Bachelor of Digital Media and Marketing Communications ... B DigitalMediaMktgCo… · Digital Media and Marketing Communications is an emerging field with continuous and rapid innovation

Application for Ministerial Consent

Ontario Colleges of Applied Arts and Technology

Bachelor of Digital Media and Marketing Communications (Honours)

Submitted To: Postsecondary Education Quality Assessment Board Submitted by: Algonquin College of Applied Arts and Technology

Date of Submission: March 2017

Web Version – confidential /proprietary material removed

SECTION 1: INTRODUCTION BACHELOR OF DIGITAL MEDIA AND MARKETING COMMUNICATIONS (HONOURS)

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Section 1: Introduction

Section 1.1: College and Program Information

Full Legal Name of Organization: Algonquin College of Applied Arts and Technology

Operating Name of Organization: Algonquin College of Applied Arts and Technology

Common Acronym of Organization (if applicable): NA

URL for Organization Homepage: www.algonquincollege.com

Proposed Degree Nomenclature: Bachelor of Digital Media and Marketing Communications (Honours)

Location (specific address) where program is to be delivered (each location requires a location-specific consent from the Minister): Algonquin College, 1385 Woodroffe Avenue, Ottawa, Ontario K2G 1V8

Contact Information, Person Responsible for this Submission: Margaret (Maggie) Cusson, Dean, Academic Development Algonquin College 1385 Woodroffe Avenue Ottawa ON K2G 1V8 Tel: 613-727-4723 ext 5345 Fax: 613-727-7633 Email: [email protected]

Site Visit Coordinator (if different from above): Jessica DeVries, Chair, Academic Development Algonquin College 1385 Woodroffe Avenue Ottawa ON K2G 1V8 Tel: 613-727-4723 ext 6057 Fax: 613-727-7633 Email: [email protected]

http://www.algonquincollege.com/

mailto:[email protected]

mailto:[email protected]


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Table of Contents Section 1: Introduction ............................................................................................................... 2

Section 1.1: College and Program Information ....................................................................... 2

Section 1.2: Executive Summary ............................................................................................ 5

Section 1.3: Program Abstract ...............................................................................................13

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

Section 3: Admission, Promotion, and Graduation ....................................................................20

Section 3.1: Admission Requirements for Direct Entry ...........................................................21

Section 3.2: Admission Policies and Procedures for Mature Students ...................................22

Section 3.3: Promotion and Graduation Requirements ..........................................................23

Section 3.4: Advanced Standing Policies and Requirements .................................................25

Section 4: Program Content ......................................................................................................27

Section 4.1: Program Advisory Committee ............................................................................29

Section 4.2: Professional Accreditation ..................................................................................39

Section 4.3: Learning Outcomes ............................................................................................40

Alignment of Program Learning Outcomes with Degree Level Standard ................................41

Mapping of Core and Non-Core Courses to Program Learning Outcomes ............................46

Section 4.4: Course Descriptions ...........................................................................................51

Course Descriptions for Core Courses ..................................................................................51

Course Descriptions for Non-Core Courses ...........................................................................61

Course Descriptions for Elective Non-Core Courses .............................................................63

Section 4.5: Course Schedules .............................................................................................68

Section 4.5.1: Course Schedule 1 .........................................................................................68

** Excluded for web version – confidential/proprietary material ..............................................68

Section 4.5.2: Course Schedule 2 .........................................................................................69

Section 4.6: Work-integrated Learning Experience ................................................................74

Section 4.7: Course Outlines .................................................................................................82

*Excluded for web version – confidential/proprietary material ................................................82

Section 4.8: Bridging Course Descriptions .............................................................................83

Section 4.9: Bridging Course Outlines ...................................................................................87

** Excluded for web version – confidential/proprietary material ..............................................87

Section 4.10: Gap Analysis ....................................................................................................88

Section 5: Program Delivery .................................................................................................... 109

Section 5.1: Quality Assurance of Delivery .......................................................................... 110

Section 5.2: Student Feedback ............................................................................................ 115

Section 6. Capacity to Deliver ................................................................................................. 117


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Section 6.1: Learning and Physical Resources .................................................................... 117

Section 6.2: Resource Renewal and Upgrading .................................................................. 119

Section 6.3: Support Services ............................................................................................. 121

Section 6.4: Faculty ............................................................................................................. 127

Section 6.5: Curriculum Vitae Release ................................................................................ 130

Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program ................................. 130

Section 6.6.1: Curriculum Vitae of Faculty Assigned to Core Courses ................................. 131

** Excluded for web version – confidential/proprietary material ............................................ 131

Section 7: Credential Recognition ........................................................................................... 132

Section 8: Regulation and Accreditation .................................................................................. 154

Section 9: Nomenclature ......................................................................................................... 155

Section 10: Program Evaluation .............................................................................................. 156

Section 11: Academic Freedom and Integrity .......................................................................... 157

Section 12: Student Protection ................................................................................................ 158

Section 13: Economic Need .................................................................................................... 159

Labour Market Analysis ....................................................................................................... 160

Section 14: Duplication ........................................................................................................... 190

Section 14.1: Analysis of Similar College Programs ............................................................ 191

Section 14.2: Analysis of Similar Ontario University Programs ............................................ 195

Section 14.3: Conclusion ..................................................................................................... 199


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Section 1.2: Executive Summary Proposed Credential Nomenclature: Bachelor of Digital Media and Marketing Communications (Honours)

Anticipated Program Start Date: September 2019 – Year 1

Program Abstract

This four-year honours degree program provides students with a foundation in digital storytelling and digital technology, allowing them to effectively craft a message for a target audience and to create a communications plan to disseminate this message. Graduates of advertising, public relations and marketing diploma and advanced diploma programs may be awarded advanced standing. Students gain theoretical and practical knowledge regarding media channel selection, digital storytelling, marketing communications research, digital analytics and global communications. The program utilizes case studies and fieldwork to provide opportunities for students to practice the newly-acquired skills in a real-world context. Additionally, students conduct marketing research, utilize digital analytics and marketing research to make decisions and craft communications plans for clients within the classroom setting. Graduates may seek employment in media and communications departments within government, non-profit organizations, associations, advertising and digital agencies as well as private corporations. They may work in areas such as journalism, advertising, public relations, marketing communications, professional writing and social media. Program Learning Outcomes

1. Create, evaluate and improve digitally-focused communications campaigns through the

use of analytics and marketing communications research. 2. Craft persuasive messages specific to target audiences, adapting them to adhere to

regional ethical practices and legal codes. 3. Analyze multiple research inputs in order to create sound communications strategies. 4. Evaluate and select media channels and tools appropriate to the audience, product,

message and region. 5. Develop and implement a marketing communications and media plan independently or

in groups. 6. Develop, manage and execute communications plans within local, national and

international business contexts. 7. Present, persuade and defend marketing communications and media recommendations

to various stakeholders. 8. Develop personal and professional strategies and plans to adapt to change and stay

current within the industry. 9. Engage innovatively and creatively in the decision-making process. 10. Identify and apply discipline-specific practices that contribute to the local and global

community through social responsibility, economic commitment and environmental stewardship.

Curriculum Design

The curriculum has been designed to meet and exceed the honours degree level standard and provides the appropriate depth and breadth of knowledge, along with applied specialized


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preparation in the areas of critical thinking and scholarly research, problem solving and analysis, communications, leadership and professional capacity and autonomy within the field of Digital Media and Marketing Communications. The co-op work terms and culminating project courses provide further experiential learning opportunities.

The program of study is summarized below:

YEAR SEMESTER COURSE TITLE

YEAR 1

SEMESTER 1

ADV 4100 – Introduction to Digital Media and Communications

MKT 4101 – Marketing

BUS 4101 – Social Responsibility, Sustainability and Ethics in Communications

ADV 4101 – Persuasive Communications

ENL 1100 – Communications and Academic Writing (non-core)

SEMESTER 2

ADV 4200 – Media Mix

ADV 4201 – External Communications

MKT 4203 – Trendspotting in a Global Environment

ADV 4202 – Introduction to Social Media

PHI 1000 – Logic and Critical Thinking (non-core)

YEAR 2

SEMESTER 3

PHI 2000 – Introduction to Research

ADV 4301 – Digital Analytics I

ADV 4302 – Digital Storytelling

ADV 4303 – Audience and Media Insight

ENL 2025 – Interpersonal Communication (non-core)

SEMESTER 4

DSN 4401 – Introduction to Creative Design

ADV 4402 – Project Management

ADV 4400 – Digital Media Buying

ADV 4401 – Digital Analytics II

ECO 2000 – Environmental Economics (non-core)

WKT 4402 – Digital Media and Marketing Communications (optional) Co-op work term

YEAR 3

SEMESTER 5

ADV 4502 – Social Media Execution and Analytics

ADV 4503 – Digital Technologies

MKT 4504 – Non-Traditional Marketing

ADV 4505 – Consumer Behaviour

GED 4501 – Elective

SEMESTER 6

ADV 4600 – Intercultural Communications

ADV 4601 – Internal Communications

MKT 4602 – Market Research

ADV 4603 – Search Media Strategies and Tactics


WKT 4604 – Digital Media and Marketing Communications (mandatory) Co-op Work Term

YEAR 4

SEMESTER 7

MKT 4700 – Niche Marketing

ADV 4701 – Mobile Strategies and Tactics

DSN 4702 – Interactive Website Design

ADV 4703 – Cultural and Global Communications


SEMESTER 8 BUS 4800 – Business and Campaign Analytics

ADV 4801 – Brand Management With a Global Perspective


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YEAR SEMESTER COURSE TITLE

ADV 4802 – Digital Marketing Research

ADV 4803 – Persuasive Campaigns


Algonquin College’s Strengths and Capacity to Deliver the Program Algonquin College of Applied Arts and Technology was established in 1967 and was named after the First Nations people who lived in the area. Algonquin was formed from the merger of the Eastern Ontario Institute of Technology, established in 1957, and the Ontario Vocational Centre, established in 1965. Dedication to student success is one of Algonquin College's primary guiding principles and is demonstrated in the quality of its programs, its staff, the continual expansion of its facilities, and by forging of strategic partnerships. Furthermore, the College strives to ensure students have access to the education and skills training demanded by the marketplace to launch rewarding careers in their chosen fields. With the success of thousands of alumni, an annual full-time enrolment of approximately 18,000 students, 40,000 part-time registrations and thousands of full-time and part-time employees, Algonquin makes a significant economic and social impact locally, regionally, nationally and internationally. Algonquin continues to be committed to being one of the most comprehensive colleges in Ontario, offering a broad variety of programs, subject matter, delivery modes and program durations. Given that Algonquin is the only publicly-funded English-language college in Ottawa, Perth and Pembroke it services the needs of these areas and their surrounding communities. As a result, Algonquin will continue to expand its offerings which include a full range of programs including academic upgrading, apprenticeship, certificate, diploma, advanced diploma, graduate certificate and degree programs as well as corporate learning solutions and international education and projects. Algonquin’s program mix evolves with the industry’s and province’s labour needs and this application for Ministerial Consent to offer a Bachelor of Digital Media and Marketing Communications (Honours) is in response to the communications sector’s evolving labour needs. This application aligns with the College’s strategic direction detailed within its current Strategic Plan 2017-20221, communicating the intent to expand degree program enrolments. Furthermore, the program aligns with the Strategic Mandate Agreement in that ‘Digital Technologies & Design’ and ‘Communications, Creative Media, & Entertainment’ are identified areas of strength and proposed areas of new program growth. Digital Media and Marketing Communications is an emerging field with continuous and rapid innovation. The communications sector has already adopted a digital strategy, and requires graduates competent in the areas of digital media, metrics-driven decision-making, and global communications strategies. At the same time, consumers are becoming increasingly savvy with

1 Strategic Plan 2017-2022 http://www.algonquincollege.com/strategicplan/files/2017/01/AlgonquinStrat2017-Pages.pdf

http://www.algonquincollege.com/strategicplan/files/2017/01/AlgonquinStrat2017-Pages.pdf


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digital media and skeptical of professionally created messages. Strategically maximizing the benefits and use of these technologies, and the data they generate, is driving demand for a new kind of communications professional who has a solid practical understanding of the various communications tools (particularly digital tools), research methods and data-driven decision-making, and communicating across borders. Our program advisory committee agrees that the proposed program’s unique design (emphasizing research and metrics analysis, digital media, and global communications) makes it different in scope than a typical Communications, Marketing, or Advertising program (as further evidenced in Section 14). Furthermore, the program advisory committee agrees that it suits a real need within the communications industry. Currently, Algonquin offers diploma programs related to the area of study focused within the proposed Bachelor of Digital Media and Marketing Communications (Honours). The College has established a solid reputation in the delivery of high quality programs within Digital Technologies (e.g., Digital Health, Graphic Design, Game Development, Information Technology – Interactive Multimedia and Design), Advertising (e.g., Advertising and Marketing Communications Management, Brand Management), Communications (e.g., Public Relations, Journalism), and Marketing (e.g., Marketing Research and Business Intelligence, Brand Management, Marketing Management). These programs are offered at various levels and through a variety of delivery modes. The Faculty of Arts, Media and Design provides students with access to existing computer lab environments and software that will support the students’ learning experience (see Section 6 for more detail). This, in addition to co-op opportunities and capstone projects, will provide students with an exceptional teaching environment to engage in practical learning opportunities. The College’s capacity to provide the human and physical resources required for an excellent educational experience is unsurpassed in the region. In addition, the College’s ability to deliver bachelor-level education is evidenced by the success of both existing degree programs and collaborative degrees with local universities. This application details the rationale for offering the Bachelor of Digital Media and Marketing Communications (Honours), the program of study to be undertaken, and Algonquin College’s capacity to deliver this program with the availability of facilities, learning resources, and the technological infrastructure used to support learning. Additionally, the majority of faculty members associated with the development and proposed teaching of the program have the required terminal credentials in their respective fields. Opportunities for Graduates and Overview of Support and Recognition of the Program from the Profession and Other Postsecondary Institutions During the course of developing the Bachelor of Digital Media and Marketing Communications (Honours) program proposal, an in-depth labour market analysis was commissioned by the College to determine the need for the proposed program. The study concluded that there is a definite need for the degree program and that the credential will provide graduates with opportunities for advancement in the field, a field that encompasses advertising, public relations, organizational communications, marketing research, and other related fields. Labour Market Analysis


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A labour market analysis was conducted in February 2015 by Dr. Caitlin McLaughlin of the advertising, digital advertising, market research, and public relations sectors to determine the nature and scope of employment opportunities and to identify the number and type of similar programs offered in Ontario. Most of this research was conducted by way of web search. The research indicated that the advertising industry in general, and particularly the digital advertising industry, is growing in North America. Furthermore, the Market Research industry is expected to grow drastically in the next few years, despite a lack of growth over the past few years. Employment in the journalism industry, both magazine and newspaper, is expected to decline over the next few years, but at a decreasing rate than previous years. Additionally, market trends support the need for professionals trained in the skills emphasized in the proposed Digital Media and Marketing Communications degree program. Specifically, industry reports indicate that an increasing level of technological penetration, globalization, and financial accountability make strong research skills, analytical skills, cultural sensitivity, and ability to adapt to new technology key to success. Furthermore, members of the Program Advisory Committee agree that the threefold focus of the proposed degree program will provide students with a unique and desirable skill set upon graduation. Increasing consumer confidence, increasing corporate profit, increasing advertising expenditure, and increasing Internet, social media, and mobile media penetration rates are all driving growth in the digital advertising industry, advertising industry, market research industry, and public relations industry. Graduates will have a wide choice of employment opportunities, including (but not limited to) jobs such as copywriters, public relations professionals, market researchers, advertising specialists, and social media specialists. The labour market analysis indicates that Algonquin College should consider setting up the Digital Media and Marketing Communications (Honours) program. Employer Demand Interest There is a definite interest in Ottawa for a degree program that would allow prospective students direct entry into year one, or to bridge into year two, depending on their credentials. The Bachelor of Digital Media and Marketing Communications (Honours) Program Advisory Committee is very supportive of the proposed program and agrees with the employer demand predictions outlined in the labour market analysis. Digital Media is a growing field of study providing unique and innovative opportunities for employers – especially when combined with knowledge of research methodologies and cultural awareness. Current employment of advertising professionals in the public and private sector in Canada is estimated at approximately 24,8902 and 226,760 in the United States3. Furthermore, these industries are both expected to grow for the next several years in both countries45. O*Net6

2 “IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 3 “IBISWorld Industry Report 54181 Advertising Agencies in the US”, IBISWorld, 2014. 4 Ibid 5 “IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 6 O*Net, onetonline.org.


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estimates that the number of jobs as advertising and promotions managers and copy writers will grow, while the number of jobs as advertising sales agents will remain fairly stable.

There are several trends that are impacting the job market for this industry, including:

Increase in consumer confidence

Increase in corporate profit

Increase in advertising expenditure

Canadian dollar exchange rate

The advertising landscape is changing due to many trends, and graduates must be poised to meet the challenges inherent in these changes, including:

New technology

Performance monitoring systems

Globalization via mergers and acquisitions

Current employment of digital advertising professionals in the public and private sector in the United States is estimated at approximately 47,4557 and is expected to grow at a rate far faster than the growth rate for advertising professionals in general. This growth is the result of several trends, including:

Increase in Internet traffic


Increase in per capita disposable income


Increasing penetration rates for social media and mobile media

Current employment of advertising research professionals in the public and private sector in the United States is estimated at approximately 138,3328. The employment rate has been declining in recent years due to increasing consolidation and efficiencies. However, it is expected to increase once again in the near future9 – an assertion further supported by the fact that a Canadian Job Bank10 search for ‘Marketing Research’ jobs resulted in 2,034 openings – 900 of which were in Ontario. O*Net11 estimates that Marketing Research jobs will grow and states that the outlook for jobs in this area is bright.



Increase in research and development expenditure

Decrease in unemployment rate

Increase in investor uncertainty

Increase in usage of Internet, social media, and mobile devices

The advertising landscape is changing due to many trends, and graduates must be poised to meet the challenges inherent in these changes, including:

New technology

7 “IBISWorld Industry Report OD5889 Digital Advertising Agencies in the US”, IBISWorld, 2014. 8 “IBISWorld Industry Report 54191 Market Research in the US”, IBISWorld, 2014. 9 Ibid. 10 Government of Canada Job Bank, jobbank.gc.ca 11 O*Net, onetonline.org.


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Globalization of markets

Current employment of public relations professionals in the public and private sector in Canada is estimated at approximately 3,30012 and 63,000 in the United States13. Furthermore, these industries are both expected to grow for the next several years in both countries1415. O*Net16 estimates that the number of jobs as public relations professionals will grow for the next several years and states that the outlook for these professionals is bright.




Increase in number of businesses

Changes in selected media and tactics

The public relations landscape is changing due to many trends, and graduates must be poised to meet the challenges inherent in these changes, including:

New technology and an increasing reliance on technology to disseminate messages to various publics

Globalization of the marketplace

Current employment of journalism professionals in the United States is estimated at approximately 215,00017 for newspapers and 102,00018 for magazines and periodicals. These industries are expected to decline for the next few years, but at a slower rate than previous years (mostly due to an increase in online journalism). There are several trends that are impacting the job market for this industry, including:

Increase in digital journalism

Increase in blogging, news via social media

Decreasing readership rates for traditional newspapers and magazines

The journalism landscape is changing due to many trends, and graduates must be poised to meet the challenges inherent in these changes, including:

Increasing reliance on digital technology by readers and writers

Globalization of the marketplace The Advisory Committee, as well as numerous other sector representatives, have endorsed the proposed degree. This application includes recent letters of support from prominent employers, including Bell Canada, VIA Rail, Centre of Excellence for Public Sector Marketing, Magmic, Canada Mortgage and Housing Corporation, and McMillan. Endorsements by the aforementioned sector affiliates provide testament to Algonquin‘s capacity to deliver quality programming in the field of digital media and marketing communications.

12 “IBISWorld Industry Report 54182CA Public Relations Firms in Canada”, IBISWorld, 2014. 13 “IBISWorld Industry Report 54182 Public Relations Firms in the US”, IBISWorld, 2014. 14 Ibid 15 “IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 16 O*Net, onetonline.org. 17 “IBISWorld Industry Report 51111 Newspaper Publishing in the US”, IBISWorld, 2014. 18 “IBISWorld Industry Report 51112 Magazine & Periodical Publishing in the US”, IBISWorld, 2014.


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Applicant Demand Interest As noted within the labour market analysis, the proposed program provides a unique combination of knowledge and skills that is not easy to compare with other offerings. There is, however, one related college degree program that exists – Humber College’s Bachelor of Digital Communications program. Bachelor of Digital Communications (Humber)

Application REGISTRATION Enrolment

Applicant

Year/Type 2015 2016 2015 2016 2015 2016

BOTH 226 255 49 45 49 50

DIRECT 114 128 19 15 19 16

NON-

DIRECT 112 127 30 30 30 32

Student interest surveys were conducted to gauge how much interest Algonquin College’s Advertising and Marketing Communications Management, Public Relations, Marketing, and Journalism students might have in pursuing our proposed Bachelor of Digital Media and Marketing Communications (Honours) program. Of the 126 responses, 60 indicated that they were either extremely or very interested in the program and 33 indicated that they were somewhat interested. When asked, 108 indicated that they would be interested in pursuing the degree via degree bridging arrangements outlined in sections 4.8 and 4.10 of the full application. This indicates strong interest in the program from graduates in complementary programs and is likely to translate into registration that would allow the program to meet enrolment targets.


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Section 1.3: Program Abstract This four-year honours degree program provides students with a foundation in digital storytelling and digital technology, allowing them to effectively craft a message for a target audience and to create a communications plan to disseminate this message. Graduates of advertising, public relations and marketing diploma and advanced diploma programs may be awarded advanced standing. Students gain theoretical and practical knowledge regarding media channel selection, digital storytelling, marketing communications research, digital analytics and global communications. The program utilizes case studies and fieldwork to provide opportunities for students to practice the newly-acquired skills in a real-world context. Additionally, students conduct marketing research, utilize digital analytics and marketing research to make decisions and craft communications plans for clients within the classroom setting. Graduates may seek employment in media and communications departments within government, non-profit organizations, associations, advertising and digital agencies as well as private corporations. They may work in areas such as journalism, advertising, public relations, marketing communications, professional writing and social media.

SECTION 2: DEGREE LEVEL SUMMARY BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 2: Degree Level Summary This section provides a summary of the program features and resources that ensure the proposed Bachelor of Digital Media and Marketing Communications (Honours) program meets the Board's standard for a Baccalaureate/Bachelor Honours degree. Although the six categories are treated independently for the purpose of this discussion, the proposed degree level program integrates the elements of the standard in a holistic fashion, and creates opportunities for students to demonstrate more than one of the categories in any given performance. This alignment between the Board's standard and the proposed degree level program learning outcomes, and between the proposed degree level learning outcomes and the courses that make up the proposed Bachelor of Digital Media and Marketing Communications (Honours) program was monitored throughout the development of the program (See Section 4.3: Learning Outcomes).

The outcomes of the Bachelor of Digital Media and Marketing Communications (Honours) degree program are designed to deliver broadly-educated graduates who possess the general and specialized knowledge, interdisciplinary perspectives, competencies, skills and values required by industry, and who are well prepared to manage, deal with and adapt to the challenges of today’s diverse and ever-changing professional work environments, within both domestic and global contexts. For this summary, key points will be highlighted for each of the six categories of knowledge and skills that form the Board's standard for a Baccalaureate/Bachelor Honours degree.

Depth and Breadth of Knowledge The proposed Bachelor of Digital Media and Marketing Communications (Honours) is developed to provide students with the necessary knowledge and skills using a scaffolded approach to learning in a thoroughly interdisciplinary program. The program is designed with a series of curriculum components that provide a solid foundation (e.g., Marketing, Trendspotting in a Global Environment, Introduction to Digital Media and Communications, Introduction to Social Media, and External Communications) followed by progressively multifaceted and specialized levels of knowledge, skills, competencies, and application to practice in the communications environment. While developing strong competencies in digital media, communications, and marketing is fundamental to the degree focus, the curriculum as a whole recognizes the critical requirement of ensuring that students develop a breadth of knowledge across a range of disciplines, including those outside of the core disciplines. While the core components of the curriculum allow students to gain significant depth in their specific area of study, students devote at least twenty percent (20%) of their studies to content outside of the discipline, through a combination of mandated and free elective non-core courses. This interaction with other fields of study provides students with a breadth of learning through which they continue to develop and exercise critical thinking, writing, and analytic skills. Moreover, students develop an appreciation and aptitude for a diversity of worldviews and writing styles that enable them to examine and interpret a greater array of situations, hypotheses, and opinions beyond the specific discipline of Digital Media and Marketing Communications. This assures that graduates are cognizant of, and responsive to, their responsibilities as global citizens. There are four (4) areas of emphasis that will be reflected throughout the program: 1) the structure, theory, and current accepted practices of marketing and communications professionals; 2) research methodology and data-driven decision-making in the communications sector; 3) digital media and


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the evolving nature of communications media; and 4) intercultural communications for a global marketplace. The program exposes students to a spectrum of current research, theory, and practice in the field of digital media and marketing communications and engages them in faculty-mentored research through a range of applied projects, capstone projects, and assignments. The first year of study provides a broad range of introduction to communications and the media mix – areas that are more fully developed throughout the program. Courses such as Marketing, Media Mix, External Communications, Introduction to Social Media, and Logic and Critical Thinking provide students with foundational principles and concepts that will be built upon throughout the program of study. The second and third years of study include a strong focus on analytics, research, and more specific modalities of communications and marketing (e.g., search and mobile media, non-traditional marketing, and niche marketing). The fourth year allows students to explore advanced topics in digital media and marketing communications and apply their learning through research and applied work on capstone projects. The applied nature of the program allows for an increasing depth and expectation of discussion, critical thinking, ethical problem solving and review of evidence in all of the courses. Combined with an optional and a mandatory co-op work experience, students develop the essential skills to undertake the capstone projects in the final year of the program. These projects will allow students to showcase their critical thinking, analytical, and communication skills within the context of the knowledge acquired throughout the program. Conceptual and Methodological Awareness/Research and Scholarship In the first year, students engage the building blocks of the digital media and marketing communications landscape including an introduction to ethics, media mix, social media, marketing, and digital media. Courses in the first year of study lay the conceptual and practical foundations students require for a thorough understanding of the complex relationship between media mix choice, persuasive tactics, and the impact of the global environment and evolving media on the design of a communications plan. Beginning in the second year and carrying throughout the rest of the program, students gain further exposure to various elements of the media mix, strategic decision making based on research and analytics, and designing communications with a global audience in mind. Students move beyond theory, creating engaging communications plans utilizing various media. At this point in the program, problems arise and are being analyzed and solved as theoretical knowledge is applied directly to practical applications within digital media and marketing communications. Through the use of varying methods of enquiry and application of current research, methodologies and practices in the discipline, students connect the pieces while designing, developing, implementing, and maintaining global digital media and marketing communications solutions. Additionally, the core conceptual and methodological awareness is reinforced through the non-core curriculum, including the Interpersonal Communications and Environmental Economics courses in addition to the upper level electives that require students to further broaden and develop their intellectual toolbox and advance their approach to scholarly activity. Thus, non-core courses improve students’ ability to develop and sustain arguments, and problem solve in and outside the core digital media and marketing communications context. The coursework in the final year of the program complements the final project and introduces a number of advanced topics including niche marketing, mobile strategies and tactics, global


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communications, business analytics, digital marketing research, and brand management. The students’ abilities evolve as they are exposed to real-world communications environments through participation in course projects with real-world clients, co-op placements, and practical assignments. The fourth-year capstone project culminates much of students’ acquired skills and knowledge, allowing them the opportunity to engage in much of the full spectrum of digital media and marketing communications solution development and integration. The learning environment in which the students collaborate with faculty will encourage not only the development of logical and sustained arguments, but also the appropriate interpretations and use of research. As they progress through the program, students develop a greater level of autonomy, and it is the combination of astute commentary on, and use of, scholarship in the discipline and demonstrated academic integrity in the documentation of their research that provides evidence of their intellectual growth during their studies. Communication Skills

Within the digital media and marketing communications context, communication skills are an essential foundation for success. The importance of communication with both internal and external stakeholders, in addition to the design of effective commercial copy, has been captured throughout many of the degree level program learning outcomes. In order to prepare students for the work experiences that are part of the program, but also for employment upon graduation, the development of written and oral communication skills is threaded throughout the program with progressive levels of difficulty. Beginning with non-core courses offered during the first year of study, students examine fundamental communication and critical thinking skills that apply across a wide range of disciplines and ensure the ability to communicate effectively with a wide range of audiences. Core courses such as External Communications and Persuasive Communications, also offered in the first year, begin to build knowledge specific to the communications within the digital media and marketing communications field. Core courses like Trendspotting in a Global Environment, Project Management, Internal Communications, Intercultural Communications, and Social Responsibility, Sustainability and Ethics in Communications help students to appreciate the role of a diverse set of stakeholders. They also allow students to further develop techniques for communicating with specialists while providing some familiarity with the issues that could arise during co-op work terms and applied project experiences. Advanced courses in Business Analytics, Marketing Research, Digital Marketing Research, Brand Management With a Global Perspective, Cultural and Global Communications, and Persuasive Campaigns focus on the ability to communicate both strategically and tactically, each of which is an integral part of obtaining and maintaining employment (especially in the communications industry where both storytelling and oral presentations are an integral part of the job responsibilities). These courses provide students with additional techniques and concepts to help them meet the expectations they will encounter upon graduation. Beyond specific courses that address communication skills, the need for effective communication of structured and coherent arguments is built into many of the courses through the assignments. Whether in the form of presentations, written assignments, or seminars, students are expected to present and document their research findings and communications plans in a manner that is consistent with the professional requirements of the discipline.


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Application of Knowledge The proposed Bachelor of Digital Media and Marketing Communications (Honours) program integrates theoretical knowledge with practical applications throughout the program. The curriculum is designed to provide numerous opportunities for students to demonstrate the practical integration and application of understanding, knowledge, skills and competencies acquired throughout the program to help them develop a strong foundation in the profession. For example, the program includes the collection and analysis of data in several courses. Additionally, other courses include the design of communications plans, advertisements, etc. This provides students with multiple opportunities to apply their skills in real-world and scenario-based settings. Applied research opportunities, guest speakers, co-op work experiences, and case studies are major learning strategies integrated into the program to encourage the application of higher-level learning via the application of knowledge. Technology plays a crucial role in the program as a tool for communication and for collection, interpretation, storage, and presentation of ideas and data. Students begin with common tools that are used across a number of disciplines and continue to develop expertise with them throughout the degree program. In subsequent years, students utilize more discipline-specific software and applications as they solve increasingly complex business communications issues. Students demonstrate the culmination of knowledge and applied learning in multiple capstone projects in their final year that provide them with in-depth learning experiences. Moreover, the program is structured to prepare students for progressive levels of responsibility in their work experience. The co-op work experience(s) allow(s) students to bring together the knowledge and skills developed over the first two (three) years of the program. Co-op exposes students to the real life work environment to help develop professional communication skills, technical problem-solving abilities, respect and understanding of project delivery timelines, and understanding for the responsibilities and roles within meetings. Through the lens of real-world experience, the application of concepts and principles from within and outside the discipline is understood as a necessary component of success in the workplace. Over the fourth year of the program, work experience merges with more advanced theories and concepts to prepare students for increased responsibility and leadership development, as determined by their more developed ability to make sound judgments, propose solutions, and solve problems. Fourth-year project courses challenge students to apply their accumulated knowledge and skills to real-world projects in digital media and marketing communications. Professional Capacity/Autonomy As a discipline driven by professional reputation, and one that relies heavily on the autonomy and integrity of its practitioners, this category of the Board's standard has been deeply integrated into the program of study as indicated by the following degree level program learning outcomes:

1. Create, evaluate and improve digitally-focused communications campaigns through the use of analytics and marketing communications research.

2. Craft persuasive messages specific to target audiences, adapting them to adhere to regional ethical practices and legal codes.

3. Analyze multiple research inputs in order to create sound communications strategies. 4. Evaluate and select media channels and tools appropriate to the audience, product, message

and region. 5. Develop and implement a marketing communications and media plan independently or in

groups.


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6. Develop, manage and execute communications plans within local, national and international business contexts.

