolio must be created to demonstrate experience in recent five years.) Evidence of significant professional experiences:

b. Master's degree in a business discipline or terminal degree with business experience,


c. Minimum of two years of professional experiences in management positions within recent five years,

d. Professional certificates or licenses, e. Publish peer-reviewed articles in recent five years, f. Publish in business magazines in recent five years, g. Present at significant organizational conference/meeting, at regional or national

conferences h. Other intellectual contributions that are externally reviewed and published, i. Membership on an editorial board of a professional journal or magazine, j. Membership on corporate (profit or non-profit) Board of Directors, k. Government officials at upper levels, l. Documented consulting, m. Maintaining current professional position or equivalent within past five years

(for supporting faculty), Other activities considered by the dean. Maintenance of the classification of faculty status is through a self-report to MRD and department chairs. The dean follows-up if questions arise or if qualified status is in question. Adjunct Faculty: to monitor and verify qualifications of adjunct faculty we use a form to assist department chairs in initially qualifying potential adjunct faculty. On a routine basis, department chairs are responsible for evaluating the teaching quality of adjuncts and re-verify the adjunct instructor continues to be qualified. A copy of this form is provided in Appendix 100. Using criteria described above, COBA has completed an analysis of deployment, and found the following.

• Overall College SA: 63.9% • Overall College SA+PA+SP: 83.5% • Overall College SA+PA+SP+IP: 100% • Graduate Programs SA: 58.4% • Graduate Programs SA+PA+SP: 82.0% • Graduate Programs SA+PA+SP+IP: 100%

Within each discipline, there was some variability within the deployment numbers. However, all metrics meet or exceed benchmarks defined by AACSB accreditation standards. In summary, we provide Appendix 101, illustrating deployment of faculty across programs by qualification. An evaluation of this shows the College fairly evenly divides the deployment of Scholarly Academics. This deployment is reasonable given the College mission and the practice focused nature of our traditional master’s program. All COBA faculty have worked extremely hard to help maintain the quality of our program. Going forward, we expect the faculty will remain active and engaged with the local business community to continue to improve the programs within the College. Faculty teaching loads (Appendix 102) as well as faculty availability to students are specified in the collective bargaining agreement (CBA) (Appendix 31). Faculty are required to teach three courses each semester and be available to students for advisement a minimum of six hours spread across three days each week. Vitae Release


“The organization has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review, and final status of the program application.” Please see Appendix 103: Faculty Release Form for CVs Curriculum Vitae of Faculty Assigned to the Degree Program Please see Appendix 104: Faculty CVs


Section 7: Credential Recognition While meeting particular needs, the program is designed to maximize the graduates’ potential for employment and promotion in their field and for further study. Benchmark: 1. Documented consultations with employers, relevant occupational groups, professional

associations, and other postsecondary education organizations indicate the credential will be (for new programs) or is (for existing programs) recognized for purposes of employment and further study.

Niagara University College of Business Administration Graduate Programs are accredited by AACSB International (Appendix 88). AACSB is the world’s largest business education alliance, AACSB International—The Association to Advance Collegiate Schools of Business (AACSB) connects educators, students, and business to achieve a common goal: to create the next generation of great leaders. Synonymous with the highest standards of excellence since 1916, AACSB provides quality assurance, business education intelligence, and professional development services to over 1,500 member organizations and more than 785 accredited business schools worldwide. The COBA continues to evolve based upon the market and trends within the business community. The M.S. Finance provides students with a rigorous, advanced study in the areas of corporate finance, investments and financial planning. The program requires completion of twelve graduate level courses and can be completed over a three-semester period with evening and Saturday classes. Seven required classes provide a thorough foundation of the field of finance, with the ability to choose five electives in two tracks, based on students desired career path. The CFA/FRM track is intended for careers in financial and investment risk management for institutions and prepares students to pursue the Chartered Financial Analyst (CFA) and/or Financial Risk Management certification. The CFP track focuses on money management for personal finance and qualifies a student to sit for the Certified Financial Planner (CFP) exam. Students completing the program will be qualified to work at banks, investment management firms, consulting firms, investment banks, and financial planning firms. The program addresses the needs for qualified and knowledgeable financial managers, functioning as financial planners or as financial analysts. The intended student market for the program will be aimed at students with four-year undergraduate degrees from Ontario colleges interested in moving into financial services. This program will also be of interest to accounting students who wish to sit for the CPA exam and require additional hours of academic study. This program provides students with an opportunity to deepen their knowledge in the financial management areas, preparing for broader career opportunities. The College of Business Administration’s advisory board examined the proposal (Appendix 86), as well as members of local Certified Financial Planners and Chartered Financial Analysts societies (Appendix 105). All agree that the program fills a need in the local professional communities. College faculty and staff work very closely with the Office of Career Services. Career Services provides individualized services to assist students and alumni in developing and fulfilling their career goals. The services provided by Career Services include internship identification and placement, job search assistance and placement, specialized career planning workshops focused on resume

