Canada (2005 study tour) by AUA

Association of University Administrators CANADA/UK EXCHANGE SCHEME REPORT OF STUDY VISIT

LEADING THE WAY: LEARNING FROM THE CANADIAN SCHOOLS OF BUSINESS

MARJORIE COULTER FACULTY OF BUSINESS AND MANAGEMENT UNIVERSITY OF ULSTER

HOST CANADIAN UNIVERSITIES HASKAYNE SCHOOL OF BUSINESS, UNIVERSITY OF CALGARY SAUDER SCHOOL OF BUSINESS, UNIVERSITY OF BRITISH COLUMBIA

November 2005

CONTENTS Page •

Acknowledgements

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Executive Summary

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Context of the Study Visit

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Objectives of the Study Visit

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Profile of the Universities Visited

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Overview of Higher Education in Canada

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Business Schools in Canada

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Findings from the Study Visit

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Learning from the Canadian Schools of Business

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References and Bibliography

ACKNOWLEDGEMENTS I would like to take this opportunity to express my appreciation to those who have contributed in various ways to enable me to undertake the study visit. In particular I wish to thank my host universities for their generous invitation to visit their Schools of Business. Professor Carol Stewart, Assistant Dean, Haskayne School of Business, University of Calgary and Professor Brian Bemmels, Assistant Dean, Sauder School of Business, University of British Columbia Without their assistance and support, the visit would not have been possible. I very much appreciated their generous hospitality, time and interest during my stay in Calgary and Vancouver. I am grateful for the financial support which was generously provided by: The British Council, Canada The Foundation for Canadian Studies in the UK The Joan Balchin Memorial Fund, Association of University Administrators I also wish to thank Professor Robert Hutchinson, Dean of the Faculty of Business and Management, University of Ulster and Mr Tom Oâ&#x20AC;&#x2122;Neill Head of Faculty Administration in approving my leave of absence arrangements and for their interest and support. Finally this project was undertaken under the auspices of the Association of University Administrators. Their vision in providing opportunities to enable staff to participate in initiatives of this kind is to be highly commended. It was a privilege for me to represent AUA and develop networks with my counterparts in Canada.

EXECUTIVE SUMMARY The study visit to the University of Calgary, Haskayne School of Business and the University of British Columbia, Sauder School of Business, undertaken during June/July 2005, provided an excellent opportunity to gain first-hand experience of operational and managerial aspects of Canadian higher education with particular reference to the Schools of Business. The Canadian Constitution empowers individual Provinces and Territories across Canada to establish and manage their own educational systems according to the jurisdiction within particular Provinces. Canadian Higher Education has witnessed significant developments in recent years with increased enrolments, declining Federal and Provincial funding with the result that many universities are operating in a tight financial environment. As there has been a decline in Federal transfers, initiatives at Federal level tend to be direct targeting of financial aid towards students and specific university projects. As individual Provinces have authority to raise tuition fees this has led to varying levels of support without any real national consistency. Increasingly the cost of university education has shifted onto the student with some universities seeking to raise tuition fees to the extent of a â&#x20AC;&#x153;full-recovery basisâ&#x20AC;?. Students increasingly rely on obtaining some form of financial assistance either through bursaries or scholarships to enable them to meet the costs of their education. In addition there is considerable competition from universities in the US who offer attractive incentives for students from Canada. In order to avail of the most suitable university, funding arrangements and choice of subject, students have become a more mobile population who are increasingly selective in their choice of post-secondary education. Enrolments have increased dramatically across Canada due to both demographic trends and participation levels. This has resulted in varying responses by individual Provinces such as increased provision, enhanced degree granting arrangements, accreditation of colleges and increased numbers of articulation arrangements to give greater transfer from college-to-university. Given the disparity of arrangements between Provinces, Marshall (2004) has highlighted the concern that there is no longer comparability in degree-awarding standards between Provinces. My visit to the Schools of Business at the University of Calgary and the University of British Columbia enabled me to investigate qualitative issues and factors which are