7. Present, persuade and defend marketing communications and media recommendations to various stakeholders.

8. Develop personal and professional strategies and plans to adapt to change and stay current within the industry.

9. Think innovatively and creatively in the decision-making process. 10. Identify and apply discipline-specific practices that contribute to the local and global


While certain courses within the program play a much stronger role in supporting these program learning outcomes, they are threaded throughout the program of study and are integral to the co-op work term(s) and culminating project courses in the final year. In addition, teamwork is an important part of the program from the very beginning, and problem-based learning is used as an instructional methodology throughout the four years of the program. Both of these approaches support qualities and transferable skills, such as the ability to solve problems and make decisions in complex contexts, which will position graduates to contribute in and beyond their employment. Finally, non-core courses for the program have been included to support and encourage a broader intellectual engagement with not only the local community, but also the global community as it continues to grow and evolve. Students develop a sense of personal responsibility and accountability within an inclusive, reflexive and critical civic discourse that is the hallmark of a bachelor’s degree level education.

Awareness of Limits of Knowledge From the beginning of the program, students are faced with the uncertainty, ambiguity, and limits of knowledge due to the constantly evolving nature of the field. In order to deal with change effectively and professionally, students develop a more firm awareness of their roles within an integrated educational or project-oriented team. Moreover, the program of study takes into account the continuous pace of change and its impact on the increasing complexity of problems in digital media and marketing communications by encouraging open-minded and creative thinking. Courses are structured to introduce students to a number of core learning principles, professional values, and theoretical principles that influence the digital media and marketing communications ecosystem. Though widely used, there are varying degrees of certainty surrounding the use and application of these principles, guidelines, values and perspectives. Uncertainty is then connected to real world applications through case studies, co-op work experiences, and applied assignments that are embedded throughout the program as a means of assessing, interpreting and ultimately adapting approaches to problem solving. Students are made aware of the uncertainty, ambiguity, and limits of knowledge when interpreting others’ research, and also when designing and undertaking their own research activities. Working in both a people and technology-oriented profession imposes additional levels of ambiguity and unpredictability. Students must be aware of these conditions of knowledge so that they can develop strategies to address the various challenges they introduce in practice. Through iteration and a gradual increase in problem solving complexity, the Bachelor of Digital Media and Marketing Communications (Honours) program presents students with learning


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opportunities that reinforce the many ways that knowledge is limited, ambiguous and uncertain. Students develop an appreciation that each problem must be faced as a unique challenge, often requiring the development of new research, theories and methodologies, new interpretations of old data, and new appreciations for the complex interactions typical of interdisciplinary knowledge use environments.

SECTION 3: ADMISSION, PROMOTION, AND GRADUATION BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 3: Admission, Promotion, and Graduation

The requirements for admission are appropriate to the learning outcomes of the program and the degree level standard. The Bachelor of Digital Media and Marketing Communications (Honours) meets the minimum admission requirements stipulated for a bachelor‘s program. An Ontario Secondary School Diploma or equivalent and six university or university/college courses, including one Grade 12 U English course and one Grade 12 U Mathematics course. A grade of 65% in the two required courses and an overall average of 65% in the six Grade 12 U or M courses. Applicants with International transcripts must provide proof of the subject specific requirements noted above along with proof of either: IELTS overall band of 6.5 with a minimum of 6.0 in each band or TOEFL overall 90, with a minimum of 22 in Reading, 22 in Listening, 22 in Speaking, and 24 in Writing. Should the number of qualified applicants exceed the number of available places, applicants will be selected on the basis of their proficiency in English and Mathematics. Admission procedures are further outlined in Policy AA04: Admissions.


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Section 3.1: Admission Requirements for Direct Entry Direct entry and or mature student applicants for the proposed Bachelor of Digital Media and Marketing Communications program must demonstrate achievement of the admission requirements outlined in the table below as per the benchmarks.

Program Admission Requirements

Academic Ontario Secondary School Diploma (OSSD) and six Grade 12 university (U) or university/college (M) courses, including one Grade 12 U English course and one Grade 12 U Mathematics course. A grade of 65% in the two required courses and an overall average of 65% in the six Grade 12U or M courses. (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses.)

Applicants with International transcripts must provide proof of the subject specific requirements noted above along with proof of either:

IELTS-International English Language Testing Service-Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 90, with the minimum in each component: Reading 22; Listening: 22; Speaking: 22, Writing: 24. Applicants who do not possess the required English credit (ENG 12U or equivalent) with a minimum of 65% will be considered for admission upon registration in a preparatory English course to be offered by Algonquin College prior to the start of the program. Students must achieve a minimum of 65% final mark in the course prior to the start of the program.

Related work/volunteer experience

Not Applicable

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

Not Applicable


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Section 3.2: Admission Policies and Procedures for Mature Students Mature student admission requirements are as follows:

The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to the admission of mature students within the following:

Policy AA04: Admissions

Mature student admission requirements are noted below: Requirements for mature students (19 years of age or older and without a high school diploma at the start of the program)

Mature students are applicants who have not achieved the Ontario Secondary School Diploma (OSSD) or its equivalent and who are at least 19 years of age on or before the commencement of the program in which they intend to enrol. Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level and meeting the following criteria:

• Grade 12 U or M English • Grade 12 U or M Mathematics • Four additional Grade 12 U or M courses • A minimum grade of 65% required in

each course and an overall average of 65% in the six Grade 12 U or M courses. (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses.)

Applicants who do not possess the required English credit (ENG 12U or equivalent) with a minimum of 65% will be considered for admission upon registration in a preparatory English course to be offered by Algonquin College prior to the start of the program. Students must achieve a minimum of 65% final mark in the course prior to the start of the program.


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Section 3.3: Promotion and Graduation Requirements Policies governing academic remediation, sanctions and suspension for students who do not meet minimum achievement requirements are detailed broadly in Policy AA39: Program Progression and Graduation Requirements. Individual course outlines specify course and/or program specific promotion requirements as well as requirements for supplemental exams where available. Policy AA14 provides details on the College’s Grading System that are easily understandable, meaningful and convertible to other postsecondary institutions and employers through the use of designated percent, letter and numeric grade equivalents. The Grading System also allows for a Grade Point Average (GPA) calculation here described:

The grade point average is a weighted average. It is calculated as follows: Each course is designated as having normative total instructional hours that is the designated number of hours within which the course learning requirements may be achieved, regardless of variations in delivery. The number of grade points per course is determined by multiplying the normative total instructional hours of the course by the numeric value of the grade earned in that course. The resulting number is called the grade point total. The grade point total is divided by the total number of normative instructional hours for courses with grades having numeric value. For the purpose of this calculation, a grade of "F" has a value of "0”. The resulting quotient is the grade point average.

Grade Point Total = Grade Point Average (G.P.A.) Total Normative Hours

Policy AA26: Course Outlines and Course Section Information, includes provisions to ensure that regardless of the grading scheme, grades for acceptable performance correspond to student work that demonstrates the degree level standard has been achieved through alignment with degree level program outcomes and course learning requirements. Furthermore, the evaluation methods or instruments are linked directly to the course learning requirements being addressed in the course.


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The proposed Bachelor of Digital Media and Marketing Communications (Honours) program promotion and graduation requirements have been aligned to meet the benchmark requirements depicted in the following table:

Program Requirement Level of Achievement

Promotion Graduation

Minimum overall average acceptable achievement in non-core requirements

C- (60-62%) C- (60-62%)

Level of overall achievement expected in the core discipline(s) of study

C (63-66%) C (63-66%)

Co-op Work Terms Pass Pass

Minimum overall acceptable achievement for progression (across all degree requirements, including the breadth and discipline-related requirements)

C- (60-62%) C- (60-62%)

Several policies govern promotion and graduation requirements. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to the promotion and graduation requirements within the following: Policy AA13: Evaluation of Student Learning Policy AA14: Grading System Policy AA26: Course Outlines and Course Section Information Policy AA39: Program Progression and Graduation Requirements Policy AA40: Academic Advising


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Section 3.4: Advanced Standing Policies and Requirements Options for advanced standing and credit recognition are available to students with well-established policies available to detail procedures and eligibility requirements. Respecting the guidelines set by the Postsecondary Education Quality Assessment Board, there is a limit on the number of credits to be awarded to diploma level study toward the degree program (excluding any work experience or internship requirements) such that the advanced standing is not to exceed:

65% degree level credit for a 4-year degree program from a completed 3-year diploma program; and,

40% degree level credit for a 4-year degree program from a completed 2-year diploma program.

The degree completion arrangements proposed which follow confirm that the limit on the number of credits to be awarded is respected. Additional pathways and articulations may be explored and created, as appropriate, throughout the period of consent of Bachelor of Digital Media and Marketing Communications (Honours). Degree Completion Arrangements Degree completion arrangements have been developed for four (4) Ontario college credentials in a related field and that have program-level outcomes that ladder reasonably into the proposed degree-level learning outcomes. The following table provides the relevant admission information for those entering the proposed Bachelor of Digital Media and Marketing Communications (Honours) through one of the four (4) degree completion arrangements (See TABLE 3.4.1: Admission Details for Degree Completion Arrangements). TABLE 3.4.1: Admission Details for Degree Completion Arrangements

Program Of Non-Degree Study

Credit Students Receive

Towards The Degree

Special Requirements For Entry Into Arrangement

Point of Entry Into the Degree

Program

1

Advertising and Marketing Communications Management Ontario College Diploma

18 core + 2 non-core courses

An overall Grade Point Average (GPA) of 2.7 (70%) minimum

Year 3, Semester 1 (L5) to modified Program of Study (POS)

2

Business Administration – Marketing Ontario College Advanced Diploma

9 core + 2 non-core courses

An overall GPA of 2.7 (70%) minimum

Year 2 Semester 1 (L3), to modified POS

3

Business – Marketing Ontario College Diploma

8 courses + 2 non-core courses


Year 2, Semester 1 (L3), to modified POS


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4

Public Relations Ontario College Diploma

8 courses + 2 non-core courses


Year 2, Semester 1 (L3), to modified POS

Students following the degree completion arrangement for the Advertising and Marketing Communications Management Ontario College Diploma (OCD) receive credit for the first two years of study and enter Year 3, Semester 5. Students in the other three Ontario College Advanced Diploma (OCAD) or OCD programs receive credit for the first year of study in the degree program and enter Year 2, Semester 1.

In addition, students in all four programs receive credit for two (2) non-core courses: PHI1000 – Logic and Critical Thinking and ECO2000 – Environmental Economics. The gap analysis (See Section 4.10: Gap Analysis) for each program of prior study demonstrates the means by which the degree program learning outcomes are met. Advanced placement based on prior learning assessment is feasible with the understanding that degree program Prior Learning Assessment and Recognition (PLAR) candidates can be awarded no more than fifty percent (50%) of the total number of hours of the program of study based on PLAR. The eligibility criteria and procedures for PLAR are detailed in Directive E35. The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to

advanced standing within the following:

Policy AA05: Advanced Standing Directive E9: Transfer of Academic Credit (Internal) Directive E10: Transfer of Academic Credit (External) Directive E35: Prior Learning Assessment and Recognition

SECTION 4: PROGRAM CONTENT BACHELOR OF DIGITAL MEDIA AND MARKETING COMMUNICATIONS (HONOURS)

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Section 4: Program Content This section with its subsequent sub-sections of supporting material demonstrates the rigour, breadth and depth that have been built into the proposed Bachelor of Digital Media and Marketing Communications (Honours) to ensure that the program is consistent with the degree-level standard. The supporting materials speak to all twelve (12) of the Board’s benchmarks for program content. Throughout the development of the program, the degree-level standard and the Board’s benchmarks have been a constant reference point. In fact, the decision to undertake the development of the proposed Bachelor of Digital Media and Marketing Communications (Honours) was based not only on the employer demand for graduates in this discipline, but also on the natural alignment between the field of practice and the degree-level standards. Digital and marketing communications, as a discipline, is based on a balance of theory and practice and so the program needs to follow suit in order for graduates to be prepared for employment. The development has also developed a layered approach where each consecutive year of study adds complexity to the knowledge and skills from previous years. Simultaneously, each year includes at least one course on data-driven decision-making and another course on the unique and changing aspects of a particular medium so that students do not lose sight of the constantly evolving nature of the field. The ten (10) learning outcomes for the program are in line with the requirements for similar programs in Ontario. With the content related to digital media, research and analytics, and global communications, graduates are well prepared for entry into their field of practice. As a discipline, there is no specific professional accreditation required for those working in the communications industry. The structure of the program and the courses that make up the program of study have been designed for the achievement and demonstration of the learning outcomes that describe the knowledge and skills of graduates. As a result, the proposed program strikes a reasonable balance for the time spent on content that is appropriate to the stated learning outcomes. No one knowledge area within the discipline takes precedence over another and as students move through the work experience and program of study, there is increased emphasis placed on using a variety of knowledge and skills to solve current and emerging problems in the discipline. To further prepare students for their work experiences and future employment, a wide range of assessments have been built into the courses that are a part of the proposed program of study. These assessments are aligned with the outcomes for each course (See Section 4.7: Course Outlines) to ensure that there is ample demonstration of stated outcomes and that students have consistent, regular, and meaningful feedback on their achievement levels. It is, however, the work experience(s) that provide(s) students with the most information about their achievement levels and their direction for future studies within and beyond the program. The fourteen-week work experiences (See Section 4.6: Work Experience) allow students to connect their expanding knowledge and skills to the workplace. The articulated outcomes for the work experiences speak to a progression in responsibility and performance as students move towards graduation. At the same time, the assessment methods that are in place call upon the knowledge from both the core courses and the substantive and current content presented in the non-core curriculum.


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The breadth requirement for the proposed Bachelor of Digital Media and Marketing Communications (Honours) not only adheres to the Board’s benchmarks for the balance of core and non-core studies, but it also does so to the benefit of the graduates and the broader community of which the graduates will be a part. While the program hours are close to the Board’s maximum of 80% for core courses, this has been made possible through the development of detailed, focused non-core courses that, in addition to providing elective choices, demonstrate a serious commitment to the transferable skills found in a variety of modes of analysis outside the core field of study. Students have access to breadth and depth of their non-core studies. The time allotments for mandatory non-core courses ensure that students develop more than an introductory knowledge in a range of disciplines (See Section 4.7.2: Non-Core Courses and Section 4.7.3: Elective Courses). Beginning in the first year, communication skills and critical thinking are addressed in discrete courses, and the relevant knowledge and skills are encouraged throughout the program. Using these skills, students have the opportunity through mandatory non-core courses and free electives to examine society and culture in a way that will support civic engagement. Content related to Ontario and Canada will play a substantial role in this examination, but the realities of a global marketplace are a part of the current knowledge in the breadth studies. With the guidance of the Program Advisory Committee, there is additional assurance that the appropriate levels of Ontario and Canadian content are in place throughout the entire program, non-core and core. These experts in the field, employers, and industry representatives have unanimously endorsed the program (See Section 4.1: Program Advisory Committee). The remainder of this section contains the supporting materials that provide the direct evidence of the ways in which the program content for the proposed Bachelor of Digital Media and Marketing Communications (Honours) meets the Board’s requirements.


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Section 4.1: Program Advisory Committee The Bachelor of Digital Media and Marketing Communications (Honours) Program Advisory Committee (PAC) met twice between August 2015 and April 2016. Following the endorsement of the program by the PAC in April, 2016, the program was renamed to Bachelor of Digital Media and Marketing Communications (Honours). The PAC was reengaged in February 2017 and approved the new name of the program. The following table contains the membership of the Bachelor of Digital Media and Marketing Communications (Honours) PAC.

Name, Occupation

Employer Related Credentials Professional Affiliations

Gordon McMillan, Creative Director

McMillan Bachelor of Fine Arts (major in Creative Writing), University of Victoria

Ira Pamnani, Start-up Founder, Entrepreneur

Mementas and the Library of Lives

Diploma in Creative Advertising, Algonquin College Certificate in Strategic Marketing Management, Harvard Business School

Francine Lortie, Senior Manager, Take to Market – Mid and Large Market

Bell Media Executive MBA, Telfer School of Business Bachelor of Arts, Sociology, University of Ottawa

Claire Mills, Managing Director, Senior Consultant

Centre of Excellence for Public Sector Marketing

Bachelor of Arts, Psychology, Carleton University PMP Certification Professional Certificate in Public Sector and Non-Profit Marketing, Sprott School of Business

Member of CSAE Corporate member / business relationships with CRPS and IABC

Jacques Fauteaux, Lt.-Cmdr. (retd) Director, Governmental and Community Relations

VIA Rail Canada Inc. MBA (Strategic Communications) - Royal Roads University; BA (HONS) Politics and History - Royal Military College

Jonathan Simon, Directing of Marketing

Magmic Master’s in Business, University of Ottawa Bachelor of Arts, History, University of Florida, Diploma, Audio Engineering, Trebas


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Name, Occupation


Google Analytics Mobile App Analytics Fundamentals Certificate (still enrolled), Google

Alice Orr, Senior Communications Advisor

Employment and Social Development (ESDC), Government of Canada

Honours Bachelor, English Literature, University of Ottawa Publishing Certificate, Publishing, Ryerson University

International Association of Business Communicators (IABC)

Kelly Kubric, Owner, Co-Founder, Chair

Owner, Online Authority – digital analytics professional services firm Partner & Vice President, dStrategy Media – producers of Digital Strategy Conference & Workshops COO and Co-Founder, MyLiberty.Life – ecommerce retailer Shareholder and Director, Morrison Lamothe Inc, private label food manufacturer Member of the advisory board of the University of British Columbia’s (UBC) Certificate in Digital Strategy Member of the Advisory Board of McMaster University’s Web Analytics Program; Member of the Board of Directors of Morrison Lamothe Inc.

University of Ottawa, Leadership Forum Executive Leadership (Certificate) Leonard N. Stern School of Business, New York University, MBA in General Management Radcliffe College, Harvard University, Radcliffe Publishing Course (now the Columbia Publishing Course) (Certificate) Victoria College, University of Toronto, BA, English Literature University of Swansea, Wales, UK – Third Year Abroad

Member of the Digital Analytics Association (DAA) Served on the Audit team of the DAA Course Enhancement and Education Committee for the Award of Achievement in Web Analytics (now Digital Analytics) at the University Of British Columbia.


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Name, Occupation


Miriam Lehman, Manager, Web Services

Canada Mortgage and Housing (CMHC), Government of Canada

Bachelor of Arts, English, Carleton University Professional Certificate in Business Communications Management, Sprott School of Business Digital and Social Media Metrics, Measurement and Analytics Certificate, Sprott School of Business

International Association of Business Communicators (IABC)

Liouba Raytcheva, Marketing Executive

TDIC Masters of Science, International Business, The Manchester Metropolitan University Bachelor of Communications, Griffith University Advanced Diploma, Advertising, Algonquin College Bachelor of Commerce, Marketing, University of Ottawa

Frances Moran, Managing Partner

Francis Moran & Associates

Bachelor of Public Relations, Mount Saint Vincent University

Rob Woyzbun, Partner, Director Media Research & Strategy Integration

Vector Media Canada MBA, Marketing, Queen’s University

Institute of Communications Agencies (ICA Canada) – Governor and Member Talent Development Committee CMC Canada IAB Canada MRIA AMA

Rodrigo Delgado, Executive Director Trainer-Mentor/Formateur

CALDO Consortium Centre d’Entrepreneurship de l’Outaouais

Executive MBA, Telfer School of Business Bachelors, Business Administration, Marketing, Universidad de Santiago de Chile

Latin American MBA Alumni Network, Chapter Lead & Director External Affairs

https://www.linkedin.com/vsearch/p?company=Centre+d%E2%80%99Entrepreneurship+de+l%E2%80%99Outaouais&trk=prof-exp-company-name




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Name, Occupation


Algonquin Staff

Andrew Coxhead, Chair of Media Studies

Algonquin College MBA, Public Relations and Communication Management, Royal Roads University Bachelor of Arts, Urban Studies and Geography, Brock University

Karen Kavanagh, Coordinator of the Advertising program

Algonquin College Executive MBA, Telfer School of Business Bachelor of Arts, Psychology, University of Ottawa Bachelor of Arts, General, University of Ottawa Diploma, Advertising, Algonquin College

IABC IAB SEMPO

Margaret Cusson, Dean of Academic Development

Algonquin College

Mark Keedwell, Curriculum Consultant

Algonquin College


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GLOBAL MEDIA & COMMUNICATIONS Advisory Committee MINUTES

Date: Thursday, August 27, 2015 Location: T106

Attendees: Claire Mills, Alice Orr, Colleen Koza, Miriam Lehman, Maggie Cusson, Jacques Fauteaux (phone), Gordon McMillan (phone), Mark Keedwell, Caitlin McLaughlin, Andy Coxhead, Karen Kavanagh, Robyn Heaton 1. Welcome – Dean Robyn Heaton welcomed and thanked everyone for participating on the committee. She explained it is college policy that we have industry input when creating new programs. She said industry voice is what will help us shape the program. Media Chair Andy Coxhead said advisories are very important to our system. He said our students need to serve industry so we need to do everything we can to meet your needs. 2. Program Development Process – Mark Keedwell Discussion Points:

Mark explained the process for getting this program approved. He said each approval looks at the program with a different lens.

Right now the program is being prepared for the Program Review Committee (PRC). We need to know if we are on the right track in regards to industry need. He said any input received from the advisory would be included in the information that would go to PRC.

If everything goes well the program proposal could go to the Ministry of Education in March. The goal is to offer it in September 2017. He said meeting with industry and getting input is the most exciting part of the process.

3. Program Learning Outcomes and Program of Study– Karen Kavanagh Discussion Points: Program Learning Outcomes (PLO)

Karen read the program description (attached) and ran through the list of Program Learning Outcomes (PLO). It was determined that fewer PLOs would be better. Some could be collapsed into others.

Suggestions included adding the word “direct” to outcome #6 and “collaborate” to #12-13 and see if the word “manage” could be added. Outcomes #9 and #10 need to be reworked to include something about how students find data and use it creatively.

It was noted that a PLO should be added that communicates the need to graduate students able to manage and excel in an ever changing and elastic environment.

Discussion Points: Program of Study (POS)

It was noted that some courses were Breadth Courses and are designed to be college wide and to expand the viewpoint of students outside of the core program of study.

Also, some courses are being shared with the Business Department’s Digital Marketing program and therefor are set in the level noted within the POS.

After reviewing the program of study some comments were to include some sort of “crisis communications” in the courses – students need know they may have to react very quickly to a situation.


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As well, the need to embed strong branding fundamentals throughout several courses was discussed.

Karen explained that “capstone courses” are included in the program of study. There are three throughout and the capstone project will pull from everything students have learned up to that point. She suggested embedding crisis communications into one of the capstone projects.

Introducing Digital Storytelling earlier in the program of study. Right now it sits in Level 6. It was suggested and agreed upon that Digital Storytelling and Internal Communications (from Level 3) could be switched

4. Program Title Discussion Points:

While developing the program, the title - Global Media and Communications continues to be a bit of a struggle. And although it’s a degree program the college has to ensure that it differentiates itself from any other program offered at other institutions. The title needs to be a balance between something students can understand when they are searching for a program to take and what it provides.

The terms “Global” versus “International” were discussed with “Global” being the preferred term. Another suggestion was to consider the word “integrated” as well. The advisory decided to continue discussing naming options via email over the coming week. As well, using the words “Digital” and “Emerging” were discussed.

5. What we need: Discussion Points:

It was determined that any student who graduated from this program would be a valuable asset to any organization. The program of study is diverse and meets the evolving needs of industry.

Andy said the need for solid co-op placements was crucial to the success of the program and asked the advisory to consider having one of our students. Including some international co-ops would serve the students well.

Advisory member may be asked to write letters of support to let the various approval committees know this a viable program that will meet the needs of industry.

6. Other Discussion Points:

Karen asked the committee to send any additional comments to her later next week.

The next meeting will be late November or early January.

***


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GLOBAL MEDIA & COMMUNICATIONS Advisory Committee MINUTES Date: Thursday, April 21, 2016 Location: Rosser Boardroom (C539)

Attendees: Claire Mills, Alice Orr, Colleen Koza, Miriam Lehman, Maggie Cusson, Jacques Fauteaux (phone), Gordon McMillan (phone), Ira Pamnani, Francine Lortie, Jonathan Simon, Kelly Kubric, Mark Keedwell, Andy Coxhead, Karen Kavanagh, Robyn Heaton 1. Introductions 2. Review and Approval of the Agenda 3. Explanation of the College Program Advisory Committee (AA 01) 4. Program Development Process 5. Program Title and Description

- The name has undergone a few different titles to arrive to the current Digital Media Communications.

o No one objected to the title - The program description does include some international, local and niche information.

o Gordon – It does make a lot of sense. He noticed that Global was out of the title but we include it in front of local in the description which he likes. He found that the description really helps you to visualize what to expect

o Jacques – He’s fine with everything up to this point 6. Program Learning Outcomes

- They’re mostly the same as the outcomes as last time except some have been compressed together to make it easier to follow and understand.

o What are the typical number of outcomes? For a 4-year program you would be looking at approximately 15

outcomes. 5 is too few and 20 is too many o These are also reflected on what other similar programs are going at the same

time while we still put our own idea to them. o The relationship in the first point, a lot of campaigns tend to be digital first followed

by analytical. It somewhat sounds like an add-on o Twitter is working alongside Neilson to match trends with what’s actually going on

in offline broadcasting o Create, evaluate and improve communications campaigns through the use of

digital analytics and marketing communications research. 7. Program of Study

- There is a good variety of different courses including analytical courses, specialized, marketing…etc.

o Why is the “Mobile Media Strategies” course not called “Mobile Strategies” instead? The description does reflect on what he likes but it doesn’t require the Media part


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Karen agreed that they might look at remove it o The Marketing piece. There isn’t Branding or Positioning which are very key to

anyone studying this. It’s felt like these should be addressed early. This is brought up in the 8th semester but it should be earlier.

Branding is something that’s addressed across all the courses so it is touched on.

o Would it be sufficient if Branding was included in MKT4101? Yes, this feels like the right the right place to put it but it isn’t our course

o Propaganda. Persuasive Communications. The new key word for this is Psychological Communication. Propaganda itself tends to raise red flags so it should be removed. It’s inviting potential controversy.

Yes, we’ll look into removing it o Digital Analytics. There’s a great source documentation. The digital analytics

association released a document on what exactly is a digital analyst. Would there be some interesting stuff that can be pulled from this document. Is it a tool specific or is it about the competency about the role of analytics.

o Do we expect that the students will be certified at the end of this? No they wouldn’t be certified. They might have steps to help them get into

some stuff or even automatically accepted into a program, but certification relationship isn’t something that we can do right now.

o Co-op. We’re hoping for 2 co-ops. One will be an optional on after the 2nd year but there is another one between the 3rd and 4th year that would be mandatory. This helps to give them more opportunities on knowing what they need.

o Monitoring is such an important aspect about knowing what your competitors are doing. Social Media

This is a program outcome so it will be address in the new program. 8. Bridging

- We reached out to several other programs across the college and we had quite a bit of response from many programs that were interested. The trends are showing that students are interested in getting a Bachelor Degree after an advanced diploma. Business Marketing would be able to join directly into 2nd year. PR could as well but they would have to take a few courses to catch up over the summer.

o What’s the presumption when filling out the first cohort? Our own industry is keen on our students being very mobile in their

education. In our experience, it hasn’t been the majority who have gone into the articulation but about 2/3 – ¾ are right from high school. On average, students change their program between 5 and 6 times so the ministry is interested in the students being able to retain these credits.

o Does bridging include credits that the students have through experience instead of academic credits?

As a general rule, we would expect experienced people to be able to PLAR into a course and use that. You can use up to 75% of your credits through PLAR.


37

9. Graduate Pathways

- Royal Roads was very receptive to our grads being able to move into a Master’s Degree in Communications. This is something that Andy is working on and he is confident that there will be a few more universities that will be interested in our proposal.

o Is there a requirement to need some to allow this to work? Yes, about 3 would be needed

10. What We Need

Letters of support for the program Support for possible future co-op placements/noted concerns, if any

Gordon McMillan – Yes Claire Mills – Yes Francine Lortie – Yes but she would have to check Kelly Kubric – Yes but she would have to check Jonathan Simon – Yes Alice Orr – Yes but she would have to check

Affiliation capturing of PAC members

- A document has gone out for the members to fill out the appropriate information. 11. Discussion Questions

- There is a shortage of digital skills in the industry and how could we “refuel” this aspect of the industry. Follow-up with www.ICTC.ca

10. Further Meetings and Timeline

- Once this goes through we would organize the program committee as this AD HOC committee would actually dissolve.

Language for formal motion of support:

RESOLUTION: MOVED and SECONDED: Alice Orr and Jonathon Simon that the Bachelor of Digital Media and Communication AD HOC Advisory Committee has reviewed the curriculum as presented for the Bachelor of Digital Media and Communication (Honours) program, supports the need for this program in the community, and recommends this program for approval to the President’s Executive Committee and to the Board of Governors. Votes during Meeting:

http://www.ictc.ca/


38

Gordon McMillan – Yay Claire Mills – Yay Francine Lortie – Yay Kelly Kubric – Yay I’d be more comfortable saying ‘yes, in principle/theory only, I support the Co-op placement support’ vs. sending the letter back. However, if it turns out you do need more formal support, just let me know. Jonathan Simon – Yay

Alice Orr – Yay Jacques Fauteux – Left prior to vote Ira Pamnani – Left prior to vote No abstentions Responses sent via email by PAC members unable to attend April 21st, 2016 PAC

Meeting: Francis Moran – Yay (in principle, but in South Africa so said no due to location) May 25, 2016) Miriam Lehman – Yay (May 27, 2016) Jacques Fauteux, Lt.-Cmdr. (retd.) – Yay (May 25, 2016) Ira Pamnani – Yay (May 25, 2016) Robert Woyzbun – Yay (verbal in meeting on Friday May 20, 2016) No responses as of yet (of those who could not attend April 21st, 2016 PAC

Meeting): Liouba Raytcheva Rodrigo Delgado


39

Digital Media and Marketing Communications (Honours) February 27, 2017 Approval from the PAC members was sought electronically. PAC members were asked to confirm their approval of the program name to be changed from “Bachelor of Digital Media and Communications (Honours)” to “Bachelor of Digital Media and Marketing Communications (Honours). Alice Orr – Yay Jonathon Simon – Yay Rob Woyzbun – Yay Francis Moran – Yay Francine Lortie – Yay Claire Mills – Yay Gordan McMillan – Yay Kelly Kubric – Yay Liouba Raytcheva– Yay Ira Pamnani - Yay Miriam Lehman - Yay Jacques Fauteux - Yay No response as of yet: Rodrigo Delgado Resolution passed.

Section 4.2: Professional Accreditation Although there are no officially recognized Digital Media and Marketing Communications accreditation requirements, the Interactive Advertising Bureau (IAB) represents the industry both in Ottawa and in Canada and identifies standards of practice. Interactive Advertising Bureau (IAB) According to its web site, this bureau is:

“The Interactive Advertising Bureau of Canada (IAB Canada) is the national voice and thought leader of the Canadian interactive marketing and advertising industry. We are the only trade association exclusively dedicated to the development and promotion of the digital marketing and advertising sector in Canada.”19

The IAB mission is to:

Conduct original, Canadian digital/interactive research; Establish and promote digital/interactive advertising standards & best practices;

19 “About IAB”, [ONLINE] (2016) Available: http://iabcanada.com/about-iab-canada/

http://iabcanada.com/research/

http://iabcanada.com/guidelines/


40

Build human capital, through educational courses, certification, our job board, and other initiatives that assist the industry in attracting, training and motivating human resources;

Act as an advocate for the Canadian digital/interactive advertising industry to the Canadian government; and,

Organize networking events that enhance communication between members.20

Section 4.3: Learning Outcomes The proposed Bachelor of Digital Media and Marketing Communications (Honours) program focuses on several pillars of digital media and communications, that together are crucial elements for the development, ongoing optimization, and evaluation of both the communications (message or story) and the media (dissemination of the message) activities as a whole. The program has been developed to meet the following ten (10) degree level learning outcomes: Degree Level Learning Outcomes:



3. Analyze multiple research inputs in order to create sound communications strategies. 4. Evaluate and select media channels and tools appropriate to the audience, product,

message and region. 5. Develop and implement a marketing communications and media plan independently or

in groups. 6. Develop, manage and execute communications plans within local, national and

international business contexts. 7. Present, persuade and defend marketing communications and media recommendations

to various stakeholders. 8. Develop personal and professional strategies and plans to adapt to change and stay

current within the industry. 9. Think innovatively and creatively in the decision-making process. 10. Identify and apply discipline-specific practices that contribute to the local and global


20 Ibid.

http://iabcanada.com/courses/

http://iabcanada.com/about-our-courses/certification/

http://iabcanada.com/job-board/

http://iabcanada.com/events/


41

Alignment of Program Learning Outcomes with Degree Level Standard

1. Depth and Breadth of Knowledge

2. Knowled

ge of Methods

3. Application of

Knowledge

4. Communicati

on Skills

5. Awarene

ss of Limits of Knowled

ge

6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

enq

uir

y o

r cr

eati

ve a

ctiv

ity,

or

bo

th, i

n t

hei

r p

rim

ary

area

of

stu

dy.