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development, business communications, interviewing skills and business etiquette. In addition, Career Services invested heavily in an online system that allows students to post job materials which allows employers to view the materials for potential job applicants. A secondary system to provide on-demand job search and preparation skills will also be provided by the office within the next academic year. Career Services arranges a large number of on-campus opportunities for students to meet and interview with potential employers. In the fall semester Career Services and the College of Business Administration collaborate and host the “Meet the Accounting and Finance Professionals” event which provides an opportunity for Accounting and Finance students to meet with representatives from local firms. Each spring the Career Services office hosts a large job fair with a strong focus toward the other business disciplines. These events provide valuable opportunities for our students to develop and expand their job skills and to network with business professionals.


Section 8: Regulation and Accreditation Programs leading to occupations that are subject to government regulations are designed to prepare students to meet the requirements of the relevant regulatory and/or accrediting body. Benchmark: 1. Documented consultations with the relevant regulatory and accrediting body(ies) indicate the

credential will be recognized for purposes of employment and further study. Niagara University’s MBA program has been reviewed internally and externally to ensure that it meets all the requirements of content and rigor for a program offered at the level of master’s degree. This process includes review and approval of content by the: COBA curriculum Committee, University Curriculum Committee, the Academic Senate (Appendix 75), an external review by AACSB (Appendix 76) and final approval by the Office of College and University Evaluation of New York State (Appendix 77). Professional Accreditation Niagara University’s programs offered by the College of Business Administration are approved by The Association to Advance Collegiate Schools of Business (AACSB) receiving full re-accreditation in fall 2017 (Appendix 66). AACSB is the world’s largest business education alliance, AACSB International connects educators, students, and business to achieve a common goal: to create the next generation of great leaders. Synonymous with the highest standards of excellence since 1916, AACSB provides quality assurance, business education intelligence, and professional development services to over 1,500- member organizations and more than 785 accredited business schools worldwide. In addition to the eligibility criterial which focus on core values and guiding principles and general criteria (Appendix 71), programs are evaluated on their ability to meet or exceed the fifteen standards identified below.

Strategic Management and Innovation Standard 1: Mission, Impact, Innovation Standard 2: Intellectual Contributions, Impact, and Alignment with Mission Standard 3: Financial Strategies and Allocation of Resources Participants – Students, Faculty, and Professional Staff Standard 4: Student Admissions, Progression, and Career Development Standard 5: Faculty Sufficiency and Deployment Standard 6: Faculty Management and Support Standard 7: Professional Staff Sufficiency and Deployment Learning and Teaching Standard 8: Curricula Management and Assurance of Learning Standard 9: Curriculum Content Standard 10: Student-Faculty Interactions Standard 11: Degree Program Educational Level, Structure, and Equivalence Standard 12: Teaching Effectiveness Academic and Professional Engagement Standard 13: Student Academic and Professional Engagement Standard 14: Executive Education

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Standard 15: Faculty Qualifications and Engagement


Section 9: Nomenclature The program nomenclature reflects the postsecondary education achieved, facilitates public understanding of the qualification, and assists students, employers, and other postsecondary institutions to recognize the level, nature, and discipline of study. Benchmarks: 1. The degree title conveys accurate information about the

a) degree level b) nature of the degree c) discipline and/or subject of study.

