I
?
SIMON FRASER UNIVERSITY S.97-12
OFFICE OF THE VICE-PRESIDENT, ACADEMIC
?
MEMORANDUM
To:
?
Senate
From: ?
D. Gagan, Chair
Senate Committee on Academi Planning
Subject ?
Proposed Non-Credit Certificate Programs
(Reference: SCAP 96-66)
Date: ?
December 9, 1996
Action undertaken by the Senate Committee on Continuing Studies and the Senate
Committee on Academic Planning gives rise to the following motion:
Motion:
S
?
"that Senate approve and recommend approval to the Board of Governors,
as set forth in S.97 -
12
/ the following:
a)
Non-Credit Certificate Program in North American Business
Practices
b)
Non-Credit Certificate Program: UniGIS - A Telelearning
Program in Geographic Information Systems."
0
SCAP 96 - 66
SIMON FRASER UNIVERSITY
Memorandum
To: Alison Watt, Secretary ?
From: Jack Blaney, Chair
Senate Committee on Academic ?
Senate Committee on
Planning ?
Continuing Studies
Re: Proposals for Certification of
?
Date:
November 20, 1996
Non-Credit Programs
Enclosed are two proposals for Non-Credit Certificate Programs:
• North American Business Practices Certificate Program
• UniGIS: A Telelearning Certificate Program in Geographic
Information Systems
The Senate Committee on Continuing Studies has recommended that both
proposals go forward to SCAP for consideration, approval and forwarding to
Senate. Please place these proposals on the agenda for the next Senate
Committee on Academic Planning.
el(Blaney
lend.
40
w
t
SIMON FRASER
UNIVERSITY
AT HARBOUR CENTRE
FACULTY OF BUSINESS ADMINISTRATION
PROPOSAL FOR A
NON-CREDIT ?
CERTIFICATE PROGRAM ?
in
?
NORTH AMERICAN BUSINESS PRACTICES
prepared by
Kathryn Hanson, Associate Director
?
Extension Credit, Continuing Studies
?
and ?
Mean Madrid, Director
?
Professional Programs, Continuing Studies
November 13, 1996
is
a
2
CONTENTS
1.
PURPOSE
2.
BACKGROUND
3.
NON-CREDIT CERTIFICATE PROGRAM IN NORTH AMERICAN
BUSINESS PRACTICES
4.
THE CANDIDATE
5.
THE PROGRAM
5.1 Proposed Program Content
5.11 Cross-Cultural Business Communications
5.12 Doing Business in North America
5.13 Financial and Decision Making Tools
5.14 International Marketing and Sales
5.15 Launching the New Enterprise
5.2
?
Skills Building Seminars
5.3 ?
Field Trips 1
Business Site Visits
6.
FACULTY
7.
METHODS/PROCESSES
.1
?
Format
?
7.2 Timeline ?
7.3 ?
Schedule
8.
EVALUATION
9.
INTERNSHIP (option for future consideration)
iO ADMISSION TO THE PROGRAM
10.1 English Language
102 Visa Requirements
Ii. TUITION COSTS
12. HOUSING
0
3
0 ?
1. PURPOSE
The Program in North American Business Practices is the first of a
contemplated series of certificate programs designed specifically for
international students with a good command of English (e.g., TOEFL score of
530 or better) who wish to advance their English language skills through
participation in a short-term, content-driven program of study and at the
same time obtain a credential from a respected North American university.
A survey of 501 international students studying ESL at five member schools
of the Private English Language Schools Association (PELSA)* -- designed by
SFU Continuing Studies and administered by PELSA officials in July 1996 --
indicated general/strong interest in the following certificate programs: North
American Business Administration (303/101), Tourism and Hospitality
Management (285/102), Marketing (274/104), and Liberal Arts (220/80).
0 ?
2.
BACKGROUND
According to UNESCO which collects data on the number of students who
study outside their own countries, 1.4 million students studied abroad in
1992. Globally there will be 1.8 million international students in the year
2000, 2.8 million in 2010 and 4.9 in 2025. In particular, Asia is forecast to
constitute a demand for 800,000 new international university places in the
years to 2010 and a further 1.5 million places in the following fifteen years.
Although there is currently no accurate measurement of how many
international students are now in Canada, and no way of determining how
many plan to study in Canada in the future, we do know that Canada is
* The Private English Language Schools Association (PELSA) is a self-regulating umbrella organization
that was created to raise the quality and standards of ESL training in Vancouver. Among the criteria for
membership in PELSA are TESL certification of
all instructors and balanced student representation from
South America, Europe, and Asia. Member schools include: Canada Language Centre, The Canadian
College of English Language, Columbia College, Language Studies Canada, Pacific Language Institute,
. ?
Vanwest College, and Westcoast English Language Center.
§ The second figure is a subset of the first, here and in the following data.
many plan to study in Canada in the future, we do know that Canada is
lagging behind other major countries in its educational offerings to
international students, particularly at the university level. Students who
come to Canada to learn English often proceed to the US or Australia to
complete the next step in their
education
or professional development,
simply because there are few programs available to them here.