(eva

luat

e an

d d

evis

e ar

gum

ents

, an

d

com

men

t o

n s

cho

lars

hip

)

a) b) c)

Co

mm

un

icat

e ac

cura

tely

an

d r

elia

bly

,

ora

lly a

nd

in w

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to

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ange

of

aud

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ces

Lim

its

to t

hei

r o

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kn

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led

ge a

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ility

,

amb

igu

ity

and

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its

to k

no

wle

dge

an

d

infl

uen

ce a

nal

yses

an

d in

terp

reta

tio

ns

a) b) c)

Degree level Learning Outcomes D

evelo

ped

know

led

ge o

f key

concepts

, m

eth

odo

log

ies, curr

ent

advances, th

eore

tica

l ap

pro

aches

and a

ssum

ptions in t

he d

iscip

line

and in a

specia

lized a

rea o

f a

dis

cip

line

In

ter-

an

d In

tra

-dis

cip

linary

know

ledge

an

d r

ela

tionsh

ips

Researc

h, a

na

lysis

and a

ssessm

ent

of hypo

theses r

ele

van

t to

one o

r m

ore

of th

e m

ajo

r fie

lds in a

dis

cip

line

R

esearc

h e

xp

erie

nce in a

n a

rea o

f th

e d

iscip

line

Critica

l th

inkin

g a

nd a

na

lytical skill

s

insid

e a

nd o

uts

ide t

he d

iscip

line

Learn

ing

outs

ide t

he d

iscip

line

Critica

l use o

f q

ua

litative a

nd

quan

tita

tive info

rmatio

n

Use a

ran

ge o

f esta

blis

hed

te

chniq

ues

Critica

l use o

f scho

larly r

evie

ws a

nd

prim

ary

sourc

es

Qualit

ies a

nd

tra

nsfe

rable

skill

s in

the a

rea o

f pers

on

al an

d

inte

rpers

ona

l skill

s

Mana

ge lifelo

ng

le

arn

ing,

pers

onally

and p

rofe

ssio

na

lly

Acade

mic

inte

grity

and s

ocia

l re

sponsib

ility


X X X X X X X X X


42


2. Knowled

ge of Methods

3. Application of

Knowledge

4. Communicati

on Skills

5. Awarene


ge

6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

enq

uir

y o

r cr

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ve a

ctiv

ity,

or

bo

th, i

n t

hei

r p

rim

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of

stu

dy.

(eva

luat

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gum

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, an

d

com

men

t o

n s

cho

lars

hip

)

a) b) c)

Co

mm

un

icat

e ac

cura

tely

an

d r

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,

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to

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ange

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a) b) c)


evelo

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know

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f key

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In

ter-

an

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ledge

an

d r

ela

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ips

Researc

h, a

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lysis

and a

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of hypo

theses r

ele

van

t to

one o

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ore

of th

e m

ajo

r fie

lds in a

dis

cip

line

R

esearc

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xp

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nce in a

n a

rea o

f th

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line

Critica

l th

inkin

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na

lytical skill

s

insid

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iscip

line

Learn

ing

outs

ide t

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iscip

line

Critica

l use o

f q

ua

litative a

nd

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tita

tive info

rmatio

n

Use a

ran

ge o

f esta

blis

hed

te

chniq

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Critica

l use o

f scho

larly r

evie

ws a

nd

prim

ary

sourc

es

Qualit

ies a

nd

tra

nsfe

rable

skill

s in

the a

rea o

f pers

on

al an

d

inte

rpers

ona

l skill

s

Mana

ge lifelo

ng

le

arn

ing,

pers

onally

and p

rofe

ssio

na

lly

Acade

mic

inte

grity

and s

ocia

l re

sponsib

ility


X X X X X

3. Analyze multiple research inputs in order to create sound communications strategies.

X X X X X X X X

4. Evaluate and select media channels and tools appropriate to the audience, product, message and region.

X X X X X


43


2. Knowled

ge of Methods

3. Application of

Knowledge

4. Communicati

on Skills

5. Awarene


ge

6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

enq

uir

y o

r cr

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ctiv

ity,

or

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n t

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r p

rim

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area

of

stu

dy.

(eva

luat

e an

d d

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e ar

gum

ents

, an

d

com

men

t o

n s

cho

lars

hip

)

a) b) c)

Co

mm

un

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e ac

cura

tely

an

d r

elia

bly

,

ora

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nd

in w

riti

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to

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ange

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aud

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its

to t

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kn

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a) b) c)


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ped

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f key

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l ap

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aches

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iscip

line

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line

In

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an

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linary

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ledge

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ips

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of hypo

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one o

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of th

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lds in a

dis

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R

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n a

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iscip

line

Critica

l th

inkin

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nd a

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lytical skill

s

insid

e a

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uts

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iscip

line

Learn

ing

outs

ide t

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iscip

line

Critica

l use o

f q

ua

litative a

nd

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rmatio

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Use a

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f esta

blis

hed

te

chniq

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Critica

l use o

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larly r

evie

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es

Qualit

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rable

skill

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the a

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rpers

ona

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s

Mana

ge lifelo

ng

le

arn

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onally

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ssio

na

lly

Acade

mic

inte

grity

and s

ocia

l re

sponsib

ility

5. Develop and implement a marketing communications and media plan independently or in groups.

X X X X X


X X X X X


44


2. Knowled

ge of Methods

3. Application of

Knowledge

4. Communicati

on Skills

5. Awarene


ge

6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

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r cr

eati

ve a

ctiv

ity,

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th, i

n t

hei

r p

rim

ary

area

of

stu

dy.

(eva

luat

e an

d d

evis

e ar

gum

ents

, an

d

com

men

t o

n s

cho

lars

hip

)

a) b) c)

Co

mm

un

icat

e ac

cura

tely

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elia

bly

,

ora

lly a

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to

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of

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Lim

its

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a) b) c)


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f key

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ips

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lysis

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R

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line

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l th

inkin

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insid

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line

Learn

ing

outs

ide t

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line

Critica

l use o

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rmatio

n

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f esta

blis

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chniq

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evie

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Qualit

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ge lifelo

ng

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onally

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ssio

na

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Acade

mic

inte

grity

and s

ocia

l re

sponsib

ility


X X X


X X X X X

9. Think innovatively and creatively in the decision-making process.

X X X X X X


45


2. Knowled

ge of Methods

3. Application of

Knowledge

4. Communicati

on Skills

5. Awarene


ge

6. Professional

Capacity Autonomy

a) b) c) d) e) f)

Met

ho

ds

of

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y o

r cr

eati

ve a

ctiv

ity,

or

bo

th, i

n t

hei

r p

rim

ary

area

of

stu

dy.

(eva

luat

e an

d d

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gum

ents

, an

d

com

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t o

n s

cho

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hip

)

a) b) c)

Co

mm

un

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tely

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to

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ange

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a) b) c)


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ped

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f key

concepts

, m

eth

odo

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ies, curr

ent

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tica

l ap

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aches

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iscip

line

and in a

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lized a

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f a

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line

In

ter-

an

d In

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cip

linary

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ledge

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d r

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tionsh

ips

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h, a

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lysis

and a

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of hypo

theses r

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lds in a

dis

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n a

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line

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l th

inkin

g a

nd a

na

lytical skill

s

insid

e a

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ide t

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iscip

line

Learn

ing

outs

ide t

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iscip

line

Critica

l use o

f q

ua

litative a

nd

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tive info

rmatio

n

Use a

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ge o

f esta

blis

hed

te

chniq

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l use o

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larly r

evie

ws a

nd

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es

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ies a

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rable

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the a

rea o

f pers

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al an

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rpers

ona

l skill

s

Mana

ge lifelo

ng

le

arn

ing,

pers

onally

and p

rofe

ssio

na

lly

Acade

mic

inte

grity

and s

ocia

l re

sponsib

ility

10. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

X X X X X X


46

Mapping of Core and Non-Core Courses to Program Learning Outcomes

Cre

ate

, evalu

ate

and

im

pro

ve

dig

ita

lly-f

ocuse

d

co

mm

unic

ation

s c

am

pa

igns t

hro

ug

h th

e u

se

of

an

aly

tics a

nd

ma

rke

tin

g c

om

mu

nic

ation

s r

ese

arc

h.

Cra

ft p

ers

uasiv

e m

essa

ge

s s

pe

cific

to

ta

rge

t

au

die

nce

s, a

dap

ting

th

em

to

ad

he

re r

eg

ion

al

eth

ica

l p

ractice

s a

nd

le

ga

l co

de

s.

An

aly

ze

mu

ltip

le r

ese

arc

h in

puts

in o

rder

to c

reate

so

und

co

mm

unic

atio

ns s

tra

tegie

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Course Number Course Name 1 2 3 4 5 6 7 8 9 10

Semester 01

ADV4100 Introduction to Digital Media and Communications

TA T T TA

MKT4101 Marketing TA T TA TA T T T

BUS4101 Social Responsibility, Sustainability and Ethics in Communications

T T T TA

ADV4101 Persuasive Communications TA T T

ENL1100 Communications and Academic Writing

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

Semester 02

ADV4200 Media Mix T T TA TA T

ADV4201 External Communications TA TA TA

MKT4203 Trendspotting in a Global Environment

TA T TA T


47

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ADV4202 Introduction to Social Media TA TA TA TA T T

PHI1000 Logic and Critical Thinking This course is a non-core course that contributes to a breadth of knowledge outside the main

field of study.

Semester 03

PHI2000 Introduction to Research T TA TA T T T

ADV4301 Digital Analytics I T TA T T TA

ADV4302 Digital Storytelling TA TA T TA TA

ADV4303 Audience and Media Insight TA TA TA

ENL2025 Interpersonal Communication

This course is a non-core course that contributes to a breadth of knowledge outside the main field of study.

Semester 04

DSN4401 Introduction to Creative Design

TA TA TA

ADV4402 Project Management TA T T

ADV4400 Digital Media Buying TA TA T T

ADV4401 Digital Analytics II TA TA T T T


48

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ECO2000 Environmental Economics This course is a non-core course that contributes to a breadth of knowledge outside the main

field of study.

Semester 04.5

WKT4402

Digital Media and Marketing

Communications (optional) Co-op Work Term

TA TA TA TA TA TA TA T

TA TA

Semester 05

ADV4502 Social Media Execution and Analytics

T TA TA TA T

ADV4503 Digital Technologies TA TA A A A

MKT4504 Non-Traditional Marketing TA TA A A A A

ADV4505 Consumer Behaviour A TA TA TA A A

GED4501 Elective Students choose a non-core course that contributes to a breadth of knowledge outside the

main field of study.

Semester 06

ADV4600 Intercultural Communications

A TA A TA A A A A A


49

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ADV4601 Internal Communications A TA A TA A A A A

MKT4602 Market Research ACP A A A A

ADV4603 Search Media Strategies and Tactics

TA TA TA A A A



Semester 06.5

WKT4604

Digital Media and Marketing Communications (mandatory) Co-op Work Term

CP CP CP CP CP CP CP

CP CP

Semester 07

MKT4700 Niche Marketing ACP ACP ACP ACP ACP ACP A CP ACP CP

ADV4701 Mobile Strategies and Tactics

ACP A A A A ACP A

DSN4702 Interactive Website Design ACP A ACP ACP

ADV4703 Cultural and Global Communications

A ACP A A A A ACP CP ACP CP


50

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Semester 08

BUS4800 Business and Campaign Analytics

CP CP CP CP

ADV4801 Brand Management with a Global Perspective

CP CP CP CP CP CP CP

ADV4802 Digital Marketing Research CP CP CP CP

ADV4803 Persuasive Campaigns CP CP CP CP CP CP




51

Section 4.4: Course Descriptions This section provides a listing of the course descriptions for all courses that are a part of the proposed Bachelor of Digital Media and Marketing Communications (Honours) program. These are the course descriptions that would appear in the academic calendar, and other related documentation. For the presentation of these descriptions, the courses have been divided into

Core courses

Non-core courses

Course Descriptions for Core Courses

Year and Semester

Course Title Calendar Course Description

YEAR 1 Semester 1

Introduction to Digital Media and Communications

To move beyond traditional formats, students learn how digital media have transformed the ways we communicate. The transformation includes the convergence of media technologies, the blurred boundary between the producer and the user, and increasing controversies over privacy, anonymity, surveillance and copyright. Based on various theories of digital media and communications, students conduct an in-depth analysis of one digital medium. The analysis considers the roles of digital media in business practices and provides a hands-on approach to business communications challenges.

YEAR 1 Semester 1

Marketing

Consumers and business professionals are continuously influenced by marketing. Students obtain an overview of the marketing function and its relationship with other business operations. Students analyze fundamental marketing concepts, including strategic product planning and analysis, buyer behavior, trends in retailing, wholesaling, web marketing, market segmentation, target marketing and market research. Students conduct industry analysis and environmental scans and examine the marketing mix in detail consisting of product, price, promotion and distribution channels. Discussions and activities address the needs of organizations in the private and public sectors, as well as not-for-profit organizations.


52

Year and Semester


YEAR 1 Semester 1

Social Responsibility, Sustainability and Ethics in Communications

In the digital age, it is increasingly important for organizations to engage in ethical and socially responsible behaviour. Students analyze critical issues in the field of corporate social responsibility and examine the ethical challenges of integrating corporate social responsibility strategies and sustainable business practices into mainstream corporate culture. Through case studies and other activities, students practice ethical decision making and leadership and learn to be responsible members of the corporate community.

YEAR 1 Semester 1

Persuasive Communications

Business communications have many functions: to inform, to remind and to persuade. One of the key skills of advertising and communications professionals is persuading target audiences to view the world or behave in a way that the communicator desires. Students explore various techniques used in persuasive communications and apply these techniques as they craft communications for a company and work with case studies.

YEAR 1 Semester 2

Media Mix

Choosing the appropriate media in which to communicate a message is a crucial decision in the development of a communications plan. An effective media mix is targeted towards a specific audience and is a fit for the brand and the product being sold. Students learn how to strategically select and buy a variety of media channels. Students create a local and an international media plan utilizing industry-standard resources.

YEAR 1 Semester 2

External Communications

Communications professionals are capable of crafting compelling external messages. This capacity involves addressing a variety of audiences, distinguishing communications purposes and evaluating media channels. Examining public relations and advertising issues provides a theoretical framework of external communications. Discourse analysis is conducted to compare and contrast messages that address consumers, donors and media respectively. To develop a hands-on approach, students craft oral and written messages for both stable and crisis situations.


53

Year and Semester


YEAR 1 Semester 2

Trendspotting in a Global Environment

International business communications are characterized by the interpenetration of major global trends and local cultural conditions. This interpenetration highlights the importance of cultural and regional differences and rules out a standardized approach to global branding. To think globally and to act locally, students research major global trends in a region of interest, conduct a literature review and search engine optimization (SEO), analyze local consumption cultures and make strategic branding recommendations.

YEAR 1 Semester 2

Introduction to Social Media

Social media platforms and strategies play a key role in how companies influence audiences, expand their brand influence, and generate new leads. Students manage, execute and evaluate social media campaigns by targeting audiences, crafting compelling messages and content, and reviewing analytics. Through case studies, industry resources and practical application, students evaluate the current practices, strategic benefits and limitations of social media campaigns and suggest more effective methods.

YEAR 2 Semester 3

Introduction to Research

Academic research requires students to possess a fundamental knowledge of accepted methodologies and practices. An overview of the research process and tools prepares students to engage in scholarly work. Emphasis is on evaluation, selection and documentation of primary and secondary sources, as well as the development of a research project.

YEAR 2 Semester 3

Digital Analytics I

Digital communications technologies are an extremely important element of the marketing communications mix and the ability to track these channels and make campaign-level decisions from these results is critical. The focus is on setting tracking objectives and measurement strategies and matching those with the appropriate tools. Students learn best practices in data collection methodologies, as well as the metrics that best measure web, mobile, social and marketing channels, these metrics’ limitations and how to utilize each one to gain insights into the customer experience.


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Year and Semester


YEAR 2 Semester 3

Digital Storytelling

Digital storytelling is utilized as a strategy for brand building and consumer engagement. By distinguishing digital storytelling from traditional marketing methods, students learn the importance of transforming consumers into brand advocates. Crafting digital narratives requires communications professionals to establish brand identity, deepen emotional engagement with target consumers, prioritize media platforms and measure campaign outcomes. To develop familiarity with digital storytelling, students design branding campaigns and explore the option of turning clients into brand ambassadors. Pre-Requisite: ADV4201 – External Communications

YEAR 2 Semester 3

Audience and Media Insight

Media producers, advertisers and market consultants make recommendations and craft messages by distinguishing the audience as a target, a commodity and a participant. Conducting research and analysis helps to determine the match between media products and the audience’s demographic characteristics. Students further learn to conduct research by considering the audience as a commodity for a potentially matching market. This active role requires communication practitioners to draw insights from the audience regarding their experiences, lifestyles and views on media products.

YEAR 2 Semester 4

Introduction to Creative Design

Visual communication is an essential component of all digital media. A basic knowledge of the skills, structures and contexts such as the design process, image making, ethics, critical and strategic thinking, available through creative design allows students to contribute to the design process within the larger context of industry, culture and society. Through a combination of research and studio based work, students will be introduced to the design process and its applications.


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Year and Semester


YEAR 2 Semester 4

Project Management

Effective project management techniques help managers meet the needs of their business by ensuring their projects remain on time, within budget and under control. Students explore theory through learning modules and referencing the Project Management Institute’s (PMI) body of Knowledge. Students also participate in lab-based simulations activities in Project Systems to develop competencies in the project management cycle from inception (project charter) to closing. Upon completion, students are eligible to apply to write the CAPM (Certified Associate in Project Management) examination.

YEAR 2 Semester 4

Digital Media Buying

As communication and advertising practitioners create a communications plan, it is important to understand how to efficiently and effectively buy digital media. Students explore how to find and buy the right media at the right cost for the company’s message. Buying online advertising, social media ads, lead generation, and other digital media channels are explored as students devise a digital media plan and budget.

YEAR 2 Semester 4

Digital Analytics II

Tracking the effectiveness of digital communications technologies and making inferences and recommendations from this information is critical. The focus is on the measurement tools available to evaluate the effectiveness of digital messages disseminated through paid channels such as banner advertising and social media ads. Students run tracking simulations and practice setting objectives and strategies, using various tracking tools, and relaying their results in a clear, concise and critical manner to various stakeholders. Prerequisite: ADV4301 – Digital Analytics I

YEAR 2 (Between Semester 4 and 5)

Digital Media and Marketing Communications (optional) Co-op Work Term

This optional co-op placement provides students with experiential opportunities within the field. Students attain entry-level positions that involve a variety of activities allowing application of principles and concepts developed during previous study. Students returning from Co-op Work Term I bring additional practical considerations to subsequent study. Although centered in public and private institutions located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada and abroad.


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Year and Semester


YEAR 3 Semester 5

Social Media Execution and Analytics

In an increasingly digital world, companies must find and communicate with consumers online. Students develop social media calendars, craft compelling messages aimed at a brand’s target audience, discuss how to monitor different social media channels and engage in real time dialogues with customers. Furthermore, students use reach, engagement and sentiment monitoring and analytics strategies to determine social media effectiveness. Prerequisite: ADV4202 – Introduction to Social Media

YEAR 3 Semester 5

Digital Technologies

Digital media is an important element of a communications plan as consumers rely more and more upon online information to make decisions. Students explore the various existing and emerging media options and how to craft a compelling narrative utilizing these tools. Emphasis is placed on adapting as new technologies emerge. Students craft a media plan appropriate for the brand’s strategic objectives.

YEAR 3 Semester 5

Non-Traditional Marketing

Although advertising is the most well-known form of communication with consumers, there are many other tools in the communications toolbox. Product placement, sponsorship, event marketing and other tools are discussed in depth as students prepare to utilize these elements of the integrated marketing communications mix. Students write copy for these communications mix elements and utilize paid, owned and earned media options to cross-promote a communications plan employing these media. Prerequisite: MKT4101 – Marketing

YEAR 3 Semester 5

Consumer Behaviour

Psychological factors such as motivation, self-concept and perception have a profound influence on the buying process. Understanding how consumers make decisions and perceive the world allows communications and media practitioners to craft and distribute messages that speak to the consumer more effectively. Topics include the buying process, decision models and current trends in consumer behaviour and expectations such as mindfulness, expectation of personalization and perceptions of innovations and technology. Prerequisite: MKT4101 – Marketing


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Year and Semester


YEAR 3 Semester 6

Intercultural Communications

In an increasingly global environment, communications practitioners need to adapt communications campaigns to international audiences. Students research social norms and customs and apply their findings to create multicultural campaigns that adapt the media mix, message and creative execution. The emphasis is on adapting a Canadian campaign for clients in multiple countries. Prerequisites: ADV4201 – External Communications, MKT4203 – Trendspotting in a Global Environment

YEAR 3 Semester 6

Internal Communications

Internal communications are critical to employee engagement and organizational success. Communication professionals develop team skills, foster trust and master interpersonal communications. To craft internal messages in different formats and for different purposes, students explore a variety of theoretical frameworks and communications tools. Students also learn to build teamwork and turn crises into opportunities through effective internal communications.

YEAR 3 Semester 6

Market Research

Data regarding the audience, the product and the brand is required in order to make sound marketing decisions. Students utilize exploratory, descriptive and causal research methods in order to make business decisions. Research skills such as sampling, statistical analysis and questionnaire design are reviewed and practiced. Students conduct a marketing research study, analyze the results and make strategic marketing recommendations. Prerequisite: PHI2000 – Introduction to Research

YEAR 3 Semester 6

Search Media Strategies and Tactics

As consumers research a product purchase, they often utilize a search engine to begin and refine their search for information. Being one of the first brands or websites on the list when consumers search related keywords is one of the ways that a firm can create an image of success and encourage consideration. Students explore search engine optimization and marketing strategies in order to ensure that prospective customers see the brand’s website and name. Students implement best practices in website optimization and develop keyword lists, write search engine ad copy and assess analytics results. Prerequisite: ADV4400 – Digital Media Buying


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Year and Semester


YEAR 3 (between semester 6 and 7)

Digital Media and Marketing Communications (mandatory) Co-op Work Term

Co-op provides an experiential opportunity which is directly related to the field of study. This mandatory work term focuses on an expanded role with a higher level of responsibilities in the workplace. Students returning from Co-op Work Term II are able to contribute expanded knowledge and abilities to their program of study. Although centered in public and private institutions located in Eastern Ontario, co-op employment opportunities may be sought throughout Canada and abroad. Prerequisite: Satisfactory completion of all courses in Levels 1-6

YEAR 4 Semester 7

Niche Marketing

Respected strategists maintain that a company can create an extremely targeted campaign for a small, niche subset of the population as a way to become a market leader. Utilizing this strategy allows communicators to develop a particularly close, reciprocal and loyal relationship with their customers. Students identify and select a niche market and create a marketing mix targeted towards this niche market. As a final project, students identify a niche market for a real-world client and craft a marketing mix strategy aimed towards this market. Prerequisite: MKT4101 – Marketing

YEAR 4 Semester 7

Mobile Strategies and Tactics

With much of the adult population owning a cell phone, mobile marketing is becoming an increasingly important part of the marketing communications mix. Students explore various mobile media marketing options as they create and execute a mobile communications strategy that fits a brand’s overall advertising and communications strategy and image. Students also evaluate the effectiveness and limitations of these communications strategies.

YEAR 4 Semester 7

Interactive Website Design

In a digital world, the flow, function and content of a company’s website are equally important in communicating to audiences and influencing behaviour. Students learn the principles of user-centered design to create interactive content for the web. Students employ design thinking and rapid prototyping methods while experimenting with content, grid layouts and responsive design techniques to build mobile-first websites.


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Year and Semester


YEAR 4 Semester 7

Cultural and Global Communications

Combining the major skills of this program in an applied setting allows students to decipher the big picture of international communications. The emphasis is on case studies in a global environment. Students create integrated promotional campaigns that utilize mobile, search, traditional, digital and social media aimed at audiences in various regions of the world, as well as plans to measure the effectiveness of their campaigns. Students complete the first stage of a year-long capstone project demonstrating expertise in recommending dissemination strategies and developing storytelling pieces for a global brand within the paid and owned digital media space. Prerequisites: ADV4600 – Intercultural Communications, ADV4302 – Digital Storytelling

YEAR 4 Semester 8

Business and Campaign Analytics

Combining the major skills of this program in an applied setting allows students to comprehend the big picture of research-based decision-making in a business context. The emphasis is on case studies in a global environment. By applying various business analytics, students evaluate integrated promotional campaigns that utilize mobile, search, traditional, digital and social media in order to make recommendations about how to adjust and optimize the campaign in the future. Students complete a capstone project in tandem with the Digital Marketing Research class. In this cross-class project, students will gather initial research through both secondary and primary digital collection methods; develop a digital strategy; implement, track, and optimize the digital strategy; develop post campaign evaluation reports; and roll up the findings into marketing and business-level return on investment objectives. Prerequisites: MKT4602 – Market Research, ADV4401 – Digital Analytics II, ADV4302 – Digital Storytelling Co-requisite: ADV4802- Digital Marketing Research


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Year and Semester


YEAR 4 Semester 8

Brand Management with a Global Perspective

The emergence of online word-of-mouth through discussion boards, social media, and bloggers has made brand reputation more vulnerable and complex. Students manage brand images through internal and external communications. Furthermore, students monitor and safeguard the brand reputation across the ever-shifting digital landscape by crafting messages aimed at internal and external stakeholders across multiple regions, thus practicing brand management in a simulated crisis situation. Students complete the second stage of their year-long capstone project by monitoring a global brand’s footprint and recommending a reputation management strategy to for its earned and shared digital media space. Prerequisites: ADV4600 – Intercultural Communications, ADV4703 – Cultural and Global Communications

YEAR 4 Semester 8

Digital Marketing Research

In the digital world, it is crucial that communications and marketing practitioners adapt the marketing research process to the online context. Students apply the various tools and methodologies of digital marketing research, including online panels and digital analytics, to an online marketing research project. This includes setting strategic objectives, data collection, data analysis and making strategic recommendations. Students complete a capstone project in tandem with the Business and Campaign Analytics class. In this cross-class project, students will gather initial research through both secondary and primary digital collection methods; develop a digital strategy; implement, track, and optimize the digital strategy; develop post campaign evaluation reports; and roll up the findings into marketing and business-level return on investment objectives Prerequisite: MKT4602 – Market Research Co-requisite: BUS4800 – Business and Campaign Analytics

YEAR 4 Semester 8

Persuasive Campaigns

Crafting compelling campaigns is the goal of most communications and advertising professionals. Students plan and manage a persuasive campaign utilizing all the digital media presented throughout the program. Working in teams, students conduct market research and create a strategic communications campaign of strategic importance to an organization. Prerequisites: ADV4101 – Persuasive Communications, ADV4302 – Digital Storytelling


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Course Descriptions for Non-Core Courses In the table below, the course descriptions for the non-core courses are presented by semester for each academic year. The descriptions for the elective options are presented in a sub-section of their own that follows.

Year and Semester


YEAR 1 Semester 1

Communications and Academic Writing

Effective communication is an integral component of success in the workplace and in lifelong learning. Students review communication theory and its connection to expository writing. Frequent writing exercises encourage the development of content that is coherent, well organized and correct. Students consider and use strategies to generate ideas, to collect and organize information, to acknowledge sources, to identify and develop a thesis and to adapt format, style and tone for different purposes and audiences.

YEAR 1 Semester 2

Logic and Critical Thinking

Logic and critical-thinking skills play an important role in both daily life and ongoing academic studies. As foundational skills, they support both the development and assessment of ideas, concepts and courses of action that are presented on a daily basis. Approaching the subject from both a practical and theoretical perspective, students hone their skills in analysis, argumentation, reasoning and persuasion. A range of topics and thinkers provide material with which students can exercise and apply their skills.

YEAR 2 Semester 3

Interpersonal Communication

Effectively communicating with others, both professionally and personally, is an art that requires conscious development. Students address the techniques related to interpersonal communication challenges in the diverse workplace. Focus is on communication barriers, verbal and non-verbal communication, listening, team work and relational dynamics. Through role-play, analysis, and case studies, students engage in simulated and authentic interpersonal communication situations.


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Year and Semester


YEAR 2 Semester 4

Environmental Economics

Issues pertaining to the environment have a major financial impact on society and government. Environmental economics examines the way human decisions affect the quality of the environment, how human values and institutions shape our demands for improvements in the quality and about designing effective public policies to bring about these improvements. Students examine problems and solutions relating to environmental policy analysis in the Canadian context.

YEAR 3 Semester 5

Elective

Elective courses are intended to provide students with an opportunity to study in areas unrelated to the program focus. For the elective, students choose from a variety of courses that are at a bachelor's degree level and offered during the semester in which they are studying.

YEAR 3 Semester 6

Elective


YEAR 4 Semester 7

Elective


YEAR 4 Semester 8

Elective



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Course Descriptions for Elective Non-Core Courses Algonquin College adopted a Breadth Framework predicated on non-core courses offered at the 1000-, 2000- and 4000-levels intended to meet this requirement, and aligned to the following standards:

• 1000-level introductory humanities courses intended to contribute towards students’ attainment of key skills in critical thinking, logic and argumentation, quantitative reasoning, and written and oral communication;

• 2000-level introductory courses in disciplines primarily in the humanities, sciences, social sciences, global cultures and/or mathematics. Students are engaged in the discourse of those disciplines through the application of theories and concepts, critical analysis and modes of reasoning, and;

• 4000-level courses that serve to build on their knowledge in those areas of study and require greater depth by exploring and applying advanced theoretical concepts, developing varied modes of analyses and ways of thinking inherent in those disciplines and applying them in novel and creative ways.

The following are elective courses that would be available to students of the Bachelor Digital Media and Marketing Communications (Honours):

Year and Semester


Elective ENL4100 – Creative Writing

Whether for personal or public consumption, many people enjoy writing short fiction to express their creative energy while improving upon their overall writing abilities. Working with professional short stories as models, students examine the stylistic components that contribute to the excitement, atmosphere and overall readability of short fiction. Students share their work and provide formal feedback on the work of others. Prerequisite: ENL1100 – Communications and Academic Writing

Elective

ENL4200 – New Worlds and Alternative Realities

Speculative fiction gathers together all those works of fiction in which new worlds or alternative realities are envisioned. Within this category of prose, students have the opportunity to explore the various sub-genres that present readers with new ways of thinking about some of the issues that face society. Students also develop skills in critical analysis using a variety of approaches and methodologies from literary studies. Prerequisite: ENL1100 – Communications and Academic Writing


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Year and Semester


Elective ENL4016 – World Literature

Exposure to broad sources of literature promotes an open-minded perspective on today's global society Students explore key texts from world literature. Students explore themes, styles and writers from a variety of cultures. Critical analysis of texts supports the development of arguments related to the assigned readings. Prerequisite: ENL1100 – Communications and Academic Writing

Elective PHI4000 – Philosophy and Popular Culture

Many facets of today's popular culture engage, directly or indirectly, with the concerns of a variety of philosophical traditions. Drawing on a number of examples, students explore both the way popular culture permeates and spreads through society and the way it interprets and presents philosophical questions. Students develop skills and techniques for assessing the soundness and validity of thought experiments. Prerequisite: PHI1000 – Logic and Critical Thinking

Elective

PHI4100 – Survival in the Information Age: Risk and the Media

On an almost daily basis, the media, through its various outlets - television, radio, web sites, RSS, and podcasts - reports on issues that address our well-being. Through discussions, readings, and assignments, students enhance their ability to interpret and question information presented by the media by better understanding the inherent risks. Issues like alternative medicine (i.e. vaccinations) and socio-legal issues (i.e. bullying, hacking, surveillance, and privacy) provide grounds for students to use principles from the social science as a means to think critically about real and perceived risks in daily life. Prerequisite: PHI1000 – Logic and Critical Thinking


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Year and Semester


Elective CUL4000 – Global Citizenship

Informed citizens in today's world appreciate the meaning of civic life at the local, national and global level. Students reflect on and develop a personal awareness of the meaning of freedoms, rights and obligations in a diverse global community and consider the political, social and economic drivers that influence patterns of human behaviour and the health of the planet. Based on general principles of global citizenship, students look beyond national borders to assess personal responsibilities related to the health and well-being of the planet and inhabitants. Students critically evaluate information related to environmental and social health, equipped with attitudes and behaviours that foster global environmental and social responsibility.

New Non-Core Courses Proposed in Earlier Applications

Elective ECO4001 – Political Economy

Political economy is the study of the interrelationship between economies and political processes and institutions in society. All economies require state political power to set their rules, enforce economic order, and to correct for market failures that would otherwise undermine the social fabric. Similarly, state power and government policies are shaped in large measure by economic capacities, including being constrained by the need to tend to the economic wellbeing of citizens. In this course, students debate prominent ideas in political economy schools, and practice the application of political economic analysis to high-profile current events in Canada and internationally.