Niagara University is accredited by the Middle States Commission on Higher Education (Appendix 5) a regional accreditation that has been recently reaffirmed in fall 2017. In addition, the College of Business Administration is accredited by the Association to Advance Collegiate Schools of Business (AACSB) receiving re-accreditation in fall 2017 (Appendix 66). All degree programs in Business awarded by Niagara University are authorized by the Board of Regents of the State of New York and registered with the New York State Education Department as graduate degrees (Appendix 117) with a curriculum consisting of exclusively graduate courses. As such, Niagara University has provided evidence to the NYS Department of Education in accordance with the following requirements. Under NYS requirements for earned degrees under Section 52.2, subsection 3.2 (8)

Master’s degree programs shall normally require a minimum of one academic year of full-time graduate level study, or its equivalent in part-time study, with an accumulation of not less than 30 semester hours. Research or a comparable occupational or professional experience shall be a component of each master’s degree program. The requirements for a master’s degree shall normally include at least one of the following: passing a comprehensive test, writing a thesis based on independent research or completing an appropriate special project (Key Standards in the Regulations: (http://www.highered.nysed.gov/ocue/aipr/guidance/gpr6.html)

In accordance with the Department Expectations: Graduate programs (Application for Registration of a New Program - Task 7, http://www.highered.nysed.gov/ocue/aipr/guidance/gpr15.html) the MBA program has been reviewed and found to meet the following requirements.

• Faculty members teaching at the graduate level hold earned doctorates or other terminal degrees in their specialty areas.

• Faculty members teaching at the graduate level without an earned doctorate or other terminal degree have significant, widely recognized special competence in the field in which they teach graduate students as demonstrated by such means as scholarly activity and/or a publication record.

• Coursework in graduate courses is clearly graduate-level work, and advanced in content, rigor and requirements.

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr6.html

http://www.highered.nysed.gov/ocue/aipr/guidance/gpr15.html


Section 10: Program Evaluation The quality of the proposed program is assured by procedures for periodic evaluation that meet the requirements outlined below.24 Benchmarks: 1. The applicant has a formal, institutionally approved policy and procedure for the periodic review

of programs that embody the following characteristics: a) program reviews at regular intervals, normally not exceeding five to seven years. The first

such evaluation should occur before a request for renewal of ministerial consent. b) criteria for program reviews that include

i) assessment of the continuing consistency of the program with the organization’s mission, educational goals, and long-range plan

ii) assessment of the learning outcome achievements of students/graduates by comparison with

i. the program’s stated learning outcome goals and standards ii. the degree level standard iii. the opinions of employers and students/graduates iv. the standards of any related regulatory, accrediting, or professional association. c) where appropriate, assessment of i) graduate employment rates ii) graduate satisfaction level iii) employer satisfaction level iv) student satisfaction level v) graduation rate vi) the default rate on the Ontario Student Assistance Program or other student loan

plan vii) student retention rates viii) in the case of graduate programs, time to completion

d) assessment of the continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice

e) assessment of the continuing appropriateness of the method of delivery and curriculum for the program’s educational goals and standards

f) assessment of the continuing appropriateness of admission requirements (i.e., achievement level, subject preparation) for the program’s educational goals and standards

g) assessment of the continuing appropriateness of the program’s structure, method of delivery, and curriculum for its educational goals and standards

h) assessment of the continuing adequacy of the methods used for evaluating student progress and achievement

i) assessment of the efficient and effective utilization and adequacy of existing human, physical, technological, and financial resources

j) indicators of faculty performance, including the quality of teaching and supervision and demonstrable currency in the field of specialization

k) assessment of individual student work in the terminal stage of the program that reflects exemplary, average, and minimally acceptable performance and demonstrates that the degree level standard has been achieved.