This lack of opportunity in Vancouver for ESL students seeking university-
level content courses was one of the key findings of a feasibility study for a
language centre at Harbour Centre commissioned by the Faculty of Arts,
Continuing Studies and Harbour Centre and undertaken last winter. As a
result, one of its primary recommendations was that SFU should position
itself as a provider of "top of the pyramid, next step" educational
opportunities for the growing number of international st
udents
attracted to
Vancouver for ESL training. Citing the highly successful certificate programs
for international students offered by Berkeley and UCLA as possible models,
and noting PELSA's interest in collaborating with SFU to develop and market
similar programs, the feasibility study placed a high priority on the early
implementation of this recommendation for several reasons:
• Many institutions have recently come to recognize the sheer size of the
international student marketplace and are seeking participation as a
means of generating income.
• More than accessing a supplementary source of revenue, however,
participation in this marketplace represents an opportunity to expand
international institutional relations.
• By virtue of its status as a university, Simon Fraser will attract a high
quality of student; but it is not as well known as many other universities
in the international arena and needs to establish itself with a selection of
high quality professional development and academic programs geared
specifically to international students.
• Building on the strengths of the David Lam Centre, the addition of several
well-regarded certificate programs for international students would
strengthen SFU's position in the minds of local as well as international
organizations as an important centre for intercultural education.
• Increased opportunities for faculty involvement in intercultural
classrooms and in
international
exchanges with partner institutions
4
5
S ?
abroad would contribute to the interculturization of the University at
large.
The Program in North American Business Practices is our first step in
creating "next step" opportunities for international students in Vancouver.
3.
NON-CREDIT CERTIFICATE PROGRAM IN NORTH AMERICAN
BUSINESS PRACTICES
Preparing for a managerial position in the competitive global business
environment is a challenge. A credential from a well-respected university
such as Simon Fraser University, and the experience of living in a large
cosmopolitan city can help distinguish and differentiate managers early in
their careers. The non-credit Certificate Program in North American business
Practices has been developed to assist international students in achieving this
edge. Built around the process of developing a business plan and launching
S
an enterprise within North America, the program combines seminar work in
five core areas with a major group project, field trips, and supplementary
skills building seminars.
4.
THE CANDIDATES
This program is intended for people considering a career in management and
for entry-level managers who do not have an undergraduate business degree
from a North American institution but who wish to enhance their overall
knowledge of the North American business environment and current
business practices.
Since the program will be conducted in English, it is important that students
be able to speak, read and write academic English, including the ability to
absorb complex factual data, participate in a classroom setting and interact
competently with other students during group sessions.
0
Although
the primary
the
target,
program
Canadian
has been
students
designed
and
with
other
international
native speakers
ESL
of
students
English
as
?
is
may participate. For all candidates, the program will offer a unique
opportunity for an intercultural educational experience.
5.
THE PROGRAM
Focusing on international case studies, the program is built around the
process of planning, developing, and launching an international business
venture. The following are proposed core courses:
1.
Cross-Cultural Business Communications
2.
Doing Business in North America
3.
Financial Decision Making Tools
4.
International Marketing and Sales
5.
Launching the New Enterprise
5.1 Proposed Program Content
The proposed program comprises the five core courses outlined above,
complemented by skills building seminars and related field trips. SFU faculty
and program directors would ensure that program modules and curriculum
are consistent with the needs of the client group and would ensure, wherever
possible, that case studies and projects be used to link course material with
specific situations faced by participants in their workplace. The following are
the proposed courses and topics of study:
5.11 Cross-Cultural Business Communications
a)
understanding the significant effects that business environment,
social customs and cultural framework all have on
communications
b)
examination of different types and styles of communications
c)
assessment of one's own personal communications style -
building on strengths of that style
FA
• ?
d) ?
developing effective listening skills
e)
establishing/ cultivating effective communications mechanisms
within the international organization
f)
becoming sensitive to how people of different cultures
communicate while in conflict and practicing skills in managing
conflict across cultures
5.12 Doing Business in North America
a)
understanding NAFTA and its implications for companies
wishing to enter this market or continue to do business in
Canada, the United States or Mexico
b)
how the international business environment of trading blocks,
tariffs and social/ environmental concerns affect where and how
business is done
c)
understanding the Canadian political/legal system and structure
and how it affects doing business, specifically how certain
industries are regulated and by which levels of government law
d)
comparative management study of cultural differences which
can either impede/prevent or support business success
e)
steps, processes and implications of some of the many
approaches to doing business in North America - i.e.. setting up
a new enterprise, creating a joint venture, negotiating licensing
agreements, securing agents, contracting, consulting, establishing
partnerships
f)
North American business structure and the emergence of new
structures in response to globalization of markets, changing
technologies, public policy initiatives, inter-corporate alliances
and other factors
5.13 Financial and Decision Making Tools
a) ?