Elective

ENL4300 – The Brave New Worlds of Dystopian Fiction

Over the last century, dystopian fiction has become a remarkably popular genre in literature and film, particularly among young adults. Dystopian fiction often features oppressive totalitarian regimes, political dissent, environmental degradation and technological manipulation. In order to understand what a dystopia is, one must first understand what it is not. Through the study of representative works of literature and film, students examine the relationship between dystopic and utopic societies, and discover how dystopian fiction often functions as a creative outlet for authors and filmmakers to express the social, political, cultural, and technological anxieties of contemporary society. Students reflect on issues in the world around them, and develop an appreciation for how these concerns are mirrored in dystopian fiction.


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Mandated non-core

PHI2003 – Big Questions in Philosophy

Throughout our history, humans have raised big questions about the world and our place in it. A rigorous examination of those questions in the hopes of better understanding them is a core pursuit in academic philosophy. What is the “good life”? Do we have free will? Is there a God? How can we know things about the world? How can you know that you (or other things/people) exist? What is the right thing to do? How should we organize society? Students critically examine these, and other, questions through the lens of historical and contemporary philosophical texts. Students engage in various peer-oriented learning activities throughout the course.

Elective PHI4002 – The Philosophy of Drugs

Drugs are everywhere: professionals prescribe them to us to make us “better”; we take them recreationally; we give them to our children, pets and other loved ones; we buy them on the streets, in grocery stores and grow them in our gardens. What are “drugs”? Why are some drugs legal and others not? How do drugs get to market? What ethical issues are relevant in a global drug industry? Are current intellectual property regimes appropriate if the goal of drug research is to promote benefits to society? Students critically examine these, and other, questions through the lens of historical and contemporary ethical, philosophical and legal theories and arguments. Students engage in various peer-oriented learning activities throughout the course.

Elective PHI4003 – The Philosophy of Love and Sex

Love and sex are central to the human condition, and have been topics of academic inquiry and controversy throughout history. Various practices surrounding love and sex are celebrated in Western culture, such as monogamy and marriage, while other practices, such as polygamy and pedophilia, are condemned. Why is this? Students critically explore these and other issues surrounding love and sex using examples from popular music, movies and literature, framing those issues with the help of historical and contemporary philosophical theories and arguments. Students engage in various peer-oriented learning activities throughout the course.


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Elective

PHI4004 – Technology, Society and the Environment

Environmental issues have come to occupy a central place in the marketplace, politics, policy, and society at large. Owing largely to the many environmental consequences that have accompanied industrialization, we humans have been forced to rethink the complex relationship between technology, society and the environment. Students investigate philosophical concepts and theories surrounding technology, society and the environment including: the “naturalness” of technology, sustainability and animal rights. Students critically examine course material by focusing on questions such as: What is nature, and what role do/should humans occupy in it? What do we owe non-human organisms? What do we owe future generations? Students engage in various peer-oriented learning activities throughout the course.

Elective

PHY4000 – Black Holes, Big Bangs and the Cosmos

The dynamic and exciting field of Cosmology outlines our current understanding of the Universe from its start, at the so called Big Bang, through the ensuing 13 plus billion years to the present and beyond. Students learn how to discuss our present understanding of the three phases of the Universe as well as its five part make up, with matter making up only 4% of the whole. Students explain our knowledge of the various phases of evolution of the Cosmos and also the latest theories and experiments that are trying to address our uncertainties. Throughout the course, students evaluate and debate many of today’s ideas and concepts revolving around cosmology.

N.B. The elective options will increase with the addition of new degrees. Therefore, it is anticipated that by the time this degree launches, more breadth elective options would be available to students.


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Section 4.5: Course Schedules

Section 4.5.1: Course Schedule 1

** Excluded for web version – confidential/proprietary material


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Section 4.5.2: Course Schedule 2

Year and Semester

Course Title

Total Core

Course Semester

Hours

Total Non-Core

Course Semester

Hours

Course Prerequisites and

Co-requisites

Highest Qualification Earned and

Discipline of Study

YEAR 1 Semester 1


45 PhD in

Communications Studies

MKT 4101 – Marketing 45

PhD in Media and Information Studies, Advertising

BUS 4101 – Social Responsibility, Sustainability and Ethics in Communications

45

PhD in Communication and Culture

ADV 4101 – Persuasive Communications 45


ENL 1100 – Communications and Academic Writing

45 PhD in English

YEAR 1 Semester 2

ADV 4200 – Media Mix 45

Masters of Business Administration

ADV 4201 – External Communications 45

PhD in Communications Studies


45 PhD in

Communications Studies

ADV 4202 – Introduction to Social Media 45

DBA (Doctor of Business Administration)

PHI 1000 – Logic and Critical Thinking

60 PhD in Philosophy


70

Year and Semester

Course Title

Total Core

Course Semester

Hours

Total Non-Core

Course Semester

Hours


Co-requisites


Discipline of Study

YEAR 2 Semester 3

PHI 2000 – Introduction to Research 45


ADV 4301 – Digital Analytics I 45


ADV 4302 – Digital Storytelling

45 Prerequisite: ADV 4201 – External Communications


ADV 4303 – Audience and Media Insight 45


ENL 2025 – Interpersonal Communication

45 PhD in English

YEAR 2 Semester 4

DSN 4401 – Introduction to Creative Design

45 PhD in Design History

and Theory

ADV 4402 – Project Management

45 Masters of Business

Administration

ADV 44001 – Digital Media Buying


Administration

ADV 4402 – Digital Analytics II 45

Prerequisite: ADV 4301 – Digital Analytics I


ECO 2000 – Environmental Economics

45 PhD in Political Science

YEAR 2

WKT 4402 – Digital Media and Marketing Communications (optional) Work Term

420


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Year and Semester

Course Title

Total Core

Course Semester

Hours

Total Non-Core

Course Semester

Hours


Co-requisites


Discipline of Study

YEAR 3 Semester 5

ADV 4502 – Social Media Execution and Analytics 45

Prerequisite: ADV 4202 – Introduction to Social Media


ADV 4503 – Digital Technologies


Administration

MKT 4504 – Non-Traditional Marketing 45

Prerequisite: MKT 4101 – Marketing


ADV 4505 - Consumer Behaviour 45



GED 4501 – Elective 45

Masters minimum, PhD preferred

YEAR 3 Semester 6

ADV 4600 – Intercultural Communications

45

Prerequisite: ADV 4201 – External Communications MKT 4203 – Trendspotting in a Global Environment

PhD in Communication and Culture

ADV 4601 – Internal Communications 45


MKT 4602 – Market Research 45

Prerequisite: PHI 2000 – Introduction to Research


ADV 4603 – Search Media Strategies and Tactics

45 Prerequisite: ADV 4400 – Digital Media Buying

Masters of Business Administration




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Year and Semester

Course Title

Total Core

Course Semester

Hours

Total Non-Core

Course Semester

Hours


Co-requisites


Discipline of Study

YEAR 3

WKT 4604 – Digital Media and Marketing Communications (mandatory) Co-Op Work Term

420

YEAR 4 Semester 7

MKT 4700 – Niche Marketing 45



ADV 4701 – Mobile Strategies and Tactics 45


DSN 4702 – Interactive Website Design


Administration

ADV 4703 – Cultural and Global Communications

45

Prerequisite: ADV 4600 – Intercultural Communications ADV 4302 – Digital Storytelling




YEAR 4 Semester 8

BUS 4800 – Business and Campaign Analytics

45

Prerequisite: MKT 4602 – Market Research ADV 4401 – Digital Analytics II ADV 4302 – Digital Storytelling Co-requisite: ADV4802 – Digital Marketing Research



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Year and Semester

Course Title

Total Core

Course Semester

Hours

Total Non-Core

Course Semester

Hours


Co-requisites


Discipline of Study

ADV 4801 – Brand Management With a Global Perspective

45

Prerequisite: ADV 4600 – Intercultural Communications ADV 4703 – Cultural and Global Communications


ADV 4802 – Digital Marketing Research

45

Prerequisite: MKT 4602 – Market Research Co-requisite: BUS4800- Business and Campaign Analytics


ADV 4803 – Persuasive Campaigns

45

Prerequisite: ADV 4101 – Persuasive Communications ADV 4302 – Digital Storytelling


GED4801 – Elective 45


Subtotal Course Hours 1440 375

Total Program Hours

SECTION 4: PROGRAM CONTENT BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 4.6: Work-integrated Learning Experience This section provides details of the work experience requirements for the proposed Bachelor of Digital Media and Marketing Communications (Honours) program. In addition to the explanation of the integration of the work experiences within the program content, there is also information about the types of placements, the support for finding placements, and the outcomes for the placements.

Integration of Work Experiences The proposed Bachelor of Digital Media and Marketing Communications (Honours) includes one (1) optional co-op work term and one (1) mandatory co-op work term that must be completed successfully to qualify for graduation. Both work terms are scheduled for the summer semester (May – August) when potential employer/supervisors are likely to have the greatest need for additional help. These work terms will be fourteen (14) weeks in length. The first optional co-op work term follows the second year of study. It is expected that after four (4) semesters, students will have gained the foundational knowledge to make a reasonable contribution in the workplace with supervision. The first co-op work term will help students expand their understanding of potential areas of specialty within the industry. For students who have already determined their area of interest, this co-op work term is valuable. However, students will only possess basic digital media and marketing communications skills, and so will have less responsibility and fewer opportunities to apply their skills than after three full years of study. As such, this co-op work term is available for students who wish to explore their options and gain experience, but it is not mandatory. The second mandatory co-op work term follows the third year of study. After six (6) semesters, students will be able to function with a sense of autonomy and demonstrate a greater level of contribution than possible in the optional first co-op work term. This second mandatory co-op work term will help in building practical work experience and will act as an educational tool in subsequent semesters. Furthermore, ideas for the fourth-year capstone project may be derived from these co-op experiences. The placement of the co-op work terms is part of a deliberate strategy to use the practical work experience as an educational tool in subsequent courses. As a result, it is believed that both third-year and fourth-year studies will be augmented based on participation in real-world projects and activities. Types of Work-integrated Learning Experiences The diversity and quantity of organizations involved in communications, advertising, or marketing-related activities that draw upon the knowledge contained within the discipline of digital media and marketing communications provides for a wide array of placement opportunities. With the proposed program located in Ottawa, there is the potential for placements in both the public and private sectors. During their placements, students are likely to be members of project teams engaged in either specialized tasks, or focused on the general review, analysis and completion of one or more phases of a communications project. Although they are unlikely to have a specific job title, students will be engaged in consulting activities, analytical work, communications writing, non-


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traditional media activities, while also participating in a variety of meetings related to communications, marketing, advertising, project management, and other emerging issues. Support for co-op placements from local employers is high, with a variety of organizations already pledging a willingness to offer co-op placements to students enrolled in the proposed Bachelor of Digital Media and Marketing Communications (Honours) program. (See letters of support in Section 7: Credential Recognition). These organizations include:

Alphabet

Bell Canada

bv02

Camp Tech Inc.

Canadian Mortgage and Housing Corporation


Cinnamon Toast

Crafted Stories

50 Strategy & Creative

Magmic

McMillan

MediaPlus

Mementas

OttawaindieFest

Royal Canadian Geographical Society

Seoplus+

VIA Rail When the first year of the program delivery begins the academic department, in collaboration with the Co-op department, will use established procedures and practices to connect with employers and encourage them to provide placements and to explore the benefits provided through co-op education. In order to ensure rich and meaningful work experiences for students, this will be an on-going initiative. Support for Work-integrated Learning Experiences Co-op work experiences are supported by Algonquin's Cooperative Education Department (see Section 6.3 Support Services). In more specific terms, staff from the Co-op Department facilitates the relationship between the employer/supervisor and the student, while ensuring that the College meets its responsibilities for the quality of the work experience. The Co-op Department works collaboratively with faculty members from the academic department to ensure the placements are appropriate. The Co-op Department leverages the connections of faculty members with the industry/community. These connections are a key aspect of how faculty members maintain their currency as part of their ongoing professional development. Examples of activities that facilitate community relationships include being active on the program advisory committee, being active in local professional societies, attending and participating in industry conferences, participating in applied research, and organizing plant tours and guest speakers.


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In addition to the Co-op Preparation online module offered prior to the start of the first co-op work term, students receive support and guidance from staff in the Co-op Department throughout the application process, including the submission of resumes, and the scheduling of interviews. While students are on placement, there is further support from the Co-op Department through the monitoring of the work experience. In collaboration with faculty from the academic program, site visits to the placement are organized. Finally, staff in the Co-op Department mediate and guide the resolution of any issues that may arise during the work term. Algonquin’s Cooperative Education Department details its services on the website: http://www.algonquincollege.com/coop/ Outcomes for Co-op Work Terms There are two work terms in the proposed Bachelor of Digital Media and Marketing Communications (Honours) program. The outcomes for each work term are presented in the table below. (See TABLE 4.6.1: Outcomes for Work Experience). TABLE 4.6.1: Outcomes for Work Experience

Work Term Co-op Work Term I (optional) Co-op Work Term II (mandatory)

Hours 420 hours 420 hours

Calendar Description

Immediately following academic term four, the first co-op placement provides students with experiential opportunities within the communications industry and related industries. The first work term centres on attaining entry-level positions that immerse students in a variety of activities allowing them to apply principles and concepts developed over the first two years of study. Students returning from Co-op Work Term I bring additional practical considerations to their third year of study.

Immediately following academic term six, the second co-op placement provides students with experiential opportunities within the communications industry and related industries. The second work term centres on applying knowledge and skills developed over the first three years of study and accepting increasing responsibilities. Students returning from Co-op Work Term II draw on their experience for a number of their final year seminars.

Course Outcomes

Upon successful completion students will have demonstrated an ability to:

Conduct oneself in a professional manner based on industry expectations.

Contribute to the practical application of Digital Media and Marketing Communications concepts in a workplace environment.

Perform assigned duties in a professional fashion.

Obtain feedback on workplace performance.

Upon successful completion students will have demonstrated an ability to:

Propose solutions for issues that emerge during a project.

Adopt proactive strategies to ensure that workplace performance meets expectations.

Manage assigned resources and responsibilities professionally.

Document placement activities using standard industry tools and approaches.

http://www.algonquincollege.com/coop/


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TABLE 4.6.1: Outcomes for Work Experience

Compile a comprehensive report on placement activities.

Catalogue contributions made to projects during placement.

Conduct oneself in a professional manner based on industry expectations.

Following established practices and procedures for cooperative education at Algonquin, evaluation of student performance during the placement will be based on input from the employer/supervisor and on work completed by the student. The employer/supervisor will complete both a Midterm Progress Report and a Final Employer Evaluation. On both of these documents, students need to meet or exceed established criteria for the placement. In addition, students will write a Final Work Term Report that will be submitted to the academic department for grading by a faculty member. As part of this report, students need to connect their work experience with the learning outcomes that were established for the work term. Once again, students need to meet or exceed established criteria for the report. The Co-operative Education Department facilitates the co-op process including the development of job opportunities and the preparation of students for the work force. The department acts as a liaison between the student, the employer and the academic department and collects the relevant academic assignments. A website facilitates access to student and employer related web-based forms http://www.algonquincollege.com/coop/. Students, employers and the Co-op Department work together to ensure appropriate communication and assessment during the co-op placement. All have access to a web-based platform that includes the following guidelines/assessments:

Student Learning Objectives Guidelines Midterm Evaluation Rubric (Self-assessment) Midterm Evaluation Rubric (Employer) Final Work-term Report Guidelines Final Work-term Evaluation Rubric (Self-assessment) Final Work-term Evaluation Rubric (Employer) Final Work-term Reflection Report Rubric



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The following is the text content of the Final Work-Term Evaluation Rubrics (both self-assessment and employer) and the web-based Performance Appraisal (completed by the employer) available from the secure sign-in website which is submitted directly to the Co-op Department.

Performance Appraisal for Cooperative Education (Final Evaluation-by Employer)

Supervisor’s Name: Organization: Student’s Name: Are you satisfied with the student’s performance (Y/N): Please rank the student’s abilities and skills based on the following criteria in the rubric. Points/comments are assigned to each skill/competency/work habit etc. (0 Points-Unsatisfactory, 1 Point-Satisfactory, 2 Points-Exemplary, Comments-if applicable)

Outcome #1: Take responsibility for their own learning and development

Motivation and enthusiasm Student shows motivation and eagerness to learn.

Student shows enthusiasm in approaching work tasks.

Student takes responsibility for his/her learning objectives.

Work habits Student is punctual and attend regularly, notifies of absences appropriately reported.

Student is thorough and prompt in completion of tasks and assignments.

Student is diligent in following instructions.

Student shows appropriateness of appearance and presentation.

Student seeks new challenges, assignments and projects.

Student shows initiative in ongoing communication and collaboration with mentor in a timely and effective manner.

Student accepts suggestions and criticisms and maintains confidence.

Learning Objectives Student reviewed learning objectives.

Student drafted measurable learning objectives.

Student clarified learning objectives and career goals throughout the work placement.

Outcome #2: Show competence in their workplace placement activities.

Apply discipline-specific knowledge and skills Student applied discipline-specific knowledge and skills.

Organization and planning Student manages time on tasks and completes work in a timely manner.

Student communicates information and ideas in both writing and speaking in a manner that is clear, grammatically correct and appropriate to the audience.


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Student listens to others’ ideas and opinions with an open mind.

Student expresses his/her ideas and opinions openly using language that demonstrates respect for people and their differences.

Outcome #3: Apply critical thinking skills in the development of the job.

Adaptability

Student learns from the placement experience, to react to unexpected circumstances.

Student is open to new ideas.

Student accepts and learns from differences in the experiences of others.

Creativity Student seeks new and better ways of doing things.

Self-evaluation Student accurately assesses his/her level of effectiveness and competence in practice and identifies strengths and learning needs.

Decision-making Student analyzes work situations and makes appropriate decisions and acts on them.

Outcome #4: Develop effective relations within a team of professionals. Interpersonal and intercultural skills Student cooperates and works effectively with manager.

Student shows consideration and respect to others and maintains purposeful working relationship that respect diversity (culture, beliefs, sexual orientation).

Student works effectively in a team environment.

Strong knowledge of the company and work environment

Student shows effort to increase his/her knowledge of the organization, its mission, policies, rules and regulations in relation of the work performed.


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Student Self-Assessment Final Rubric Student’s Full Name: Supervisor’s Name: Organization: Please rank your abilities and skills based on the following criteria in the rubric. This assessment will be a helpful tool when writing your final report and may be discussed with your employer during the final review. Points/comments are assigned to each skill/competency/work habit etc. (0 Points-Unsatisfactory, 1 Point-Satisfactory, 2 Points-Exemplary, Comments-if applicable)

Outcome #1: Take responsibility for their own learning and development

Motivation and enthusiasm I show motivation and eagerness to learn.

I show enthusiasm in approaching work tasks.

I take responsibility for his/her learning objectives.

Work habits I am punctual and attend regularly, notifies of absences appropriately reported. I am thorough and prompt completion of tasks and assignments.

I am diligent in following instructions.

I show appropriateness of appearance and presentation.

I seek new challenges, assignments and projects.

I show initiative in ongoing communication and collaboration with mentor in a timely and effective manner.

Learning Objectives I accept suggestions and criticisms and maintain confidence.

I reviewed learning objectives.

I drafted measurable learning objectives.

Outcome #2: Show competence in their workplace placement activities.

Apply discipline-specific knowledge and skills I apply discipline-specific knowledge and skills.

Organization and planning I manage time on tasks and completes work in a timely manner.

I communicate information and ideas in both writing and speaking in a manner that is clear, grammatically correct and appropriate to the audience.

I listen to others’ ideas and opinions with an open mind.

I express my ideas and opinions openly using language that demonstrates respect for people and their differences.

Outcome #3: Apply critical thinking skills in the development of the job.

Adaptability I learn from the placement experience, to react to unexpected circumstances.

I am open to new ideas.


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I accept and learn from differences in the experiences of others.

Creativity I seek new and better ways of doing things.

Self-evaluation I accurately assess my level of effectiveness and competence in practice and identify strengths and learning needs.

Decision-making I analyze work situations and make appropriate decisions and acts on them.

Outcome #4: Develop effective relations within a team of professionals. Interpersonal and intercultural skills I cooperate and work effectively with manager.

I show consideration and respect to others and maintain purposeful working relationship that respect diversity (culture, beliefs, sexual orientation).

I work effectively in a team environment.

Strong knowledge of the company and work environment

I show effort to increase my knowledge of the organization, its mission, policies, rules and regulations in relation of the work performed.

Please provide any concerns/comments about your Co-op experience. _____________________________________________________________

Conclusion In keeping with the Board's standards and benchmarks for program content, the proposed Bachelor of Digital Media and Marketing Communications (Honours) program includes two (2) co-op work terms (one mandatory, one optional) that are scheduled in a block of fourteen (14) weeks. The first (optional) work term is in the summer semester (May – August) between the second and third year of study, and the second work term is one year later, in the summer semester between the third and fourth year of study. As indicated above, these work experiences

is appropriate to the program;

has articulated learning outcomes; and

identifies an appropriate method for both instructor and employer/supervisor assessment leading to the assignment of a grade.

Students in the proposed Bachelor of Digital Media and Marketing Communications (Honours), as well as employers in marketing and communications-related industries, will benefit from Algonquin's established reputation for experiential learning as exemplified through co-operative education. Moreover, on-going collaboration between the academic department and Algonquin's Co-operative Education Department will ensure that there are rich and meaningful work experiences that contribute to both the breadth and depth of the knowledge and skills developed by the students.


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Section 4.7: Course Outlines

*Excluded for web version – confidential/proprietary material


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Section 4.8: Bridging Course Descriptions Based on the gap analysis provided in Section 4.10 no bridging courses are planned for this proposed program. A combination of the unique blend of knowledge domains covered throughout the program, and the manner in which the knowledge domains are threaded throughout the program of study, prevent us from easily moving students into upper years of the program.

Based on the Gap Analysis conducted (Section 4.10, below) for the proposed degree completion arrangements, four (4) bridging courses are proposed for applicants with an Ontario College Diploma in Advertising and Marketing Communications Management, five (5) bridging courses are proposed for applicants with an Ontario College Advanced Diploma in Business Administration – Marketing, six (6) bridging courses are proposed for applicants with an Ontario College Diploma in Business – Marketing, and six (6) bridging courses are proposed for applicants with an Ontario College Diploma in Public. Some bridging courses overlap between diploma programs, so a total of eleven (11) bridging courses are proposed overall. These bridging courses are part of the proposed program of study for the Bachelor of Digital Media and Marketing Communications (Honours). The course descriptions are provided in the table below

Year and Semester

Course Title Calendar Course Description Course Code

Bridging Course

Introduction to Research

Academic research requires students to possess a fundamental knowledge of accepted methodologies and practices. An overview of the research process and tools prepares students to engage in scholarly work. Emphasis is on evaluation, selection and documentation of primary and secondary sources, as well as the development of a research project.

PHI 2000

Bridging Course

Communications and Academic Writing

Effective communication is an integral component of success in the workplace and in lifelong learning. Students review communication theory and its connection to expository writing. Frequent writing exercises encourage the development of content that is coherent, well organized and correct. Students consider and use strategies to generate ideas, to collect and organize information, to acknowledge sources, to identify and develop a thesis and to adapt format, style and tone for different purposes and audiences.

ENL 1100

Bridging Course

Interpersonal Communication

Effectively communicating with others, both professionally and personally, is an art that requires conscious development. Students address the techniques related to

ENL 2025


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Year and Semester


interpersonal communication challenges in the diverse workplace. Focus is on communication barriers, verbal and non-verbal communication, listening, team work and relational dynamics. Through role-play, analysis, and case studies, students engage in simulated and authentic interpersonal communication situations.

Bridging Course

Introduction to Digital Media and Communications

To move beyond traditional formats, students learn how digital media have transformed the ways we communicate. The transformation includes the convergence of media technologies, the blurred boundary between the producer and the user, and increasing controversies over privacy, anonymity, surveillance and copyright. Based on various theories of digital media and communications, students conduct an in-depth analysis of one digital medium. The analysis considers the roles of digital media in business practices and provides a hands-on approach to business communications challenges.

ADV 4100

Bridging Course

Marketing

Consumers and business professionals are continuously influenced by marketing. Students obtain an overview of the marketing function and its relationship with other business operations. Students analyze fundamental marketing concepts, including strategic product planning and analysis, buyer behavior, trends in retailing, wholesaling, web marketing, market segmentation, target marketing and market research. Students conduct industry analysis and environmental scans and examine the marketing mix in detail consisting of product, price, promotion and distribution channels. Discussions and activities address the needs of organizations in the private and public sectors, as well as not-for-profit organizations.

MKT 4101

Bridging Course

External Communications

Communications professionals are capable of crafting compelling external messages. This capacity involves addressing a variety of audiences, distinguishing communications purposes and evaluating media channels. Examining public relations and advertising issues provides a

ADV 4201


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Year and Semester


theoretical framework of external communications. Discourse analysis is conducted to compare and contrast messages that address consumers, donors and media respectively. To develop a hands-on approach, students craft oral and written messages for both stable and crisis situations.

Bridging Course

Introduction to Social Media

Social media platforms and strategies play a key role in how companies influence audiences, expand their brand influence, and generate new leads. Students manage, execute and evaluate social media campaigns by targeting audiences, crafting compelling messages and content, and reviewing analytics. Through case studies, industry resources and practical application, students evaluate the current practices, strategic benefits and limitations of social media campaigns and suggest more effective methods.

ADV 4202

Bridging Course

Trendspotting in a Global Environment

International business communications are characterized by the interpenetration of major global trends and local cultural conditions. This interpenetration highlights the importance of cultural and regional differences and rules out a standardized approach to global branding. To think globally and to act locally, students research major global trends in a region of interest, conduct a literature review and search engine optimization (SEO), analyze local consumption cultures and make strategic branding recommendations.

MKT 4203

Bridging Course

Audience and Media Insight

Media producers, advertisers and market consultants make recommendations and craft messages by distinguishing the audience as a target, a commodity and a participant. Conducting research and analysis helps to determine the match between media products and the audience’s demographic characteristics. Students further learn to conduct research by considering the audience as a commodity for a potentially matching market. This active role requires communication practitioners to draw insights from the audience regarding their experiences, lifestyles and views on media products.

ADV 4303


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Year and Semester


Bridging Course

Digital Analytics II

Tracking the effectiveness of digital communications technologies and making inferences and recommendations from this information is critical. The focus is on the measurement tools available to evaluate the effectiveness of digital messages disseminated through paid channels such as banner advertising and social media ads. Students run tracking simulations and practice setting objectives and strategies, using various tracking tools, and relaying their results in a clear, concise and critical manner to various stakeholders.

ADV 4401

Bridging Course

Introduction to Creative Design

Visual communication is an essential component of all digital media. A basic knowledge of the skills, structures and contexts such as the design process, image making, ethics, critical and strategic thinking, available through creative design allows students to contribute to the design process within the larger context of industry, culture and society. Through a combination of research and studio based work, students will be introduced to the design process and its applications.

DSN 4401


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Section 4.9: Bridging Course Outlines

** Excluded for web version – confidential/proprietary material The proposed degree completion arrangements outlined in the Gap Analysis (Section 4.10, below) include the following courses as a means of addressing gaps in the knowledge and skills of graduates of the Advertising and Marketing Communications Management Ontario College Advanced Diploma:


PHI 2000 – Introduction to Research


ADV 4401 – Digital Analytics II The proposed degree completion arrangements outlined in the Gap Analysis (Section 4.10, below) include the following courses as a means of addressing gaps in the knowledge and skills of graduates of the Business Administration – Marketing Ontario College Advanced Diploma:


ADV 4201 – External Communications



DSN 4401 – Introduction to Creative Design The proposed degree completion arrangements outlined in the Gap Analysis (Section 4.10, below) include the following courses as a means of addressing gaps in the knowledge and skills of graduates of the Business – Marketing Ontario College Diploma:






DSN 4401 – Introduction to Creative Design The proposed degree completion arrangements outlined in the Gap Analysis (Section 4.10, below) include the following courses as a means of addressing gaps in the knowledge and skills of graduates of the Public Relations Ontario College Diploma:

ENL 1100 – Communication and Academic Writing (non-core)



MKT 4101 – Marketing


ADV 4303 – Audience and Media Insight


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Section 4.10: Gap Analysis As outlined in the Advanced Standing Policies and Requirements (See Section 3.4: Advanced Standing Policies and Requirements), four (4) degree completion arrangements have been prepared for the proposed Bachelor of Digital Media and Marketing Communications. The gap analysis for each degree completion arrangement is presented in the following pages. For all four degree completion arrangements, the outcomes of the prior study are not as aligned with the degree-level outcomes. A summary of adjustments to the program of study, including bridging courses and course exemptions, follows for each of the four (4) diploma programs. Graduates from the Advertising and Marketing Communications Management Ontario College Advanced Diploma will:

a. Enter into the beginning of year 3 (Level 5). b. This includes a reach back in Level 5 for PHI2000 – Introduction to Research (L3) and

ENL1100 – Communications and Academic Writing (non-core) (L1); a reach back in Level 6 for ADV4401 – Digital Analytics II (L4); and a reach back in Level 7 for ENL2025 – Interpersonal Communications (L3). This also includes moving the non-core Elective in Lever 6 to Level 8 to accommodate the move of ADV4401 – Digital Analytics II (L4) to Level 6.

c. Receive credit for 2 non-core (breadth) courses in the proposed degree based on the general education requirement of their completed Ontario college diploma program. These are PHI1000 – Logic and Critical Thinking (L2) and ECO2000 – Environmental Economics (L4); and

d. Receive additional credit for MKT4504 – Non-Traditional Marketing (L5), ADV4505 – Consumer Behaviour (L5), MKT4700 – Niche Marketing (L7) and ADV4801 – Brand Management with a Global Perspective (L8) based on the content of their Ontario college diploma program.

Graduates from the Business Administration – Marketing Ontario College Advanced Diploma program will:

a. Enter into the beginning of year 2 (Level 3) on a modified program of study. b. Successful completion of a modified three years of study including a reach-back in Level 3

for ENL1100 – Communications and Academic Writing (non-core) (L1); a reach back in Level 4 for ADV4201 – External Communications (L2), MKT4203 – Trendspotting in a Global Environment (L2), and ADV4202 – Introduction to Social Media (L2); and a reach back in Level 6 for DSN4401 – Introduction to Creative Design (L4).

c. Receive credit in Level 3 for one course: PHI2000 – Introduction to Research; and in Level 4 for two courses: ESC4601 – Project Management and ECO2000 – Environmental Economics (non-core).

d. Receive credit in Level 5 for one course: for MKT4504 – Non-Traditional Marketing; and in Level 6 for one course: MKT4602 – Market Research.

Graduates from the Business – Marketing Ontario College Diploma program will:

a. Enter into the beginning of year 2 (Level 3) on a modified program of study. b. Successful completion of a modified three years of study including a reach-back in Level 3

for ADV4100 – Introduction to Digital Media and Communications (L1) and ENL1100 – Communications and Academic Writing (non-core) (L1); a reach back in Level 4 for


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ADV4201 – External Communications (L2), MKT4203 – Trendspotting in a Global Environment (L2), and ADV4202 – Introduction to Social Media (L2); a reach back in Level 5 for ENL2025 – Interpersonal Communications (non-core) (L3); and a reach back in Level 6 for DSN4401 – Introduction to Creative Design (L4).

c. Receive credit in Level 3 for one course: ADV4303 – Audience and Media Insight; and in Level 4 for two courses: ESC4601 – Project Management and ECO2000 – Environmental Economics (non-core).

d. Receive credit in Level 5 for one course: for MKT4505 – Non-Traditional Marketing; and in Level 6 for one course: MKT4602 – Market Research.

Graduates from the Public Relations Ontario College Diploma program will:

a. Enter into the beginning of year 2 (Level 3) on a modified program of study. b. Successful completion of a modified three years of study including:

a. a reach-back in Level 3 for ADV4100 – Introduction to Digital Media and Communications (L1) and MKT4101 – Marketing (L1);

b. a reach back in Level 4 for MKT4203 – Trendspotting in a Global Environment (L2); c. a reach forward in Level 4 for the electives in Level 5 and Level 7; d. a reach back in Level 5 for ADV4303 – Audience and Media Insight (L3) and

ENL1100 – Communications and Academic Writing (non-core) (L1); e. a reach back in Level 7 for ADV4303 – ENL2025 – Interpersonal Communication

(non-core) (L3). c. Receive credit in Level 4 for three courses: DSN4401 – Introduction to Creative Design,

ESC4501 – Project Management and ECO2000 – Environmental Economics (non-core). d. Receive credit in Level 5 for one course: for MKT4504 – Non-Traditional Marketing

For all four of the degree completion arrangements, the gap analysis has been conducted with the degree-level learning outcomes for the proposed Bachelor of Digital Media and Marketing Communications (Honours) and the Ministry of Advanced Education and Skills Development’s published program standards for the programs of prior study. As a result, the degree completion arrangements are applicable for programs offered across Ontario and support greater mobility and laddering opportunities for students pursuing postsecondary studies throughout Ontario.


