Education 2023

JANUARY 2023

EFFECTIVE LEADERSHIP LEADING IN THE POSTPANDEMIC ERA

EQ EQUATION WHY LEADING WITH EMPATHY IS KEY TO BUSINESS SUCCESS

MASTERING BUSINESS MBA PROGRAMS OFFERED

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EDUCATION

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LEARNING TO LEAD IN AN UNCERTAIN ENVIRONMENT

Like the adage that the only constant is change, the only certainty that can reasonably be relied upon, it seems, is uncertainty.

None of the business leaders we or our reporters are speaking to have any illusions about the year ahead: It will likely be painful, it will likely involve tough decisions (if those choices haven’t already been made) and it will inevitably be characterized by fiscal, economic, labour, climate and endemic-pandemic uncertainty.

This is a different kind of crisis than the ones that have plagued economies, communities and workplaces for the better part of three years. It feels like a crisis of confidence; an inability to trust in or rely on things staying the same. Notably, the Conference Board

of Canada’s Index of Business Confidence has now fallen for five consecutive quarters. The last time that happened was during the 2007-08 financial crisis.

It is no small task to lead through a recession – or through a readjustment, reckoning or reality check of any kind. So for BIV Magazine’s 2023 Education issue, we explored the theme of leadership through the lens of learning. In the pages ahead, you will see features that address this topic outright, such as our piece to the right on effective leadership in the post-pandemic era. We also examine the role EQ – or emotional intelligence – can play in the workplace, and how professionals can lead their entrepreneurial ventures to successful outcomes.

This broad theme of leadership is also addressed by the seven

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question-and-answer profiles submitted to BIV Magazine by seven B.C. post-secondary institutions. Collectively, these are designed to serve as an at-a-glance resource for business leaders considering a master of business administration (MBA) program.

Some of the principles espoused by higher-learning institutions will serve leaders well as they grapple with the challenges ahead. Curiosity, critical thinking, respect and engagement – all skills on the softer side of the spectrum – can help us navigate new waves of uncertainty.

Hayley Woodin Editor-in-chief, BIV hwoodin@biv.com

EFFECTIVE LEADERSHIP IN THE POST-PANDEMIC ERA

GLEN KORSTROM

The test in leadership is to inspire a team and steer employees to successfully complete corporate goals. To do that, leaders need to show empathy and understand employees’ needs and wants.

They also cannot take for granted that the successful leadership skills and traits of yesteryear will serve them well in the future.

The COVID-19 pandemic disrupted workplace operations and changed what employees expect.

Rampant inflation hiked employees’ compensation expectations. Evolving social trends have combined to change how workers view employers, and how much they want to work for employers seen as inclusive and diverse.

Failing to take all this into consideration could be a recipe for disaster, MacKay CEO Forums CEO Nancy MacKay tells BIV Magazine.

Leaders need to be able to motivate and get the most out of employees, she adds.

To do that, they need to look at individual employees’ situations, and accept new phenomena such as hybrid-work schedules.

MacKay’s Vancouver-based organization has more than 100 CEO cohorts comprised of up to 14 top executives each. Those cohorts are based across Canada and, increasingly, around the world.

“Leaders need to really inspire themselves, and make sure that they’re showing up, mastering their time, and their egos, and their relationships, and their health and their passion,” she says.

“They really need to be focusing on their own inspiration. That’s the beginning of being able to inspire others. Most leaders skip that step or don’t know that step. That’s why we have so many so-called horrible bosses out there.

They just don’t have the leadership toolkit that’s so relevant today.”

The MacKay CEO Forum cohorts are tailored to be for executives in similarly sized companies, with some being for executives in companies with around $5 million in annual revenue, while others feature executives in companies with around $5 billion in annual revenue.

Members in the groups are vetted so that they are in businesses that do not compete with one another. The result can be frank discussion about challenges so that other executives in the group can chime in with their thoughts, potentially from experiencing something similar, without fear that they are helping a competitor. Fees vary, but can be $10,300 annually, MacKay says.

Labour shortages and shift to remote work make respecting employee needs invaluable

Other opportunities to connect with CEO peers can be had by joining networking organizations such as the Entrepreneurs’ Organization Vancouver or the Young Presidents Organization.

Some executives have called involvement in those organizations as being akin to having an ad-hoc personal board of directors.

MacKay, however, advises all CEOs – even those at small ventures – to make a point of creating a board of directors and inviting relevant people to sit on those advisory boards.

“To me, advisory boards are very time-effective if you get the right boards in place,” she says.

“I’m a huge believer in [business] coaches to hold us accountable and to make sure that we’re being the best version of ourselves, and learning and growing.”

FORMAL TRAINING CAN HELP BUILD SKILLS, NETWORKS

Leadership training comes in many forms and can include formal education, such as a master of business administration (MBA.)

MacKay says the problem with many MBA programs is that they are very time-intensive and can burn out CEOs who work more than 40 hours each week to keep their companies focused.

Indeed, post-secondary institutions, such as the British Columbia Institute of Technology (BCIT), the University of British Columbia (UBC) and Simon Fraser University, all offer bite-sized continuing education business courses, some of which can eventually be part of a credential or certificate.

One common thread throughout those institutions’ offerings is that more content is focused on themes such as environmental, social and governmental (ESG) adherence, respect for diversity and inclusion, and Indigenous reconciliation.

“Employees are now looking at organizations and their values, their commitments to society – whether that is around climate change or diversity and inclusion,” BCIT interim president Paul McCullough tells BIV Magazine.

“You’ve got a demographic that is much more acutely aware of the things that are important to them.”

BCIT does not have an MBA program, but it has continuing education courses and business-related courses taught by instructors who work in relevant business sectors.

“You can spend a lot of money putting technology into a business, but without the skills to operate that technology, and to use that technology effectively, the value of introducing the technology is moot,” he says.

SFU’s associate dean of graduate programs, Andrew Gemino, says that all of his Beedie School of Business MBA programs require students to take a course to make them aware of Indigenous issues, as well as a course focused on ESG.

Much like at UBC, SFU’s MBA program has core courses. Students at both universities are then able to select elective courses to specialize their MBA. Recent demand has made financial technology – or fintech – one new area of study that students can include in their MBA programs, Gemino says.

He stresses, however, that much of the value in doing an MBA comes from other students in the program. Those people may not only offer immediate insight, but they may become lifelong friends, Gemino says.

“The cohort matters a lot – it is about the people you’re with,” he says.

“Our executive MBAs (EMBAs) probably have more than 40 people, and each of the students have an average of about 20 years’ worth of experiences. That is about 800 years’ worth of experience in that room.”

EMBAs usually require entrants to have at least 12 years’ worth of workplace experience, while regular MBAs require between five and seven years.

Justin Bull, a climate specialist and lecturer in UBC’s Sauder School of Business MBA program, says that technology-related courses within MBAs are becoming increasingly popular.

“There’s one core MBA, and whether someone’s specializing in finance or climate, there are probably somewhere in the neighbourhood of 60 per cent of the courses that are the same,” he says.

“Then we have some specialized courses with adjunct professors who are generally industry practitioners and who come in and teach a course on healthtech, or fintech or on commercializing AI (artificial intelligence).”

Bull says that more flexibility in MBA courses comes as the concept of what it means to be a successful leader changes.

“One of the things that has really changed in the last 10 years is that we’ve evolved how we think about leadership,” he says.

“Science is revealing that there are a lot of different kinds of leadership styles, and the most important leadership style is the one that’s authentic to you.”

People notice when leaders are not accessible or appear to be holding their thoughts back when in faceto-face meetings, he says.

“Increasingly, the people who are comfortable in their own skin, and who can bring their authentic selves to the workplace, are ones people connect with,” Bull says.

“They have to have the emotional intelligence to recognize the challenges of day-to-day life. When someone’s kid is sick, it’s different now. When someone’s under the weather, or needs a break for mental health, it’s different,” he adds. “There’s a sort of awareness now that, in an era of churn and a lot of employment opportunities, and a lot of remote work: If you’re not creating a place where people want to show up, whether virtually or in person, you’re going to turn them out, and you’re going turn them out quickly.” í

MacKay CEO Forums CEO Nancy MacKay oversees a business that has more than 100 CEO cohorts • CHUNG CHOW

Justin Bull is an MBA program lecturer at the University of British Columbia’s Sauder School of Business • SUBMITTED

Andrew Gemino is Simon Fraser University’s associate dean of graduate programs • SUBMITTED

EDUCATION AND ENTREPRENEURSHIP CAN EMPOWER DOWNTOWN EASTSIDE RESIDENTS

For the area to thrive, we must support aspiring business owners

CHRISTINA WONG

“Give someone a fish, they eat for a day. Teach someone to fish, you feed them for a lifetime.” While the origin of this famous quote is up for debate, there’s no question that education is an essential tool for human empowerment.

In Vancouver’s Downtown Eastside, however, many questions emerge from this place of certainty. Hunger, after all, joins homelessness, addiction, mental illness and crime on a long list of interconnected and systemic challenges in the community.

What kind of education best helps the Downtown Eastside to heal and thrive? What tools do residents need to overcome the various obstacles they face? How do they acquire these tools? How can we ensure that these tools are being used appropriately and effectively?

I started asking myself these questions soon after launching the Street Store, a free and dignified shopping experience for local residents at the intersection of Columbia and Hastings streets since 2014. The more I chatted with members of the community, the more I realized that facilitating employment and entrepreneurship skills is the best way forward.

My confidence in this approach was cemented after meeting a four-year-old boy named Justin. He came running into the Street Store, full of energy and excitement, in hopes of finding a toy for Christmas. He spotted a guitar in my hands, and immediately began strumming its strings. Later on, the boy’s parents shared their grief and frustration over the lack of stable income that prevented them from providing their son with the opportunities for personal enrichment that many Canadians take for granted.

Like Justin’s parents, a quarter of Downtown Eastside residents are striving to become entrepreneurs as an avenue for earning income and caring for themselves and others. Entrepreneurship is widespread partly because 87 per cent of residents face at least one health condition, according to the City of Vancouver’s 2020 Homeless Metro Count, and 80 per cent face mental and/or physical disabilities. Chronic health challenges like these, as well as a history

of trauma, can make it difficult to work regular business hours, so entrepreneurship becomes a popular alternative for people to work on their own schedules while making the most of their skills and passions. By empowering people who face work and social barriers to become confident enough to help others, we create a ripple effect of change and a sustainable circular economy.

Barbara Gastelum provides a wonderful example of this. Like anyone who has built a business from the nugget of an idea, the expressive arts registered therapeutic counsellor knows that being an entrepreneur takes more than hard work and dedication. In addition to countless hours spent thinking through business details such as marketing, pricing, overhead, customer service and so on, the support of others as sounding boards is immensely valuable.

Gastelum founded SensesLab in 2018 as a self-exploration platform to help clients find new ways to connect with themselves and their loved ones. More recently, her Employ to Empower mentor, professional life coach Lara Debie, has played a vital role in helping Gastelum navigate each step of her business systematically, and to understand where she needs help.