basic financial statements and the process of financial reporting
• ?
b) ?
finance models for identifying and assessing opportunities
0
?
assessing financial and operating performance
8
d) ?
applying financial tools in work-related decisions
5.14
International Marketing and Sales Management
a)
examination of the factors that lead to success in marketing in
North America or in unfamiliar cultures
b)
understanding the impact that North American culture, political
structure, financial institutions, economic and legal systems
have on product, price, promotion, distribution, service,
packaging
c)
conducting market research and preparing -a. successful
marketing plan
d)
gaining practical tools to assess customer needs and bring about
appropriate action on the part of the organization and the client
e)
acquiring techniques for customer service management
5.15
Launching the New Enterprise
a)
conducting internal analysis/ external analysis
b)
identifying corporate mission, goals and stakeholders
c)
examining strategic synthesis to determine if current strategy
continues to be effective in a constantly changing business
environment
d)
synthesizing and integrating concepts from all management
functions and work experiences
e)
examining the global dimension of corporate level strategy
5.2 ?
Skills Building Seminars
The above courses would be complemented by seminars designed to enhance
specific skills identified as most crucial to effective business leaders. These
seminars include topics which Continuing Studies at Simon Fraser
University currently offers at the Harbour Centre campus. Seminars will be
managers
led by instructors
and professionals.
experienced
Topics
in delivering
could include:programs
to international
?
is
S
Building Effective Teams
Business Writing
Critical Skills in Strategic Problem Solving
Developing Mentoring Skills
Managing and Resolving Conflict
Improving Project Results
Negotiating Creative Winning Solutions
Presentation Skills - Communicating for Results
Skills for Effective Decision Making
5.3 ?
Fields Trips, Business Site Visits
Site visits to businesses in Western Canada and the Pacific Northwest USA
Will give participants the chance to observe and discuss the practical
application of classroom topics. Students would be able to inspect facilities
and meet with business and community leaders to gain further insights into
5 ?
actual business enterprises.
6. ?
FACULTY
Course sessions will be lead by faculty from Simon Fraser University as well
as business professionals, thereby offering a balance between theory and the
practical application of employment skills. Instructional methods will
involve participants in an active learning process by creating opportunities
for working together with colleagues to explore options, plan strategies,
practice new skills, and seek solutions to problems posed through real work
examples.
Among other criteria, faculty will be chosen for their ability to address the
intercultural needs of mature ESL learners, many of whom are competent
professionals. The following individuals have expressed an interest in
teaching or advising:
0 ?
Neil Abramson (International Marketing and Sales)
Bradly Condon (Doing Business in North America)
Howard Haugom (Financial Decision Making Tools)
Jean Legault (Launching the New Enterprise)
Rosalie Tung (Cross-Cultural Business Communications)
Neil Abramson,
BA MA MBA PhD (W Ont). A businessman and
entrepreneur for twelve of the past sixteen years, Dr. Abramson is now both
an Assistant Professor of Policy and Corporate Strategy at Simon Fraser
University and a director of GSI (Growth Strategies International). His main
areas of expertise include general management; human resource
management; experiential and case-based teaching and training; quantitative
and qualitative survey research methods and techniques; international
business strategies; and, strategic planning. Dr. Abramson has specialized in
helping Canadian companies doing business in China, Southeast Asia and
the United States. The results of his work have been published in many
practical oriented media such as Industry Canada publications, Business
Quarterly and Canada China Business Forum, as well as several prestigious
academic publications. He is also very familiar with the various issues
aboriginal communities across Canada face. He has worked with aboriginal
communities in Saskatchewan, Northwest Territories, Ontario, and B.C.
Bradly Condon,
BA (UBC) LLM (Calgary) LLB (McGill), is the Director of the
Council for North American Business Studies, a member of the Board of
Directors of the Canadian Foundation for the Americas, and teaches
international trade policy at Simon Fraser University. He is a trilingual
lawyer and international speaker with expertise in issues involving
international trade and environmental law. Professor Condon has held
teaching positions at McGill Law School in Montreal and the Anglo-
American Insititute in Mexico City. He has published numerous articles on
the constitutional law, the North American Free Trade Agreement and the
environment both in Canada and in Mexico. He frequently addresses
business groups on trade and environmental law in the Vancouver area.
Professor Condon regularly serves as a commentator on international trade
and environmental issues for the national and international media.
10
I
. ?
Howard Haugom,
BA MA (UVIC) PhD (SFU). His major areas of study,
research and teaching include international finance, international trade,
macroeconomic policy, resource economics and strategic planning. He has
worked as a Treasury Board Analyst for the British Columbia Ministry of
Finance where he prepared economic forecasts and budget papers. Dr.
Haugom has also worked for Canadian Pacific Ltd. in Montreal as an
International Economist. Currently, besides teaching regularly at Simon
Fraser University, he is president and owner of Quilts Etc., a retail chain of
linen stores throughout British Columbia and Alberta and he is a director and
owner of JHL International Trading Company. Dr. Haugom also has
extensive small business development experience, including the
development of business plans, marketing strategies, financing, cash flow
analysis, and evaluating businesses using financial and accounting data.