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Advertising and Marketing Communications Management Ontario College Diploma The outcomes of prior study for this program are drawn from the Ministry of Advanced Education and Skills Development published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 21 Students graduating with an Advertising and Marketing Communications Management Ontario College Diploma will have acquired knowledge and skills in the areas identified in the following chart. Students graduating with an Advertising and Marketing Communications Management Ontario College Diploma will have acquired knowledge and skills in the area of media and marketing communications. These skills provide in-depth training for traditional media and marketing communications concepts, although less advanced in specific digital and emerging media strategies and analytics, as well as internal marketing communications concepts. Although students require completion of four courses in total from the first two years of the degree program, as a result of advanced standings for four courses (Non-Traditional Marketing, Consumer Behaviour, Niche Marketing and Brand Management with a Global Perspective), these outstanding courses can be taken during the final two years of the degree. As a result, appropriate steps have been taken in the development of the degree completion arrangement. For this degree completion arrangement, the necessary academic rigor is in place to ensure that the degree level standard and the degree program outcomes are met.

Degree Program Outcomes

Outcomes of Prior Study

Gap in knowledge and skills

Remediation of Gap


1. Determine, analyze and respond to clients’ advertising and marketing communications objectives by applying principles of marketing and communications. 2. Perform a market segmentation analysis, determine the organization’s target market / audience and define the consumer behaviour of each segment. 3. Develop an integrated advertising and marketing communications plan

Digital Analytics Specific Digital and Emerging Media Strategies

Digital Analytics: ADV4401 – Digital Analytics II (L4) BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8) Specific Digital and Emerging Media Strategies: ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5)

21 Ontario Ministry of Training, Colleges and Universities, "What Does a Program Standard Contain?" [ONLINE] (22

February 2006) Available: http://www.tcu.gov.on.ca/eng/general/college/progstan/contain.html


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and persuasively present and defend it. 4. Evaluate the effectiveness of integrated advertising and marketing communications initiatives. 6. Develop creative solutions to address advertising and marketing communications challenges.

ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7)

2. Craft compelling messages specific to target audiences, adapting them to adhere to regional ethical practices and legal codes.

1. Determine, analyze and respond to clients’ advertising and marketing communications objectives by applying principles of marketing and communications. 2. Perform a market segmentation analysis, determine the organization’s target market / audience and define the consumer behaviour of each segment. 3. Develop an integrated advertising and marketing communications plan and persuasively present and defend it. 5. Develop advertising and marketing communications material in compliance with current Canadian legislation, industry standards and business practices. 9. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

Digital Storytelling Target Audience Insight

Digital Storytelling: ADV4600 – Intercultural Communications (L6) ADV4601 – Internal Communications (L6) DSN4702 – Interactive Website Design (L7) ADV4703 – Cultural and Global Communications (L7) ADV4803 – Persuasive Campaigns (L8) Target Audience Insight: ADV4303 – Audience and Media Insight (L3) ENL2025 – Interpersonal Communications (L3) ADV4505 – Consumer Behaviour (L5) MKT4602 – Market Research (L6) MKT4700 – Niche Marketing (L7) ADV4801 – Brand Management with a Global Perspective (L8)

3. Analyze multiple research inputs in order to create sound

2. Perform a market segmentation analysis, determine the

Research Methods Digital Analytics

PHI2000 – Introduction to Research (L3) in


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communications strategies.

organization’s target market / audience and define the consumer behaviour of each segment.

Level 5 of modified program Digital Analytics II (L4) in Level 6 of modified program Digital Analytics: BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8)


3. Develop an integrated advertising and marketing communications plan and persuasively present and defend it.

Specific Digital and Emerging Media Strategies

ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7)


3. Develop an integrated advertising and marketing communications plan and persuasively present and defend it. 7. Plan, implement, monitor and evaluate projects by applying principles of project management.





International Context ADV4600 – Intercultural Communications (L6) ADV4703 – Cultural and Global Communications (L7) ADV4801 – Brand Management with a Global Perspective (L8)



Presentation Experience Persuasive Communications

Presentation Experience: ADV4600 – Intercultural Communications (L6) WKT4604 – Media and Communications Co-op Work Term II ADV4801 – Brand Management with a Global Perspective


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Persuasive Communications: ADV4803 – Persuasive Campaigns (L8)


8. Complete all work in a professional, ethical and timely manner.

Develop personal and professional strategies and plans to adapt to change.

ADV4503 – Digital Technologies (L5) WKT4604 – Media and Communications Co-op Work Term II

9. Think innovatively and creatively in the decision-making process

6. Develop creative solutions to address advertising and marketing communications challenges.

Creative thinking Successful completion of the final two years of study including: DSN4702 – Interactive Website Design (L7) ADV4803 – Persuasive Campaigns (L8)



Ethical thinking in a business environment

BUS4800 – Business and Global Communications (L7) BUS4800 – Business and Campaign Analytics (L8) ADV4801 – Brand Management with a Global Perspective (L8)


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Business Administration – Marketing Ontario College Advanced Diploma Degree completion arrangements for graduates of Business Administration – Marketing Ontario College Advanced Diploma The outcomes of prior study for this program are drawn from the Ministry of Advanced Education and Skills Development published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 22 Students graduating with a Business Administration – Marketing Ontario College Advanced Diploma will have acquired knowledge and skills in the area of marketing and research methods as identified in the following chart. These skills provide introductory training for traditional media and marketing communications concepts, although less advanced in specific digital and emerging media strategies and analytics, and marketing communications concepts. Although students require completion of eleven courses in total from the first two years of the degree program, students start in level three through a modified program. This program combines the missing courses from level 1 and 3 to produce a modified level 3; and level 2 and 4 to produce a modified level 4. Additionally, students receive advanced standings for two courses (MKT4504 – Non-Traditional Marketing and MKT4602 – Market Research). As a result, appropriate steps have been taken in the development of the degree completion arrangement.

Degree Program

Outcomes Outcomes of Prior

Study Gap in knowledge and

skills Remediation of Gap


1. Develop an integrated marketing communication strategy for marketing products, concepts, goods, or services based on an identified target market.


Digital Analytics: ADV4301 – Digital Analytics I (L3) ADV4401 – Digital Analytics II (L4) BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8) Specific Digital and Emerging Media Strategies: ADV4202 – Introduction to Social Media (L2) ADV4400 – Digital media Buying (L4)




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15. Apply the principles of business ethics and corporate social responsibility.

Digital storytelling and communication Target audience insight

Digital storytelling and communication: ADV4201 – External Communication (L2) ADV4302 – Digital Storytelling (L3) DSN401 – Introduction to Creative Design (L4) ADV4600 – Intercultural Communications (L6) ADV4601 – Internal Communications (L6) DSN4702 – Interactive Website Design (L7) ADV4703 – Cultural and Global Communications (L7) ADV4803 – Persuasive Campaigns (L8) Target audience insight: ADV4303 – Audience and Media Insight (L3) ENL2025 – Interpersonal Communications (L3) ADV4505 – Consumer Behaviour (L5) MKT4602 – Market Research (L6) MKT4700 – Niche Marketing (L7) ADV4801 – Brand Management with a Global Perspective (L8)


7. Project the impact of a marketing initiative using quantitative information. 12. Conduct primary and secondary market research to provide information needed to

Critical thinking and research synthesis in communications

ADV4303 – Audience and Media Insight (L3) ADV4301 – Digital Analytics I (L3) ADV4401 – Digital Analytics II (L4)


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make marketing decisions.

BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8)


6. Formulate and prepare a marketing plan including marketing objectives, marketing mix, marketing strategies, budgetary considerations, and evaluation criteria.

Specific Digital and Emerging Media Strategies Global digital media trends

Specific Digital and Emerging Media Strategies: ADV4202 – Introduction to Social Media (L2) ADV4400 – Digital Media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7) Global digital media trends: MKT4203 – Trendspotting in a Global Environment (L2) ADV4801 – Brand Management with a Global Perspective (ADV4801)


6. Formulate and prepare a marketing plan including marketing objectives, marketing mix, marketing strategies, budgetary considerations, and evaluation criteria. 9. Develop strategies to establish effective working relationships with clients, customers, consumers, co-workers, supervisors, and others.


Specific Digital and Emerging Media Strategies: ADV4202 – Introduction to Social Media (L2) ADV4400 – Digital media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7)


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1. Develop an integrated marketing communication strategy for marketing products, concepts, goods, or services based on an identified target market. 6. Formulate and prepare a marketing plan including marketing objectives, marketing mix, marketing strategies, budgetary considerations, and evaluation criteria. 14. Assist in the development of a business plan.

Niche and international context

MKT4203 –Trendspotting in a Global Environment (L2) ADV4303 – Audience and Media Insight (L3) ADV4600 – Intercultural Communications (L6) MKT4700 – Niche Marketing (L7) ADV4703 – Cultural and Global Communications (L7) ADV4801 – Brand Management with a Global Perspective (L8)


10. Communicate marketing information persuasively and accurately in oral, written, and graphic formats.


Presentation Experience: ADV4302 – Digital Storytelling (L3) ADV4600 – Intercultural Communications (L6) WKT4604 – Media and Communications Co-op Work Term II MKT4700 – Niche Marketing (L7) ADV4801 – Brand Management with a Global Perspective Persuasive Communications: ENL2025 – Interpersonal Communication (non-core) (L3) ADV4803 – Persuasive Campaigns (L8)


13. Develop personal professional development strategies and plans to enhance leadership, management skills, and marketing expertise. 17. Adapt to and apply various and changing technologies, systems, and computer applications used in marketing environments.

Adaptability to change ADV4503 – Digital Technologies (L5) WKT4604 – Media and Communications Co-op Work Term II


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8. Address marketing problems and opportunities using a variety of strategies and tactics.

Creative thinking ADV4302 – Digital Storytelling (L3) DSN401 – Introduction to Creative Design (L4) DSN4702 – Interactive Website Design (L7) ADV4803 – Persuasive Campaigns (L8)




MKT4203 –Trendspotting in a Global Environment (L2) BUS4800 – Business and Global Communications (L7) BUS4800 – Business and Campaign Analytics (L8) ADV4801 – Brand Management with a Global Perspective (L8)


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Business – Marketing Ontario College Diploma Degree completion arrangements for graduates of Business– Marketing Ontario College Diploma The outcomes of prior study for this program are drawn from the Ministry of Advanced Education and Skills Development published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 23 Students graduating with a Business – Marketing Ontario College Diploma will have acquired knowledge and skills in the area of marketing as identified in the following chart. These skills provide introductory training for traditional media and marketing communications concepts, although less advanced in research techniques and specific digital and emerging media strategies and analytics, and marketing communications concepts. Although students require completion of 12 courses in total from the first two years of the degree program, students start in level 3 through a modified program. This program combines most of the missing courses from level 1 and 3 to produce a modified level 3; and level 2 and 4 to produce a modified level 4. Additionally, students receive advanced standing for two courses (MKT4504 – Non-Traditional Marketing and MKT4602 – Market Research). As a result, appropriate steps have been taken in the development of the degree completion arrangement.

Degree Program Outcomes

Outcomes of Prior Study

Gap in knowledge and skills

Remediation of Gap


1. Develop an integrated marketing communication strategy for marketing products, concepts, goods, or services based on an identified target market.


Digital Analytics: ADV4301 – Digital Analytics I (L3) ADV4401 – Digital Analytics II (L4) BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8) Specific Digital and Emerging Media Strategies: ADV4100 – Introduction to Digital Media and Communications (L1) ADV4202 – Introduction to Social Media (L2) ADV4400 – Digital media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5)




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ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7)


15. Apply the principles of business ethics and corporate social responsibility.


Digital storytelling and communication: ADV4100 – Introduction to Digital Media and Communications (L1) ADV4201 – External Communication (L2) ADV4302 – Digital Storytelling (L3) DSN401 – Introduction to Creative Design (L4) ADV4600 – Intercultural Communications (L6) ADV4601 – Internal Communications (L6) DSN4702 – Interactive Website Design (L7) ADV4703 – Cultural and Global Communications (L7) ADV4803 – Persuasive Campaigns (L8) Target audience insight: ENL2025 – Interpersonal Communications (L3) ADV4505 – Consumer Behaviour (L5) MKT4602 – Market Research (L6) MKT4700 – Niche Marketing (L7) ADV4801 – Brand Management with a Global Perspective (L8)


7. Project the impact of a marketing initiative using quantitative information. 12. Conduct primary and secondary market research to provide information needed to make marketing decisions.


PHI2000 – Introduction to Research (L3) ADV4301 – Digital Analytics I (L3) ADV4401 – Digital Analytics II (L4) BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8)


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6. Formulate and prepare a marketing plan including marketing objectives, marketing mix, marketing strategies, budgetary considerations, and evaluation criteria.


Specific Digital and Emerging Media Strategies: ADV4202 – Introduction to Social Media (L2) ADV4400 – Digital Media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7) Global digital media trends: MKT4203 – Trendspotting in a Global Environment (L2) ADV4801 – Brand Management with a Global Perspective (L8)


6. Formulate and prepare a marketing plan including marketing objectives, marketing mix, marketing strategies, budgetary considerations, and evaluation criteria. 9. Develop strategies to establish effective working relationships with clients, customers, consumers, co-workers, supervisors, and others.


ADV4202 -- Introduction to Social Media (L2) ADV4400 – Digital media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7)


1. Develop an integrated marketing communication strategy for marketing products, concepts, goods, or services based on an identified target market. 6. Formulate and prepare a marketing plan including marketing objectives, marketing mix, marketing strategies, budgetary


MKT4203 –Trendspotting in a Global Environment (L2) ADV4600 – Intercultural Communications (L6) MKT4700 – Niche Marketing (L7) ADV4703 – Cultural and Global Communications (L7) ADV4801 – Brand Management with a Global Perspective (L8)


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considerations, and evaluation criteria. 14. Assist in the development of a business plan.


10. Communicate marketing information persuasively and accurately in oral, written, and graphic formats.




13. Develop personal professional development strategies and plans to enhance leadership, management skills, and marketing expertise. 17. Adapt to and apply various and changing technologies, systems, and computer applications used in marketing environments.



8. Address marketing problems and opportunities using a variety of strategies and tactics.

Creative thinking ADV4302 – Digital Storytelling (L3) DSN401 – Introduction to Creative Design (L4) DSN4702 – Interactive Website Design (L7) ADV4803 – Persuasive Campaigns (L8)

10. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility,

18. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility,


MKT4203 –Trendspotting in a Global Environment (L2) BUS4800 – Business and Global Communications (L7)


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economic commitment and environmental stewardship.

economic commitment and environmental stewardship.

BUS4800 – Business and Campaign Analytics (L8) ADV4801 – Brand Management with a Global Perspective (L8)

Public Relations Ontario College Diploma Degree completion arrangements for graduates of Public Relations Ontario College Diploma The outcomes of prior study for this program are drawn from the Ministry of Advanced Education and Skills Development published program standards that "outline the essential skills and knowledge that a student must acquire and be able to reliably demonstrate in order to graduate from the program." 24 Students graduating with a Public Relations Ontario College Diploma will have acquired knowledge and skills in the area of media and marketing communications, as identified in the following chart, although less advanced in marketing concepts, research techniques and analytics, and specific digital and emerging media strategies. Although students require completion of 11 courses in total from the first two years of the degree program, students start in level 3 through a modified program. This program combines most of the missing core courses from levels 1 and 3 to produce a modified level 3; and levels 2 and 4 to produce a modified level 4. Level 1 and level 2 non-core courses will be taken off-cycle within the modified level 4 in levels 5 and 7. Additionally, students receive advanced standing for one course (MKT4504 – Non-Traditional Marketing). As a result, appropriate steps have been taken in the development of the degree completion arrangement.

Degree Program

Outcomes Outcomes of Prior

Study Gap in knowledge and

skills Remediation of Gap


1. Participate in the planning of public relations activities, including the development of clear, measurable communication objectives and project budgets and selection of strategies, tactics, tools, and resources to support a range of stakeholder relationships and organizational objectives.


Digital Analytics: PHI2000 – Introduction to Research (L3) ADV4301 – Digital Analytics I (L3) ADV4401 – Digital Analytics II (L4) BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8)




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2. Support the implementation and management of strategies, tactics, budgets and resources for a range of public relations activities to achieve communication objectives and meet activity guidelines and requirements. 5. Use information sources, research tools and results, and apply analytical skills to support the development of communication objectives, selection of strategies and tactics, and measurement of the impact of public relations activities.

Specific Digital and Emerging Media Strategies: ADV4100 – Introduction to Digital Media and Communications (L1) ADV4400 – Digital media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7)


3. Write and edit clear, accurate, targeted copy appropriate for the chosen channel(s) and to a specified deadline. 4. Apply visual, audio, multimedia and interactive elements, fundamental design principles and accessibility standards, independently and collaboratively, to support the production of effective, timely communications appropriate for diverse channels and audiences. 7. Comply with and support others to work in accordance with relevant professional association and industry codes of ethics, public relations professional standards and practices, and legal obligations, protocols, and policies. 11. Identify and apply discipline-specific practices that contribute


Digital storytelling and communication: ADV4100 – Introduction to Digital Media and Communications (L1) ADV4302 – Digital Storytelling (L3) DSN401 – Introduction to Creative Design (L4) ADV4600 – Intercultural Communications (L6) ADV4601 – Internal Communications (L6) DSN4702 – Interactive Website Design (L7) ADV4703 – Cultural and Global Communications (L7) ADV4803 – Persuasive Campaigns (L8) Target audience insight: ENL2025 – Interpersonal Communications (L3) ADV4303 – Audience and Media Insight (L3) ADV4505 – Consumer Behaviour (L5) MKT4602 – Market Research (L6) MKT4700 – Niche Marketing (L7)


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to the local and global community through social responsibility, economic commitment and environmental stewardship.

ADV4801 – Brand Management with a Global Perspective (L8)


5. Use information sources, research tools and results, and apply analytical skills to support the development of communication objectives, selection of strategies and tactics, and measurement of the impact of public relations activities.


PHI2000 – Introduction to Research (L3) ADV4301 – Digital Analytics I (L3) ADV4401 – Digital Analytics II (L4) MKT4602 – Market Research (L6) BUS4800 – Business and Campaign Analytics (L8) ADV4802 – Digital Marketing Research (L8)


1. Participate in the planning of public relations activities, including the development of clear, measurable communication objectives and project budgets and selection strategies, tactics, tools and resources to support a range of stakeholder relationships and organizational objectives. 5. Use information sources, research tools and results, and analytical skills to support the development of communication objectives, selection and tactics, and measurement of the impact of public relations activities.


Specific Digital and Emerging Media Strategies: ADV4400 – Digital Media Buying (L4) ADV4502 – Social Media Execution and Analytics (L5) ADV4503 – Digital Technologies (L5) ADV4603 – Search Media Strategies and Tactics (L6) ADV4701 – Mobile Strategies and Tactics (L7) Global digital media trends: MKT4203 – Trendspotting in a Global Environment (L2) ADV4801 – Brand Management with a Global Perspective (ADV4801) MKT4203 – Trendspotting in a Global Environment


1. Participate in the planning of public relations activities, including the development of clear, measurable communication

Marketing Concepts Digital Strategies

Marketing Concepts: MKT4101 – Marketing (L1) Digital strategies: ADV4400 – Digital media Buying (L4)


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objectives and project budgets and selection of strategies, tactics, tools, and resources to support a range of stakeholder relationships and organizational objectives. 2. Support the implementation and management of strategies, tactics, budgets and resources for a range of public relations activities to achieve communication objectives and meet activity guidelines and requirements.



1. Participate in the planning of public relations activities, including the development of clear, measurable communication objectives and project budgets and selection of strategies, tactics, tools, and resources to support a range of stakeholder relationships and organizational objectives. 2. Support the implementation and management of strategies, tactics, budgets and resources for a range of public relations activities to achieve communication objectives and meet activity guidelines and requirements. 8. Keep current with emerging social and economic trends, and local, national and global issues to inform public plans and activities, support organizational effectiveness and


MKT4203 –Trendspotting in a Global Environment (L2) ADV4600 – Intercultural Communications (L6) MKT4700 – Niche Marketing (L7) ADV4703 – Cultural and Global Communications (L7) ADV4801 – Brand Management with a Global Perspective (L8)


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stakeholder relationships, and guide ongoing personal professional development.


6. Engage stakeholders by adapting language, tone and presentation style to the public relations purpose, situation, audience and channel(s).




7. Comply with and support others to work in accordance with relevant professional association and industry codes of ethics, public relations professional standards and practices, and legal obligations, protocols, and policies. 8. Keep current with emerging social and economic trends, and local, national and global issues to inform public relations plans and activities, support organizational effectiveness and stakeholder relationships, and guide ongoing personal professional development. 9. Select and use current and emerging technologies to support



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the quality and delivery of public relations activities and organizational effectiveness. 10. Use strategies and tools to build and maintain professional relationships to support public relations activities, organizational objectives and career development.

9. Think innovatively and creatively in the decision-making process.

n/a Creative thinking ADV4302 – Digital Storytelling (L3) DSN401 – Introduction to Creative Design (L4) DSN4702 – Interactive Website Design (L7) ADV4803 – Persuasive Campaigns (L8)

10. Identify and apply discipline-specific practices that enable the contribution to the local and global community through social responsibility, economic commitment and environmental stewardship.



MKT4203 –Trendspotting in a Global Environment (L2) BUS4800 – Business and Global Communications (L7) BUS4800 – Business and Campaign Analytics (L8) ADV4801 – Brand Management with a Global Perspective (L8)

SECTION 5: PROGRAM DELIVERY BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 5: Program Delivery The program methodologies proposed for the delivery of curriculum and other program elements, and the associated quality assurance policies and procedures meet the Board’s requirements as described in the following sections.


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Section 5.1: Quality Assurance of Delivery Algonquin College has a robust program quality assurance process consisting of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review. These processes include 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. Furthermore, the results of the quality assurances practices are used to guide curriculum design and delivery, pedagogy and educational processes as here described.


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The Annual Curriculum Review process includes reviewing and revising the curriculum, incorporating input from recent Student Course Feedback and KPI surveys, advisory committees and program councils, and formalizing changes for the next academic year.

http://www.algonquincollege.com/academic-development/our-services/curriculum-administration/


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Program Mix Review is usually undertaken at the end of the fiscal year. The program’s fiscal data is reviewed annually along with the results of the KPI and Student Course Feedback surveys. The program is given a score based on both financial and qualitative measures. A Board of Governors’ directive is that programs with a financial contribution of less than 25% or a Quality Index Score less than 70% develop remediation plans.


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Program Quality Review is a comprehensive process normally occurring on a five year cycle at which time a program augments its Annual Program Review audit with an in depth review of historical survey data for the previous five years. Curriculum is remapped to ensure it remains compliant with the Quality Assurance Framework, degree level standards and program learning outcomes. Course outlines are reviewed to ensure they are complete and that there is congruency between course learning outcomes, learning activities and evaluation methods. Recommendations for improvement are made, and an implementation plan is developed. The implementation plan is tracked on an annual basis until all recommendations have been assessed.

http://www.algonquincollege.com/academic-development/our-services/program-quality-assurance/


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These three quality assurance processes are depicted in a flow chart at http://www.algonquincollege.com/academic-development/our-services/program-quality-assurance/ (link to the ‘Algonquin College Program Quality Assurance Model’). The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to quality assurance within the following: Policy AA03: Program Councils Policy AA25: Student Course Feedback Policy AA38: Program Quality Assurance

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Section 5.2: Student Feedback

Algonquin College believes that student feedback as to the quality and effectiveness of course/program delivery is an important component in the ongoing improvement of the delivery of programs. There are standardized and regular feedback mechanisms in place to gather quantitative and qualitative data to inform plans and actions. Student Course Feedback (Course Assessment) survey results provide quantitative data that is analyzed annually and compared year to year. Aligning with the College’s desire to reach all students anytime, anywhere, Student Course Feedback surveys moved online in 2009. Instead of a traditional one-time in-class opportunity to provide feedback, surveys are open for a generous time period, with results available to individual course professors and Academic Administrators immediately at the end of the course. Furthermore, the archiving of survey results paves the way for efficient longitudinal analyses of this survey data enabling the College to determine whether improvement initiatives have made a change in the program from the students’ perspective or indicating where improvements are necessary. Qualitative information is also obtained from Student Course Feedback surveys and Program Council meetings. All of this information is reviewed on an ongoing basis and responded to, as appropriate.

With the move to the online collection of Student Course Feedback surveys, in 2013, the College initiated a working group with the goal of increasing the student response rates. Recommendations put forth were implemented for the 2014-15 Academic Year that resulted in a 15% percentage point increase in the response rate for Fall 2014, and an increase of nearly 10% for the Winter 2015. Additionally, the working group examined the questions utilized in the survey tool, and put forth numerous recommendations that have resulted in the survey using the set of questions for all courses. The Student Course Feedback questions are listed at the end of this section.

Where student feedback or performance are indicative of the need for support, academic advising and student success specialists are available to assist students. Academic advising is available to students through the services of faculty assigned an advising role. The role of the academic advisor is defined in AA40: Academic Advising http://www2.algonquincollege.com/directives/policy/academic-advising/ as "...a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program at one or more specified levels.” (AA40, p.1) Academic Advising tools and other resources, such as the Academic Advising Begins handbook are available to faculty to assist in supporting students’ needs http://www.algonquincollege.com/acadvising/

Student support specialists are assigned to each Faculty to provide guidance for overall student issues and to provide support to students struggling with academics. http://www.algonquincollege.com/student-success/home/support-services/ Student Coaching, Peer Tutoring and Study Workshops are also available to help students identify solutions to difficulties with their studies through face-to-face coaching and virtual applications. Additionally, a Student Learning Centre is available to provide students with support in English, math, and computer skills. http://www.algonquincollege.com/slc/ The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to student feedback, academic advising and dealing with poor student performance or enhancing student performance within the following: AA03: Program Councils

http://www2.algonquincollege.com/directives/policy/academic-advising/

http://www.algonquincollege.com/acadvising/

http://www.algonquincollege.com/student-success/home/support-services/

http://www.algonquincollege.com/slc/


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AA25: Student Course Feedback AA40: Academic Advising

Student Course Feedback - Questions

The Course

1. Overall, please rate the quality of this course Response: Excellent to Not Satisfactory N/A

2. Course learning activities (e.g. lectures, discussions, practical work, group work, etc) are varied. Response: 5-Point Likert Scale w/NA

3. Course learning activities are linked to the course learning requirements. Response: 5-Point Likert Scale w/

4. All of the course learning requirements are covered in the course. Response: 5-Point Likert Scale w/NA

5. What did you like most about this course? Response: Long Answer – free flowing

6. How could the course be improved to be of benefit to future students? Response: Long Answer – free flowing

The Professor

7. Overall, please rate the effectiveness of your course professor Response: Excellent to Not Satisfactory N/A

8. What did you like most about the course professor? Response: Long Answer – free flowing

9. What, if anything, could the professor do differently to be of benefit to future students? Response: Long Answer – free flowing

SECTION 6: CAPACITY TO DELIVER BACHELOR OF DIGITAL MEDIA AND MARKETING COMMUNICATIONS (HONOURS)

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Section 6. Capacity to Deliver The proposed program is appropriate to the college’s mission, goals and strengths. Algonquin College’s strategic plan, 50+5: Strategic Plan 2017-2022, articulates its mission, goals and strength. The new strategic plan and Strategic Mandate Agreement may be reviewed at the following link: http://www.algonquincollege.com/reports/ Algonquin College’s Vision, Mission and Core Values Algonquin College’s organizational philosophy is defined by our vision, mission and core values. These critical elements describe who we are, what we want to achieve, and what will guide our decision-making on a daily basis. The vision sets out the ideal state that we want to achieve and the mission identifies our purpose, while the core values articulate our most fundamental beliefs and the behaviours expected of employees and students. Combined, the vision, mission and values, set the context for the current Strategic Plan for 2017-2022 and for the long-term development of the College. Extensive public consultation and engagement of the College community has informed this plan’s direction. The College’s current strategic plan retains the core values espoused in the previous 2012-2017 plan, however, contains a revision to the Mission and Vision as follows: VISION STATEMENT To be a global leader in personalized, digitally-connected experiential learning. MISSION STATEMENT To transform hopes and dreams into lifelong career success. CORE VALUES Caring We have a sincere and compassionate interest in the well-being of the individual. Learning We believe in the pursuit of knowledge, personal growth and development. Integrity We believe in trust, honesty and fairness in all relationships and transactions. Respect We value the dignity and uniqueness of the individual. We value the equity and diversity in our community.

Section 6.1: Learning and Physical Resources The Algonquin College Library offers a variety of services to support faculty teaching and student learning by providing access to Library professionals and para-professionals as well as print and electronic resources. Algonquin’s main campus is well situated in the National Capital Region. This gives our students the advantage of being close to many specialized libraries. The Algonquin Library has local agreements with many area libraries which permit direct student borrowing or Inter-library loan service. The libraries covered under these agreements include Carleton University and University of Ottawa libraries. In addition to individual Library agreements, the Algonquin College Library is a partner in the National Capital Sm@rtLibrary which includes numerous member institutions. This partnership facilitates students’ access to resources available at partner institutions. Current partners include:

http://www.algonquincollege.com/reports/


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University of Ottawa Carleton University Ottawa Public Library Canadian Museum of Civilization Canadian War Museum Canadian Mortgage and Housing Corporation La Cité collégiale National Gallery Bibliothèque municipal de Gatineau Université du Québec en Outaouais Canada Science and Technology Museums Corporation Dominican College University

Relevant Library Resources Print and in-house resources Books The Algonquin library collection totals about 40,000 volumes. As this program covers topics in design, advertising, marketing, media, and technology, it is difficult to estimate the number of books in our present collection that would support the new program. There are potentially thousands of books that may be relevant. The most current titles would generally be in electronic format (ebook). The library will supplement existing resources by purchasing additional specialized titles to complement current holdings in the area of business systems for marketing and communication. The Library also provides resources for support subject areas such as Mathematics, Communications (Language/Writing/Presentations), Critical Thinking, Basic Computing, among others. Electronic/Online Resources Databases The Algonquin library provides access to over 50 databases. Many of these databases would include journal titles of relevance to this degree program. Database titles of specific interest include:

Business Source

Communications and Mass Media Collection

Science Direct College Collection

CARDonline

Safari Technical Ebooks Journals Online journal titles available through our various electronic databases include the following areas:

Journal of Interactive Marketing

Journal of Marketing Communications

Journal on Interactive Advertising

Journal of Marketing

Journal of Marketing Research

Journal of Advertising Research

International Journal of Research in Marketing


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Journals and articles on relevant topics can be found in various business databases and computer or technical databases. The Library offers a “OneSearch” service which allows searching of most library databases simultaneously. This service will greatly benefit students as they search for topics that are multi-disciplinary. The Library’s collection includes journals under headings ‘Communications and Mass Media’ (500+ titles) and ‘Marketing’ (250+ titles). Audio Visual – Streamed Video The Algonquin Library provides access to a collection of online (streamed) videos from Films on Demand. This collection contains over 300 videos under the heading ‘Marketing’ including about 20 titles on digital/internet marketing. Also, students may benefit greatly from the lynda.com tutorials which provides instruction on various software products, web development and business topics. Electronic Books The Library’s e-Book collection contains over 250,000 titles covering a broad range of disciplines. Business and technology topics are particularly well represented in the Safari Technical Ebook collection. About 50 titles are available on the topic of digital/online marketing. Specialized Equipment The Bachelor of Digital Media and Marketing Communications (Honours) program will use Algonquin College’s existing Media and Design computer labs and existing software. The current available software will allow students to develop solutions using an environment similar to those used by local digital media and digital communications organizations and departments. As such, it will also support student projects in partnership with those organizations and departments. Most, if not all, software will be accessible to students remotely, and in the various Media and Design labs. Laboratory Space In addition to the available classroom and student spaces at the Woodroffe campus, the proposed program will use existing computer laboratory space in Algonquin College’s various Media and Design computer labs.