2. The program review procedure includes


a) a self-study A study undertaken, with student input, by faculty members and administrators of the program based on evidence relating to program performance against the criteria stated above, including strengths and weaknesses, desired improvements and future directions.

b) a Program Evaluation Committee A committee struck by the senior administration to evaluate the program based on

i) the self-study ii) a site visit during which members of the committee normally meet with faculty members,

students, graduates, employers and administrators to gather information. A majority of the members must be senior academic peers (both scholars and administrators) with relevant expertise from both outside the institution and internal to the institution but outside the program, and free of any conflict of interest.25

c) the report of the Program Evaluation Committee The overarching purpose of the program evaluation committee report is to assess program quality and recommend any changes needed to strengthen that quality. The report must be addressed to the senior administration and shared with the academic council, governing board, faculty members and students in the program, together with a plan of action responding to the recommendations in the report.

3. The implementation of the policy and procedures for the periodic review of programs a) is aligned with the Board’s requirements for such evaluations b) achieves its intended aim of continuous improvement of the program(s).

Internally, Niagara’s commitment to continuous improvement led to the Academic Senate’s processes for new programs and closure of programs and through the Outcomes Assessment Committee, processes for program review (Appendix 106). In keeping with the Ontario framework, which is based on best practices of Universities from across the globe with respect to quality assessment, Niagara has furthered its commitment to continuous improvement in accordance with our Middle States Accreditation and current processes. Through a reformatting of current practices, a new handbook, entitled the Niagara University Quality Assurance Process (Appendix 57), which is aligned with the requirements for ministerial consent in Ontario was created. The handbook includes the policy on the approval and review of academic programs recently approved by the Academic Senate (Appendix 24). Elements that are specific to Ontario, have been noted as such.

Externally, Niagara is accredited by the Middle States Commission on Higher Education which requires period reviews based on fifteen requirements of affiliation and seven standards, which include (Appendix 71):

• Standard I: Mission and Goals • Standard II: Ethics and Integrity • Standard III: Design and Delivery of the Student Learning Experience • Standard IV: Support of the Student Experience • Standard V: Educational Effectiveness Assessment • Standard VI: Planning, Resources, and Institutional Improvement • Standard VII: Governance, Leadership, and Administration

In this way, Niagara University ensures that it holds itself to the highest standards and its own commitment to continuous improvement through processes that require not only internal review


through a process of self-study but external evaluation through a peer review process that assesses programs and the university structure against comparable institutions across the United States. In addition to Middle States accreditation, Niagara takes great pride in the accreditation of individual programs such as those offered in Education, which are accredited by the Ontario College of Teachers (OCT) and the Council for the Accreditation of Educator Programs (CAEP), Mental Health Counseling, which is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), College of Hospitality and Tourism Management, which is accredited by the Accreditation Commission for Programs in Hospitality Administration (ACPHA), Nursing, which is accredited by the Commission on Collegiate Nursing Education (CCNE), School Psychology, which is accredited by the National Association for School Psychologists (NASP), Social Work, which is accredited by the Council on Social Work Education (CSWE) and the College of Business Administration, which houses the MSF and MBA programs recently accredited by the Association to Advance Collegiate Schools of Business (AACSB). Each of these programs requires resources and commitment not only at the program and college level but at the University level. The university’s commitment to ensure that all professional programs seek and maintain the highest possible levels of accreditation was a goal set by our current president during his inaugural year. As evidenced in the processes set out by each accrediting body, institutions seeking accreditation must complete and submit for review by an expert panel, a self-study that provides input from all stakeholders including students, alumni, faculty members and administrators, trustees, and relevant external bodies such as professional organizations, and the public. The analysis contained within the self-study must be based on evidence relating to program performance against the standards, identifying areas of strengths as well as those in need of improvement along with a plan that will enable the program and the institution to grow. In addition to the self-study, our accredited programs have undergone a separate review conducted by a Program Evaluation Committee selected by the Accreditors with input from senior administration at the University. This external review includes a site visit conducted by members from the professional community who bring with them expertise and experiences from other accredited institutions and programs to provide input and guidance in a collegial spirit of academic growth. Upon completion of the review the Program Evaluation Committee provides a report of their findings addressed to the senior administration for the institution with a copy to the governing committee for accrediting body. This report speaks directly to program quality and provides suggestions and/or recommendations for the improvement of quality. The findings of the report are then shared with the university during one of its biannual community meetings and with the public at large, through our website as well as the websites of the accreditors. Niagara University has recently undergone a rigorous process of evaluation for its programs in the College of Business Administration which included a review of the MSF and MBA programs.