It’s important to note that entrepreneurial success isn’t necessarily measured by traditional profit models. When entrepreneurs thrive in the Downtown Eastside, they are not only building their businesses, but also their self-esteem and confidence. When they see themselves as individuals of value, they are empowered to support themselves and the people around them.

Most importantly, entrepreneurism cultivates a sense of belonging and community. When a crisis hits, most Canadians have friends and family to fall back on. In the Downtown Eastside, however, many people lack this social support system. Through entrepreneurship, residents tap into a community of resources and support systems that they can depend upon during tough times. By cultivating community and belonging in this way, there is enormous potential for systemic change.

Give someone a job, and who knows what will come of it. Support someone’s skills and passions, and you empower that person, and their community, for a lifetime. í

Christina Wong is executive director and co-founder of Employ to Empower.

A QUARTER OF DOWNTOWN EASTSIDE RESIDENTS ARE STRIVING TO BECOME ENTREPRENEURS AS AN AVENUE FOR EARNING INCOME AND CARING FOR THEMSELVES AND OTHERS

THE EQ EQUATION

The business case for empathy and compassion as indispensable to the workplace in uncertain times

CLAIRE WILSON

As workplaces navigate the pressures of a recessionary environment and the lingering impacts of the pandemic, the business case for fostering emotional intelligence (EI) in the workplace is becoming more evident, says Philip Steenkamp, president and vice-chancellor of Royal Roads University.

“It’s increasingly important that leaders and organizations not only have the IQ [intelligence quotient] and the technical skills they need for particular jobs, but they also have emotional intelligence. It’s becoming more obvious that you need both rational and emotional skills in order to be able to manage organizations and workplaces right now,” he says.

The uncertainty and stress of events like the pandemic create “something of a perfect storm,” says Daniel Skarlicki, Edgar F. Kaiser professor of organizational behaviour and director of the Montalbano Centre for Responsible Leadership Development at the University of British Columbia’s Sauder School of Business.

The result is increased workplace loneliness, which can have a negative effect on employees’ ability to collaborate and share, Skarlicki says.

“EI was originally coined and defined as the ability to monitor one’s own feelings and emotions, to discriminate them and use this to help you guide your thinking and your actions,” he says, referencing the 1990 work of emotional intelligence pioneers Peter Salovey and John D. Mayer.

The modern definition of EI, attributed to psychologist and best-selling author Daniel Goleman, is rooted in a person’s ability to manage their feelings so that those feelings are expressed appropriately and effectively.

In his work, Goleman points to research from Harvard Business School that determined that emotional quotient (EQ) counts for twice as much as IQ and technical skills

combined in understanding who will be successful. In 2003, the Harvard Business Review reported that 80 per cent of the skills that differentiate top performers from others is linked to EI.

While many refer to it as a “soft skill,” Steenkamp says he defines it as a “core skill.”

Philip Steenkamp is president and vice-chancellor of Royal Roads University •SUBMITTED

and vice chancellor

Royal Roads University

increasingly engaging in custom training around values-based leadership, ethics and EI, Steenkamp says.

“When you talk to employers, they say: ‘We are looking for people who can communicate well, who can collaborate, who are good problem solvers, who can work in teams,’” he says. “Many of those are characteristics of emotional intelligence.”

In the last five years, Salh says her team has also seen greater interest in developing EI within various workplaces. To foster this skill within a team, the process starts with leadership, Salh says.

According to Skarlicki, the ability to be a successful leader is rooted in one’s ability to relate to other individuals, whether they are employees or clients. Those who can utilize this skill have higher salaries.

“It is increasingly indispensable in today’s organizations and workplaces, given the complexity of the issues that we are all dealing with,” he explains.

But can EI be taught? According to all those who spoke to BIV Magazine, it can.

“There’s lots and lots of studies that are showing that through various interventions and training, you can increase emotional intelligence,” Starlicki says.

Sahar Salh is the head of facilitation and programs at Stride Leadership, a Coquitlam-based provider of executive coaching and professional and leadership development. Based on Salh’s experience, she says she believes that EI, like any other skill, can be developed with practice.

“It’s something that you need to be mindful of every day in your practice. But it absolutely, in my opinion and in the work that I’ve done in the past, can be taught,” she said.

When developing EI, the key to success is readiness and self regulation. Learning how to utilize empathy requires a level of self-awareness and the ability to accept the emotional challenge, according to Salh.

Unlike many other skills, EI is not easily measured, though the results of training can be seen in higher employee engagement, higher satisfaction and job retention, she says.

“Because we can’t see those, it’s a bit of a bigger challenge to get the participants to the line. Once you start getting more into the trenches with it, and really understand what is being taught, that’s when you get buy in and that’s when it becomes an easier process,” she says.

The drive to implement this skill within various workplaces can be seen in the uptick of interest in Royal Roads programs that have an emphasis on EI, according to Steenkamp.

The biggest increases in interest have been seen in programs like executive coaching, which has EI as a core value, as well as in programs offered at the School of Leadership Studies. Additionally, organizations are

“The reason why they have higher salaries is they have greater political skill. They can read the room properly and they’re so sure they’re socially attuned, they kind of pick up on things. They don’t blurt out something that’s going to offend others,” he says.

“It’s important to say that emotional intelligence trumps … cognitive intelligence when it comes to leadership.”

Janice Abbott, CEO of Atira Women’s Resource Society and a 2019 BIV Influential Women in Business Award winner, says that EI is an indispensable skill when communicating with employees and the women Atira works with.

“I hope that I have empathy and compassion for both the women who work here and the women that we support. Which influences how I make decisions at the end of the day,” she says

“I think we tend to think of emotional intelligence as one way to be and it’s not – it’s complex and multidimensional. You can both have empathy, compassion, and you can have boundaries as well. In fact, that’s healthy.”

Atira started prioritizing lived experience as an asset in the 1990s, allowing employees to draw on shared life experiences when working.

“Often, what comes with that life experience is trauma, and trauma that kind of lives in your body and can manifest at times of other stress in your life. So you’re doing well for a long time, and then there’s a stressful incident in your life, and that trauma kind of surfaces,” Abbott says. “Being able to recognize and lead with your heart matters in those situations. In fact, it’s everything.”

Abbott says she believes that if a leader is not able to demonstrate EI in the workplace, it can make it hard for employees to foster that on their own.

“We have to constantly teach ourselves and remind ourselves that empathy and compassion are paramount in the work that we do,” she says.

“It’s easy to feel just hopeless and fatigued – emotionally fatigued by everything right now. And I think that the only way forward is teaching ourselves empathy, compassion and hope in all aspects of our lives.”

í

IT’S BECOMING MORE OBVIOUS THAT YOU NEED BOTH RATIONAL AND EMOTIONAL SKILLS IN ORDER TO BE ABLE TO MANAGE ORGANIZATIONS AND WORKPLACES RIGHT NOW

Philip Steenkamp

President

Abbott thinks of emotional intelligence as a complex and multidimensional concept that requires empathy, compassion and healthy boundaries • ROB KRUYT

Daniel Skarlicki is director of the Montalbano Centre for Responsible Leadership Development at the University of British Columbia’s Sauder School of Business • SUBMITTED

Sahar Salh is head of facilitation and programs at Coquitlam-based Stride Leadership • SUBMITTED

FOSTERING COURAGE AND CREATIVITY WITH A DIFFERENT APPROACH TO EDUCATION

Learner-centred education can give us a curriculum for developing in-demand soft skills

AMBER PAPOU

In July 2021, RBC released a special report1 on how the impact of COVID-19 has rapidly increased the value that businesses place on creativity as a key requirement for future success.

Businesses and organizations that have been able to turn the challenges of the pandemic into opportunities have not only survived but have also thrived. As a result, individuals that demonstrate creative skills such as flexibility, critical thinking and an openness to learn are in high demand, according to The Coming Creativity Boom report. However, as employers can attest, finding individuals with these skills is not always easy.

In recent years, a lot of pressure has been placed on schools to “teach” these skills to their students. The big question that arises is how? The answer may lie in the degree to which schools focus on learning rather than on teaching.

Over the past few decades, a slow evolution is taking place as many school systems move away from traditional or factory-model education to a learner-centred approach. Schools that adopt this model focus on the unique qualities of the individual – not only on the way they learn, but also on what inspires them to learn. The educator’s role in this model is to build a collaborative relationship with learners by guiding and encouraging exploration rather than by directing and leading. By allowing learners to take ownership of their own educational path, they learn to love learning. More importantly, along the way, they develop many of the highly sought-after soft skills employers are looking for, such as problem solving, critical thinking and the courage to make mistakes – all of which are essential components of creativity.

Here in B.C., schools such as the SelfDesign Learning Community (SDLC), a pioneer in a learner-centred model of education since 1983, offers an inclusive K-12 program that supports learners of all ages and abilities in authoring

their own lives and designing their own learning. This approach to learning, in which thousands of learners have successfully graduated, focuses on their passions, and on learners continuing to follow these passions into their careers.

Based on the SelfDesign philosophy, the school has grown into one of the largest independent provincial online schools in B.C. and the largest school of record for children diagnosed with special needs. Following the Ministry of Education and Child Care curriculum in a way that puts children at the centre of their learning journey, SelfDesign acknowledges that learning is a process, not a product, and that it is centred on relationships and conversation. Learners are guided with the support of a B.C. certified educator to develop a personalized learning plan to help them achieve the path to completion that best suits them – a certificate of graduation, an adult graduation diploma or a school completion certificate.

Although the school offers additional support for those that require it, all of the 2,000 learners enrolled each year follow a unique and personalized approach to learning. By focusing on the unique potential of each of the learners, the course-completion rate for high school learners at SDLC is 95 per cent, which is higher than the provincial average. Moreover, the school bases learner success far beyond its graduation rates: The courage to be creative and to be lifelong learners are the school’s ultimate objectives. Proof is in the pudding as the old adage goes. As we move into a post-pandemic world that is increasingly decentralized and unpredictable, creating educational pathways that encourage and nurture courageous and creative individuals will continue to be crucial to innovating solutions for everything from our economy to our environment. Schools such as SDLC that foster these skills throughout learners’ K-12 education will be key to building strong communities and businesses. í

Amber Papou has been president and CEO of the SelfDesign Learning Foundation since 2017. She has over 20 years of experience leading organizations and businesses in the education, skills development, technology and economic development sectors.

THE EDUCATOR’S ROLE IN THIS MODEL IS TO BUILD A COLLABORATIVE RELATIONSHIP WITH LEARNERS BY GUIDING AND ENCOURAGING EXPLORATION RATHER THAN BY DIRECTING AND LEADING

THE BUSINESS LEARNING CURVE

There are many reasons a credentialed professional might choose to work at a big national firm rather than strike out on their own. Beyond the allure of becoming a partner or securing a corner office at a prestigious downtown outfit, established firms come with a number of practical benefits, including the infrastructure it takes to run a successful business.