Jean Legault,
BA MCom MAcc (Montreal) CA, is a professor at Université du
Québec in Montreal and a business consultant for small business and venture
capital institutions. His teaching and consulting areas of expertise are
• ?
accounting for the decision-making process, entrepreneurism, and business
risk valuation and financing. Professor Legault was appointed, in 1994, as
consultant of the Standing Committee on Industry, House of Commons, on a
study dealing with financing of small business. He was also co-author of the
report
Taking Care of Small Business
October 94, House of Commons, Report
of Standing Committee on Industry.
Rosalie
L. Tung,
BA
(York),
MBA, PhD (Br Col), is the Ming & Stella Wong
Professor of International Business at Simon Fraser University. Formerly,
she served as Wisconsin Distinguished Professor, Business Administration,
with the University of Wisconsin. She also has served on the faculties of the
Wharton School (University of Pennsylvania) and the University of Oregon,
and as a visiting professor at Harvard University, the University of
California, Los Angeles, the University of Manchester Institute of Science and
Technology (England), and the Copenhagen Business School (Denmark). Dr.
Tung has published eight books and many articles on international business
in academic and professional journals, and has served on the Board of
is ?
Governors of the Academy of Management, and as treasurer and member of
12
the executive board, Academy of International Business. She is involved in
management development and consulting around the world.
7.
METHODS/PROCESSES
7.1 ?
Format
In order to provide the highest level educational experience, the ideal format
for this Certificate Program is an integrated approach with a cohort class of 15-
25 participants per offering. Program sessions would be held at Simon Fraser
University at Harbour Centre and begin in January, 1997.
7.2 Timeline
The 125 hours of classroom program will be delivered in units of 2.5
classroom hours over a span of 13 weeks. This breaks down to 10 hours of
classroom time per week and approximately 25 hours total per course.
Additionally, blocks of time would be scheduled each day for study and group
project work. The following represents a typical program week:
Monday
Tuesday
Wednesday
Thursday
Friday
a.m. ?
course 1
study time
course 1
study time
seminar/
group work
group work
field trip
p.m. ?
study time
course 2
study time
course 2
seminar/
group work
group work
field trip
7.3
?
Schedule
0
Calendar for January, 1997
Application deadline
December 2, 1996
Orientation
January 16
Classes begin
January 20
Session ends
April 18
Holidays
March 28, 31
Calendar for September, 1997
Application deadline ?
July 25, 1997
Orientation ?
September 4, 1997
Classes begin
?
September 8, 1997
Session ends
?
December 12, 1997
Holidays ?
October 13, November 11
8. EVALUATION
Course work will be evaluated by class tests, short papers, class presentations,
class participation, and a final group project (written and presented).
A certificate is awarded upon completion of the program, including the five
required courses (125 hours of instruction) with a grade of C+ or higher, and
attendance at all mandatory seminars and field trips. Participants must
complete all units with no individual course grade lower than a C.
13
14
Participants
with distinction.
who maintain an A grade average will be awarded a certificate
?
is
9.
INTERNSHIP (option for future consideration) **
This is the opportunity to enrol in an internship program designed to
provide relevant work experience in a professional environment.
Internships would begin at the conclusion of the certificate program.
Internship positions are unpaid in accordance with Canadian immigration
policy. Fees for placement in the internship program would be additional to
the program fees.
** The internship option is not being considered for the January 1997 intake.
The option will be reviewed and advice sought regarding its implementation
in future offerings of the certificate program.
10.
ADMISSION TO THE PROGRAM
Applicants to the program should have a minimum of high school
graduation but preferably two years post-secondary education. Several years
of practical business experience in their native country is an advantage. The
admission criteria will be reassessed based on the pilot. This program is not
executive level education but an introduction to North American Business at
approximately the second or third year undergraduate level.
10.1 English Language -
Applicants must have a level of English
proficiency which would allow them to engage in conversation with
fluent speakers of English and to understand lectures given in English.
A TOEFL score of 530, Cambridge Certificate, or some comparable
measure and/or recommendation from a PELSA member school is
required.
0
40
10.2 Visa Requirement -
Students must hold a valid student visa. Upon
formal admission to the program, students will be issued a letter
confirming their status with the University.
11.
TUITION COSTS
CDN $6,000 (tax deductible and GST exempt) per 13 week program includes all
instruction in the five required courses, participation in skills seminars, on-
site business visits, a welcome social function. The total tuition fee of CDN
$6,000 must be paid in full 30 days before the beginning date of the session.
12.
HOUSING
is
?
A homestay program is not contemplated at this time. At least initially, most
students will come to the program following participation in an ESL course in
Vancouver and will therefore already have accommodation. Housing
information, such as that supplied to SFU students at the Burnaby campus,
could be arranged. We'll know more about what is required or needed
following the pilot cohort.