• the intended schedule for formal evaluation

As evidenced in the Niagara University Quality Assurance Procedures Handbook (Appendix 57), and the policy on program review (Appendix 7) identified by the Outcomes Assessment Committee of the Academic Senate timelines for the review of accredited and non-accredited programs.


• the procedures that will govern the follow-up on matters raised during the review. In accordance with the requirements for accreditation annual reports of progress must be submitted to the accrediting body. These reports address recommendations and/or suggestions made by the accrediting body in its official review of the program and its decision letter to the institution. The annual reports include a plan of action and an evidence-based analysis of any progress made since the decision. In the College of Business Administration, this responsibility is handled by the members of the Quality Assurance and Assessment Committee (QAAC), whose charge is identified in Appendix 81 and whose process for curricular change is described in the Curricular Change Process Chart (Appendix 93).


Section 11: Optional Material Address in a narrative with appropriate supporting materials any other relevant information that is not adequately addressed elsewhere in the submission for Program Review. Include and clearly label any supporting materials.

Niagara has a strong commitment to offering high quality programs of distinction and to providing opportunities and access to postsecondary education for underrepresented groups. Through our work with Ontario colleges, we have created numerous pathways for their students to pursue degree completion opportunities and graduate degrees with Niagara University. We believe that obtaining consent to offer the proposed programs in Vaughan will provide additional opportunities for degree graduates from these institutions to pursue affordable high-quality education without the barriers of the US/Canadian border, fluctuations in currency exchange rates, and distance from the GTA to the Lewiston campus. In support of this, we provide letters of support from Ontario colleges, school districts, businesses and the Catholic community.


Letters of Support


Appendices

See Policies: http://policies.niagara.edu/

NIAGARA UNIVERSITY

MASTER OF BUSINESS ADMINISTRATION

Name: Student #:

Concentration:

ALL COURSES ARE 3 CREDIT HOURS

YOU MUST HAVE 51 CREDIT HOURS TO GRADUATE

MBA CURRICULUM CARD COURSE NAME SEMESTER / SESSION GRADE

BLOCK 1: PREREQUISITES (18 CREDIT HRS)

ACC 505: Fundamentals of Financial & Managerial Accounting

MGT 515: Analysis of Quantitative Data

ECO 525: Economics for Managers

LAW 560: Law & Business Ethics

MGT 565: Communications for Executives

MGT 570: Management Principles

BLOCK 2: CORE COURSES (18 CREDIT HRS)

ACC 601: Strategic Accounting Analysis & Planning OR

ACC 685: CPA Research, Practice, and Strategy *ACC 685: Only for students intending to sit for the CPA exam

MGT 611: Advanced Quantitative Methods OR

ECO 640: Econometrics

MKG 631: Strategic Marketing

FIN 641: Corporate Financial Policy

MGT 651: Strategic MIS

MGT 670: People In Organizations

BLOCK 3: MUST TAKE ONE (3 CREDIT HRS)

MGT 673: Production & Operations Management

MGT 674: Strategic Supply Chain Management *Required for Global Business Concentration

COURSE NAME SEMESTER/SESSION GRADE

BLOCK 4: CONCENTRATION ELECTIVES ACCOUNTING

ACC 602: Advanced Business Tax Strategy ACC 603: Advanced Accounting Theory ACC 604: Advanced Auditing