After spending years studying to become a doctor, lawyer or a credentialed professional of another occupation, professionals likely want to focus on applying their expertise, and not spend valuable time learning how to bookkeep, market their services or manage client issues.

And even though many credentialed professionals often follow an education path that combines theory with practical experience, residencies, articling or other kinds of professional practicums rarely focus on the business of the profession – or what it takes to open, run and grow a successful business.

“In order to go out on your own, you do need to have business plan, and think through your business development, your infrastructure, your cost and what revenue you are going to need,” says Kerry Simmons, executive director of the Canadian Bar Association’s BC Branch.

“As a lawyer you either need to hire somebody to guide you in that or make sure you learn it yourself because you don’t learn how to establish a business from your education up until that point.”

Simmons says this is part of the reason new and emerging lawyers might be more interested in joining established firms rather than starting up their own practices.

But the majority of lawyers in British Columbia – 58 per cent – work for firms with five or fewer lawyers, meaning that they – or at least, their colleagues – have likely had to develop and hone their business skills for themselves, without the luxury of a large firm’s institutional infrastructure.

This is an experience lawyer and Paperclip Law founder Elizabeth Mah knows well.

“Ultimately, in the beginning you end up doing all of it, and I have been there before,” she says.

“I did the marketing, I did the accounting and finance and the billing. The burnout is really intense and the parts that you are good at suffer.” Mah completed an undergraduate degree in business before becoming a lawyer. Her initial experience in the legal world left a sour taste in her mouth, she says. She wanted a less competitive and more collaborative and customer-facing environment – one that better reflected her values. So she set out own her own.

Mah credits her success to the diverse skillset she developed outside of law school, including her experiences working for a stint in hospitality. She says her time in event planning taught her how to manage client interactions, and helped her develop good customer-relation skills.

Business school courses also gave her an appreciation for business fundamentals, like accounting and marketing, she says.

But even with the leg up of business education and real-world business experience, Mah still says she recognized she couldn’t successfully run a

business all by herself. She says she learned the importance of hiring and trusting a team. She also had to learn to understand her own limitations and accept that no one can be an expert in all things.

When it comes to advice for young professionals debating whether to strike out on their own, Mah says the hardest part is building a team where the members share the founder’s vision and work well together. This builds the foundation for a successful, scalable firm, she says.

Mah also suggests that young entrepreneurs spend some time working at an established firm instead of setting up their own practice right after being called to the bar. This allows young calls to focus on improving as a lawyer before needing to also focus on establishing a business.

When the time is right to start a firm, May says to think big.

“I’ve found a theme among entrepreneurs is that everyone regrets not thinking bigger,” she says. “That scalability and assistance early on tremendously assists with leveraging and pushing the business into profit so much earlier.”

Thinking big – or rather, trying not to think small or short-term – applies to all kinds of decisions. Being too focused on competing on price point can lead entrepreneurs to miss opportunities and undervalue the unique benefits they bring to the table.

“Hire people earlier, don’t go for the cheap website that you’ll need to pay to update in a year, invest in yourself and in your business now,” says Mah. í

Lessons for credentialed professionals striking out on their own

ALBERT VAN SANTVOORT

Elizabeth Mah is a lawyer and the founder of Paperclip Law • ROB KRUYT

TO THE POWER OF CPA

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Credentials that boost your qualifications — and what it takes to earn them

ACCOUNTING

CPA (Chartered Professional Accountant)

Description: The Chartered Professional Accountants of British Columbia (CPABC) is the only regulated professional accounting body in the province of British Columbia. With over 38,000 CPA members and 6,000 CPA students and candidates, CPABC is responsible for the regulation and professional development of more than 215,000 CPAs across Canada and the globe, as well as the training and certification of CPA candidates.

Prerequisites: Four-year, 120-credit-hour university degree or equivalent, plus specific subject area coverage that can be met through approved programs in postsecondary institutions, or through the CPA Western School of Business. The prerequisite education consists of 14 modules; students complete only those courses they require.

Requirements: The CPA professional education program has six modules: Two core modules, which focus on the development of competencies in management and financial accounting, and the integration of six core technical competency areas – audit and assurance, finance, taxation, financial reporting, management accounting, and strategy and governance; two elective modules; and two final courses, which include a capstone integrative module that focuses on the development of leadership and professional skills, and a capstone examination preparation module. At the conclusion of the six modules, students write a common final exam. All CPA candidates must also complete relevant, progressive, practical experience that is approved by the CPA profession. Experience can be gained in pre-approved positions, or through the experience verification model, in which CPA candidates may work for an employer they choose.

Administering organization: Chartered Professional Accountants of British Columbia (bccpa.ca).

CAREER COUNSELLING

CCDP (certified career development practitioner)

Description: A CCDP knows career development, has skills and expertise in assessment and referral and has interpersonal competence in career development. A CCDP has skills and expertise in at least three of: Assessment, facilitated individual and group learning, career counselling, information and resource management, work development and community capacity building.

Requirements: Master’s degree in related field and at least one year’s related work experience; bachelor’s degree in related field and at least two years’ related work experience; diploma in career-development practice or related field and at least three years’ related work experience; certificate in career-development practice or related field or equivalent post-secondary education and at least four years’ related work experience; evidence of all core competencies and three areas of specialization; evidence of completing a course in ethics related to career development, counselling or adult education that includes at least 10 hours’ instructional time, as well as a course in careerdevelopment theory that includes at least 20 hours’ instructional time.

Administering organization: BC Career Development Association (bccda.org)

EDITING

CPE (certified professional editor)

Description: Candidates can become CPEs or earn separate certifications in proofreading, copy editing, structural editing or stylistic editing.

Requirements: Passing of required tests (four tests

for CPE designation). No formal requirements, but at least five years’ extensive editing work experience is recommended.

Administering organization: Editors’ Association of Canada (editors.ca)

EVENT PLANNING

CMP (certified meeting professional)

Description: Helps people employed in meeting management to pursue continuing education, increase involvement with industry and gain industry-wide recognition.

Requirements: Three years’ work experience in the industry, having been employed within the last 12 months; a degree in meeting, event, exhibition or hospitality/tourism management and two years’ work experience; three years’ full-time instruction experience in a meeting or hospitality university program. Completion of 25 hours’ continuing education or completion of an approved internship or apprenticeship in the industry with a minimum of 200 hours of work experience, along with a written exam.

Administering organization: Events Industry Council (eventscouncil.org).

CSEP (CERTIFIED SPECIAL EVENTS PROFESSIONAL)

Description: This designation recognizes event professionals who have successfully demonstrated the knowledge, skills and ability essential to perform all components of a special event.

Requirements: To qualify for the CSEP exam, a candidate must have a minimum three years’ full-time professional employment in the special events industry. Documentation of work experience is required. The exam is a 4.5-hour computer-based examination scored either pass or fail and consisting of 100 multiple-choice questions and a written portion, both based on the CSEP content outline.

Administering organization: International Live Events Association (ileahub.com)

DMCP

(destination management certified professional)

Requirements: To qualify as a candidate an individual must have experience in the field of Destination Management plus a combination of education and involvement. Accepted candidates must pass a 150-question, multiple-choice exam based on the book, Best Practices in Destination Management.

Administering organization: Association of Destination Management Executives International (admei.org)

EXECUTIVE COACHING

ACC (associate certified coach), PCC (professional certified coach), MCC (master certified coach)

Description: The International Coaching Federation (ICF) establishes and administers minimum standards for credentialing professional coaches and coachtraining agencies. A coach credentialed by the ICF has coach-specific training, has achieved a designated number of hours of experience and has been coached by a mentor coach.

Requirements: Vary by designation; for details, see coachingfederation.org/credentials-and-standards Administering organization: ICF (coachingfederation. org)

FAMILY ENTERPRISE ADVISING

FEA (family enterprise advisor)

Description: The Family Enterprise Advisor designation demonstrates an advisor’s commitment to excellence in family enterprise advising. Granted to experienced lawyers, wealth managers, accountants, facilitators and family therapists, the designation represents a substantial opportunity in a marketplace where more than 80 per cent of businesses are family-owned.

Requirements: Completion of the Family Enterprise Advisor program, possession of a professional designation or equivalent, passing of the written and oral components of the designation exam. The multidisciplinary approach teaches advisors to integrate their own disciplines with others to provide collaborative and complementary advice to business family clients, all of whom must navigate the unique challenges of family dynamics, governance, communication and succession planning.

Administering organization: Family Enterprise Canada (familyenterprise.ca)

FINANCE AND INSURANCE

CAIB (Canadian accredited insurance broker), CPIB (Canadian professional insurance broker), CCIB (Canadian certified insurance broker)

Description of CAIB: The Insurance Brokers Association of BC (IBABC) offers the CAIB program through provincial member associations. Designed for property and casualty insurance brokers, CAIB provides insurance knowledge to develop competence and enhance career opportunities. Four course modules constitute the program and cover personal and commercial lines of insurance plus brokerage management skills. Each course culminates in a national exam. Courses prepare students to meet B.C. licensing requirements.

Requirements for CAIB: Completion of four course volumes and exams. Employment by insurance brokerage that is a member of a provincial brokers’ association that is, in turn, a member of Insurance Brokers Association of Canada (IBAC).

Description of CPIB: The senior designation program developed by IBAC and its provincial member associations is specifically designed for property and casualty insurance brokers. The program has three distinct streams: personal lines, commercial lines and broker management. To earn the CPIB designation, students must complete the three mandatory courses and any three of the elective courses in the stream of their choice.

Description of CCIB: CCIB is a senior designation designed for commercial insurance brokers who have already completed their CAIB. The CCIB program is a self-study program involving three exams, which are all practical and experience-based.

Administering organization: IBABC (ibabc.org)

CCP (certified credit professional)

Description: The CCP designation is recognized as a symbol of excellence in credit management. The program is delivered online. The credit basics program (also offered online) can be used as a stepping-stone to this certification.

Requirements: Completion of required courses in financial accounting fundamentals, credit management, micro/macroeconomics, corporate finance fundamentals, business communications, managing credit with information technology, Canadian credit law and advanced credit management. Transfer credits applicable.

Ongoing requirements: Continued membership and participation in a continuing professional development

PROFESSIONAL DESIGNATIONS

program.

Administering organization: Credit Institute of Canada (creditinstitute.org)

CFP (certified financial planner)

Requirements: Completion of core curriculum program approved by the Financial Planning Standards Council (FPSC), agreement to abide by FPSC code of ethics and maintain registration in registered candidate program, passing of financial planning examination Level 1, at least one year full-time (or equivalent) financial planning work experience, completion of an FPSC-approved capstone course, passing of financial planning examination Level 2 and at least two additional years’ full-time (or equivalent) financial planning work experience. Total financial planning work experience must be at least three years. Candidates who qualify under approved prior credential policy (those who hold CA, CGA, CMA, CFA, CLU or FCIA designations, have PhDs in finance, economics or business or are members of provincial law society) must still complete both exams and successfully complete the capstone course. For all candidates, there is a maximum of four attempts on financial planning examinations. Candidates must meet other administrative requirements and abide by maintenance requirements.