Section 6.2: Resource Renewal and Upgrading Library Resources The College plans and invests in Library acquisitions on an annual basis. Library resource needs are identified by the librarians as well as faculty members. Faculty members review existing acquisitions, typically in the May/June timeframe. New resources (text, video, journal, electronic) that will be of benefits are prioritized and purchasing recommendations submitted to the Library for consideration as per yearly funding allocations. Policy AA31 further details the Library’s (formerly the Learning Resource Centre) mandate.

Computers and Computer Access The College establishes an instructional computing and technology renewal and upgrading plan on an annual basis. A process for renewal of computers and their deployment to staff has been established as detailed in Policy IT02- Technology Evergreening and Policy IT06-Deployment of Computing Devices. The College has approximately 2050 computers accessible at the Woodroffe


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campus within combined general and specialized labs that are equipped on average with 34 computers.

New equipment and renewal requirements are identified and prioritized on an annual basis in conjunction with capital equipment planning. The College Space and Infrastructure Committee (CSIC) develops plans to address strategic directions, needs and areas for improvement. On an annual basis, Schools are requested by the CSIC to bring forward requests for renovations and/or space requirements to improve the learning environment. These requests are prioritized by a sub-committee of CSIC.

Allocation of funds for environmental and learning resources is an annual process as per the budget approved by Algonquin College’s Board of Governors. Capital funds are distributed amongst the Faculties/Schools in the College and the allocation varies from year to year, based on funds available. Classrooms The College upgrades and enhances facilities on an ongoing basis taking into account enrolments, faculty support needs, and the growing use of web-based technologies for learning and teaching. There are currently 147 classrooms at the Woodroffe campus that are upgraded according to the needs identified through the annual Learning Environment Quality identification, prioritization, and funding process. Lecture rooms vary in size and seat from 20-140 students. All classrooms at Algonquin College have e-learning capabilities that can be used for course delivery and web access. E-classrooms are equipped with wireless Internet access, video equipment, a speaker system, a high-resolution projector, a computer with wired access to high speed internet, and a white or black board. Of the E-classrooms, 130 have been enhanced to mobile classrooms supporting the use of laptops and other mobile devices with full access to power, an enhanced data projector and a Smart Podium interactive pen display. E-classrooms are equipped with video equipment, a speaker system, a high-resolution projector, a computer with access to high speed internet, and a white or black board.

Policy AA 31: Learning Resource Centre Policy IT 02: Technology Evergreening Policy IT 06: Deployment of Computing Devices Procedure: College Technology Committee Terms of Reference Procedure: College Space and Infrastructure Committee Mandate


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Section 6.3: Support Services

Support Service Brief Description of Service

Welcome Centre

The Robert C. Gillett Student Commons provides a variety of services dedicated to student success. The Welcome Centre in Student Support Services, located on the third floor of the Student Commons (E341), is designed to serve as a vital first point of access to a number of support services for potential applicants, current students and graduates from one centralized location, in the hopes of establishing a familiar and ongoing resource during an individual’s affiliation with Algonquin College. The Welcome Centre features five stations including one accessible station to assist students and clients in their pursuit of service from the Centre for Students with Disabilities, Counselling Services, and the Employment Support Centre (formerly known as Student Employment Services).

The AC Hub

The AC Hub is devised as a one-stop access point for student engagement and a source for information, events and workshops. Students will cultivate partnerships, friendships and networking connections within the AC Hub and their communities. Our goal is to enhance the academic experience beyond the scope of the classroom, providing students the opportunity to become actively involved in campus life and the surrounding community. The AC Hub hosts College-wide Orientation, provides signature events (including the annual Volunteer Appreciation Gala), and also provides volunteer opportunities on campus and in the community recognized by a Co-Curricular Record to acknowledge students’ contributions. Additionally, the AC Hub delivers hands-on workshops, exposes students to industries through keynote speakers and AC Hub Talks, provides a support structure for students through a Peer Mentoring program, offers services at the AC Hub Satellite (second floor, C building) and three AC Hub Mobile desks across the sprawling Woodroffe campus to help keep students informed, and provides both physical and virtual outreach to regional campuses.

http://www.algonquincollege.com/welcomecentre/

http://www.algonquincollege.com/welcomecentre/

http://www.algonquincollege.com/achub/


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Academic Advising

Algonquin College's Policy on Academic Advising, AA40, defines an advisor as “…a professor or instructor who has been assigned the responsibility of providing academic guidance to students in his/her program.” In this role, the faculty member provides the student with an opportunity to

plan, discuss, and review academic progress address challenges that may impede successful performance identify education, life and career goals assist the student in creating a plan to realize those goals refer the student to all College resources the College

Student Success Specialists

Student Success Specialists are support staff who provide a friendly first point of contact for students of a designated Academic area (e.g. Faculty of Technology and Trades), or group (e.g., Aboriginal, WSIB). They work closely with Academic and Student Services staff to:

promote and implement student success initiatives (e.g., connecting with students at risk)

ensure students’ questions are answered promptly or directed to the appropriate forum

participate in activities that help students in the transition to the College (e.g., orientation)

provide information about admissions, records, programs of study and bursaries

link students to appropriate resources and services

Counselling: Career and Personal

Counselling Services (Woodroffe Location) is staffed by 8 full-time professional counsellors. This department provides confidential support services to students facing the academic, career, and personal challenges of college. Services include:

Short term and Supportive counselling for common mental health issues experienced by students, such anxiety, depression, and stress regulation

Crisis intervention and suicide risk assessment Proactive outreach initiatives issues such as team building,

effective group work, communication skills, and stress management

Program-choice planning and career direction assessment Tragic Event Response Team Parent Resource Network Employee training initiatives such as "SafeTALK" suicide

intervention, "Positive Space" sexual orientation awareness, and a range of mental health awareness workshops.

http://www2.algonquincollege.com/directives/policy/academic-advising/

http://www.algonquincollege.com/studentsuccess/

http://www.algonquincollege.com/studentsuccess/

http://www.algonquincollege.com/studentservices/counselling/current_students/index.html

http://www.algonquincollege.com/studentservices/counselling/current_students/index.html


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Financial Aid The Financial Aid Office is staffed with 1 manager, 1 front office supervisor, 10 full-time employees and 4 part-time employees who administer various government financial assistance programs to eligible full and part-time students. Services include, but are not limited to:

Administration of the Ontario Student Assistance Program (OSAP)

Determination of an individual student’s eligibility for the various types of funding

Administration of the student bursary programs for students

Interpretation of the rules and regulations of the Ontario Ministry of Training, Colleges and Universities

Employment Support Centre

The Employment Support Centre offers professional cost-free services to students, graduates, and employers. The department is comprised of three full-time employees including two Employment Officers and one Employment Outreach Officer. The Employment Support Centre promotes college programs to the community and offers a comprehensive electronic job posting service ensuring employers and qualified students/graduates are connected. Services include, but are not limited to:

Electronic job posting system (MyCareerZone) One-on-one job coaching appointments Résumé and cover letter review drop-in service Job search techniques Interview preparation Labour market information Career Fairs and other on-campus recruitment activities

Peer Tutoring

Peer Tutoring provides the one-on-one opportunity for students experiencing difficulties in a particular course to be matched with a senior student (nominal fee applies) for academic assistance.

Services for Students with Disabilities

The Centre for Students with Disabilities provides disability-related counselling and advising, including specialized academic and personal counselling that is developed specifically for students with disabilities and not duplicated by regular counselling and advising services available to all students. The Centre is staffed with 1 manager and 12 full-time employees including 6 Disability Counsellors, 1 Learning Strategist, 1 Intake and Assessment Advisor, 2 Assistive Technologists, 1 Test Room Facilitator, 1 Office Administrator and numerous additional part-time staff. We also employ two part time counsellors and two part-time learning strategists. Services include, but are not limited to:

Counselling and support so that students with disabilities can work within an accessible college environment

Assistive reading technologies

A large Test Centre for the provision of test and exam accommodations

Transcription services (ie: Braille, large print, alternative/digital formats such as accessible e-text)

http://www.algonquincollege.com/financialaid/

http://www.algonquincollege.com/employment/

http://www.algonquincollege.com/employment/

http://www.algonquincollege.com/peer-tutoring/

http://algonquincollege.com/studentsupportservices/csd/index.htm

http://algonquincollege.com/studentsupportservices/csd/index.htm


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Assistance to find specialized and peer tutors

Interpreters and electronic note taking for students with hearing loss

Peer notetaking services

Access to, and training for, assistive devices

Access to a large Assistive Technology Lab

A Transition Centre for students with Autism Spectrum Disorder

Consultation with faculty for students with disability-related needs

Liaison with and referral to other Student Support Services and agencies

Liaison with campus and community agencies on the students’ behalf

Other Services:

Cooperative Education Department

The Cooperative Education Department facilitates the co-op process including the development of job opportunities and the preparation of the students for the work force. The department acts as a liaison between the student, the employer and the participating academic departments and collects the relevant academic assignments. The academic coordinators evaluate the student’s co-op work term report. The staffing complement is 5 full-time employees. Services include, but are not limited to:

Job posting process, distribution of applications to employers

Arranging interviews on or off campus, process job offers

Site visits with the employer and student during the work placement

Consultation with co-op professionals to mitigate issues encountered during the job search or while on placement

Health Services

Health Services provides professional, confidential medical services for students. Physicians are available by appointment and walk-in. Registered Nurses provide assessment and treatment of minor illnesses or injury. Health Services is staffed with both full and part-time physicians, nurses and support staff. There are 6 combined full and part-time physicians, one registered dietitian, one psychiatrist and 7 nurses on staff. Services include, but are not limited to:

Allergy injections Birth control information and prescriptions Blood tests Emergency treatment for accidents/illnesses Mental health support Health counseling (nutrition, stress, exercise, smoking, drugs,

alcohol) Treatment for acute illness (headaches, colds, etc.) Vaccinations



http://www.algonquincollege.com/studentsupportservices/healthservices/


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Mamidosewin Centre for Aboriginal Students

The Mamidosewin Centre provides a variety of cultural programs and services to Aboriginal students. In addition to welcoming social events and activities, services offered include, but are not limited to:

Information on Aboriginal bursaries, scholarships and other funding

Workshops and individual support with study skills, time management, tutors etc.)

Career, academic or personal counselling with an Aboriginal counsellor

Aboriginal Education to Employment program and job listings Referrals to Aboriginal services (housing, counselling, employment

etc.)

College Ombudsperson

The Ombudsman provides confidential, independent, and impartial assistance and intervention to address any college-related concerns of students. The Ombudsman has effective access to both College and Students’ Association officials and can assist students with concerns related to any aspect of student life at the College – from policies, procedures to rights and responsibilities. Assistance is provided to ensure fair, just, and equitable treatment and may be provided in the following areas:

Coaching students in making appropriate choices based on unique/personal circumstances

Promoting a proactive perspective for managing and resolving conflicts and/or concerns that may occur

Facilitating communication between the student and other members of the College community

Resolving student concerns and issues with other students, faculty, or staff.

Residence Life

Residence Life supports the holistic development of students through individual, interpersonal, intellectual and community education and empowers students to live, learn, and lead in an inclusive and safe community. The Manager-Residence Life and the Residence Life Coordinator supervise the Two Senior Resident Advisor, the Residence Programmer and 20 Resident Advisors. Services include, but are not limited to:

Educational Programming and Building Wide Events Residence Orientation Algonquin Residence Council Student Outreach and Support Community Management and Policy education

Registrar’s Office

The Registrar’s Office maintains student records and provides relevant support from admission to graduation. Services include, but are not limited to:

Admissions, fees, registrations, withdrawals Applications for course exemptions Academic records and transcripts Scheduling (timetables)

http://www.algonquincollege.com/studentservices/counselling/current_students/mamidosewin_native_student_centre.html

http://www.algonquincollege.com/studentservices/counselling/current_students/mamidosewin_native_student_centre.html

http://www.algonquincollege.com/ombudsperson/

http://www.algonquincollege.com/studentservices/ros/index.htm

http://www.algonquincollege.com/RegistrarsOffice/


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Safety and Security Services

Safety, Security and Emergency Management ensures the College provides sustainable safe and secure learning, working and social environments for all of its occupants through the implementation of coordinated risk mitigation strategies and integrated programming. Services include, but are not limited to:

Full service prevention and patrol programs. Communications, dispatch and reporting centre ( 24 hrs/day) Walk Safe Services Incident Response, Emergency Response and Investigations Risk management risk assessment and consultation services Workshops and presentations on a variety of safety issues

http://www.algonquincollege.com/physical_resources/safety/

http://www.algonquincollege.com/physical_resources/safety/


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Section 6.4: Faculty Enrolment Projections and Staffing Implications

Cumulative Semester Enrolment Full-time

Contact Hours

Cumulative Full-time Faculty Equivalents (F.T.E.)

Cumulative Part-time Faculty Equivalents (F.T.E.)

Contact Hours taught by Full-time Faculty

Contact Hours taught by Part-time Faculty

Ratio of Full-time Students: Full-time Faculty

Year 1 2018-19

48 465 .5 2.0 180 285 96:1

Year 1 2019-20

100 465+450=

915 1.5 1.5 540 375 66:1

Year 1 2020-21

161 915+450=

1365 2.5 1 900 465 64:1

Year 1 2021-22

221 1362+450=

1815 3.5 .5 1260 555 63:1

The table above depicts both the enrolment and staffing projections for the program. It is assumed that a full time professor will teach 4 courses per semester (180hrs or 360 per year). The figures are based on a plan to hire a full-time faculty member in each of the second, third and fourth years following the launch of the program, assuming stable enrolment. Note that full-time faculty members who may teach breadth courses are also captured in the table above. Faculty Selection Faculty selection and orientation are detailed within Policy HR07: Full-time Hiring Process and Policy HR10: New Employee Orientation. All future new full-time hires in the Faculty of Media and Design designate a graduate degree as the preferred credential. If hiring a full-time professor to teach primarily in a degree program, a terminal credential will be the requirement. Faculty identified for the Bachelor of Digital Media and Marketing Communications (Honours) program meet the Board requirement of no fewer than 50% of the faculty proposed to teach hold the terminal academic credential in the field or in a closely related field of study. There are 15 faculty identified to teach core courses in the program, 9 of which hold PhD’s and 6 who hold Master’s level credentials. Of the 34 core courses within the course schedule, 23 (68%) have a PhD identified eligible to teach. Although Master’s qualified faculty have also been identified for certain of these courses, the number of PhDs is such that the program would be able to ensure that 50% of the faculty assigned to a cohort would hold the terminal credential. Review of Faculty Performance The Academic Chair is expected to conduct regular reviews of faculty performance, which includes a review of student feedback on teaching and supervision (see Policy AA25: Student Course Feedback). Formal performance appraisals of full-time faculty are to be conducted no less than once every three years and as often as yearly. However, Student Course Feedback surveys are reviewed following each semester and any areas for improvement are addressed with faculty on an ongoing basis. Performance appraisals of faculty are conducted to ensure that student needs are being adequately met as well as to discuss the ongoing needs and professional development of faculty. New professors are subject to a one-year probationary period during which time the Chair will evaluate them at regular intervals (every 4 months). The Chair completes a final, more detailed, evaluation immediately prior to the end of the probationary period to formally acknowledge and confirm the faculty member’s suitability.


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The College has initiated a Faculty Performance Development Program that provides for a consistent approach across the College in how faculty performance is evaluated, as well as ensuring that it is collaborative and respectful of all stakeholders. The program includes teaching observations, faculty self-evaluations and setting of professional development plans that are completed on a three-year cycle, with annual reviews to all for timely guidance. Faculty Currency and Professional Development As previously detailed in Section 5.3, the College offers a wide range of professional development activities for staff throughout the year. Policy H04: Tuition Assistance – Degree Completion was instated to assist staff who wish to pursue further studies. The purpose of Policy H04 is:

‘To provide professors and other College employees with support in acquiring degrees at the bachelor’s, master’s and doctoral level at postsecondary institutions to better serve the needs of the students, the strategic directions of the College, and to assist employees in achieving their professional development goals.’

Other varied professional development opportunities offered by the Centre for Organizational Learning with Human Resources may be viewed at: http://www.algonquincollege.com/pd/. Program faculty have received support to pursue furthering their academic credentials. Faculty Innovation Algonquin supports experimentation with new teaching methods and is an advocate for innovation. Innovation was specifically referenced in the College’s 2008-2013 Strategic Plan and defined as, “…the successful implementation of creative ideas which includes initiatives related to staff, programs, technology and business processes." As such an Academic Innovation Fund was established in 2009 to formally support experimentation with new teaching methodologies. Innovation is ongoing, and budget permitting, it is expected that calls for proposals will continue to be announced. Now known as the Algonquin College Innovation Fund (ACIF), faculty and staff are able to propose and receive up to a maximum of $10,000 for projects that will lead to productivity improvements, enhanced teaching and learning, more engaged employees and greater student success.

An Innovation Centre is available to staff to experiment with new teaching tools that houses some of the latest hardware and software available as well as various books and resources related to innovation. Three workstations are available to all staff for innovating and experimenting.

Whenever new technologies are adopted professional development is provided through Learning and Teaching Services. Typically prior to adopting system wide technologies, the College will pilot/experiment, using off-site hosting services when necessary, and rollout the professional development support in tandem. This process was used with Adobe Connect adoption and prior to adopting Blackboard™ 9.1 and Elluminate. A Virtual Desktop Infrastructure is now in place which allows students and staff to have access to any College licensed software anywhere/anytime on any device assisting with more flexible course delivery. Faculty Teaching and Supervision Loads Faculty teaching and supervision loads are assigned in accordance with the Academic Employees Collective Agreement’s Standard Workload Formula (SWF) defined in Article 11 – Workload. The pertinent workload excerpt is in included in Section 16: Policies.

http://www.algonquincollege.com/pd/

http://www.algonquincollege.com/acif/

http://lyceum.algonquincollege.com/innovation/innovationcentre/


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The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to faculty within the following: Policy AA 23: Faculty Consultation with Students Policy AA 25: Student Course Feedback Policy AA 40: Academic Advising Policy HR 02: Professional Development Leave Policy HR 03: Tuition Assistance - Algonquin College Courses Policy HR 04: Tuition Assistance - Degree Completion Policy HR 07: Full-time Hiring Process Policy HR 10: New Employee Orientation Procedure: Credential Evidence and Release of Information Procedure: Ontario Colleges of Applied Arts and Technology Academic Employees Collective Agreement (Effective From: September 1, 2014 - September 30, 2017) Excerpt Article 11 Workload

http://www2.algonquincollege.com/directives/policy/professional-development-leave/

http://www2.algonquincollege.com/directives/policy/hr03-tuition-assistance-algonquin-college-course/

http://www2.algonquincollege.com/directives/policy/hr04-tuition-assistance-degree-completion/

http://www2.algonquincollege.com/directives/policy/full-time-hiring-process/

http://www2.algonquincollege.com/directives/policy/new-employee-orientation/


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Section 6.5: Curriculum Vitae Release The college 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 curriculum vitae in any documents/web sites associated with the submission, review, and final status of the program application.

Section 6.6: Curriculum Vitae of Faculty Assigned to the Degree Program The curriculum vitae of faculty assigned to the Bachelor of Technology (Digital Health) (Honours) program are included in this section. To summarize, the following faculty are assigned to the core courses of this program: Faculty assigned to core courses:

Faculty Credentials

Aswad, Oday Doctor of Business Administration (DBA)

Hsu, Yon PhD, Communications

Kavanagh, Karen Master of Business Administration (MBA)

McLaughlin, Caitlin PhD, Media and Information Studies

McLean Knapp, Sarah PhD, Historical and Critical Studies

Simon, Jonathan Master of Business Administration (MBA)

Uzelman, Scott PhD, Communication and Culture

Note: The CVs of faculty responsible for the delivery of non-core (breadth) courses for which

Ministerial Consent has already been granted are on file with PEQAB and are current.


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Section 6.6.1: Curriculum Vitae of Faculty Assigned to Core Courses

** Excluded for web version – confidential/proprietary material

SECTION 7: CREDENTIAL RECOGNITION BACHELOR OF DIGITAL MEDIA AND MARKETING COMMUNICATIONS (HONOURS)

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Section 7: Credential Recognition The program has been designed to maximize the graduates’ potential for employment and promotion in the field and for further study as evidenced by the following communications from employers, professional associations and academic institutions. Please note that some of the letters refer to the previous program name, Bachelor of Digital Media and Communications (Honours). The PAC approved the name change to Bachelor of Digital Media and Marketing Communications (Honours) in February 2017. As the program content did not change, revised letters to reflect the new name were not sought from the industry partners. Included in this section are letters of support from:

Alphabet

Bell Canada

bv02

Camp Tech Inc.

Canadian Mortgage and Housing Corporation


Cinnamon Toast

Crafted Stories

50 Strategy & Creative

Magmic

McMillan

MediaPlus

Mementas

OttawaindieFest

Royal Canadian Geographical Society

Seoplus+

VIA Rail


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136


137


138


139


140


141


142


143


144


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Wednesday, May 25, 2016 Margaret Cusson, Chair Academic Development Algonquin College 1385 Woodroffe Ave/C226H Ottawa, ON K2G 1V8 Re: Bachelor of Digital Media and Communications (Honours) Please accept this letter as confirmation that Mementas is pleased to offer this letter in support of the proposed Bachelor of Digital Media and Communications (Honours) and may be able to provide:

Placements for students for the required co-op work experience component of the program,

Hiring potential for graduates should the opportunities be available. Sincerely, Ira Pamnani


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147


148


149


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The following universities have indicated that they will consider Bachelor of Digital Media and

Marketing Communications (Honours) program graduates for admission into their existing graduate

level programs:

Royal Roads University: will consider graduates of Algonquin College’s proposed Digital

Media and Marketing Communications (Honours) degree for admission to the Master of Arts in Professional Communication (MAPC) program. (Letter included in this section.)

Carleton University: will consider qualified graduates of Algonquin College’s proposed Bachelor Digital Media and Marketing Communications (Honours) degree for admission to the Master of Business Administration (concentrations in Business Analytics, Arts Management, International Business). (Letter included in this section.)


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Andrew Coxhead, CD, MBA Chair, Media Studies

Faculty of Arts, Media and Design Algonquin College

613 727 4723 x 6264

January 24, 2017

Dear Mr. Coxhead:

It was a pleasure to read about possible pathways between Algonquin College’s proposed

Bachelor of Arts in Digital Media and Marketing Communications and the Master of Arts in

Professional Communication (MAPC) program at Royal Roads. As a result, I am pleased to

offer this letter of support for the proposed program and to confirm that we would be

interested in considering applications from graduates of your program.

The design of your proposed program is compelling for its focus on applied learning,

experiential learning, communication core competency building, and attractiveness to adult

learners. It is unique in offering an educational experience geared toward both the

traditional undergraduate demographic and more experienced learners. In this this way, it is

well aligned with Royal Roads University’s dedication to offering relevant education

experiences to adult learners and working professionals.

I can certainly support the creation of a pathway from your proposed program into the

MAPC, particularly for those experienced graduates who are seeking the knowledge and

skills to expand their grasp of communication strategy, practice and research. The MAPC

aims to develop critical, creative, culturally competent communications professionals in all

aspects and sub-fields of communication practice. It is designed for working professionals

who want to excel in the integration of strategic written and verbal communications in an

environment that requires teamwork, adaptability, intercultural mediation, and a

sophisticated understanding of interpersonal discourse and the impact of technology on

communication practice and strategy. Grounded in communication and cultural theory, and

research methods, the program focus is on application of theory to communication practice,


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culminating in a research project that addresses challenges and/or illuminates opportunities

in which communication plays a central role. The program takes a blended delivery

approach (two annual 3-week residencies, one year of distance courses, completion with a

thesis or research paper option), a model that may be appealing to your BA graduates who

have already gained some experience in the field and wish to pursue graduate studies

while continuing in their work roles.

Please be aware that our admission criteria for the MAPC requires that applicants bring two

or more years of experience in afield related to some aspect of communication, and

preferably in a management or leadership position (note that evidence of experience and

leadership can be demonstrated in part through volunteer or community-based activities,

internships, as well as remunerated work experience). For that reason, I also encourage

that your graduates who do not have that level of work experience also consider the MA in

Intercultural and International Communication On-Campus program, which is designed for

learners who are just beginning their career.

Graduates of your proposed 120-credit, four-year program would qualify for regular

admission to our master’s program as long as they meet our other admission criteria (e.g.,

work experience, leadership or management experience, intercultural experience, etc.).

Under the terms of our MAPC admissions criteria, graduates of a 90-credit program would

not qualify for regular admission, but they could apply for flexible admission. If accepted,

their first 60 credits would be used as the basis of flexible admission. Some of the

remaining 30 credits they will have completed may also qualify for transfer credit (as long

as we have equivalent courses in our BA in Professional Communication program), up to a

maximum of 15 credits (noting that this complies with our university-wide external transfer

maximum policy for undergraduates).

Again, I am very pleased to support your proposed program, congratulate you on your

program design, and welcome any further questions you may have about pathways from your

proposed BADMMC program to the MAPC.

Best regards,

Dr. Jennifer Walinga Program Head, Master of Arts in Professional Communication Professor and Director, School of Communication and Culture Royal Roads University


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SECTION 8: REGULATION AND ACCREDITATION BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 8: Regulation and Accreditation The proposed Bachelor of Digital Media and Marketing Communications (Honours) program does not lead to an occupation that is subject to government regulations nor is it designed to prepare students to meet the requirements of a particular accreditation.

SECTION 8: REGULATION AND ACCREDITATION BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 9: Nomenclature The Bachelor of Digital Media and Marketing Communications (Honours) program title meets the Board nomenclature requirements. This title follows one of the typical approaches to nomenclature for Bachelor degrees in applied areas, available for designating college degrees, the Bachelor of Subject. The degree title conveys accurate information about the degree level since ‘Bachelor’ is reflected in the title, which is congruent with degree level learning. The natures of the degree and discipline, and/or subject of study, are both clearly reflected with the inclusion of ‘Digital Media and Marketing Communications’ in the nomenclature. The term ‘Digital Media’ is recognized by industry and self-explanatory, in that it articulates that the focus of the program will be on digital, rather than traditional, communications media utilized by organizations. The term ‘Marketing Communications’ indicates that the focus of the program will be commercial communications created for the purpose of persuading stakeholders (internal and external) of a public or private organization. As such, the title facilitates the public’s understanding and assists students, employers, and other postsecondary institutions in recognizing the level, nature and discipline of study. The title has been supported by the Digital Media and Marketing Communications (Honours) Program Advisory Committee.

SECTION 10: PROGRAM EVALUATION BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 10: Program Evaluation Algonquin College has a formal, institutionally approved policy and procedure for the periodic review of programs that embodies the characteristics required of the Board. As previously explained in Section 5.1 Quality Assurance of Delivery, Algonquin has an effective Program Quality Assurance process detailed in Policy AA38: Program Quality Assurance. The program evaluation process consists of three primary components, Annual Curriculum Review, Program Mix Review and Program Quality Review (PQR). The three prong quality review process includes two annual reviews, each with a different focus, and one in depth review every five years. The current PQR process was originally designed for postsecondary programs leading to Ontario College Credentials. The quality criteria parallel those used by the Provincial Program Quality Assurance Process Audit (PQAPA) and map to the expectations of the Program Evaluation Standard as stated in the PEQAB Handbook for Ontario Colleges. The PQAPA external audit of the College review processes ensures that the College has a process in place that assures continuous quality improvement. Note that, based on feedback obtained from a PEQAB Quality Assessment Panel, the mapping to the Program Evaluation Standard has been made more explicit within the Bachelor’s Degree PQR report template, and quality criteria elements may be extended to include all PEQAB Benchmarks. The Program Quality Review process at the College has been extended for degree programs. In addition to conducting a PQR (self-study), a Program Evaluation Committee is established that adheres to the Board’s requirements. The Program Evaluation Committee is expected to evaluate a program based on the PQR report and a site visit during which members of the Committee meet with faculty members, students, graduates, employers and administrators to gather information. A Program Evaluation Committee report is completed that provides an assessment of the program quality and leads to recommendations for change intended to strengthen the quality of the program and support ongoing continuous improvement. The report is addressed to senior administration and shared with the College’s Academic Council, Board of Governors, faculty members and students in the program, and includes a plan of action to respond to the report’s recommendations. The Program Quality Assurance Administrator works with the Program Chair in following up on the status of implementation of recommendations. A cyclical program review schedule is established that conforms to Board requirements in that the PQR is conducted prior to a request for Ministerial Consent Renewal. The PQR template for Bachelor’s Degrees and associated documentation to facilitate the process may be viewed at the following link: http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/ Algonquin College’s overall Quality Assurance Model and Processes may be viewed on the Program Quality Assurance Website: http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/ The electronic policies file (Section 16: Policies) includes the policy on Quality Assurance within the following: Policy AA 38: Program Quality Assurance

http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/

http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/

http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/

http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/

SECTION 11: ACADEMIC FREEDOM AND INTEGRITY BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 11: Academic Freedom and Integrity Algonquin College policies detail procedures relative to academic freedom, ownership of intellectual products of its employees and students, compliance with copyright law, academic honesty/integrity, and research involving humans and/or animals, as well as the management of research funds. The electronic policies file (Section 16: Policies) includes policies and procedures pertaining to academic freedom and integrity within the following: Policy AA 18: Academic Dishonesty and Discipline Policy AA 20: Plagiarism Policy AA 34: Copyright Policy AA 35: Confidentiality of Student Records Policy AA 42: Learning Management System Policy IT 05: Information Sensitivity and Security Policy RE 01: Research Administration Policy RE 02: Integrity in Research and Scholarly Activities Policy RE 03: Research Involving Human Subjects Policy RE 04: Use of Animals in Teaching, Research and Other Activities Policy RE 05: Intellectual Property Policy RE 06: Use of Biohazardous and Radioactive Materials in Research and Education Policy RE 07: Academic Freedom Rights and Responsibilities

http://www2.algonquincollege.com/directives/policy/college-information-security/

SECTION 12: STUDENT PROTECTION BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

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Section 12: Student Protection In accordance with Algonquin’s core values of caring, learning, integrity and respect, ensuring ethical business practices and the protection of students’ interests are integral to the College’s operation. Algonquin endeavors to ensure transparency, thoroughness, and clarity of its publications in terms of informing prospective and current students’ as to their responsibilities and rights. Numerous policies and practices provide evidence of compliance with the Board’s requirements for student protection. Applicant and student requirements and obligations are published in hard copy and/or web based formats as follows: Program Monographs

Full-time programs: http://www.algonquincollege.com/future/fulltime.html

Part-time programs: http://www.algonquincollege.com/ccol/programs/ Monographs detail fees and expenses as well as information regarding the technological requirements and success factors required of a program. For example, for mandatory Bring Your Own Device (BYOD), formerly laptop/mobile programs, publications direct students to the BYOD website to obtain the technical specifications for programs and details of service provisions at: http://www7.algonquincollege.com/byod/ Other primary College publications include the Viewbook. Viewbook Students can access a Viewbook to gain additional details, including videos and stories from current students and alumni, to guide the selection of their programs. http://www.algonquincollege.com/html/viewland/ Prospective and current students can view all College policies online at http://www2.algonquincollege.com/directives/. Excerpts of these policies are published in the Student Handbook available from the Student Affairs website at http://www.algonquincollege.com/studentsupportservices/student-handbook/ The electronic policies file (Section 16: Policies), includes policies and procedures pertaining to student protection within the following: Policy AA 09: Transfer of Academic Credit (Internal) Policy AA 10: Transfer of Academic Credit (External) Policy AA 11: Registration Policy AA 18: Academic Dishonesty and Discipline Policy AA 19: Academic Appeal Policy AA 37: Review of Final Grade Policy AA 39: Program Progression and Graduation Requirements Policy AD 02: Freedom of Information and Protection of Privacy Act Policy HR 22: Respectful Workplace Policy SA 02: Ombudsman Policy SA 03: Student Complaints Policy SA 06: Fees Policy SA 07: Student Conduct

http://www.algonquincollege.com/future/fulltime.html

http://www.algonquincollege.com/ccol/programs/

http://www.algonquincollege.com/html/viewland/

http://www2.algonquincollege.com/directives/

http://www.algonquincollege.com/studentsupportservices/

SECTION 13: ECONOMIC NEED BACHELOR OF DIGITAL MEDIA AND MARKETING COMMUNICATIONS (HONOURS)

159

Section 13: Economic Need The benchmark for economic need is demonstrated through the evidence contained within this section that includes:

A commissioned Labour Market Analysis conducted for Algonquin College by Caitlin McLaughlin (2015);

OCAS data on related degree programs (December 2015)

Algonquin College Applicant Demand Survey results (December 2015)

Current Employment Opportunities Listings (February 2017) The information provided demonstrates the need for and viability of this program.