15
0
UnIGIS?
A TeleLcarning Program In?
Geographic Information Systems
?
towards a
?
Non-credit Certificate Program
at
Simon Fraser University
Thomas K. Polker
Department of Geography
.
.
October 1996
11
UnGIS ?
A
TeleLeurning Program
- In
Geographic Information Systems
towards a
Nowcredit Certificate Progran..,
Thomas K. Poiker
September 1996
Executive Sunarnary
We are
proposing that Simon Fraser University offer a non-credit, teleLearning
program
in.
Geographic Information
Systems
(GIS) of the equivalent of 400
instructional hours, resulting in a Certificate for GIS. The course Is organized by the
De p
artment of Geography In consultation
.
with Continuing Studies.
Struture;
1.
The The UnIGIS Consortium. of the Directors of the UnLGIS sites in Europe and North
Anerca.
2.
The Program Advisory Board, consisting of the local UniGIS Directors, the
Geography Chairperson, Associate Dean for Continuing Studies, an alumnus
re p
resentative
(as
soon as available), one student representative and one
representative each from related Government and Industry.
-3. The Directors, consisting of
the
Director and the Associate Director!
4. The Staff, consisting of an Administrative Assistant, a Content Assistant and two
TAs for software supervision.
Much of the instructional material will come from the UniGIS Consortium, with
expansions and adoptions to the North American situation and the
sni
expectation to
be handled here, in collaboration with Continuing Studies. Continuing Studies will
function
in an advisory functi
on, as It often does
for port-credit programs.
The program is to be self supporting after
the
first year. If it Is not successful, it can be
closed down without financial loss to the University. In order to help us with the start,
UnIGIS has offered to forgo the payments to UniGIS (some 15% of the proceeds).
.
0
S
r
0
UnIGIS - A GIS Telelecirrdrig Program
UnIGIS
A TeleLearnlng Program in
?
Geographic Information Systems
September 1996
Introduction
GIS software revenues are over half a Billion US$ and there does not seem to be any
downturn In sight. The number of installed systems is growing continuously and with
it Is the number of people who work with the software and need education and
training.
Daytime education and training of GIS is relatively well represented
In
North
America.
Most Universities
with Geography and/or Surveying programs offer at least one course
In the subject and many Surveying and Resource Management programs offer similar
education. Equally, technical colleges provide technical programs, either in year-long
courses or as weekly and evening programs.
But there
is
little for those who have a job and family and therefore cannot move to a
place of learning. Many of these people have had some practical GIS training and
need mainly theoretical education. For these, some type of teleleaming is a good
environment:
- The program can be taken at home with no loss of salary
• There are no extra living expenses
- The mode of communication (email and the World Wide Web) is familiar to all
and comfortable to most potential students.
4
•
?
What is GIS? ?
UnIGIS - A GIS Telelearning Program
A Geographic Information System (GIS) Is a set of computer software, hardware for the
capture and collection, storage, retrieval, transformation, analysis and display of
geographically referenced data and the skills to operate these systems. In addition, GIS
as a discipline Incorporates all the spatial knowledge and concepts that is necessary to
properly use a GIS. The discipline of GIS comprises:
- Concepts of spatial thinking
- The knowledge of capturing, editing and structuring geographic and attribute
data
- Geographic modelling and spatial analysis
- Cartographic visualization
- The management of spatial systems
- The Interaction between spatial data and society
Thus, GIS incorporates training and education. Both are necessary for a properly
prepared person.
fl
S
S
A lS Telelearning Pro rarn
o.
?
S
UrIGIS,
The
TeleLeorning Progrg
We ore proposIng that Simon Fraser University offer a non-credit.
TeleLean4ng
program in Geographic lflfomiatlofl Systems with the equivalent of 400 Instructional
hours (the equivalent of 30 credits), resulting in a Certificate for GIS. The program will
last over
a
period of two years or six seii esteN.
A group of European Universities has developed a
telelearnlng
pro
ram under the
name of
UnIGIS
for a post-graduate diploma and (insome Universities) a Masters
degree in GIS. The Initial group of Universities that developed the program were
Manchester Metropolitan
'
University, Salford University and the University of
Huddersfield. The Free University of Amsterdam and the University of Salzburg
(Austria) joined two years later. In the meantime,
there
are about ten sites in Europe
and South Africa. In North America, Simon
Fraser
University Is the first site but one or
two will follow later.
The individual sites are fairly independent in their choice of material. The number of
courses varies between 10 and 14 and sometimes Includes three week-long workshops.
We are going to have twelve courses, combining the UK with the Salzburg material
(translated) and wilting some of our own.
presented
The Certificate
to professional
Program is
standards.
designed
It
to
will
be a
satisfy
free-standing
the requirements
distance learning
of a wide
programrange
of
?
5
employers for the professional development of Information Technology personnel and
middle management. It will also satisfy theneeds of Individuals for professional
development to Increase job
mobility
and career prospects.