Ongoing requirements: Annual renewal of licence by 30 hours’ continuing education, continued agreement to abide by FPSC code of ethics and adhere to the Marks Use Guide for Canadian CFP Professionals.

Administering organization: FP Canada Standards Council (fpcanada.ca)

CIP (chartered insurance professional), FCIP (fellow chartered insurance professional)

Description of CIP: Comprehensive designation program for property and casualty insurance that integrates practical and theoretical knowledge and features concentrations for underwriters, brokers/ agents and adjusters.

Requirements for CIP: Ten courses taken in class, online or by distance learning, five being mandatory, three applied-professional and two elective (chosen from more than 30 available courses).

Costs for CIP: See insuranceinstitute.ca/en/cip-fcipdesignations/cip/fees.

Description of FCIP: Designed to promote leadership skills, the FCIP program provides a comprehensive business education with a specific property and casualty insurance focus.

Requirements for FCIP: Prior completion of CIP course and work experience requirements; current Insurance Institute membership, current CIP membership (for CIP graduates) and an undergraduate degree from a Canadian university or equivalent. (An alternate route is available for those with a college diploma.) Completion of FCIP program consists of six courses (delivered online): Strategy in the P&C Insurance Sector, Leading in the Insurance World, Financial Management for Insurance Leaders, Enterprise Risk Management (ERM) in the Insurance Sector, Emerging Issues: Implications for the P&C Insurance Leader, and Integrative Learning for the P&C Insurance Sector (a work-based capstone project). Five years’ relevant work experience by completion of the program. Administering organizations: Insurance Institute of BC, Insurance Institute of Canada (insuranceinstitute. ca).

ECBA (entry certificate in business analysis), CCBA (certification of competency in business analysis), CBAP (certified business analysis professional)

Description: The International Institute of Business Analysis has launched a new global multi-level certification program. This competency-based program recognizes BA professionals’ knowledge and skills. For more information, visit iiba.org/certification-recognition Administering organization: International Institute of Business Analysis (iiba.org).

GRAPHIC DESIGN

CDP (certified design professional)

Description: Awarded to practising designer who has completed at least six years of combined graphic design education and professional practice and whose work and professional integrity are of acceptable standards. Requirements: A combination of education, relevant experience and having the work peer reviewed by the National Certification Board. Administering organization: Design Professionals of Canada (descan.ca).

HOME INSPECTION

Licensed home inspector

Description: Home inspectors must be licensed in British Columbia. Licensing and regulation are conducted by Consumer Protection BC.

Requirements: Candidate must hold appropriate designation from the Applied Science Technologists and Technicians of BC, Canadian National Association of Certified Home Inspectors, National Home Inspector Certification Council or Canadian Association of Home and Property Inspectors BC. As of September 1, 2016, membership in a home inspection association is no longer required. Disclosure of any criminal history, insurance coverage, peer recommendation letter and 50 hours of home inspection with an approved trainer also required. For a complete list of licensing requirements, visit homeinspectionrightsbc.ca.

Administering organization: Consumer Protection BC (consumerprotectionbc.ca)

HUMAN RESOURCES

CPHR (chartered professional in human resources)

Requirements: Bachelor’s degree and successful completion of National Knowledge Exam (NKE), plus a completed experience assessment validated by current employer. This assessment must prove: a minimum of three years working in an HR role within the last 10 years (at least one year must be within Canada), and experience gained using technical HR knowledge and a level of autonomy in the application of HR knowledge. It is not necessary to be a manager or supervisor. Experience covers at least two of the seven required professional capabilities. Membership in Chartered Professionals in Human Resources (CPHR) required. Recertification required every three years by reassessment or with 100 points for professional development activities and experience from various categories.

Administering organization: CPHR (cphrbc.ca)

PHR (professional in human resources), SPHR (senior professional in human resources), GPHR (global professional in human resources)

Requirements for PHR: One year’s demonstrated professional HR experience with master’s degree or higher; two years’ demonstrated professional HR experience with bachelor’s degree; or four years’ demonstrated professional HR experience with less than a bachelor’s degree. Three-hour, 175-question multiple-choice exam.

Requirements for SPHR: Four years’ demonstrated professional HR experience with master’s degree or higher; five years’ demonstrated professional HR experience with bachelor’s; or seven years’ demonstrated professional HR experience with less than a bachelor’s. Three-hour, 175-question multiplechoice exam.

Requirements for GPHR: Two years’ demonstrated global professional HR experience with a master’s degree or higher; three years’ demonstrated professional HR experience (with two of the three being global HR experience) with bachelor’s; or four years’ demonstrated professional HR experience (with two of the four being global HR experience) with less than a bachelor’s. Three-hour, 165-question

multiple-choice exam. Certification exams occur twice a year. Recertification required after three years by accumulation of 60 credit hours of HR-related continuing education activities prior to end of the three years or by retaking of exam.

Administering organization: Human Resource Certification Institute (hrci.org).

INTERNATIONAL BUSINESS CITP (certified international trade professional)

Requirements: Minimum one year’s professional international trade experience. Completion of the Forum for International Trade Training program (FITTskills) or equivalent thereof. There are eight FITTskills courses, each requiring approximately 45 hours of classroom instruction. Completion of all eight earns candidate the Forum for International Trade Training diploma in international trade. FITTskills courses are available at partner learning institutions from seasoned international trade professionals or online. Exemptions from course requirements available through prior learning assessment and recognition process, which provides credit for previous work experience and/or education. Adherence to standards of ethical conduct. Designees must maintain membership in good standing. Members must engage in ongoing professional development. Please note: As of Jan. 1, 2023, all applicants for the certified international trade professional (CITP|FIBP) designation must meet new ISO 17024-compliant certification program requirements.

Administering organization: FITT (fittfortrade.com).

LAW

B.C.-practising lawyer

Description: Membership in the Law Society of British Columbia (LSBC) required for eligibility to practise law. Eligible lawyers from other jurisdictions may practise in B.C. temporarily.

Requirements: To become a lawyer for the first time, a person must complete a law degree from a Canadian common-law university or obtain a Certificate of Qualification from the National Committee on Accreditation if the law degree is not a Canadian common-law degree. Candidates must then complete the 12-month Law Society Admission Program, which includes nine months of articles and the Law Society’s 10-week professional legal training course. Lawyers from other jurisdictions can apply to transfer to B.C.; examinations may be required.

Administering organization: LSBC (lawsociety.bc.ca)

MANAGEMENT

CIM (certified in management), C.Mgr. (chartered manager)

Requirements for CIM: CIM membership in good standing. Two years’ proven and recognized Canadian management/administration experience. Completion of certificate in management and administration or graduation from accredited program. The certificate in management and administration program involves completion (minimum grade of 60%) of eight-subject study: six mandatory and two option courses.

Requirements for C.Mgr.: There are three paths. (1) Graduate degree – master’s degree or doctorate in management, commerce or business administration from an Association of Universities and Colleges of Canada (AUCC) institution or CIM-approved non-AUCC institution; two years’ experience in senior managerial, academic or research position.

(2) Undergraduate degree – bachelor’s degree in management, commerce or business administration from an AUCC institution or CIM-approved non-AUCC; submission of 25,000-word graduate-level research paper on a managerial or business administration topic reflecting the applicant’s research or industry interests or submission of substantial portfolio of work demonstrating application of managerial principles; four years’ managerial, academic or research experience.

(3) Non-degree – eight-course CIM certificate in management and administration studies or equivalent; 12 additional pre-approved non-introductory courses reflecting a continuation of the concepts covered by the CIM certificate in management and administration studies (or equivalent); submission of 25,000-word graduate-level research paper on a managerial or business administration topic reflecting the applicant’s research or industry interests or submission of substantial portfolio of work demonstrating application of managerial principles; six years’ senior managerial, academic or research experience; comprehensive examination (at discretion of C.Mgr. committee). There are additional requirements for all paths, including reference letters, a detailed CV and official transcripts. Administering organization: Canadian Institute of Management (cim.ca)

CMC (certified management consultant)

Requirements: Minimum undergraduate degree or a CA, CGA, CMA, CPA or P.Eng. designation. Membership in the Canadian Association of Management Consultants (CMC-Canada). Completion and signature of declaration serving as bond to abide by the association’s Uniform Code of Professional Conduct. For entry stream, at least three years’ experience in management consulting. Candidates must each find two current CMCs in Canada to sponsor them and attest to their experience in management consulting. Completion of required courses of study, written descriptions of three consulting assignments and a structured interview, and references from three clients.

Note: Qualifications are also available in experienced stream, executive stream and approved MBA and continuing education stream.

Administering organization: CMC-Canada (cmccanada.ca) through affiliate institutes.

PAYROLL

PCP (payroll compliance practitioner)

Description: The PCP certification is the foundation for a career in payroll. It provides candidates with the legislative content required to keep an organization compliant throughout the annual payroll cycle, effectively communicate payroll information to all stakeholders and understand the accounting function as it relates to payroll.

Requirements: Four courses including payroll compliance legislation, payroll fundamentals 1, introduction to accounting, and payroll fundamentals 2. Ongoing requirements: 14 hours of continuing professional education credits earned annually.

Administering organization: National Payroll Institute (payroll.ca)

CPM (certified payroll manager)

Description: The CPM certification builds on the PCP knowledge and at least two years of payroll compliance experience to develop payroll management skills. It provides the core management subjects and competencies required to manage a payroll department, such as decision-making, managing people, project management, organizational policy and strategy development. PCP certification is a prerequisite for this program.

Requirements: Each student must submit an application form and receive approval from the CPA prior to enrolling in the Introduction to Payroll Management course. Students must have at least two years of experience being responsible for an organization’s payroll, which includes being accountable to management for the accuracy of employees’ pay and all government statutory remittances, or equivalent experience, obtained in the past five years. The CPM program involves five courses: Introduction to payroll management, organizational behaviour management, managerial accounting, compensation and benefits management, and applied payroll management.

Ongoing requirements: Membership in NPI, adherence to CPA’s code of professional conduct, 21 hours’ continuing professional education credits earned.

Administering organization: National Payroll Institute (payroll.ca)

PROJECT MANAGEMENT

PMP (project management professional)

Description: Recognizes demonstrated knowledge and skill in leading and directing project teams and delivering results within schedule, budget and resources.

Requirements: For candidate with high school diploma or global equivalent, five years’ project management experience and 35 hours’ project management education. For candidate with bachelor’s degree or global equivalent, three years’ project management experience and 35 hours’ project management education. For all candidates: four-hour, 200-question multiple-choice exam.

Ongoing requirements: 60 professional development units (PDUs) within three-year cycle.

Administering organization: PMI (pmi.org).