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Labour Market Analysis

ALGONQUIN COLLEGE SCHOOL OF MEDIA AND DESIGN

Digital Media and Marketing

Communications Degree Labour Market Analysis

Caitlin McLaughlin

2/12/2015


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Section 1: Executive Summary

Algonquin College’s School of Media and Design is considering offering a 4-year degree

program in Digital Media and Marketing Communications. This program will focus on

storytelling in various media, digital communications, research and analytics, and global

communications.

This degree will prepare graduates for careers as communications specialists, advertising

copywriters, media planners, media buyers, digital media specialists, and public relations

specialists, among others.

Ontario universities, international universities, and Ontario colleges offer competitive

advertising and communications programs. Some of these programs focus on one or

two of the foci of the proposed program – but none of them focus on all three elements

of research, digital communications, and global communications. As such, the degree is

uniquely poised to take advantage of the shifting trends in the communications

industries.

Globalization in the communications industries is growing, and is a key success factor

for many of the industries discussed in this labour market analysis, making the global

communications element of the proposed program a valuable skill.

Employees working for international clients (or working in the multicultural society of

Canada) require skills in adapting to different cultures.

Large advertising and communications companies are purchasing smaller companies all

over the world, and so Canadians working on international accounts is becoming more

common. As such, cultural sensitivity is a valuable skill.25

The ability to adopt new technologies is a key success factor for many of these

industries as well, making the digital advertising element of the proposed program a

valuable skill for graduates of the program. Furthermore, many traditional media have

adopted a digital component (e.g., digital billboards)

However, traditional media still account for a large portion of the advertising budget26. As

such, the ability to use both traditional and non-traditional communications mediums is a

valuable asset.

The advertising agency industry has been in a state of growth over the past 5 years, and

is expected to continue to grow.272829

Digital advertising as an industry has been in a state of growth over the past 5 years,

and is expected to continue to grow.30

Advertising research as an industry has been in a state of growth over the past 5 years,

and is expected to continue to grow.31

25 25“IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 26 Zenith Optimedia, zenithoptimedia.com 27“IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 28 “IBISWorld Industry Report 54181 Advertising Agencies in the US”, IBISWorld, 2014. 29 “IBISWorld Industry Report Global Advertising Agencies”, IBISWorld, 2014. 30 “IBISWorld Industry Report OD5889 Digital Advertising Agencies in the US”, IBISWorld, 2014. 31 “IBIDWorld Industry Report 54191 Market Research in the US”, IBISWorld, 2014.


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The public relations industry has been in a state of growth over the past 5 years, and is

expected to continue to grow.3233

Section 2: Degree Outline The Algonquin College Bachelor of Digital Media and Marketing Communications is focused on the advertising or promotional element of the marketing mix. It is poised to prepare its graduates for the changing advertising landscape due to its emphasis on digital media and global communications while also covering more traditional advertising mediums such as television, radio, print, and outdoor. The degree will focus on developing students’ skills in storytelling via various mediums, cultural and global awareness, traditional and digital research methodology and uses, and digital communications technologies. Furthermore, the degree emphasizes students’ understanding of the communication medium and how consumers typically use the medium in addition to how marketers use the medium. Algonquin College has other degree programs that teach advertising communications, including the Advertising and Marketing Communications Management degree within the school of Media and Design, the Marketing diploma program in the School of Business, the Marketing Management certificate program within the School of Business, and the Mobile Marketing certificate program within the School of Business. Furthermore, the School of Business is currently developing a Digital Marketing degree program. However, none of these programs replicate the global, digital and research focus of this program. The Bachelor of Digital Media and Marketing Communications is unique because of its focus on the promotional aspect of the marketing mix in addition to its emphasis on global communication skills, digital media, and research skills. Section 3: Labour Market This section gives an overview of the current labour market for the main industries that the program’s graduates will be entering upon degree completion. Furthermore, it investigates trends in the industries that will influence the skills that employers will require in the future. Overall, the labour market analysis indicates that the industries graduates will be entering into are growing. Furthermore, the current and future trends in these industries are a match for the global, research, and digital advertising emphases of the program. Whenever possible, statistics have been cited for Canadian, American, and global markets in order to ensure a full picture of the industry. The American and global market are also relevant because graduates of the proposed program are more likely than most to go abroad upon degree completion, thereby making an international perspective particularly valuable when evaluating this program. Finally, American and global statistics are used as a proxy for the Canadian market in some industries where comparable reliable data on the Canadian market was difficult to find.

32 “IBISWorld Industry Report 54182CA Public Relations Firms in Canada”, IBISWorld, 2014. 33 “IBISWorld Industry Report 54182 Public Relations Firms in the US”, IBISWorld, 2014.


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Advertising Agencies Industry The outlook for employees at advertising agencies is positive and is expected to improve in the next 5 years. Overall, the Canadian advertising agency industry reported $3.4bn in revenue in 2014 and $383.7mn in profits34. The industry grew at an average annual rate of 1.7% over the past 5 years (2009-2014) and is expected to continue to grow at an average annual rate of 1.7% in the next 5 years (2014-2019)35. The number of employees in these agencies is expected to grow at an average annual rate of 1.1% to 25,645 employees between 2014 and 2019.36 Overall, the American advertising agency industry reported $47.8bn in revenue in 2014 and $3.7bn in profits37. The industry grew at an average annual rate of 5.3% over the past 5 years (2009-2014) and is expected to continue to grow at a slightly lower average annual rate of 4.0% in the next 5 years (2014-2019)38. Furthermore, the number of employees in American advertising agencies is expected to grow at an average annual rate of 2.9% to 233,631 in the next 5 years (2014-2019)39. Finally, the global advertising agency industry reported $110bn in revenue in 201440. The industry grew at an average annual rate of 3.2% over the past 5 years (2009-2014) and is expected to continue to grow at a slightly lower average annual rate of 2.2% in the next 5 years (2014-2019)41. Of particular interest to graduates, the number of employees in the global advertising industry has increased at an average annual rate of 2.2% in the past 5 years (2009-2014)42. Graduates of the Digital Media and Marketing Communications degree program will be prepared for careers in advertising such as a copywriter (including content marketing), social media specialist, mobile media specialist, media planner, and communications specialist. After searching the Canadian Job Bank43 for ‘Advertising’ jobs, 152 advertising jobs were currently being advertised in Canada – 52 of which were in Ontario. Furthermore, a search for ‘Marketing’ jobs returned 1,816 current listings – 840 of which were in Ontario44. O*Net45 estimates that Advertising and Promotions manager and copy writing positions will both grow at an average annual rate of 3-7% between 2012 and 2022. Furthermore, O*Net estimates that the number of Advertising Sales Agents positions will remain fairly stable – growth is expected to be between -2% and 2% each year between 2012 and 202246. The current and future growth of the advertising agency industry is driven by an increase in consumer confidence, corporate profit, and advertising expenditure47. All of these factors have led to an increase in the need for advertising and marketing activities, and thus an increase in

34 “IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 35 Ibid 36 Ibid 37 “IBISWorld Industry Report 54181 Advertising Agencies in the US”, IBISWorld, 2014. 38 Ibid 39 Ibid 40 “IBISWorld Industry Report Global Advertising Agencies”, IBISWorld, 2014. 41 Ibid 42 Ibid 43 Government of Canada Job Bank, jobbank.gc.ca 44 Ibid 45 O*Net, onetonline.org 46 Ibid 47 “IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014.


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demand for the services of advertising agencies. However, the Canadian dollar exchange will increase in 2014, posing a threat to Canadian advertising agencies.48 Advertising agencies must be able to demonstrate multiple key competencies, but the ability to adapt to new technology and having an effective performance monitoring system are particularly well served by the digital advertising and research emphases of the Algonquin College Bachelor of Digital Media and Marketing Communications program49. The other key competencies are served by most advertising and marketing programs, including the proposed program. Globalization in the advertising agency industry is currently low, but mergers and acquisitions have made global competencies more important for the major advertising agencies50. As such, the global component of the Bachelor of Digital Media and Marketing Communications program is well poised to give graduates an advantage in the changing advertising environment. Overall, the advertising industry is changing due to digital media. However, it is unlikely that traditional media will be completely replaced by digital media. According to Seth Godin, ‘interruption marketing’ (advertising that aims to capture a consumer’s attention in order to get the message across in the hopes that the consumer will agree to receive messages from a particular brand or company) is necessary in order to engage in ‘permission marketing’ (brand messages that a consumer receives after agreeing to receive messages from the brand or company)51. For example, a customer may sign up for a brand newsletter or ‘like’ a page on Facebook (thereby giving ‘permission’ and enabling ‘permission marketing’) after first hearing about a brand or product through a magazine ad or TV commercial (interruption marketing). To further demonstrate the need for an understanding of both traditional and digital communications, refer to the following table for a summary of the estimated global advertising spending by media in 2014. As can be seen, spending on Internet advertising is a large portion of advertising spending, but it still only makes up about 20% of advertising spending.

Estimated Global Advertising Spending by Media, 201452

Media Share of Ad Spend (%)

TV 40.1%

Internet 21.6%

Newspapers 17.9%

Magazines 8.3%

Radio 4.6%

Outdoor 6.4%

Cinema 0.5%

In Canada, online advertising is even more prevalent than it is globally. Refer to the following table for further details.

48 “IBISWorld Industry Report 54181CA Advertising Agencies in Canada”, IBISWorld, 2014. 49 Ibid 50 Ibid 51 “Permission Marketing: Turning Strangers Into Friends, and Friends Into Customers”, Seth Godin, 1999. 52 Zenith Optimedia, zenithoptimedia.com


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Ad Revenue Growth by Major Media in Canada: 2012-201353 Media 2012 ($ Millions) 2013 ($ Millions) Percent Change

Internet $3,085 $3,525 14%

Television $3,467 $3,387 -2%

Daily Newspaper $2,019 $1,679 -17%

Radio $1,585 $1,600 1%

Magazines $573 $558 -3%

Out-of-Home $486 $514 6%

Total – All Media $11,215 $11,263 0.4%

Although the television broadcasting industry has been slowly growing in the past 5 years (2009-2014) at an average annual rate of 1.5%, it is expected to decline at an average annual rate of 1.9% over the next 5 years (2014-2019)54. This is largely due to an increasing percentage of the advertising budget shifting towards digital media. However, spending on television advertising is still the largest portion of the advertising budget55. Refer to the following table for information on the television viewing habits of Americans in 2014. Clearly, the average number of hours spent watching television increases as age increases (with the exception of a drop-off when individuals enter their teen and young adult life cycle stages and begin to fill their time with other activities) and TV advertising is an effective way of reaching a wide cross-section of viewers -–especially since much of the TV viewed is live, rather than pre-recorded.

A Week in the Life Based Off the Total US Population Weekly Time Spent in Hours: Minutes56

Demographic Group Traditional TV Time-Shifted TV

2-11 years old 22:41 2:33

12-17 years old 19:12 1:54

18-24 years old 17:34 1:43

25-34 years old 23:09 3:03

35-49 29:41 3:40

50-64 39:23 3:49

65+ 47:13 3:19

Black 43:54 2:55

Hispanic 25:50 2:11

Asian American 16:24 1:47

The radio broadcasting industry has been slowly growing in the past 5 years (2009-2014) at an average annual rate of 1.9%, it is expected to grow at a slightly slower average annual rate of 0.9% over the next 5 years (2014-2019)57. This is largely due to an increasing percentage of the advertising budget shifting towards digital media and an increase in online radio. However, an increase in advertising expenditure and per capita disposable income will lead to the expected

53 “Canadian Internet Advertising Revenue Survey”, Interactive Advertising Bureau, 2014. 54 “IBISWorld Industry Report 51512 Television Broadcasting in the US”, IBISWorld, 2014. 55 Zenith Optimedia, zenithoptimedia.com 56 “The Total Audience Report”, Nielsen, 2014. 57 “IBISWorld Industry Report 51511 Radio Broadcasting in the US”, IBISWorld, 2014.


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growth over the next 5 years58. Refer to the following table for information on the radio listening habits of Americans in 2014. Although radio listening and revenue has decreased recently, it is clearly prevalent in Americans’ lives.

A Week in the Life Based Off the Total US Population Weekly Time Spent in Hours: Minutes59

Demographic Group AM/FM Radio Listening

2-11 years old n/a

12-17 years old 7:23

18-24 years old 10:30

25-34 years old 11:35

35-49 13:48

50-64 14:57

65+ 12:06

Black 12:52

Hispanic 12:32

Asian American n/a

Although many people have been concerned about the future of media such as magazines and newspapers, current trends indicate that both of these media have begun to find their footing in the new digital landscape. Magazines in the US made $39.9bn in revenue in 2014 and $2.5bn in profits60. The industry has experienced negative average annual growth in the past 5 years (2009-2014) of 1.4%, but the this decline is expected to slow in the next 5 years to 0.7% (2014-2019)61. Although revenue in the industry has decreased, the number of magazines on the Canadian market has remained relatively stable between 2008 and 2012 (1,282 titles in 2008 and 1,286 titles in 2012)62. Furthermore, the average number of readers per title has remained stable at 1,000,000 since 200963. Finally, magazines are also read by all age groups and can be utilized for a wide range of consumers – refer to the following table for further details.

% of Canadians Who Have Read a PMB-Measured Magazine in the Past 90 Days64

Age Group % Who Have Read a PMB-Measured Magazine

12-17 86%

18-24 86%

25-34 84%

35-49 84%

58 Zenith Optimedia, zenithoptimedia.com 59 “The Total Audience Report”, Nielsen, 2014. 60 “IBISWorld Industry Report 51112 Magazine & Periodical Publishing in the US”, IBISWorld, 2014. 61 Ibid 62 “Magazine 2012 Trends”, Magazines Canada, 2012. 63 Ibid 64 “Magazine 2012 Trends”, Magazines Canada, 2012.


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50-64 81%

65+ 74%

Globalization in the magazine industry is low, but expected to increase65. As such, the global and cultural sensitivity portion of the current degree program will serve graduates well in this industry. The news industry has had more difficulty than the magazine industry in recent years, and will be discussed separately in the journalism section of the labour market analysis. Digital media are becoming even more pervasive and require unique understandings – after all, even traditional media, such as newspapers and outdoor advertising, have adopted digital components. Communications specialists need to understand how to use these media properly to communicate or else they will foster a negative, rather than positive, relationship with those who sign up to hear from the brand or company66.

Digital Advertising Industry The digital advertising industry is growing at a rapid pace, and that trend is expected to continue. In 2014, digital advertising agencies in the US earned $12.5bn in revenue and $1.5bn in profits67. The industry reported average annual growth of 6.6% in the past 5 years (2009-2014) and is expected to grow at an average annual rate of 6% in the next 5 years (2014-2019)68. Furthermore, employment in the industry is expected to increase at an average annual rate of 8.9% in the next 5 years to 61,947 employees by 201969. However, many of these new employees will be programmers, rather than advertisers, who will develop measurement tools for online marketing. The rapid growth in the digital advertising industry is due to an increase in Internet traffic volume, total advertising expenditure, per capita disposable income, and corporate profit – all things that are likely to continue to increase in the next 5 years70. Internet usage has continued to increase, and has reached near-saturation in households with an income of $75,000 or more (99%), adults under the age of 29 (97%), and college graduates (97%)71. Refer to the following tables for information about technology usage among adults in the United States.

Computer Users in 201472 Among adult users, the % who use computers at work, school, home, or elsewhere

All Adults 81%

Sex

Men 80%

65 “IBISWorld Industry Report 51112 Magazine & Periodical Publishing in the US”, IBISWorld, 2014. 66 “What goals do consumers have when joining Facebook brand communities – And what do they do once they join?”, Caitlin McLaughlin & Mira Lee, 2011. 67 “IBISWorld Industry Report OD5889 Digital Advertising Agencies in the US”, IBISWorld, 2014. 68 Ibid 69 Ibid 70 Ibid 71 “The Web at 25 in the US: The Overall Verdict: The Internet Has Been a Plus for Society and an Especially Good Thing for Individual Users”, Pew Research Center, 2014. 72 Ibid


168

Women 81%

Race / Ethnicity

White 83%

African-American 77%

Hispanic 71%

Age Group

18-29 89%

30-49 86%

50-64 84%

65+ 56%

Education Level

High school grad or less 66%

Some college 89%

College+ 94%

Household Income

Less than $30,000 / year 65%

$30,000 - $49,999 / year 84%

$50,000 - $74,999 / year 92%

$75,000 + / year 96%

Community Type

Urban 81%

Suburban 81%

Rural 79%

Cell Owners in 201473 Among adults, the % who have a cell phone

All Adults 90%

Sex

Men 93%

Women 88%

Race / Ethnicity

White 90%


Hispanic 92%

Age Group

18-29 98%

30-49 97%

50-64 88%

65+ 74%

Education Level


Some college 93%

College+ 93%

Household Income

73 “The Web at 25 in the US: The Overall Verdict: The Internet Has Been a Plus for Society and an Especially Good Thing for Individual Users”, Pew Research Center, 2014.


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$30,000 - $49,999 / year 90%

$50,000 - $74,999 / year 99%

$75,000 + / year 98%

Community Type

Urban 88%

Suburban 92%

Rural 88%

Smartphone Owners in 201474 Among adults, the % who have a smartphone

All Adults 58%

Sex

Men 61%

Women 57%

Race / Ethnicity

White 53%


Hispanic 61%

Age Group

18-29 83%

30-49 74%

50-64 49%

65+ 19%

Education Level


Some college 67%

College+ 71%

Household Income


$30,000 - $49,999 / year 53%

$50,000 - $74,999 / year 61%

$75,000 + / year 81%

Community Type

Urban 64%

Suburban 60%

Rural 43%

Internet Users in 201475 Among adult users, the % who have the Internet, email, or access the Internet via a mobile device

All Adults 87%

Sex

Men 87%

Women 86%

74 Ibid 75 “The Web at 25 in the US: The Overall Verdict: The Internet Has Been a Plus for Society and an Especially Good Thing for Individual Users”, Pew Research Center, 2014.


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Race / Ethnicity

White 85%


Hispanic 83%

Age Group

18-29 97%

30-49 93%

50-64 88%

65+ 57%

Education Level


Some college 91%

College+ 97%

Household Income


$30,000 - $49,999 / year 85%

$50,000 - $74,999 / year 93%

$75,000 + / year 99%

Community Type

Urban 88%

Suburban 87%

Rural 83%

Canadians are particularly active in the online marketplace, making them attractive to digital advertisers76. Refer to the following table for more details on world Internet usage rates. As the table demonstrates, Canadians who are online are particularly active on the Internet by visiting several pages and spending several hours online.

Online Visitation and Engagement77 Q4 2013

Geography Average Monthly Unique Visitors

(000)

Average Monthly Hours

Per Visitor

Average Monthly Pages

per Visitor

Average Monthly Visits

per Visitor

Worldwide 1,619,641 24.2 2,238 58

China 353,368 22.9 2,330 61

United States 196,498 36.2 3,162 82

Japan 73,656 19.2 1,898 49

Russia 66,888 32.6 2,590 65

Brazil 66,472 32.5 3,818 73

Germany 53,254 20.1 2,015 52

France 42,604 30.4 3,026 76

United Kingdom

39,272 36.0 3,269 81

Italy 30,105 25.4 2,473 56

76 “Canada Digital Future in Focus 2014”, ComScore, 2014. 77 Ibid


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Canada 25,181 34.6 3,001 88

Furthermore, Canadian mobile subscribers grew to 23,000,000 in 2013 (up 5% from just over 22,000,000 in 2012)78 and smartphone usage increased by 13% (from 62% to 75% of the population) from 2012 to 2013.79 It is clear that Canadians are connecting regularly through multiple mediums – and that is a great opportunity for advertisers. Globally, Internet penetration and usage rates are increasing. Refer to the following tables for the top 20 countries in terms of number of users online80 and the top 2081 countries in terms of penetration rates.

Countries with the Highest Internet Penetration Rates (2013) Rank Country Penetration # Internet Users

1 Falkland Islands 96.9% 2,841

2 Iceland 96.5% 306,402

3 Bermuda 95.3% 66,557

4 Norway 95.0% 4,892,976

5 Sweden 94.8% 9,216,226

6 Denmark 94.6% 5,270,018

7 Netherlands 94.0% 15,857,959

8 Andorra 94.0% 80,331

9 Curacao 94.0% 138,774

10 Lichtenstein 93.8% 35,000

11 Luxembourg 93.8% 488,286

12 Niue 92.4% 1,100

13 Finland 91.5% 4,821,478

14 Canada 90.9% 31,661,870

15 Monaco 90.7% 27,671

16 Greenland 90.1% 52,000

17 Faroe Islands 90.0% 44,952

18 Bahrain 90.0% 1,182,680

19 United Kingdom 89.8% 57,266,690

20 United Arab Emirates 88.0% 8,101,280

Countries with the Highest Internet Number of Internet Users (2013) Rank Country Penetration # Internet Users

1 China 45.8% 620,907,200

2 United States 84.2% 268,507,150

3 India 15.8% 195,248,950

4 Brazil 54.2% 109,773,650

5 Japan 86.2% 109,626,672

6 Russia 61.4% 87,476,747

78 Ibid 79 Ibid 80 Internetworldstats.com 81 Ibid


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7 Germany 86.2% 69,779,160

8 Nigeria 38.0% 67,319,186

9 United Kingdom 89.8% 57,266,690

10 France 83.3% 55,221,000

11 Indonesia 21.7% 55,000,000

12 Mexico 43.5% 52,276,580

13 Iran 55.47% 45,000,000

14 Philippines 41.1% 44,200,540

15 Egypt 49.6% 43,065,211

16 Korea 84.58% 41,571,196

17 Vietnam 43.9% 41,012,186

18 Turkey 46.3% 37,748,969

19 Italy 58.5% 36,058,199

20 Spain 74.8% 35,705,960

As individuals become more and more connected to the Internet via both computers and cell phones, social media usage is also increasing. Refer to the following chart82 for more information with regards to social media participation in the last 3 years. Facebook remains the most popular social media site, but sites such as Pinterest and Instagram have been rapidly gaining popularity. This rapid growth in social media usage further demonstrates the need for an understanding of digital advertising techniques.

People are using the Internet to remain connected in many ways and gain more information. For example, 87% of Americans say that mobile technology helps them learn new things83. It can be used to keep individuals better informed about news, government activities, and neighbourhood events and goings-on84 – all of interest to government communications employees. Also of interest to communications specialists, 86% of smartphone owners, 70% of cell phone owners, and 62% of the overall adult population of the United States had used their phone within the

82 “Social Media Update 2014”, Pew Research Center, 2015. 83 “Americans Feel Better Informed Thanks to the Internet”, Pew Research Center, 2014. 84 Ibid


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past month to find out information of some kind in 201285. Of particular interest to advertisers, 58% of cell owners used their phones to find out information about a product while they were in the store during the 2012 holiday shopping season86. Clearly, digital advertising and communications skills are becoming increasingly important in the advertising landscape – making the Algonquin college Digital Media and Marketing Communications degree program a good match for the current environment. Overall, this is a growing industry and, although globalization is currently low, the trend of globalization is increasing87. As such, a degree program that develops culturally diverse communications skills in addition to digital advertising skills will position its graduates well for a career in the current advertising industry. Furthermore, research skills will be an asset as digital advertising agencies become more and more accountable for their return on investment.

Advertising Research Industry The advertising research industry has been growing in the last 5 years, and that trend is expected to continue. In 2014, advertising research in the US earned $19.9bn in revenue and $1.1bn in profits88. The industry reported average annual growth of 3.2% in the past 5 years (2009-2014) and is expected to grow at an average annual rate of 2.4% in the next 5 years (2014-2019)89. Advertising research firms have been improving efficiencies, causing employment in the industry to decrease between 2010 and 2011. However, increased demand for advertising research in the coming years is expected to lead to an increase in the number of employees working in this industry90. Graduates of the Digital Media and Marketing Communications degree program will be prepared for careers in advertising research such as a digital analyst, research analyst, and research specialist. After searching the Canadian Job Bank91 for ‘Marketing Research’ jobs, 2,034 research jobs were currently being advertised in Canada – 900 of which were in Ontario. O*Net92 states that ‘Marketing Research’ jobs have a bright outlook, and estimates that Marketing Research will grow at an average annual rate of 22% or higher between 2012 and 2022. The advertising research industry’s growth is driven by increasing corporate profit, increasing research and development expenditure, and decreasing unemployment rate93. However, the rate of growth may be slowed by increasing levels of investor uncertainty94. The advertising research industry is being drastically affected by the increasing usage of the Internet, social media, and mobile devices. As such, the ability to adapt to new technology is becoming an increasingly important key success factor in the industry95. Furthermore, the

85 “In-Store Mobile Commerce During the 2012 Holiday Shopping Season”, Pew Research Center, 2013. 86 Ibid 87 “IBISWorld Industry Report 54191 Market Research in the US”, IBISWorld, 2014. 88 “IBISWorld Industry Report 54191 Market Research in the US”, IBISWorld, 2014. 89 Ibid 90 Ibid 91 Government of Canada Job Bank, jobbank.gc.ca 92 O*Net, onetonline.org 93 “IBISWorld Industry Report 54191 Market Research in the US”, IBISWorld, 2014. 94 Ibid 95 “IBISWorld Industry Report 54191 Market Research in the US”, IBISWorld, 2014.


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increasing level of globalization has led to a need for employees trained in culturally diverse communications96. Refer to the following chart for information on the mediums utilized for advertising research in the current market97. As can be noted, Internet research still only comprises 31.8% of the advertising research being conducted – but that number is likely to rise in the future98.

Public Relations Industry The Canadian public relations industry has been growing in the last 5 years and that trend is expected to increase in the next 5 years. In 2014, Canadian public relations firms earned $614.5mn in revenue and $94.6mn in profits99. The industry reported average annual growth of 1.1% in the past 5 years (2009-2014) and is expected to grow at an average annual rate of 3.5% in the next 5 years (2014-2019)100. The American public relations industry has been growing in the last 5 years, and that trend is expected to continue in the next 5 years, albeit at a slower pace. In 2014, American public relations firms earned $11.9bn in revenue and $1.3bn in profits101. The industry reported average annual growth of 4.2% in the past 5 years (2009-2014) and is expected to grow at an average annual rate of 3.2% in the next 5 years (2014-2019)102. Graduates of the Digital Media and Marketing Communications degree program will be prepared for careers in public relations as specialists in both traditional and digital media. O*Net103 estimates that positions as Public Relations Specialists will grow at an average annual rate of 8-14% between 2012 and 2022. Public Relations and Fundraising Manager positions are

96 Ibid 97 Ibid 98 Ibid 99 “IBISWorld Industry Report 54182CA Public Relations Firms in Canada”, IBISWorld, 2014. 100 Ibid 101 “IBISWorld Industry Report 54182 Public Relations Firms in the US”, IBISWorld, 2014. 102 Ibid 103 O*Net, onetonline.org


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also expected to grow between 2012 and 2022 at an average annual rate between 8% and 14%. This growth is fueled by an increase in corporate profit, ad expenditure, and number of businesses104. The industry is rapidly changing as advertisers shift their advertising expenditures from traditional mass media such as print, TV, and radio to below-the-line media, such as social media105. This has resulted in an increased portion of advertising budgets being allocated to public relations firms, as these media require skills that public relations professionals have already developed. The ability to adopt new technology quickly is a key success factor in the industry106, and is a match for the focus of the Algonquin College Bachelor of Digital Media and Marketing Communications program. This is driven by the fact that revenue from digital public relations activities accounted for 12% of revenue in 2011 and was expected to rise.107 Furthermore, more than half of small and midsize public relations agencies have a dedicated digital department.108 Globalization in the public relations industry is low, but the trend is increasing109. Furthermore, globalization is a key success factor for the public relations industry110, making the Algonquin College program uniquely well suited to prepare graduates for the profession. This trend is due to the increasing trend of multinational media companies acquiring small operators in order to expand and offer a wider variety of services111.

Journalism Industry The journalism industry has experienced cutbacks and is continuing to do so – but the decline in revenue and profits is slowing112. The US newspaper publishing industry earned $31.6bn in revenue in 2014 and $1.3bn in profits113. The revenue decreased at a rate of 4.5% per year in the past 5 years (2009-2014) and is expected to decrease at an average annual rate of 2.9% in the next 5 years (2014-2019)114. Part of this slowing decline is due to the growth in digital news outlets. In a recent study, the Pew Research Center found that digital news accounted for about 5,000 journalism jobs115. See the following table for an overview of the major digital journalism employers.

Native Digital News Organizations Grow Their Staff116 Digital News Organization Number of Staff

104 Ibid 105 “IBISWorld Industry Report 54182 Public Relations Firms in the US”, IBISWorld, 2014. 106 “IBISWorld Industry Report 54182 Public Relations Firms in the US”, IBISWorld, 2014. 107 “Agency Trends in the Digital Era”, Bulldogreporter.com 2013. 108 Ibid. 109 Ibid 110 Ibid 111 Ibid 112 “IBISWorld Industry Report 51111 Newspaper Publishing in the US”, IBISWorld, 2014. 113 Ibid 114 Ibid. 115 “The Growth in Digital Reporting: What it Means for Journalism and News Consumers”, Pew Research Center, 2014. 116 Ibid


176

Vice 1,100

Huffington Post 575

Politico 186

Buzzfeed 170

Bleacher Report 140

Gawker 132

Mashable 70

Business Insider 70

Graduates of the Digital Media and Marketing Communications degree program will be prepared for careers in journalism, as they will be adept in storytelling. They will be prepared to be part of both traditional and non-traditional journalistic mediums. O*Net117 estimates that positions as reporters and correspondents will decline at an average annual rate of 3% between 2012 and 2022. After searching Canada’s Job Bank, 5 journalism positions were found in Canada, 2 of which were located in Ontario.118 It is clear that, although digital journalism and storytelling has begun to change and expand the industry, the industry is still struggling to adapt to the new digital landscape. This industry’s level of globalization is low, but it is expected to increase119 – as such, the global skills taught in the Bachelor of Digital Media and Marketing Communications program will prepare students well for this industry. Furthermore, the ability to adapt to new technologies is a key success factor for the industry, in addition to access to niche markets120 – two skills that will be developed in the digital advertising portion of the degree program.

117 O*Net, onetonline.org 118 Government of Canada Job Bank, jobbank.gc.ca 119 “IBISWorld Industry Report 51111 Newspaper Publishing in the US”, IBISWorld, 2014. 120 Ibid


177

Applicant Demand As noted within the labour market analysis, the proposed program provides a unique combination of knowledge and skills that is not easy to compare with other offerings. There is a related college degree programs that exists, Humber College’s Bachelor of Digital Communications program. Bachelor of Digital Communications (Humber)

Application REGISTRATION Enrolment

Applicant

Year/Type 2015 2016 2015 2016 2015 2016

BOTH 226 255 49 45 49 50

DIRECT 114 128 19 15 19 16

NON-

DIRECT 112 127 30 30 30 32

Additionally, surveys were conducted within students from Algonquin College’s existing Advertising and Marketing Communications Management (50 responses / 39.7%), Public Relations (40 responses / 31.8%), 2yr and 3yr Business Administration- Marketing programs (26 responses / 20.6%), and Journalism (8 responses, 6.3%) in December 2015. There were two responses who did answer the question concerning which program in which they were currently enrolled.

Table 1: Algonquin Student Demand Survey (126 survey participants)

Total Interest

Extremely Very

Somewhat

More Info Required

Not Interested


93 (73.8%)

20 (15.9%)

40 (31.7%)

33 (26.2%)

14 (11.1%)

19 (15.1%)

* Complete Question: How interested would you be in taking the Bachelor of Digital Media and Marketing Communications degree?


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Student interest surveys were conducted to gauge how much interest current Algonquin College students in the Advertising and Marketing Communications Management, Public Relations, 2yr and 3yr Business Administration-Marketing, and Journalism programs had in the Bachelor of Digital Media and Marketing Communications (Honours) if Advanced Standing was offered. This question was posed after the initial interest question for the program itself.

Table 2: Interest in Advanced Standing in the Bachelor of Digital Media and Marketing Communications (126 survey participants)

Total Interest

Definitely

Possibly

Would not affect decision


103 (85.7%)

48 (38.1%)

60 (47.6%)

18 (14.3%)

* Complete Question: Would advanced standing in the Bachelor of Digital Media and Marketing Communications (Honours) based on the completion of your current program of study at Algonquin be of interest to you?

The addition of the Bachelor of Digital Media and Marketing Communications (Honours) to the College‘s existing programming would expand the educational opportunities for further academic study and lifelong learning. Graduates of the Advertising and Marketing Communications, Public Relations, Marketing 2yr and 3yr Business Administration, and Journalism programs may receive consideration for admission for advanced standing or course exemptions. Evidence of this is included in Section 4.8 and 4.10.