The program will provide students with the knowledge to:
-
translate management and scientific problems into GIS
• design and implement appropriate methods of data capture
- design spatial analysis procedures within GIS
- design and use databases within GIS
- design map output In a variety of media
- Implement quality control procedures
- manage a GIS project and implement GIS within an organization.
-
study
the social implications of GIS
The courses are as follows:
Course 1: GIS - An Overview
Course
2:
Concepts for Spatial Thinking
Course 3: Spatial Data
Cour s
e
4:
Attribute Data
Course 5; Data Acquisition and Data Quality
6
Course 6: Geostatlstics
Course 7. Spatial Operations
Course 8: Spatial Analysis
Course
9:
Spatial
Modelling
Course 10: Visualization
Course 11: Organizational and Social Aspects of GIS
Course 12: Applications
Some of these courses will be optional and replaceable by others that
are
under
development by different UnIGIS sites (the first three are proposed by SF1)):
GIS and Forest
Applications (with
Hungary)
GIS and First Nations Issues
Digital Terrain Models
Database Theory
II
Advanced Project Management
Remote Sensing and GIS
Cadastral Applications
ArcVlew Applications
Mapinfo
Applications
• ?
The program
Will
have many benefits for the local GIS program at Simon Fraser
University:
- Much teaching material will be produced and updated annually which will be
available for credit course use.
-
The course buy-out of the Director will bring
in outside Instructors with new
viewpoints.
-
The program will provide funds for at least two graduate students
- To a large percentage,
the students
are
already
in
GIS positions, sometimes
Influential ones, and will therefore spread SFU's name
- There will be funds available to support the software purchase and maintenance In
the GIS operation.These purchases would otherwise not be possible.
- The
Program
Assistants can function part-time as Lab Assistants.
.
7
UnIGIS - A GIS Telelearning Program
Admission Arrangements
Admission to the Program is determined by an assessment of the candidate's academic
qualifications, work experience, attitude and commitment to the field of GIS.
General Entry Requirements
The program is open to
graduates
with a Bachelor degree or the
equivalent in
any
subject from a recognized university and to those with recognized professional
qualifications.
Additionally, applicants will normally be expected to have appropriate experience of
working in GIS or a related field, prior to entry.
Candidates who can demonstrate substantial practical experience in a field related to
GIS and who do not have degree level qualifications, may be considered for admission.
Attitude and commitment are particularly important here.
Candidates with a degree level qualification who lack practical experience but can
demonstrate sufficient motivation to develop a career In GIS will also be considered for
admission.
Students having an Inadequate background in Geography, Computer knowledge or
related studies but who are otherwise eligible for admission to the program may be
required to undertake pre-requisite courses.
The first offering of the program will start in September 1997.
Cost of The Program
Tuition fees for the offering at Simon Fraser University are Can$ 4,000 per year. This,
normally, covers six courses. However, If the student delays completion of the courses
and takes longer than two years to complete the program, additional time Is charged
in semester units. The purchase of a PC computer, modem, GIS (ArcView 3) and other
programs (MS Word and Access) and travel costs to a meeting will have to be handled
separately by-the student
Payment options are available. We do not plan to offer registration In individual
courses or the sale of course material.
S
8
•
??
Un1GIS - A GIS Telelearning Program
Certificate Program Structure
Academic Organization
The Certificate Program Is organized to achieve the stated aims through a range of
learning strategies that are conducted at a distance. The program is made up of 12
courses, each with the equivalent of
2.5
credits or approximately 35 contact hours.
They will last an average of seven weeks. The program will be presented within a
period of two years.
The Material
Each course starts out with the shipment of study packs, written by one or more of the
academic contributors in the Consortium. In addition a package of similar length of
articles from the academic and trade literature is distributed. The North American
package will be a combination of the Manchester material, translations of the Salzburg
material and original writings.
Seminar
Un1GIS Is a distance learning program and therefore is based on the assumption that
• ?
personal contact is not necessary for the teaching process. However, we are aware that
some personal contact will allow the development of a group spirit that Is beneficial for
the exchange of Ideas. Secondly, we believe that attending a larger GIS conference Is
an important factor in the understanding of the field's position within the GIS
community.
UnIGIS-SFU will therefore hold several three-day (extended weekend) seminars In
different corners of the continent and each student is obliged to attend at least one of
them over the duration of the program. In other words, the program staff
Is going to
make the long travels and the students come to the closest conference available. There
is no fee for these seminars. Their costs are covered by the program tees.
Learning Strategies
A range of learning strategies Is employed with an emphasis on student centered
learning. These Include the study material, collaborative discussions, self assessment
exercises, site-examined assignments, contacts with Assistants and the Program
Director, a help-line and seminars. All
components, except the materials and seminars,
are going to be handled via email and the World Wide Web.
.
9
UnIGIS -
A
GIS
Teléleorning
Program.