CAPM (certified associate in project management)

Description: Recognizes understanding of fundamental knowledge, processes and terminology, as defined in A Guide to the Project Management Body of Knowledge.

Requirements: For candidate with high school diploma or global equivalent, 1,500 hours of project management experience or 23 hours of project management education. Three-hour, 150-question multiple-choice exam.

Ongoing requirements: PDUs not required for CAPM certification holders; instead, there is a re-exam before the end of the five-year certification cycle.

Administering organization: PMI (pmi.org)

PfMP (portfolio management professional)

Description: For portfolio managers looking to demonstrate a proven ability to manage and align a portfolio of projects and programs to realize organizational strategy and objectives; increase their visibility and value with their organization; and separate themselves in the eyes of employers.

Requirements: Secondary degree (high school diploma, associate’s degree or the global equivalent) with at least seven years (10,500 hours) of portfolio management experience within the past 15 consecutive years; or four-year degree (bachelor’s degree or the global equivalent) with at least four years (6,000 hours) of portfolio management experience within the past 15 consecutive years. All applicants must possess a minimum of eight years (96 months) of professional business experience.

Administering organization: PMI (pmi.org)

PgMP (program management professional)

Description: Recognizes demonstrated experience, skill and performance in oversight of multiple, related projects aligned with an organizational strategy.

Requirements: For candidate with high school diploma or global equivalent, four years’ project management experience, seven years’ program management experience. For candidate with bachelor’s degree or global equivalent, four years’ project management experience, four years’ program management experience. For all candidates: passing of panel review on application, multiple-choice exam, multi-rater assessment.

Ongoing requirements: 60 PDUs, to be earned in three-year cycle.

Administering organization: PMI (pmi.org).

PMI-ACP (PMI agile certified practitioner)

Description: Recognizes professionalism in agile practices of project management.

Requirements: For general project experience, 2,000 hours’ general project management experience earned within the last five years; for agile project experience, 1,500 hours’ agile project management experience earned within the last three years, in addition to the 2,000 general project experience hours; 21 hours’

education accrued in agile project management topics; 120-question exam. Holders of PMP and/or PgMP credentials are already verified to have exceeded the experience requirements.

Ongoing requirements: 30 PDUs/three continuing education units every three years in agile project management.

Administering organization: PMI (pmi.org)

PMI-PBA (PMI professional in business analysis)

Description: Highlights and validates expertise in business analysis.

Requirements: Secondary degree (high school diploma or global equivalent), up to five years (7,500 hours) of business analysis experience earned in the past eight years, 2,000 hours of experience working on project teams and 35 contact hours earned in business analysis practice.

Ongoing requirements: At least 60 PDUs, to be earned in three-year cycle.

Administering organization: PMI (pmi.org)

PMI-RMP (PMI risk management professional)

Description: Recognizes demonstrated knowledge and expertise in specialized area of assessing and identifying project risks while mitigating threats and capitalizing on opportunities.

Requirements: For candidate with high school diploma or global equivalent, 4,500 hours’ project risk management experience and 40 hours’ project risk management education. For candidate with bachelor’s degree or global equivalent, 3,000 hours’ project risk management experience and 30 hours’ project risk management education. For all candidates: 170-question multiple-choice exam.

Ongoing requirements: 60 PDUs to be earned in three-year cycle.

Administering organization: PMI (pmi.org).

PMI-SP (PMI scheduling professional)

Description: Recognizes demonstrated knowledge and advanced expertise in specialized area of developing and maintaining project schedules.

Requirements: For candidate with high school diploma or global equivalent, 5,000 hours’ project scheduling experience and 40 hours’ project scheduling education. For candidate with bachelor’s degree or global equivalent, 3,500 hours’ project scheduling experience and 30 hours’ project scheduling education. For all candidates: 170-question multiple-choice exam. Ongoing requirements: 60 PDUs to be earned in three-year cycle.

Administering organization: PMI (pmi.org)

REAL ESTATE

AACI (accredited appraiser Canadian Institute), CRA (Canadian residential appraiser)

Description: The Appraisal Institute of Canada (AIC) grants two designations. AACI designates fully accredited membership and may be used by the holder in connection with appraisal of a wide range of properties. CRA designates a member qualified in appraisal and valuation of individual undeveloped residential dwelling sites and dwellings containing not more than four self-contained family housing units. The designations identify highly qualified persons who have completed AIC’s rigorous education, experience and examination requirements.

Requirements: Designation comprises a universitylevel program administered by the University of British Columbia as the partner of AIC BC; experience under mentorship of a member of the institute; a written exam; an oral exam; AIC’s mandatory professional practice seminar; and the introductory We Value Canada online workshop.

Administering organization: AIC BC (aicanada.ca/ province-british-columbia/british-columbia).

PROFESSIONAL DESIGNATIONS

RI (Real Estate Institute designation)

Description: An RI designation recognizes the achievement of rigorous standards of education and experience that guarantee a high standard of real estate knowledge.

Requirements: University of British Columbia –bachelor of commerce with a major in urban land economics, urban land economics diploma, bachelor of business in real estate, postgraduate certificate in real property valuation. British Columbia Institute of Technology – marketing management (professional real estate option) diploma. University of Guelph – real estate and housing major in the bachelor of commerce program. Ryerson University – School of Business Management, real estate management major.

Administering organization: Real Estate Institute of BC (reibc.org)

RPA (real property administrator), FMA (facilities management administrator)

Description: An RPA designation program is for property managers and teaches all aspects of operating a commercial building. The FMA designation is for facility managers.

Requirements: Mandatory and elective courses. Professional experience is necessary to complete the qualification process.

Administering organization: BOMI Education Canada (bomicanada.ca)

SALES AND MARKETING

CSP (certified sales professional), CSA (certified sales associate), CSL (certified sales leader)

Requirements: College diploma plus 35 hours of recognized professional development in sales aligned to the Canadian Professional Sales Association (CPSA) professional sales competencies; minimum four years of verified experience independently managing client accounts and meeting or exceeding targets.

Ongoing requirements: A membership in good standing with CPSA.

Administering organization: CPSA Sales Association (cpsa.com)

CRSA (certified retail sales associate), CFLM (certified retail first-level manager)

Description of CRSA: Helps sales associates become expert in all aspects of retail sales. Participants build solid career foundations and gain industry-specific credential that major retailers recognize countrywide.

Requirements for CRSA: Retail sales associate course, multiple-choice exam, in-store evaluation conducted by the corporate research group, 600 hours as retail sales associate.

Description of CFLM: Allows first-level managers to build business skills of professionalism, communication, leadership, human resources, operations, marketing, sales, customer service, administration and planning.

Requirements for CFLM: First-level manager course, multiple-choice exam, telephone interview by the corporate research group, 1,500 hours or one year on-the-job experience in retail.

Administering organization: Retail Council of Canada (retailcouncil.org)

SCPS (SMEI certified professional salesperson), CSE (certified sales executive), CME (certified marketing executive), SCPM (SMEI certified professional marketer)

Description: SMEI Inc., with support of its local chapter, SMEI Vancouver, offers these four designations.

Requirements: Appropriate education and experience. Preparation for certification exams available through self-study and other options, including professional courses offered through the University of British Columbia’s Sauder School of Business.

Administering organization: Sales and Marketing Executives International Inc. – SMEI Vancouver (smei.org)

SUPPLY CHAIN

MANAGEMENT

APICS CSCP (APICS certified supply chain professional)

Description: Provides professionals with the knowledge necessary for understanding and managing integration and co-ordination of end-to-end supply chain activities. System is self-directed but can combine with instructor-led courses for students preferring classrooms.

Requirements: A conferred bachelor’s degree or equivalent; or APICS CPIM, APICS CFPIM, APICS CIRM, APICS SCOR-P, APICS CTL, CPM, CPSM or CSM designation; or at least three years of related business experience. Four-hour exam consisting of 175 multiplechoice questions.

Ongoing requirements: Must earn a total of 75 professional development points within five years of receiving designation.

Administering organization: Association for Supply Chain Management (ascm.org)

APICS CPIM (APICS certified in planning and inventory management)

Description: Looks in depth at production and inventory activities within internal operations of companies. Focuses primarily on manufacturing. Provides in-depth view of materials management, master scheduling, production planning, forecasting and quality improvement.

Requirements: Passing of five exams on basics of supply chain management, master planning of resources, detailed scheduling and planning, execution and control of operations, and strategic management of resources. APICS certification review courses and study aids help prepare candidates for exams and are available through British Columbia Institute of Technology parttime studies or online.

Ongoing requirements: Must earn a total of 75 professional development points within five years of receiving designation.

Administering organization: Association for Supply Chain Management (ascm.org)

APICS CLTD (APICS certified in logistics, transportation and distribution)

Description: Covers a comprehensive body of knowledge that sets the global standard for best practices in logistics, transportation and distribution.

Requirements: Three years of related business experience or bachelor’s degree or the international equivalent or CPIM, CSCP, CTL, CFPIM, CIRM, SCOR-P, CPM, CSM or CPSM designations. An eight-module program with an exam that reflects critical areas in logistics, transportation and distribution for the roles and responsibilities of logistics managers. The exam consists of 150 multiple-choice questions (130 operational and 20 pretest).

Administering organization: Association for Supply Chain Management (ascm.org)

CCLP (CITT-Certified logistics professional)

Requirements: Candidates who already have a university or college degree or diploma in a business discipline can simply apply for advanced standing toward the CCLP designation. Candidates must have at

Adesignated, educated, experienced,and connected realestate professional.

least five years of experience working in a supply chain or logistics function and successfully complete the Canadian Institute of Traffic and Transportation’s (CITT) five-course suite of expert-level, specialized logistics courses, including three core courses plus two electives (online options available).

Administering organization: CITT (citt.ca).

SCMP (supply chain management professional)

Description: The SCMP designation is the mark of strategic leadership in supply chain management (SCM). An SCMP’s adherence to a code of ethics ensures the highest level of integrity. With procurement, operations, logistics and all areas of SCM playing increasingly important roles in organizations, employers benefit from the SCMP’s unique and distinctive competence. Offered through Supply Chain Management Association – the largest association in Canada for SCM professionals – and taught by distinguished academics and senior practitioners, the SCMP designation program is designed to be taken over 36 months concurrent with full-time employment. In-class and online formats available.

Requirements: Business degree or diploma from a public Canadian university, college or technical institution. Other candidates must complete specific business management courses at post-secondary institutions. Successful completion of eight modules covering foundations of SCM and six interactive workshops addressing high-level business skills, including SCM; leadership and professionalism; procurement and supply management; negotiation skills; logistics and transportation; communications and relational skills; operations and process management; knowledge management; competitive bidding; contract preparation and contract management; global sourcing; risk management; SCM in the public sector; SCM for services, capital goods and major projects; ethical behaviour and social responsibility. Weeklong session in residence integrates knowledge from the modules and workshops. Program includes a final written examination and a minimum of three years’ progressive SCM experience concurrent with the program. Ongoing requirements: Minimum 30 maintenance credits on a three-year block period. Administering organization: Supply Chain Canada (supplychaincanada.com).