contributing to the success of their renowned Business Schools. Factors such as a high standard of student entry criteria, specialized research centres, and intellectual scholarship are contributing to the development of a strong teaching and research university. Schools of Business in Canada have sought to strengthen their position by seeking accreditation from professional bodies such as the Association to Advance Collegiate Schools of Business International (AACSB International) and the European Quality Improvement System (EQUIS). The rigour of the accreditation process enables the School to take a critical analysis of their programmes and ensure that the content of the curriculum is not only relevant to the marketplace but also of a high qualitative nature. Considerable importance is attached to the accreditation as it enables Schools to be included in league table rankings, and have an enhanced profile as they seek to recruit high calibre students in an international arena. In discussion with members of staff from the Schools of Business, I was able to ascertain the strength of particular initiatives and their contribution to the profile, quality and intellectual scholarship within the School. Initiatives such as dedicated business career centres worked towards enhancing links between the world of academia and the business community. These links allowed the School to maximise partnerships through for example the Distinguished Business Leader Award and the Maximum Contribution from Alumni (MAX) award. The ethos of the business community within the university is evident from corporate sponsorship initiatives and the symbols of corporate Canada are highly valued and seen as tangible tokens of support. The location of the universities on the west coast of Canada, adjacent to the AsianPacific Rim has been utilised to great effect as not only had the Schools developed strong international partnerships and collaborative links but have also benefited from high international student enrolments. I was impressed with the progressive and innovative methods used in the development of external relations and international collaborative partnerships. The reputation of both universities has a significant impact in influencing the practice of management and business through quality teaching and research.

CONTEXT OF THE STUDY VISIT The Canadian Higher Education system operates across ten Provinces and three Territories according to the jurisdiction of individual provinces and territories. As the Federal system in Canada is based on shared powers, Canada’s Constitution Act of 1867 provides that “in and for each Province, the legislature may exclusively make Laws in relation to Education”. (Council of Ministers of Education, Canada) Given that there is variation in the Provinces and Territories across Canada, the Council of Ministers of Education, Canada (CMEC) was established as a forum to collectively discuss matters of mutual interest. From the Joint Declaration of the CMEC, it is noted that a strong commitment is given to “the highest quality education based on shared and relevant goals”. The focus of the study visit was therefore to look at the quality of Canadian higher education as it relates to the Province of Alberta and the Province of British Columbia.

OBJECTIVES OF THE STUDY VISIT As both the UK and Canada demonstrate varying practices in higher education, the objectives of the study visit sought to explore the systems used in Canadian Universities and make comparisons. In particular the visits to the Sauder School of Business at the University of British Columbia and the Haskayne School of Business, University of Calgary were undertaken to study the systems and processes involved in the development of well-established Business Schools reaching out to meet the needs of the business community. The investigative aspects of the study visit sought to examine: 1.

the Higher Education framework in Canada

the internal mechanisms in operation at the Schools of Business at the University of British Columbia and the University of Calgary

administrative, managerial and policy issues in the pursuit of quality with respect to the setting, maintaining and reviewing of standards and policies

variations in the UK and Canadian systems and identify issues of best practice.

During the visits to the 2 universities, I had an opportunity to meet the following members of staff: -