Orgonliatlon
It Is proposed:
• That a non-credit, program be offered by the Department of Geography with a
Certificate to be offered after upon completion of twelve courses (normally two years).
That the course is organized by the Department of Geography In close consultation
with Continuing Stuies.
Directors
Director: Dr. Thomas K. Poker
Associate Director Dr. Margaret Schmidt
• Staff:
One Administrative Assistant
One Program Assistant
Two Teaching Assistants
• The UniGIS Consortium
The Consortium consists of the Directors of the UnIGIS sites. Director Is Professor
James Petch, Department of Geography, Manchester Metropolitan University. The
Consortium meets once a year to discuss curriculum and other questions. It
arranges for the development and exchange of courses and supervises the quality
of the materials (content).
• The Program Advisory Board
We propose a Site Committee, consisting of
Director, UnIGIS program at SF13
Associate Director, IJniGIS program at SFU
Chairperson, Geography Department
Associate Dean for Continuing Studies or delegate
One representative of the Industry
One representative of the Government
One Alumnus or Alumna of the program (when available)
One student of the program
S
•
10
UnIGIS - A
GIS Telelearnlng Program
The Program Advisory Board supervises the administrative side and certifies (In
consultation with Continuing Studies) the content of the program. The
Directors
report to the Board on a regular basis through meetings and reports. It Is proposed
to have one annual meeting and one report per semester.
[International
j
UnIGIS ?
Consortium
LOCIIII
University
Program
AdvisoYy
Board I
F Government;,
Content
?
Directors
?
Admhulstration
Staff ?
Figure 1: Organization
11
.
UnIGIS - A GIS Telelearning Program
Market
Analysis
To get some Idea whether such a course could be financially viable, we have made
some inquiries, including the UnIGIS course directors and Dr. Karen Kemp, Assistant
Director, National Center for Geographic Information and Analysis, who has
developed a special program for a European Post secondary GIS education in Vienna
and has spent nine months with Longman Publishers In England studying the
feasibility of a GIS
correspondence program.
UniGIS is the only
course of Its type at this time and there is no competition In sight.
Longman undertook a major market survey and determined that the market was
large, however, did not pursue the venue because It could not find sufficient support
from Universities to maintain the program.
To forecast the market for SFU, a comparison with the European programs might be In
order. In
1995,
there were three programs operating: Out of Manchester with most of
the students from the U.K., from Amsterdam with Dutch students (but in English) and
from Salzburg with students from Austria, Germany and Switzerland. There were a
total of approximately
125
students per year. Applications for the program were (and
t1ll are) outnumbering the number of accepted students.
The sales of Geographic Information Systems In North America Is far larger than In
these European countries. It can therefore be expected that there will be many more
applications for the program than in Europe, yet we are planning to accept not more
than 40 students per University.
We have been guaranteed that the UnIGIS Consortium Is not planning to extend the
program In North America but to limit It to three institutions. The other two
universities are still In the early stages of negotiations.
The Student Iody
Through the five years of Its existence, approximately 250 students have completed the
program. It Is interesting to note that, Independent of the country, the student cohorts
show very similar characteristics:
- The majority Is between 25 and 35 years of age.
- 80% of them have at least a Bachelor degree, 20% do not.
- Almost all have extensive experience In the usage of a GIS program.
.
12
• ?
Operation ?
UnIGIS -
A GIS Telelearning Program
The operational framework of our site will be developed in close consultation with
Simon Fraser's Continuing Studies.
The course materials are original writings by established GIS researchers and
instructors, combined with relevant articles from academic publications. We do not
plan to use regular textbooks for the program but each course
contains
numerous
suggestions for further study and the experience from Europe tells us that many
students take advantage of more literature. Each
student
will be
required to own a PC,
with links
to email and the World Wide Web. The material goes to the students via
mail but after that, all
interaction
(discussions, assignments, exams) will be handled
via email and the Web. Practical work will be assigned using ArcView 3.0 from the
Environmental Science Research Institute.
UniGIS has ongoing research projects to develop new techniques for the management
of the programs, especially with respect to the interaction with students. At this time,
most sites are moving to email for the preferred means of communication (discussions,
assignments, exams, etc) and by next year, some will have moved to the Web. We at
Simon Fraser University are planning to start with a combination of email and
WWW.
The author is in close contact with the
TeleLeorning
Network of Excellence, especially
•
?
the Virtual University project at SFU.
We expect that other departments at SFU with interests in GIS (Resource and
Environmental Management, Kinesiology, Archeology, Biology, Computing Science,
etc) will want to stay informed of our development. However, we don't expect to have
students participate In the program who are registered as undergraduates or graduates
atSFU.
Marketing
The GIS profession Is reachable with relative ease through a handful of professional
conferences and two professional journals. Much of the advertisement can be obtained
for free or relatively little.
S
13
UniGIS - A GIS
Telelearnlng Progrqxn
?
is
^
Material
O>
from
Material
LEE9
Checkin
En.
Printing
Sent out
Figure 2: Course
Material
?