P.Log. (professional logistician), LS (logistics specialist)

Description of P.Log.: This internationally recognized certification for professionals in logistics certifies competence as global supply chain leaders. Depending on where you are in your career and what the company needs to succeed, there are two different options to earn the P.Log. designation: a leadership program or a process management program.

Description of LS: For logisticians working in tactical and supervisory careers who are looking for certification

to create the foundation for a successful career in logistics. The Logistics Foundation program consists of core modules in the Essential Series, Frontline Logistics and Integrated Logistics Networks. The program will be completely online with the use of a learning management system. Estimated time to complete the program is one to three months.

Administering organization: The Logistics Institute (loginstitute.ca).

TECHNOLOGY

AScT (applied science technologist), CTech (certified technician)

Description: The Applied Science Technologists and Technicians of BC (ASTTBC) registers technologists, technicians and technical specialists in applied science and engineering technologies. AScT and CTech are two of numerous credentials available to technology professionals registered with ASTTBC.

Requirements for AScT: Diploma of technology in an applied science and engineering technology program that meets academic requirements for registration in one of 16 applied science technology disciplines in which ASTTBC currently certifies practitioners. Completion of two years’ experience in field of practice in which certification is sought. Experience must be reasonably current, progressive, accumulated and relevant to an approved discipline and supported by references.

Requirements for CTech: Certificate of technology in an applied science and engineering technology program that meets academic requirements for registration in one of 16 applied science technology disciplines in which ASTTBC currently certifies practitioners. Applicant may also demonstrate equivalent outcome competencies to national technology standards. Completion of two years’ experience in field of practice in which certification is sought. Experience must be reasonably current, progressive, accumulated and relevant to an approved discipline and supported by references.

Administering organization: ASTTBC (asttbc.org).

ISP (information systems professional), ITCP (information technology certified professional)

Description of ISP: Demonstrates knowledge and technical background in IT. Visit cips.ca/isp.

Description of ITCP: Directed specifically for senior IT practitioners and academics who want to demonstrate that in addition to possessing IT knowledge, they understand how to use and apply organizational experience effectively to achieve goals and expectations. The ITCP standard has been accredited by the International Professional Practice Partnership (IP3), and ITCP holders are internationally recognized under the IP3 umbrella. Visit cips.ca/itcp.

Requirements: Documented evidence of ability to meet or exceed established criteria for academic qualifications and relevant experience. Experience must be in role requiring use of significant level of IT

knowledge where high level of independent judgment and responsibility is exercised.

Administering organization: CIPS – Canada’s Association of IT Professionals (cips.ca)

TOURISM

CTC (certified travel counsellor), CTM (certified travel manager)

Description of CTC: A professional credential based on ability to perform the knowledge and performance tasks required for meeting expectations for employment within the travel industry.

Requirements for CTC: Enrolment, passing of 125-question knowledge exam, minimum 1,800 hours’ recent and relevant work experience and completion of performance checklist and performance evaluation. Annual membership with ACTA.

Description of CTM: Certification demonstrates competence in meeting job standards set by travel industry.

Requirements for CTM: Enrolment, passing of knowledge exam, completion of performance evaluation (case-study activities) and five years’ related industry experience (minimum three years’ applicable travel trade experience and two years’ proven supervisory or managerial experience). Annual membership with ACTA. Certification steps must be completed within six months of enrolment.

Administering organization: Association of Canadian Travel Agencies (acta.ca).

WORKPLACE LEARNING AND PERFORMANCE; TRAINING AND DEVELOPMENT

CTP (certified training practitioner), CTDP (certified training and development professional)

Description: CTP and CTDP are national standards for excellence in workplace learning and performance, stressing the roles of learning and training in today’s organizations.

Prerequisites: For CTP, two years’ part-time experience in instruction/facilitation; for CTDP, four years’ full-time work experience in the field.

Requirements for CTP: Knowledge exam on theories and principles of adult learning and facilitation and instruction. Submission of facilitation video or participation in live skill demonstration. Two references validating skill in facilitation.

Requirements for CTDP: Knowledge exam on theory and principles of assessing performance needs, designing training, facilitating training, supporting transfer of learning, and evaluating training. Submission of work project or participation in live skill demonstration in one of three competencies. Two professional references.

Administering organization: The Institute for Performance and Learning (performanceandlearning.ca)

B.C. MBA PROGRAMS

Options for mastering business at seven post secondary institutions

BIV MAGAZINE STAFF

Annually, BIV Magazine’s education issue profiles master of business administration (MBA) program options offered by post-secondary institutions in British Columbia. The pages ahead feature information that was submitted to BIV Magazine by seven B.C. universities. Collectively, they offer full-time and part-time courses through inperson and online learning options. Some programs offer students the ability to customize their curriculum; others are specific in their emphasis on sustainable innovation, Indigenous business or Asia-Pacific opportunities. Many of the MBAs include real-world applied learning opportunities, or are designed to allow business professionals the opportunity to apply their classwork to their careers.

The Q&As that follow have been condensed and edited for length and clarity. All of the institutions featured offer more information online.

ROYAL ROADS UNIVERSITY | PAGE 25

SIMON FRASER UNIVERSITY | PAGE 26

THOMPSON RIVERS UNIVERSITY | PAGE 27

TRINITY WESTERN UNIVERSITY | PAGE 28

UNIVERSITY OF BRITISH COLUMBIA | PAGE 29

UNIVERSITY OF VICTORIA | PAGE 30

VANCOUVER ISLAND UNIVERSITY | PAGE 31

MBA–ROYAL ROADS UNIVERSITY

ROYAL ROADS UNIVERSITY

A blended or on-campus executive management MBA that can be customized

WHAT MBA PROGRAMS DO YOU OFFER?

Royal Roads University offers an MBA in executive management.

WHO ARE THEY FOR?

The Royal Roads MBA in executive management program is designed for experienced professionals from diverse sectors looking to move their careers forward. Students in the program have an average of 15 years’ work experience.

WHERE AND HOW CAN THEY BE TAKEN?

The program can be completed through a blended-learning model, a mix of online courses with short on-campus residencies, in 18 or 31 months. There are two, two-week on-campus residencies in the blended program that are intensive and immersive. Many students say this time together is the highlight of their program. The blended delivery allows students to continue working while completing their MBA. An 18-month fully on-campus delivery option is also available.

WHAT SETS THEM APART?

Royal Roads has been delivering the MBA for more than two decades. The program can be customized with a specialization in leadership, management consulting, Asia-Pacific trade and investment or international business and innovation – Europe. A dual MBA + master of global management (MGM) is also offered, as well as the option to complete a specialized graduate certificate in topics like executive coaching, change management, corporate social innovation, project management and workplace innovation.

WHAT ARE THE GENERAL PROGRAM GRADUATION REQUIREMENTS?

The program includes 14 courses and 51 credits, including an organizational management project.

HOW MUCH DO THEY COST?

Tuition is $46,194 for domestic students and $54,219 for international. Tuition costs are for the entire program are subject to change.

WHAT KINDS OF FINANCIAL SUPPORT MIGHT BE AVAILABLE TO INCOMING STUDENTS?

The MBA 2000 award was established by the MBA class of 2000. The $1,000 award is made available to a student enrolled in the second year of the MBA program at Royal Roads. The successful candidate will demonstrate strength in leadership, sustainability and/

or personal development, as well as financial need and academic achievement in the program. Additional financial aid and awards are also available, like the Royal Roads Entrance Award/Bursary ($2,000-10,000) Charlton L. Smith Foundation Bursary ($2,000) and the Association of Women in Finance Scholarship ($3,500).

WHAT ARE YOUR APPLICATION DEADLINES?

For the July 2023 start, the application deadline is April 17. For the January 2024 start, the application deadline is Oct. 2.

WITHIN YOUR MBA PROGRAM OFFERINGS, WHAT’S NEW IN 2023?

A new specialization option through the graduate certificate in Indigenous economic development will be launched in 2023.

AT YOUR INSTITUTION, WHAT’S NEW IN 2023?

A new collaborative post-secondary campus will be built in the Westshore – one of Canada’s fastest-growing communities – so more students can access education close to home for in-demand jobs. The $98 million project is planned to meet the Zero Carbon Building design standard, the first public post-secondary institution in B.C. to target this, in addition to targeting LEED Gold certification. The campus is set to open in fall 2024.

WHY IS NOW A GOOD TIME FOR READERS TO CONSIDER AN MBA PROGRAM AT YOUR

INSTITUTION?

Royal Roads has a learning model that allows students to continue to work full-time while completing their MBA together with a cohort of experienced professionals. Through our unique specialization offerings, students can earn credit toward professional designations from the Canadian Association of Management Consultants and the International Coaching Federation.

WHAT ARE THE HARD SKILLS, SOFT SKILLS AND EXPERIENCES GRADUATES WILL TAKE AWAY FROM YOUR PROGRAMS?

The MBA in executive management allows students to deepen their strategic knowledge of business practices and broaden their influence in the workplace. Students will build leadership, analytical and management skills through a series of courses and an organizational management project.

TELL US ABOUT YOUR MBA PROGRAM ALUMNI.

MBA alumni are consultants, mid-level managers and executive-level leaders in corporations, government, small businesses, the military and non-profits. Some of the most common sectors include commercial banking, oil and gas, consumer tech and electronics, education and travel and tourism. Across all programs, Royal Roads has over 32,000 alumni from 163 countries. This profile was written by Richard Dal Monte and submitted by Royal Roads University. í

SIMON FRASER UNIVERSITY

Five MBA options that offer flexibility and hands-on experiences

WHAT MBA PROGRAMS DO YOU OFFER?

SFU’s Beedie School of Business offers the following MBA programs:

•Full-time MBA

•Part-time MBA

•Management of technology MBA

•Executive MBA

•Indigenous business leadership executive MBA

WHO ARE THEY FOR?

SFU Beedie’s full-time MBA is suited for early- to mid-career professionals who are ready to take their career to the next level. Our part-time MBA is designed for working mid-career professionals looking to develop business skills and enhance their professional marketability without pausing their career. Our executive MBA programs are ideal for senior managers and leaders.

WHERE AND HOW CAN THEY BE TAKEN?

SFU Beedie’s full-time MBA program is one year in length, with an additional four months’ paid internship, and is designed to give students hands-on experience. The program is delivered at SFU Beedie’s Segal Graduate School, located in the heart of Vancouver’s downtown business district.

Our part-time MBA accommodates working professionals’ need for flexibility in their learning and is delivered over two years. Students attend night classes part-time and apply what they learn immediately in their jobs in an experience that starts pushing their careers forward from day one.

WHAT SETS THEM APART?