Vice Dean, Academic Programs

Vice Dean, Undergraduate Programs

Associate Dean, Research

Director, MBA Programs

Director, International Programs

Director, Finance and Administration

Director, Business Careers Centre

Director, Marketing and Communications

Director, Development and External Relations

PROFILE OF THE UNIVERSITIES VISITED University of Calgary â&#x20AC;&#x201C; Haskayne School of Business The University of Calgary, due to celebrate its 40th anniversary in 2006, is one of four universities in Alberta with an approximate full-time equivalent enrolment of 28,000 students including 900 international students enrolled across 15 Faculties. In 2001, the University was ranked seventh nationally for sponsored research funding from the Canadian Institute of Health Research, the Natural Science and Engineering Research Council, and the Social Sciences and Humanities Research Council. Over recent years the University has witnessed tremendous growth in student enrolments and the generation of external funding. The Haskayne School of Business at the University of Calgary was established in 1967 and following generous donation was named in honour of Richard F Haskayne, OC, FCA, in 2002. The School currently offers a range of degree programs at both undergraduate and postgraduate level and has more than 3,000 full and part-time students. The School has developed strong links with the Calgary business community and is known within the Province and beyond for its strengths in teaching and research. According to the Universityâ&#x20AC;&#x2122;s Strategic Research Plan 2002-3, the Haskayne School of Business is consistently among the top five Canadian business faculties in management research.

University of British Columbia – Sauder School of Business The University of British Columbia has a well-established reputation as one of Canada’s leading universities. Its reputation was enhanced when it was ranked 35th out of the world’s top 500 universities in a survey conducted by the European Commission. In 2003-4 UBC had over 40,000 students enrolled in more than 500 programmes of which 4,000 are international students - a 25% growth on the previous year. The University has a strong commitment to supporting students and awarded approx $41.9m(Cn) in student scholarships, fellowships and bursaries in 2003/4. A large proportion of this support was donated from external sources and reported a 28% increase on the previous year. UBC has a strong research base and received external funding of approximately $343m(Cn) in 2003-2004. The Sauder School of Business is a well-established business management education centre offering students the opportunity to develop knowledge and skills which will prepare them to be tomorrow’s business leaders. Currently the School has approximately 2,000 undergraduate students and approx 400 postgraduate students enrolled on various programmes. The School is actively engaged in a number of international programmes including the •

China-Hong Kong Business Studies Network

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Korea University-UBC Joint Academic Program

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UBC International MBA (Shanghai).

OVERVIEW OF HIGHER EDUCATION IN CANADA The Canadian Higher Education system operates within the jurisdiction of individual provinces and territories through degree-granting and non-degree granting institutions. While each region of Canada has a different set of social and economic challenges, it is noted that the Joint Declaration of the Council of Ministers of Education, Canada (CMEC) is committed to “the highest quality education based on shared and relevant goals”. The Canadian Constitution empowers individual Provinces and Territories across Canada to establish and manage their own educational systems. This study visit focused on 2 universities located in the Province of Alberta and the second in the

Province of British Columbia; the discussions in this report will therefore centre on each of these two Provinces. Within the Province of British Columbia, the University Act of 1908 governs the conduct and authority to grant degrees in accordance with established procedures as provided by the Senate at the University of British Columbia. The approval of the Ministry of Advanced Education in British Columbia is required before new programs can be introduced in order to provide justification and rationalization for the granting of federal funds from Provincial level. The Degree Quality Assessment Board under the auspices of the Ministry of Advanced Education assesses the academic content and quality of each proposed degree programme. The Province of Alberta operates under a similar structure to British Columbia with the University Act (Alberta) and the Post-Secondary Learning Act 2003 which empowers degree granting authority to approved post-secondary institutions after assessment of the degree by the Quality Assessment Council. In Alberta the PostSecondary Learning Act 2003 was introduced to combine and update four separate Acts including the Universities Act that govern the Province’s public post-secondary institutions. From the Post-Secondary Learning Act, the Campus Alberta Quality Council was established to enhance the development and expansion of degreegranting institutions. Canadian Universities are operating in a tight financial environment and have witnessed a decline in both federal and provincial funding. Doherty (2002) states “cutbacks in transfer payments by (Canadian) federal government have had a serious effect on all areas of postsecondary education”. At Federal level a number of direct initiatives have included: •

the Canadian Foundation for Innovation (CFI)

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the Canada Millennium Scholarship Foundation (CMSF)

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the Canada Student Loan Program (CSLP)

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Canada Research Chairs

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The Canada Learning Bond (for low income families)

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The Canada Education Savings Grant – to encourage low and middle income families to save for their children’s future.