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In summary, data from the labour market analysis, student surveys, and sector employers, along with trends within the field of media and communications affirm the need for a Bachelor of Digital Media and Marketing Communications (Honours) degree program. There is strong support from community stakeholders for the proposed curriculum as well as a commitment to provide co-op placements, in-class project experiences, and employment opportunities. It is anticipated that graduates of the Bachelor of Digital Media and Marketing Communications (Honours) program will become future leaders within the Media and Communications field and will be sought by employers locally, provincially, nationally and internationally.


180

Current Employment Opportunities

The following job advertisings provide additional evidence of the economic need for this program. Employers (locally, provincially, and nationally) are seeking with a digital marketing and communication education/skillset. These postings were selected because of the relevance of the proposed degree learning outcomes to the position. The following positions were advertised on www.linkedin.com in February 2017:

Position and Organization

Location Job Descriptions Education Requirements

Social Media + PPC Campaign Specialist Marketing Breakthroughs

Ottawa, ON This professional will be a key player in MB's Digital Marketing and Advertising Team. He/she will have a passionate interest in designing and managing pay-per-click advertising campaigns primarily on Google, but also on Bing, Facebook, You Tube and LinkedIn. They will also have experience either building or maintaining search engine optimized, mobile responsive, Word Press websites.

The ideal candidate will be Google Certified in Analytics, Adwords and Display Advertising, or have the ability to pass these exams/renew their Google Licenses by February 28, 2017.

Marketing Officer, Social Media Banff Centre for Arts and Creativity

Banff, AB Banff Centre is looking for a digital native and passionate marketer to join the Marketing and Communications Department. The Marketing Officer, Social Media is responsible for representing Banff Centre, engaging with its communities, and supporting business objectives through social media channels. The objective of this position is to increase awareness, understanding, and appreciation of and participation in programs, events, and products of Banff Centre.

Undergraduate

degree or diploma

in communications,

marketing, public

relations, or a

related field.

Manager, Content Marketing B2B Bank

Toronto, ON The Manager, Content Marketing is responsible for content strategy and development related to assigned B2B Bank products and services across all marketing channels. To be successful in this role, the incumbent will require strong understanding of content marketing and demonstrate solid marketing discipline. This role requires an entrepreneurial and creative individual with exceptional communication skills, the ability to work collaboratively, and a track record of delivering complex marketing programs on time and on budget.

University degree

in a related field

with 4 to 6 years of

related marketing

experience

http://www.linkedin.com/


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Content Marketing Specialist Time + Space Media

Halifax, NS You are looking to join a fast-paced and results-driven organization with a huge appetite for growth. You are a Content Marketing Specialist, a dynamic individual who has a diverse skillset, an eye for detail, ready to tackle any challenge and someone who can execute on a content marketing strategy. You have a strong passion for digital marketing, helping our organization achieve our objectives through content marketing, social media, and marketing automation. Your natural curiosity and ability to understand emerging and complex technology environments allow you to analyze and evaluate how we can do things better. You are committed to staying on top of content marketing & marketing automation trends/best practices.

Bachelor’s degree

in related field (PR

& Communications

or Marketing).

Social Media Specialist Drake International

Toronto, ON Your mandate will be to manage the company's social media strategy & presence and build relationships with influencers! Our client is a cool and dynamic company based in the GTA. Comprised of passionate, collaborative and health conscious individuals with a culture that is "productively" fun, has flex hours, 4 weeks of vacation, free breakfast daily and yoga sessions.... Sounds pretty good, right? The Ideal candidate for this position is someone who has experience managing the social media strategy in order to drive ongoing engagement with consumers though management of community activity across various social media channels and platforms.

Diploma or Degree

in Marketing or

Communications

Digital Media Marketing Coordinator Charmed Aroma

Toronto, ON We are looking for a Digital Marketing Coordinator who will work directly with our Marketing Manager to execute online, social media, public relations, and communications strategies for Charmed Aroma. This is a great opportunity for a resourceful and self-motivated individual to join a company still in its infancy and growing

Post-secondary

degree: Required


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exponentially. Prior experience in digital marketing is not required, but would be looked upon favourably. At a minimum, we are looking for a bright, attentive and caring team player to pick up concepts quickly and communicate them easily to others.

Social Media Coordinator Hubble Communications

Toronto, ON We’re a digital marketing start-up looking for an entrepreneurial, self-motivated, strategic thinker to join our growing company, as Social Media Coordinator. PLEASE READ! Whether you come from an agency or client side, you’re applying for this position because you’re bored of having your super innovative and disruptive ideas squashed. You’re ready to be part of a start-up environment that’s going to turn into something really big and completely disrupt the marketing industry. You also know that start-up life means being scrappy, hard working, independent, innovative, taking responsibility and LEARNING on the job.

Bachelor’s and/or

post-graduate

degree in

Communications,

Advertising, Media

Studies or a related

field.

Marketing Coordinator Studio Munge

Toronto, ON The Marketing Coordinator will be part of the Brand Marketing team assisting in a variety of administrative and project management tasks. Assisting our Creative Brand Director, you would help manage the marketing content calendar, post daily content and assist with the asset creation process. Interacting daily with our design teams, you would strive to create innovative ways to reach target audiences through social channels while continuing building a community of loyal followers. This position is heavily reliant on interpersonal and organizational skills – liaising cross departmentally to ensure we work as a team to deliver our finished projects on time and always consistent with the company values. We seek someone with social media and digital marketing background, passion for design, outgoing personality and a curious mind. If this sounds like you; join our growing team today!

Bachelor’s Degree

with a

concentration in

Marketing,

Business

Administration,

Communications or

Equivalent


183



Social Media Specialist Viva Naturals

Toronto, ON Are likes, follows, and shares your bread and butter? Social Media is always evolving and we know that engagement is key. We need a social media specialist who loves searching for, and connection with influencers, creating content, and living in the digital world. At Viva Naturals we’re always looking for real team players who can contribute in different ways to the work we do. If you have a new product idea, pitch it. If you want to conduct a market study on what consumers look for when shopping online, conduct it. Basically, we’re looking for smart people that like solving some heavy duty problems.

Have the

experience -

You’ve been

working with social

media, and

community

engagement for

around 3-5 years,

and have a

degree/diploma in

marketing,

communication, or

advertising

Social Media & Events Intern Star Media Group

Toronto, ON Social Media & Events Intern (4 Month

Contract)

Are you a social media ninja with a keen

interest in events happening around Toronto

and the GTA? Toronto.com is looking for an

intern to help us grow our events listings and

connect with our social community.

Currently enrolled in, or recently graduated from, a post-secondary/graduate program in marketing, social media, communications and/or public relations

Digital Marketing Coordinator Footprints Recruiting Inc.

Vancouver, BC

As a junior member of our marketing team, you’ll help execute outreach projects to engage with world-class publishers and our existing audience. You will also drive our community-building and social initiatives, as well as ongoing campaigns. You must be an innovative, independent individual that is comfortable working in a fast-paced environment that requires frequently shifting mindsets. We’re looking for an organized, bright, and motivated individual who has a superior skill set for connecting with others and can bring an analytical approach to every new interaction. Do you love networking? Are you good at persuading others? If playing an important part in setting up mutually beneficial relationships interests you, then we may have the job for you. This job is also a fantastic opportunity to learn about data-driven marketing.

4 year degree

recommended


184



Marketing Specialist The Instant Pot Company

Ottawa, ON Reporting to the Marketing Manager, the Instant Pot® Company is searching for an Marketing Specialist with a background in online and social media platforms . The ideal candidate is highly motivated, creative, with strong writing skills and a passion for connecting with current and future customers for the Instant Pot® product line. A passion and knowledge of food and the food preparation industry is a definite plus. The individual must have a strong understanding of social media networks and the industry. The goal of this individual is to achieve superior customer engagement, website traffic and revenue by strategically leveraging all aspects of the social media marketing roadmap. This individual will have the opportunity to help craft and revise the digital strategy working with the team to ensure proper brand positioning and messaging consistent across digital communications and aligned with overall marketing objectives and company objectives.

Post secondary

graduate in

Marketing,

Business or

Communications or

related field

Digital Communications Officer Federation of Canadian Municipalities

Ottawa, ON The Digital Communications Officer leverages current best practices and emerging trends to expand program reach and impact across corporate communications channels, ensuring alignment with corporate standards and objectives. S/he will be called upon to provide social media guidance and training for program staff and identify opportunities to optimize program communication within the digital space.

Post-secondary

education in

Communications or

a related field, with

a specialization in

social media/digital

communications.

Communications and Fundraising Officer World University Service of Canada

Ottawa, ON You are a natural story teller who will

develop a diverse range of compelling

stories and informative articles related to

WUSC’s mission and vision, in English and

French, for various communications and

fundraising products (e.g. newsletters,

appeals, annual report, website, blogs, etc.).

You regularly use and enjoy social media

technologies, staying up-to-date on trends

University degree

in a related field


185



and best practices, and can provide

occasional support and suggestions for

WUSC’s social media efforts. You have

experience with the back-end of websites

and will help ensure the corporate WUSC

website is up-to-date, coordinating and

implementing update requests from various

departments and proactively seeking new

information to keep content fresh and

engaging.

You understand the basics of effective

online fundraising and can offer support and

suggestions for WUSC’s digital fundraising

campaigns.

Communications and Fundraising Officer World University Service of Canada

Ottawa, ON You are a natural story teller who will

develop a diverse range of compelling

stories and informative articles related to

WUSC’s mission and vision, in English and

French, for various communications and

fundraising products (e.g. newsletters,

appeals, annual report, website, blogs, etc.).

You regularly use and enjoy social media

technologies, staying up-to-date on trends

and best practices, and can provide

occasional support and suggestions for

WUSC’s social media efforts.

You have experience with the back-end of

websites and will help ensure the corporate

WUSC website is up-to-date, coordinating

and implementing update requests from

various departments and proactively seeking

new information to keep content fresh and

engaging.

You understand the basics of effective

online fundraising and can offer support and

suggestions for WUSC’s digital fundraising

campaigns.

University degree

in a related field


186



Digital Marketing and Administrative Assistant excel Human Recources

Ottawa, ON We are looking for a motivated, hard working

candidate to work as a Digital Marketing and

Administrative Assistant in this fast-paced,

corporate office.

Web and social media management.

Updating and managing LinkedIn,

Facebook, Twitter, the corporate website

and using Google Analytics to monitor and

report metrics to upper management.

University Degree;

preferred field of

study include

Journalism,

Communications,

Business, and/or

Business

Administration

Communications Officer excel Human Recources

Ottawa, ON Working alongside senior management, this person will be responsible for strategy, implementation, and the execution of communications initiatives. Develop the strategic communications plan for the company, ensuring that it supports organizational objectives; assist in creating content for the website and other publications; manage the social media engagement; assist in creating annual reports and other public reporting; assist in the development of other internal and external communications; engage with media to schedule interviews and distribute press releases.

Minimum education

required: College

Diploma

Junior Communications (Social Media) Dynamic Personnel

Ottawa, ON Liaise directly with clients and build

relationships with social media account

holders.

Maintain database of social media accounts,

account owners and their compliance with

TBS directives.

Survey identified social media accounts to

establish level of compliance with TBS

directives.

Develop guidelines for regular social media

account compliance checks. Mandatory

Requirements: Must clearly demonstrate

minimum of six months of experience within

the past 2 years in the following:

Drafting/writing communication products for

both internal and external audiences (ppt,

briefing notes, web content, emails)

Communicating (written/oral) in both official

languages. Writing, editing, adapting content

for the web using plain language.

Not noted


187



Communications Specialist NAV Canada

Ottawa, ON Reporting to the Manager, Internal Communications, the incumbent is responsible for communications advisory services, writing/editing/design for the production of various newsletters, publications and varied communications collateral, writing/editing internal bulletins for distribution to managers and employees, drafting communications plans and strategies for initiatives/programs/projects for our internal functional groups, writing web-based material for the NAV CANADA intranet, event planning (e.g. Company participation in symposiums, trade shows, seminars, employee-oriented events, community events, etc.).

Undergraduate

degree in

Communications,

Journalism or

another degree

Paid Advertising Coordinator Assent Compliance Inc.

Ottawa, ON Our Ottawa East Office is looking for a Paid Advertising Coordinator to manage the advancement of Assent’s paid search campaigns and content networks. PPC and online ads are so much more than optimizing keywords… this position will require an individual who relishes in data and metrics. You will be responsible for the day-to-day management of Assent Compliance’s SEM campaigns, while ensuring the optimization of Assent’s digital presence. If you are passionate about online marketing - this role is for you.

A University,

College and/or Post

Graduate

Certificate in

Marketing,

Business or

Analytics

background

Digital Marketing Manager/SEO Specialist NewFound Recruiting

Ottawa, ON Collect and assess data that improves the

effectiveness of paid campaigns across all

channels. Manage the design and setup of

all paid campaigns. Measure and optimize

paid marketing using Google Analytics and

HubSpot reports

Craft landing pages and lead-generation

forms. Work with the front-end web team to

ensure consistency in terms of look/feel of

the site and paid marketing channels.

Research and test partnerships with new

vendors to expand reach and to identify a

lower cost-per-acquisition. Stay up-to-date

with digital marketing trends, new channels

and strategies including social media

marketing, attribution, and programmatic

media buying

Post secondary

education


188



PPC Specialist Clicksco Group

Ottawa, ON Based in the heart of Vancouver, we are

looking for an experienced PPC specialist to

join our fast growing acquisition team of

enthusiastic digital marketers. Working

closely with the Head of Acquisition and

Chief Acquisition Officer, your

responsibilities will include planning,

implementing and analyzing paid search

campaigns across brands in different

verticals.

Not noted

Project Manager Communications Altis Professional Recruitment

Ottawa, ON Facilitate the engagement of internal and

external stakeholders in developing a

common vision for the digital approach;

Examine digital engagement needs,

objectives and identify current and future

opportunities;

Develop an evaluation framework and

collection method for the digital approach;

Web and social media content and

engagement;

Develop web writing using the Canada.ca

Content Style Guide, Canada.ca Content

and Information Architecture Specifications;

Develop web content using the Standard on

Web Accessibility and the Standard on

Optimizing Websites and Applications for

Mobile Devices;

Expand web presence to include links to

mobile apps and web tools, potential for

content on additional social media channels;

Develop a social media engagement

campaign (including a series of Tweets and

Facebook posts) to promote the newly

written web content.

A university degree

OR a college

diploma in the area

of communications

and/or project

management.

Web Designer Robert Half Technology

Ottawa, ON Our client located just West of the downtown

core is looking to add an SEO and Digital

Marketing Specialist to their existing team.

This is a great opportunity for a success

driven individual to contribute to an

innovative product catering to a unique

market. The SEO & Digital Marketing

Specialist will have previous experience with

SEO, PPC and other digital marketing

strategies. Email Marketing, CRM

Marketing, Digital, PPC - Pay Per Click

Post secondary

education in

marketing


189



Description: - Manage creation and design

of all paid campaigns - Use collected data to

make informed decisions into marketing

programs and campaigns - Experience using

Google Analytics and Hubspot reports -

Creation of lead generation forms and

landing pages

Online Advertising Specialist PageCloud

Ottawa, ON Reporting to the Manager of Customer

Acquisition, the Online Advertising Specialist

will help fuel company success through data

analysis and optimization of paid online

marketing initiatives. You are a master at

leveraging existing and emerging online ad

platforms, and you understand how to get

the most out of an online advertising budget.

Analyze and assess the performance of

paid/organic campaigns and website traffic

Translate quantitative and qualitative data

into recommendations for campaign

strategies

Support the generation and implementation

of new paid/organic campaigns and ad

groups, and aid in the creation of new

marketing initiatives

Generate weekly and monthly reporting for

all major metrics, goals tracking, revenue

tracking, and other marketing initiatives

Perform daily account management of paid

advertising accounts on: Google, Facebook,

Bing and other platforms

Not noted

SECTION 14: ANALYSIS OF SIMILAR COLLEGE PROGRAMS BACHELOR OF DIGITAL MEDIA & MARKETING COMMUNICATIONS (HONOURS)

190

Section 14: Duplication The material presented in this section addresses the Board's standards and benchmarks for Duplication. The proposed Bachelor of Digital Media and Marketing Communications (Honours) program, with its focus on applied knowledge, has been developed as a parallel educational path to programs offered at Ontario Universities, not as a duplication of existing educational opportunities. In addition, the structure of the program enables students who have studied at an Ontario college to pursue further educational prospects through the degree completion arrangements that are proposed. This proposed Bachelor of Digital Media and Marketing Communications (Honours) program

1. surpasses the standards of related diploma programs, 2. is related to, but sufficiently different from, existing degree programs offered at Ontario

universities, and 3. meets a need, by virtue of the preceding two facts, that is not adequately addressed by

other post-secondary programs in Ontario.


191

Section 14.1: Analysis of Similar College Programs This section seeks to analyze competing programs in Ontario colleges and universities. Overall, the analysis indicates that competitors’ programs often cover one or two of the emphases of the Algonquin College Bachelor of Digital Media and Marketing Communications (Honours) program, but no one program is focused upon all elements emphasized within the program: research, digital communications, digital dissemination, digital technologies, analytics and evaluation. As such, the program is occupying a unique position within the Communication Studies education competitive landscape. The proposed program includes multiple courses in the topic areas of research, digital media, digital business communications, digital technology and analytics. Furthermore, it includes traditional marketing and communications courses such as persuasion, interpersonal communication, public relations, and advertising. The proposed degree program includes the fundamentals of media and communications programs, in addition to multiple courses in the areas of focus. As such, graduates will have developed core competencies in skills that are valuable to employers in the current labour market that will give them a competitive advantage. Humber College – Bachelor of Digital Communications The Bachelor of Digital Communications includes a 14-week work term, similar to the co-op requirement of the proposed Algonquin College’s Digital Media and Marketing Communications (Honours) program. The program includes several digital media courses, including two capstone projects, and also requires students to learn professional writing and storytelling skills. However, the program includes a large number of technical courses, such as photography and video production, and does not include an emphasis on digital marketing communications, research, or advanced analytics. Specifically, the program does not include a course on global communications, only includes one course on research analytics, and does not include courses on how a digital strategy fits within a larger integrated marketing communications plan.

St. Clair College – 3-year Advertising and Marketing Communications Management Advanced Diploma121 The St. Clair 3-year program prepares students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including public relations, Internet marketing and advertising, relationship management, social networking management, and digital media. It includes an internship, similar to the co-op required in the Algonquin degree’s third year. However, the internship is only 4 weeks rather than a full semester. St. Clair’s program heavily emphasizes digital advertising (the program of study includes 9 Internet marketing courses). The program is weighted towards traditional media and communications courses than Algonquin’s proposed program. The program includes more research courses than most advertising degrees or diplomas (3), but does not emphasize target audience research or digital analytics to the extent that the Algonquin College degree does. Furthermore, it only includes one course with a focus on global advertising. Centennial College – 3-year Advertising and Marketing Communications Management Advanced Diploma122 The Centennial College 3-year program prepares students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including account

121 http://www.stclaircollege.ca/programs/postsec/advertising/ 122 http://www.centennialcollege.ca/programs-courses/full-time/advertising-and-marketing-communications-management/


192

manager, media planning, digital creative, event marketer, and mobile media specialist. It includes an internship, similar to the co-op required in the Algonquin degree’s third year, which lasts 14 weeks. It heavily emphasizes traditional advertising and is limited in terms of its digital curriculum. It only requires students to take one global communications course and two research courses and has less breadth covering digital media, digital communications, digital technologies, and digital analytics than Algonquin’s proposed program. Sheridan College – 3-year Advertising and Marketing Communications Management Advanced Diploma123 The Sheridan College 3-year program prepares students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including account coordinator, media planner / buyer, marketing coordinator, media advertising representative, copywriter, and communications specialist. It does not include an internship or co-op requirement, but it gives students access to a professional development program that helps them as they seek out internships and entry-level positions. The program includes one course on digital media, one course on global communications, and one course on research methods. However, it remains a general advertising degree and does not specially emphasize any of these areas in its course offerings. Conestoga College – 2-year Advertising and Marketing Communications Diploma124 The Conestoga College 2-year program prepares students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including account coordinator, media planner / buyer, copywriter, and communications specialist. It includes a 5-week work placement and 3-week capstone course that prepares students for the workplace. These elements are shorter than the semester-long co-op requirement in Algonquin College’s program, but develop the same skills. The program includes two courses on digital media and one course covering research methods, but has no global communications component. As such, it remains a general advertising degree – it does not specially emphasize any of these areas in its course offerings. Humber College – 2-year Advertising and Marketing Communications Diploma125 The Humber College 2-year program prepares students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including junior account coordinator, marketing / advertising specialist, and communications specialist. It includes a 4-week work placement that provides hands-on experience and prepares students for the workplace. This placement is shorter than the semester-long co-op requirement in Algonquin College’s proposed degree program, but develops the same skills. It includes one course on digital media and one course covering research methods, but has no global communications component. As such, it remains a general advertising degree – it does not specially emphasize any of these areas in its course offerings. The proposed Bachelor of Digital Media and Marketing Communications (Honours) fits within the array of programs offered at Ontario colleges. The nature of the advertising, marketing, and communications-related programs allows for degree-completion arrangements for students who wish to develop themselves further in preparation for employment opportunities that are not available to graduates of diploma programs. As such, both students and employers benefit from the

123 https://www.sheridancollege.ca/academics/programs-and-courses/advertising-and-marketing-communications-management.aspx 124 http://www.conestogac.on.ca/fulltime/1067.jsp 125 http://www.humber.ca/program/advertising-and-marketing-communications


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availability of programs that address the evolving requirements for employment in the communications industry. TABLE 14.1: Comparison of Bachelor of Digital Media and Communications (Honours) to Similar College Programs

College Program (Credential)

Similarities Differences Analysis

Bachelor of Digital Communications Humber College (Bachelor’s Degree)

Provides students with overview of Digital Media, through several digital media courses and two capstone projects.

Focus on communications, including writing, and use of audio, visual, and video

Focus on developing digital media storytellers, with skills in writing, visual communication, web application, social media, and business acumen.

Focus on technical skills development, such as photography and video production.

Does not include an emphasis on niche or global communications.

Does not include an emphasis on research and data analysis

Does not include an emphasis on understanding audiences locally, nationally, and internationally

Humber’s program is focused primarily on developing digital media storytellers, through the development of technical skills such as photography and video production. Our proposed program has a greater emphasis on research and analytics, in particular in understanding local, national, and international audiences and developing marketing communications plans that respond to these contexts.

Advertising and Marketing Communications St Clair College (Advanced Diploma)

Provides students with the skills to develop, present, and defend marketing communications plans and how digital fits within a larger marketing mix.

Significant emphasis on digital advertising

Does not include an emphasis on global communications.

4 week internship (compared to 14 week co-op placement in the proposed program)

St Clair’s program is focused more on traditional rather than digital advertising and does not have an emphasis on global communications. Our proposed program has a greater balance of digital media and communications, with an emphasis on understanding audience locally, nationally, and internationally, as well as digital analytics and evaluation.


194

TABLE 14.1: Comparison of Bachelor of Digital Media and Communications (Honours) to Similar College Programs

College Program (Credential)

Similarities Differences Analysis

Advertising and Marketing Communications Humber College (Diploma)

Provides an overview of marketing communications and project coordination



4 week work placement (compared to 14 week co-op placement in the proposed program)

Humber’s two-year diploma program is a general advertising program and does not emphasize any of the major areas that are in the proposed program.

Advertising and Marketing Communications Conestoga College (Diploma)

Provides students with the skills to develop, present, and defend marketing communications plans.

5 week work placement (compared to 14 week co-op placement in the proposed program)

Conestoga’s two-year diploma program is a general advertising program and does not emphasize any of the major areas that are in the proposed program.

Advertising and Marketing Communications - Management Sheridan College (Advanced Diploma)

Provides and overview of digital media strategies

Provides an overview of marketing communications

Provides an overview on market research and analysis

There is no internship or co-op requirement

Does not include an emphasis on digital media, marketing communications, or research.

Sheridan’s program includes a course on digital media, global communications, and research methods. However, it does not specially emphasize any of these areas. This program is a more generalist program, focusing on the entire media mix and, in particular, traditional media and advertising methods.

Advertising and Marketing Communications Management Centennial College (Advanced Diploma)

Includes a 14-week internship requirement

Heavy emphasis on traditional media and advertising but limited in terms of digital communications and digital media.

Does not include an emphasis on niche or global communications.


Centennial’s three-year diploma is primarily focused on advertising and does not emphasize the areas of digital media, niche or global communications, or research and analysis, which are strong components of the proposed program.


195

Section 14.2: Analysis of Similar Ontario University Programs Based on a review of the Ontario Universities' Application Centre program listing for secondary school students and other undergraduate applicants, the five most similar or related programs have been identified. The following section provides an analysis of the similarities and differences that exist between the proposed program and the identified related programs. Ontario universities tend to have either communications programs or marketing programs (no advertising programs). Since the current degree program is within the School of Media and Design, five communications programs have been selected as competitors to the Bachelor of Digital Media and Marketing Communications (Honours) degree program.

University of Ontario Institute of Technology – Bachelor of Arts (Honours) in Communication and Digital Media Studies126 The University of Ontario Institute of Technology (UOIT) Bachelor’s degree prepares students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including communications director, information officer, media manager, journalism multimedia developer, public relations specialist, and advertising executive. It includes 3 different curriculum options: a comprehensive program, a digital media, culture, and society specialization, and a globalization, communication, and social change specialization. All of its programs include a research component. Between the specialization courses and general research emphasis, each specialization includes two of the foci of the Algonquin College degree – but none of the programs include all three. Each curriculum includes a practicum as a communications elective for those who wish to have work experience – a non-compulsory course that emulates the co-op component of the Algonquin College degree.

Brock University – Bachelor of Arts (Honours) in Media and Communication Studies127 Brock University offers three different Communications degrees that prepare students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including communications director, information officer, media manager, journalism multimedia developer, public relations specialist, and advertising executive. These three degrees are: Business Communication, Media and Communication Studies, and Public Relations. The Business Communication program combines the study of communication with some key business topics. The Media and Communication Studies program is focused upon how communication and media influence the creation of meaning, identity, and social change. Finally, the Public Relations program is offered in conjunction with Mohawk College, and offers students a BA in Communications and a certificate in Public Relations. Each individual degree prepares graduates for certain careers that overlap with graduates of Algonquin College’s program – but none of them prepare graduates for the wide breadth of careers that the proposed program prepares its graduates for. Furthermore, none of them include the emphasis on niche or global communications or research and digital analytics that the proposed program offers.

126 https://shared.uoit.ca/shared/department/registrar/current-students/documents/2014-2015%20Undergraduate%20Academic%20Calendar%20and%20Course%20Catalogue%20print%20version%20June%203%202014.pdf 127 http://www.brocku.ca/webcal/2014/undergrad/comm.html


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York University – Bachelor of Arts (Honours) in Communication Studies128 York University offers a BA Honours degree in Communication Studies that prepares its students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including media researcher, media developer, and communications advisor. It offers three areas of concentration within this degree: Media, Culture, and Society; Politics and Policy; and Critical Technology Studies. The Politics and Policy concentration prepares individuals for careers in policy-making and related fields while the Critical Technology Studies concentration prepares students for technical careers utilizing programming skills. The Media, Culture, and Society concentration, however, is a competitor for Algonquin College’s proposed program. The York University degree offers an international double major or major / minor, which allows students to gain the knowledge of global communication offered by the proposed program. However, the program does not emphasize research or digital analytics or digital media and digital communications to the extent that Algonquin College does. Furthermore, the program focuses on theory rather than practical implications.

Wilfred Laurier University – Bachelor of Arts in Communication Studies129 Wilfred Laurier University offers a BA degree in Communication Studies that prepares its students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including public relations specialist, journalist, and marketing specialist. The program emphasizes an understanding of communication history and theory, visual communication, and global communication and media. The program seems to be more focused on theory than Algonquin College, making it significantly different from the proposed program. However, its emphasis on global communications is a match for one of the foci of the proposed program. A complete course list is not available, but the program requires courses such as Digital Media and Culture, Technology and Society, Non-Verbal Communication, Television Studies, Critical Advertising Studies, and Alternative Media. This clearly indicates an overlap with Algonquin College’s program, which emphasizes an understanding of the individual mediums as well as their fit within a larger communications plan.

Laurentian University – Bachelor of Arts in Communication Studies Laurentian University offers a BA degree in Communication Studies that prepares its students for similar careers to the Algonquin College Digital Media and Marketing Communications degree graduates, including public relations practitioner, communications officer, media consultant, marketing coordinator, and political campaign coordinator. The program does not emphasize research, global communications, or digital media. Instead, it studies the messages that are conveyed using media, storytelling via different mediums, and critical thinking about the media and their stories. The program is more focused on theory than Algonquin College, making it significantly different from the proposed program. Overall, the Digital Media and Marketing Communications Degree program is unique because no one university or college program covers all three foci of the proposed program: target audience research and analytics, digital communications, and digital media. All of the programs include general communications courses that overlap with part of the Digital Media and Marketing Communications (Honours) program and some programs include one or two of the program’s foci, but none of them overlap in more than two out of three areas of focus.

128 http://www.yorku.ca/laps/comn/documents/COMNcalendar14-15newcriteraRevisedMay2014.pdf 129 http://wlu.ca/programs/arts/undergraduate/communication-studies-ba/index.html


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TABLE 14.2: Comparison of Bachelor of Digital Media and Marketing Communications (Honours) to Similar University Programs

University Program Similarities Differences Analysis Bachelor of Arts (Honours) in Communication and Digital Media Studies UOIT (Degree)

Includes a specialization in digital media, culture, and society and a specialization in globalization, communication, and social change

Emphasizes digital media and social justice and equity

Between the specialization courses and the general research emphasis, only two of the three foci of the proposed program

A practicum is offered as an elective

UOIT’s degree program provides students with a broad understanding of communication. Although some of the same areas that are present in the proposed program are emphasized through the specializations, students in the UOIT program can only focus on two of the three areas that are in the proposed program. AS such, our proposed program offers greater focus in all three areas through the core program of study. Students in Algonquin’s program will also benefit from increased opportunities for skills application and work experience through the co-op component.

Bachelor of Arts (Honours) in Media and Communications Studies Brock University (Degree)

Provides an overview of media in national and international contexts.

Emphasizes the sociological impacts of media on the creation of meaning.



The Bachelor’s degree program at Brock does not include the same areas of emphasis that are present in the proposed program. Students in Algonquin’s program will also benefit from increased opportunities for skills application and work experience through the co-op component.


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University Program Similarities Differences Analysis Bachelor of Arts (Honours) in Communication Studies York University (Degree)

Through the international double major or minor option, students gain knowledge of global communications

Emphasizes human communicative capacities.

Emphasizes the theoretical and historical foundations of media and theories of communication

Does not include an emphasis on digital advertising

York’s degree program is focused on communication theory. Our proposed program includes theoretical aspects of digital media and marketing communications while allowing students opportunities to put theory to practice through courses and the co-op requirement.

Bachelor of Arts in Communication Studies Wilfrid Laurier University (Degree)

Includes a concentration on global communications and a concentration on digital media.

Provides an overview of individual media, as well as their fit within a larger communications plan.

Includes a greater emphasis on theory rather than practical application

Wilfrid Laurier’s program is primarily focused on the theories, methods, and approaches for analyzing communication in various contexts. Our proposed program includes theoretical aspects of digital media and marketing communications while allowing students opportunities to put theory to practice through courses and the co-op requirement.

Bachelor of Arts in Communication Studies Laurentian University (Degree)

Provides an overview of communications research

Includes an emphasis on

Does not include an emphasis on digital media



Laurentian’s program provides a broad overview of communication studies. Our proposed program is more focused around three primary areas of communications: digital media, niche or global communications, and communications research.


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Section 14.3: Conclusion

Based on the review and analysis that has been completed, the proposed Bachelor of Digital Media and Marketing Communications (Honours) satisfies the Board's requirement for non-duplication of programs. The development of the proposed degree has ensured that the program

1. surpasses the standards of related diploma programs, 2. is related to, but sufficiently different from, existing degree programs offered at Ontario

universities, and 3. meets a need, by virtue of the preceding two facts, that is not adequately addressed by

other post-secondary programs in Ontario. Similarities between related programs offered in Ontario would enable student mobility through the opportunity for the recognition of prior learning, and, equally as important, the differences between the proposed Bachelor of Digital Media and Marketing Communications (Honours) and the other related programs provide employers with graduates who possess the knowledge, skills, and attitudes to make meaningful and lasting contributions within the evolving communications industry. This includes contributions in the context of advancements within the digital communications industry and global marketplace. There is a growing demand for the use of digital storytelling tools for marketing communications in a cross-cultural context. The proposed Bachelor of Digital Media and Marketing Communications (Honours) differs, then, from other programs in that it educates students in the areas of research, digital media, and modifying messages to fit various locales.

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