Our programs equip students with the business knowledge, technical skills and relevant experience needed to gain a competitive advantage in the job market. Our student-centred, interdisciplinary and applied approach allows students to discover their strengths and explore interests in a supportive and interactive environment. They have the opportunity to learn from and collaborate with a diverse international cohort while working closely with our faculty.

SFU Beedie students gain access to our career management centre, which offers students career guidance and provides mentoring and networking opportunities with leaders in the business community. Students can tap into a global network of engaged SFU Beedie alumni during events, workshops and other networking events.

WHAT ARE THE GENERAL PROGRAM GRADUATION REQUIREMENTS?

All graduate students must satisfy the program requirements and meet a minimum cumulative grade point average of 3.0 in order to graduate from a master’s program.

HOW MUCH DO THEY COST? Domestic tuition for our programs:

• Full-time MBA: $43,836

• Part-time MBA: $44,558

• Management of technology MBA: $40,172

• Executive MBA: $60,724

• Indigenous business leadership MBA: $60,724

WHAT KINDS OF FINANCIAL SUPPORT MIGHT BE AVAILABLE TO INCOMING STUDENTS?

Scholarships are awarded as part of the admissions application package with candidates assessed based on their work experience, academic prowess, community engagement and alignment with SFU Beedie values. Bursaries are also available to qualifying students.

WITHIN YOUR MBA PROGRAM OFFERINGS, WHAT’S NEW IN 2023?

We are offering a special online part-time MBA cohort this year for graduates of our graduate diploma in business administration (GDBA) program. We are also launching the SFU Beedie skills hub, a program suite designed to equip students with the foundational skills to successfully navigate their MBA.

WHY IS NOW A GOOD TIME FOR READERS TO CONSIDER AN MBA PROGRAM AT YOUR INSTITUTION?

In a fast-changing world, SFU Beedie’s MBA programs help set students apart from the rest. Our MBA programs can help differentiate graduates from other candidates, open up new career pathways and leadership opportunities and future-proof graduates’ careers.

WHAT ARE THE HARD SKILLS, SOFT SKILLS AND EXPERIENCES GRADUATES WILL TAKE AWAY FROM YOUR PROGRAMS?

SFU Beedie’s MBA programs teach students fundamental business knowledge and technical skills in key areas, including finance, strategy, analytics, organizational behaviour, marketing and more.

We encourage students to explore co-curricular activities, such as participating in MBA games, case competitions, student organizations and conferences as a way to further develop leadership opportunities and skills.

TELL US ABOUT YOUR MBA PROGRAM ALUMNI.

Our international alumni community of 30,000 across more than 80 countries is made up of business leaders, innovators, entrepreneurs and changemakers. Our alumni secure job placements at top global firms in consulting, finance, accounting, tech and more. SFU Beedie also champions innovation and entrepreneurship and boasts a wide-ranging network of alumni entrepreneurs. í

MBA–THOMPSON RIVERS UNIVERSITY

THOMPSON RIVERS UNIVERSITY

A flexible and skills-focused learning experience set in nature or online

WHAT MBA PROGRAMS DO YOU OFFER?

The Bob Gaglardi School of Business and Economics at Thompson Rivers University (TRU Gaglardi) offers an MBA. Students can follow their entrepreneurial instincts, specialize through research, skip the thesis or embrace it. The flexible program has options to study full-time or part-time, on campus or online.

TRU Gaglardi offers two unique environment and economics management master’s degrees that address sustainability challenges and opportunities: The master in environmental economics and management (MEEM) and the master of science in environmental economics and management (MScEEM).

WHERE AND HOW CAN THEY BE TAKEN?

Students can:

• Study part-time or full-time. Part-time students must complete the program within seven years of their start date.

• Complete the program 100 per cent online and off-campus, 100 per cent on-campus or both online and on-campus. Online courses are only available to students residing in Canada.

•Choose when they start. Online courses begin in September, January or May, while on-campus courses begin in September or January.

WHAT SETS THEM APART?

TRU Gaglardi is set apart from other universities by flexible program options, small class sizes that allow for more one-on-one time with faculty, an international experience with more than 100 countries represented in the student body and by location – in the heart of B.C.’s Interior, surrounded by nature.

WHAT ARE THE GENERAL PROGRAM GRADUATION REQUIREMENTS?*

Students who successfully complete each course or receive a course waiver or transfer credit will be awarded an MBA, subject to the program residency requirement of 30 credits (minimum 21 credits from the 6000-level courses) completed at TRU. Students must maintain an overall program GPA of 3.0 in order to graduate. All required program credits need to be completed within seven years from the date of admission.

HOW MUCH DO THEY COST?

The 2022-23 tuition cost of the MBA program for domestic students is $32,270.58. The details provided here are for information purposes only and are not official fee quotes.

Tuition does not include TRU fees, student union fees or the cost of textbooks and is subject to change.

WHAT KINDS OF FINANCIAL SUPPORT MIGHT BE AVAILABLE TO INCOMING STUDENTS?

There are a number of awards, scholarships, bursaries and grants available to TRU Gaglardi students in recognition of academic excellence and community service. Some graduate awards for MBA students include the TRU MBA entrance awards, BC Graduate Scholarships and the Ken Lepin Graduate Student Awards.

WITHIN YOUR MBA PROGRAM OFFERINGS, WHAT’S NEW IN 2023?

MBA graduates may decide to earn the chartered professional accountant (CPA) designation to improve their job prospects.  They will receive transfer credit for five of 15 possible pre-requisite courses and then move on to the CPA professional education program after taking the remaining 10 courses.  These courses can be completed at TRU full-time, part-time or online in as little as two semesters.

WHY IS NOW A GOOD TIME FOR READERS TO CONSIDER AN MBA PROGRAM AT YOUR INSTITUTION?

The MBA program can help you become a manager or leader capable of meeting current market challenges through: Development of decision making in an uncertain environment; interpersonal and communication

skills; ethics and social responsibility; and globalization. Students can also develop their academic and applied research skills through the program’s graduate thesis and graduate project completion options.

WHAT ARE THE HARD SKILLS, SOFT SKILLS AND EXPERIENCES GRADUATES WILL TAKE AWAY FROM YOUR PROGRAMS?

•Analytical skills required to apply critical thought and analytical tools to business issues.

•Communications skills required to prepare and deliver quality business documents and presentations effectively and professionally both orally and in writing.

•Decision-making skills required to make informed strategic, tactical and operational decisions in an uncertain and dynamic environment.

•Global mindset required to recognize the value of multiculturalism and diversity as well as the complexity of the global economic environment.

•Knowledge required to understand business concepts.

•Leadership skills required to effectively step into management and executive level positions or helm your own start-up.

•Life skills required to act ethically and independently while developing professional networks.

•Sustainability awareness to integrate and maintain a sustainable and environmentally ethical approach to all your future decision-making and management practices. í

MBA-TRINITY WESTERN UNIVERSITY

TRINITY WESTERN UNIVERSITY

Rolling admissions for values-based learning from accomplished business leaders

WHAT MBA PROGRAMS DO YOU OFFER?

As the only Christian and values-based MBA program in Canada, TWU’s MBA programs educate businesspeople who are not only leaders but also excellent stewards in their world. TWU’s world-class business faculty provides students with a full spectrum of knowledge and practice, from launching a business venture and managing a non-profit, to leading a multinational organization. The following options are delivered at our Langley and Richmond campuses:

• MBA in international business (IB): Designed with the global marketplace in mind, this program prepares business leaders to manage a diverse team, lead successful global organizations and navigate the fastchanging landscape of doing business across borders.

• Executive MBA (EMBA): This program specializes in equipping established professionals with the tools they need to advance their careers and enhance their organizational leadership, management and problem-solving skills without interruption to their careers.

• MBA in non-profit and charitable organizations: This helps non-profit managers lead their organizations to achieve greater missional fulfillment amidst myriad challenges and limited resources. Management capacity building is a critical goal of this MBA option. This specialization may also be of interest to non-profit boards of directors.

WHO ARE THEY FOR?

MBA IB and MBA non-profit programs are for international students and working professionals. Students have on average three to five years of work experience. Executive MBAs are for mid- and senior-level managers with a minimum of 10 years of professional experience and five years of managerial experience.

WHERE AND HOW CAN THEY BE TAKEN?

All programs are offered in at the TWU Langley campus (in the Robert G Kuhn Centre) and our Richmond campuses (Minoru Centre and Lansdowne Centre). MBA IB and EMBA programs are delivered in person. The MBA non-profit program is a hybrid program with core courses delivered in person and specialization courses online.

All MBA programs are full-time. With most of the courses delivered over the weekends, working professionals can complete their MBA studies without interruption to their careers. MBA courses are taught in two format:

• Two-weekend format, where courses are

taught Thursday night, all-day Friday and all-day Saturday for two weekends in a row, with pre-course work and post-course work. This is the most prevalent teaching format.

• One-week intensive format, where courses are taught over a five-day period (i.e. Monday to Friday), with pre-course and post-course assignments.

WHAT SETS THEM APART?

• Small class sizes: MBA programs aim to have class sizes of about 25 students to enhance the in-class experience.

• Practical experience: While all professors have extensive teaching and research experience, they also bring real-world experience from having been senior executives, business owners and business consultants, which is unique in MBA education. TWU’s centre of calling of career development also equips students with personal and professional development and practicum opportunities.

• Rolling entrance and personalized study plan: MBA programs have a rolling start day so students can start their MBA studies throughout the year. All students starting the program will work with a dedicated MBA coordinator for a personalized study plan that balances the student’s professional and family obligations.

• An optional international travel study to a key global market region is a highlight of the learning experience in TWU MBA.

HOW MUCH DO THEY COST?

• MBA IB: $36,225

• MBA non-profit: $34,200

• EMBA: $45,000

WHAT KINDS OF FINANCIAL SUPPORT MIGHT BE AVAILABLE TO INCOMING STUDENTS?

We offer entrance scholarships for domestic students, an alumni scholarship for TWU alumni and a Women in Business Scholarship.

WHAT ARE YOUR APPLICATION DEADLINES?

TWU MBAs have a rolling entrance with no official deadlines. We advise that domestic applicants send in their applications two to three months before their preferred start date.

WITHIN YOUR MBA PROGRAM OFFERINGS, WHAT’S NEW IN 2023?

All 2023 cohorts of students will start their program at the Robert G Kuhn Centre.

AT YOUR INSTITUTION, WHAT’S NEW IN 2023?

Our state of the art Robert G Kuhn Centre.

TELL US ABOUT YOUR MBA PROGRAM ALUMNI.

TWU has an MBA alumni group of more than 1,000. Our alumni work in startups, family businesses, small and medium-sized enterprises, multinational companies and non-profit organizations. í

MBA–UNIVERSITY OF BRITISH COLUMBIA

UNIVERSITY OF BRITISH COLUMBIA

Innovative and responsible business leadership learning at a top business school

WHAT MBA PROGRAMS DO YOU OFFER?