Production
ht
<
Auth
rs
<
Authol
<
;D
Staff
prini
ter
ff
<
stai
S
The creation of a course
starts
with the
material that
has
already been developed by
the Manchester and the Salzburg groups. These
materials besides being
In
the
wrong
language (for the Salzburg courses), are Concentrated
too
much
on the European
situation
and need more
structure
to
adapt
to the
standards set
by our
Continuing
Studies. Besides,
every academic has a different outlook on the content of a program. It
is therefore
expected
that the
equivalent
of four to
six courses will
have to be developed
S
14
S
UfliGIS - A GIS Telelearning Program
to adapt the course to the North
American conditions.
Over
the
years, more new
material will be developed.
In addition, we are planning to develop special courses
for
Forestry, Native Issues and Digital Terrain Models,
Material from Manchester is directly
copied, Salzburg material Is translated and both
are combined with newly developed material.
This is then checked for typos,
grammar
and style by
the Content Assistant and for
general appearance and
structure
by
Continuing
Studies.
Equally, articles from publications are collected, copyright costs
are
determined
and the
material
Is combined as appendix to the text. There are no
extra costs for the University Library.
Course
material
Student receives
sent out
course Mot
dw
Student
tudent
material
reads
student
Tests
fm*
q--^ ?
'rest,heciad
accounting
Student writes
exam
F
).
F
Exam
checked
Next coum
mateital
se
nt
out
Figure
3: Course Traffic
The material for each course is sent out to
students
by
regular
mail.
After that,
everything will
go
via
email or the World Wide Web, possibly using Virtual-U, a
program presently
In
beta
version at Simon Fraser University.
Besides the control of the material by
staff
and Continuing Studies, the students are
also involved In a continuous
critique
of the program
through a student questionnaire
that
has
to be filled out
after the completion of each course.
15
UnIGIS - A GIS Telelearning Program
Workload
Director
The time needed by the Director for the supervision of the course Is
estimated to be three hours per week of general supervision plus one hour per student
per course per year (according to Information from Salzburg). This comes to about 800
hours per year or 24 hours per week. The Director would therefore be a halftime faculty
position. Program revenues
Will
be used for a one course buy out per semester for the
Program Director. This money will be used to replace, if not expand, credit course
offerings.
The workload for the
Associate Director
is minimal.
• 'In the first year, 40 students mean two halftime positions for the
Administrative
and
the Content Assistants
plus one graduate assistant for application supervision.
With 80 students, these positions would become full-time plus two graduate assistants.
It is likely not advisable to merge the two halftime assistant positions in the first year.
Costs and budget
The program is planned to provide full cost recovery. There will be no cost occurring
for the University.
Action Plan
The following Action Plan has been considered reasonable by members of UnIGIS.
May 1996; The brochure was ready. The course was announced at the ESRI Users
Conference (the largest GIS conference In North America), over the network and some
magazines like ARC/NEWS (ESRI).
Month 1, Year 0 (September 1996): A test program with a dozen students was started.
Month 8, Year 0 (April 1996): The first registrations come In, we are able to forecast
whether we will reach the planned class size (40 students).
Month 11, Year 0 (July 1997): course 1 is sent to the printer and staff Is trained.
Month 1, Year 1 (September 1997): course 1 is sent out. Staff is ready for
administration and consultation.
Month 1, Year 2 (September 1998): Two classes of students will run parallel.
16
UnIGIS - A GIS Teleleaming Program
S
1996 ?
I
rinnownaent
May
1996
July 19% ?
-
r--; wa1t
?
?
Advenlsement ?
L''
1991 ?
_______________
[M
___
lCompIste
Mi3rdt 1991
RePOFt
M3Cike
CAdvatUmmentr±
-rMscom
[
T
PABMeoGng
Report
1998
?
(______________
MlComrMte
MQrth 1998
?
Mg Complete
Advertisement
?
[MID CoRg
LiL
.!..
[Ml1ComIcte
[PABMeedn9
cIiouwkt.
[icn1
1999
August 1"S
rd
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group
[COIRPI* flat
amp 1)
]Figure 4: Action Plan
S
17
UnIGIS - A GJS Telelearning Piogrom
Activities
?
I
Data Base
?
Responslbl
---j ?
lities
Student
about program
enquires
?
!ntry
applicant
Of
pctsnUal
??
Administrative
Assistant__-
Student registers ?
First payment ?
Administrative
AMIStQrn
•
Administrative
I
?
Student data)
?
Assistant
Workshop ?
[
?
Director
-L
?
.
j
Material sent out
I ?
L
Administrative
Assistant
email
and Web
i content
?
st
?
scussi.ons
L
DirectorI
antk
Software use
Teaching Assistant
Content Assistant
Student
Administrative
L
Semester
performance
Assistant
Report
Program
Director,UnlGIS,
ij
Directors, Staff
I
AnnualMeetlng
_______
Report
Program
Advisory
Figure
5:
Organizational Diagram
28