FINANCE FIN 643: Corporate Financial Policy II FIN 644: Investments FIN 645: International Finance

STRATEGIC WEALTH MANAGEMENT *specific restricted elective and capstone course requirements

FIN 644: Investments FIN 674: Income Tax Planning MGT 683: MBA Co-op

FINANCIAL PLANNING *specific restricted elective and capstone course requirements

FIN 671: Insurance & Risk Management FIN 672: Retirement Planning FIN 673: Estate Planning

GLOBAL BUSINESS and SUPPLY CHAIN MANAGEMENT MGT 676: International Management

MGT 654: Global Sourcing and Risk Management

MGT 655: Global Transportation Systems

HUMAN RESOURCE MANAGEMENT MGT 675: Strategic Human Resource Management MGT 677: Organizational Development MGT 678: Labor & Industrial Relations

INTERNATIONAL BUSINESS ECO 621: Global Economic Perspective MGT 676: International Management FIN 645: International Finance

STRATEGIC MANAGEMENT MGT 675: Strategic Human Resource Management MGT 677: Organizational Development MGT 673 OR 674 (Whichever one not taken in Block 3)

STRATEGIC MARKETING MKG 632: Product & Marketing Comm. Strategy MKG 633: Marketing Engineering MKG 634: Global Marketing

HEALTHCARE ADMINISTRATION MHA 663: Mgt & Policy in Healthcare Organizations ACC 664: Financial & Managerial Accounting in

Healthcare Organizations

MHA 668: Strategic Mgt. in Healthcare Organizations MBA 682: Healthcare Executive Placement

BLOCK 5: CAPSTONE (3 HRS) MGT 691: Business Research, Strategy, & Planning FIN 678: Cases In Personal Financial Planning *Strategic Wealth Mgt & Financial Planning concentrations

ADVISED ELECTIVE MBA 681: Global Trade Mission

June 30, 2016

Chandra J. Foote, PhD Dean College of Education Niagara University P.O. Box 1930 Niagara NY 14109 United States of America

Dear Dr. Foote,

Re: Accreditation Decision for Programs of Professional Education

Please find enclosed the Accreditation Committee’s written decision regarding the application for accreditation submitted by the College of Education at Niagara University. The decision was issued on June 21, 2016.

I am pleased to report that the Accreditation Committee has granted general accreditation to the following program for a period of seven years until June 21, 2023, or for an amended period of time according to Section 15 of the Accreditation of Teacher Education Programs Regulation: Consecutive program of professional education with areas of study in the

Primary/Junior and Intermediate/Senior divisions, leading to a Bachelor of Professional Studies degree

The Accreditation Committee’s decision is based on the final report of the accreditation panel, the written comments provided in your response to that report, supplementary information provided by the faculty for the panel’s consideration, and the regulatory requirements for accreditation of programs of professional education. The Ontario College of Teachers will publicize the Accreditation Committee’s decision.

In accordance with subsection 41(1) of the Accreditation Regulation, you may appeal the Accreditation Committee’s decision by delivering a Notice of Appeal to the Registrar within 60 days after receiving the written decision. The Notice of Appeal must set out the grounds for the appeal and the facts on which it relies, and include the appeal fee identified in Section 23.14 of the College bylaws.

Please advise the College before making changes that may reasonably be considered to substantially change the character, duration or components of this accredited program. A new review may be required to determine if the program continue to qualify for accreditation.

If you have any questions about this decision or the accreditation process, please contact Roch Gallien, OCT, Director of Standards of Practice and Accreditation, at 416-961-8800, ext. 870 (toll-free in Ontario at 1-888-534-2222) or by email at [email protected].

I wish you continued success in offering your accredited program of professional education.

Sincerely, Nicole van Woudenberg Chair of the Accreditation Committee

Encl.

Copy: Michael Salvatori, OCT Roch Gallien, OCT

RG/mf-ac

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