•Full-time MBA (FTMBA): This 16-month, full-time program is designed for high-achieving, ambitious professionals who want to maximize their business leadership potential.

•Professional MBA (PMBA): Our 24-month part-time program is perfect for people who wish to obtain a graduate degree but don’t want to lose career momentum. With a curriculum designed to fit around a fulltime work schedule, students deepen their understanding of the inner workings of an organization, cultivate theirleadership skills and build business acumen.

•Master of business analytics (MBAN): The 12-month MBAN program gives students the skills to turn big data into actionable insights. Paired with an eight-to-16-week internship, students graduate with real-world experience in one of Canada’s tech and digital economies.

•Master of management (MM): Our MM program elevates an undergraduate degree in a non-business discipline and opens new doors by sharpening students’ business acumen and creating meaningful business connections.

WHO ARE THEY FOR?

Anyone who wants to become an innovative and responsible business leader. Classes are focused on experiential learning, critical thinking, personalized leadership development and global immersion. Graduates emerge with the mindset, skills and business acumen required to make an impact in the world.

WHERE AND HOW CAN THEY BE TAKEN?

All programs are delivered at the UBC Point Grey campus. All are full-time, except for the PMBA.

WHAT SETS THEM APART?

•Rated the No. 1 business program in Canada by Maclean’s University Rankings 2023.

•Close-knit community: Small cohorts enable students to learn from the best and from each other. Here, classmates transform into colleagues, clients and often friends for life.

•Personalized career and other support helps our students reach their full potential.

•Experiential learning: Students get immersed in community business projects, internships, global adventures and volunteer opportunities to help pave their path forward.

•Award-winning faculty: We have more

than 100 globally recognized academics from more than 25 countries who are guiding and redefining business excellence.

•Global experience: Our student body and faculty come from diverse backgrounds and perspectives.

•West Coast character: Vancouver’s urban charms are legendary. This is a city that offers natural beauty and a cosmopolitan energy.

HOW MUCH DO THEY COST?

•FTMBA and PMBA: $52,443

•MBAN: $42,795

•MM: $32,051

WHAT KINDS OF FINANCIAL SUPPORT MIGHT BE AVAILABLE TO INCOMING STUDENTS?

We offer financial aid and support options for exceptional students, as well as dedicated scholarships for Canadian citizens, permanent residents and international applicants. All applicants are automatically considered for entrance and merit scholarships upon application submission.

WHY IS NOW A GOOD TIME FOR READERS TO CONSIDER AN MBA PROGRAM AT YOUR INSTITUTION?

We believe that getting an MBA is always a worthwhile investment, but in today’s uncertain world, the value of higher education means even more. We know our students

need to be ready to embrace disruption and think creatively to succeed in the workplace. We teach them to experiment, be courageous and take risks so they’ll be ready build the best possible future. Our Hari B. Varshney Business Career Centre helps connect students and business communities through a variety of mentionshop programs, exclusive company panels, valuable industry insights and much more.

Students have unparalleled access to immersive study abroad options through global partnerships offered through the Global Network for Advanced Management (GNAM). We are proud to be the only Canadian school in the GNAM, a prestigious collaboration of 32 international gradudate schools.

WHAT ARE THE HARD SKILLS, SOFT SKILLS AND EXPERIENCES GRADUATES WILL TAKE AWAY FROM YOUR PROGRAMS?

We focus not only on developing technical and business skills, but also emotional intelligence (EQ). Employees who possess empathy and self awareness are highly valued for the energy and strength they bring into the workplace.

TELL US ABOUT YOUR MBA PROGRAM ALUMNI.

The highly accomplished UBC Saunder alumni community of 47,000 graduates in 96 countries spans industries and generations. í

MBA-UNIVERSITY OF VICTORIA

UNIVERSITY OF VICTORIA

A non-traditional business program with immersion in sustainable innovation

WHAT MBA PROGRAMS DO YOU OFFER?

We offer an MBA in sustainable innovation, in daytime (16 month) and weekend (24 months) formats.

WHO ARE THEY FOR?

The program is for aspiring change-makers in any industry and type of organization.

Our daytime format is for those seeking an immersive, full-time experience. Weekend students are practising professionals: People with careers in diverse spaces, from startups to multinationals, from private sector to public sector, from for-profit to not-for-profit and across all industries.

As a non-traditional business program that recognizes the importance of diverse views and disciplines, we welcome those who have taken unconventional paths to the MBA.

WHERE AND HOW CAN THEY BE TAKEN?

Daytime is delivered in-person in Victoria over 16 months in a unique block format consisting of three integrated courses taught intensively over a six-week period. The program is four terms, with the summer term intended for internships, work experience, personal study or travel.

The weekend format follows a similar block system and brings students to campus in Victoria four weekends per term for three terms. This translates to one weekend per month and 12 weekends per year on campus.

WHAT SETS THEM APART?

This MBA offers complete immersion in sustainable innovation – it’s in everything we do, both as a business school and an MBA program. Our students enjoy interdisciplinary teams, small cohorts (28 students for the weekend stream and 35-40 students for the daytime stream), extensive access to faculty and one-on-one mentorship from industry leaders.

We take a community-based learning philosophy, featuring in-depth experiential learning through internships, consulting and applied capstone projects that solve business issues for real-world clients. Applied projects reflect a range of student interests. A few examples of recent capstone topics include: Agri-food and urban farming; a feasibility study of hydrogen energy; ESG frameworks for investing, procurement and supply chain sustainability; and delivery of health care in urban B.C. regions.

WHAT ARE YOUR APPLICATION DEADLINES?

April 30, 2023.

WITHIN YOUR MBA PROGRAM OFFERINGS, WHAT’S NEW IN 2023?

We redesigned our program in 2020 to build sustainable innovation into everything we do. We continue our commitment to be on the leading edge of sustainable, socially responsible innovations, through coursework, community connections and research. Our students and faculty are looking beyond the traditional sustainability lens of “doing no harm” to concepts of regeneration and advancing Indigenous reconciliation.

AT YOUR INSTITUTION, WHAT’S NEW IN 2023?

The Gustavson School of Business is honoured to be co-designing and delivering the first-ever custom MBA in advancing reconciliation. This closed-cohort MBA, delivered in partnership with the BC Association of Aboriginal Friendship Centres, launches in spring 2023. The MBA in advancing reconciliation is the school’s second custom MBA program, joining our award-winning MBA for Telus.

The UVic MBA in sustainable innovation was ranked No. 1 in Western Canada and 11th in the world for sustainable management education by Corporate Knights’ 2022 Better World MBA ranking. UVic was ranked 12th in the world by the Times Higher Education Impact Rankings 2022, for work done to advance the UN

Sustainable Development Goals.

WHY IS NOW A GOOD TIME FOR READERS TO CONSIDER AN MBA PROGRAM AT YOUR INSTITUTION?

We are on a countdown clock globally to solve urgent challenges. Addressing these challenges requires interdisciplinary, innovation-focused thinking and professionals who are equipped to collaborate, stay curious and adapt. Organizations must think past sustainability to regeneration: It’s no longer enough to do no harm. It’s time to look at building communities and ecosystems up through net-positive practices.

Business can be a powerful force for regeneration, which is why our program is designed from the ground up through the lens of sustainable innovation.

TELL US ABOUT YOUR MBA PROGRAM ALUMNI.

The UVic MBA has graduated 1,396 students. Our alumni go on to find success in public service, not-for-profits and for-profits, across a wide range of industries. The program equips alumni to build meaningful careers through UVic’s well-established co-op work program, individualized career support and applied learning such as capstone consulting projects. í

MBA-VANCOUVER ISLAND UNIVERSITY

VANCOUVER ISLAND UNIVERSITY

Integrated, in-depth and international learning on Vancouver Island

WHAT MBA PROGRAMS DO YOU OFFER?

We offer a full-time generalist MBA program with a four-month internship.

WHO ARE THEY FOR?

The VIU MBA is an integrated and in-depth learning pathway designed to equip learners to navigate and lead within a complex, digital and interconnected world.

WHERE AND HOW CAN THEY BE TAKEN?

This is an in-person, full-time program delivered at the Nanaimo campus. On a caseby-case basis, we have customized a part-time learning pathway for students.

WHAT SETS THEM APART?

Students in VIU’s MBA program learn in a hands-on setting with peers from all over the world. Small class sizes of no more than 34 students mean lots of one-on-one interactions with faculty and peers. The majority of students are from outside of Canada and this diversity provides a global perspective for today’s business world. VIU’s MBA program is unique in that it has data analytics embedded in research courses and four dedicated, technology-focused courses. Students graduate with expertise on how the digital and technological landscape is driving everything from organizational behaviour to surveillance capitalism and digital media management.

WHAT ARE THE GENERAL PROGRAM GRADUATION REQUIREMENTS?

In order to successfully complete the VIU MBA program, students must maintain an overall minimum grade point average of a C+ and successfully pass all course work, including the four-month internship.

HOW MUCH DO THEY COST?

Tuition for the VIU MBA program is $28,573.46 for Canadian citizens and permanent residents.

WHAT KINDS OF FINANCIAL SUPPORT MIGHT BE AVAILABLE TO INCOMING STUDENTS?

VIU’s financial aid and awards office is committed to supporting students in their search for financial assistance, including provincial and federal loans, grants and internal and external scholarships, awards and bursaries. They can be visited in person; there are also lots of resources, FAQs and budgeting tips available online.

WHAT ARE YOUR APPLICATION DEADLINES?

VIU is accepting applications until March 31, 2023 for the cohort that starts on Sept. 5, 2023. People can apply until June 30, 2023 for the cohort starting on Jan. 3, 2024.

WITHIN YOUR MBA PROGRAM OFFERINGS, WHAT’S NEW IN 2023?

Starting in 2023, students successfully completing the VIU MBA program will be certified as a digital marketing associate with the Digital Marketing Institute.

AT YOUR INSTITUTION, WHAT’S NEW IN 2023?

VIU recently received funding to increase our on-campus housing by nearly 50 per cent and to double the amount of space at Shq’apthut – VIU’s Indigenous gathering place. These two projects will enhance the vibrancy of campus life and enable us to offer more cultural events and activities for all students.

WHY IS NOW A GOOD TIME FOR READERS TO CONSIDER AN MBA PROGRAM AT YOUR INSTITUTION?

Now is a great time to consider a VIU MBA program because the need for leaders with capacity for global thinking and digital literacy has never been greater.

WHAT ARE THE HARD SKILLS, SOFT SKILLS AND EXPERIENCES GRADUATES WILL TAKE AWAY FROM YOUR PROGRAMS?

VIU students build critical thinking skills, professional values, technical and digital literacy, a growth mindset and the skills to operate as a global community citizen.

TELL US ABOUT YOUR MBA PROGRAM ALUMNI.

The VIU alumni network extends across Canada and around the world. Graduates are positioned to leverage their previous work experience and add strategic value in the organizations they join in a variety of industries, from tech startups, to non-profit organizations, to large multinational retail companies. í