These initiatives at Federal level have taken the form of highly visible direct targeting with the result that Provincial funding is increasingly needed for the funding of core programme activities in the postsecondary sector. This has resulted in sharp increases in university tuition with fees being differentiated according to the subject being studied. According to Emery (as quoted from Beach 2005 p.77) “since 1980 enrolment growth has outstripped the growth of university revenues, particularly from public sources, such that the real level of resources per student in university has declined”. In addition, individual Provinces have authority to raise tuition fees which has led to varying levels of support between Provinces without any real national consistency. Due to the varying levels of commitment at Provincial level, students are increasingly selective in choosing the university that is able to suit their needs. Increasingly the costs have been shifted onto the student with some universities seeking to raise tuition fees on a “full-recovery basis”. This has resulted in higher levels of borrowing and a decline in the participation rates from middle and low income families. While there are schemes to assist with tuition fees, it is thought that the plethora of student-aid programs and the disparity between provinces has meant that students may not be aware of tax credit systems and loans available to low income families. As George (quoted in Beach 2005 p.565) states “the availability of these funds needs to be much better communicated and be more transparent to low-income families well before students reach university age, so that perceptions about tuition fees and higher education costs are not barriers to access when crucial educational choices are being made”. Affordability is now a key issue across Canada and concerns have been raised that students from low-income families will be put off with the high levels of debt because the “anticipated nominal value is high relative to anything in the student’s preuniversity experience”. (Beach 2005 p.543) Students have responded to the situation in a variety of ways eg: •

Living at home longer

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Being increasingly selective of the Province/University and subject to be studied

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Borrowing more from federal and provincial government schemes as well as private loans

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Choosing to study part-time

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Opting to study at a college rather than university level

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Taking up part-time work

From research (see Beach p.265) it is noted that some 58% of students who study full-time do not have part-time work and the majority of families still expect their children to attend some form of postsecondary education. In spite of the increased costs, there has been a dramatic rise across Canada in the demand for undergraduate admission through both demographic changes and participation levels (Marshall 2004). This has resulted in varying responses by individual Provinces such as increased provision (the Province of Alberta announced a 12% increase in places in 2005); enhanced degree granting arrangements; university transfer on completion of a Foundation degree at a Community College and various accreditation arrangements with college-to-university articulations. In order to improve access, a number of community colleges have received accreditation to form university colleges with degree-awarding powers. While individual Provinces have undertaken various initiatives there is an underlying trend to raise the admission criteria. As Beach et.al (2005) (p 4) states “… (Canadian) universities could not offer positions to all those students seeking entrance … rationing of positions has been done on the basis of entrance grades, so that entering grade point averages have risen to historic levels, particularly at the most selective institutions”. Concerns in the funding situation and the growth in enrolment have raised concerns about the quality of education being provided. As Emery states (p.78) “in order to accommodate enrolment growth after 1980, the quality of education has been compromised and will likely be diminished further unless resources for universities are increased or enrolment growth is slowed”. Postsecondary education is seen as a good investment and a direct route to gaining higher earnings as well as higher social status with the experience gained at university. While there are inherent benefits for the student, there are also significant

public benefits from a well-educated workforce as involvement in higher education “is linked to participation in community affairs, the democratic process and volunteer work”. (Carmichael as quoted in Beach p538) As universities look for alternative sources of funding, more attention is being given to the business sector as a source to derive donations or research contracts. Attracting external revenue for research chairs and contracts is less difficult than finding the corresponding funding to cover mainstream activities and maintenance/ refurbishment costs. This is evidenced by Parr-Johnston’s comment “the more research grants that faculties win, the more we are challenged to find requisite overhead funding” (as quoted in Beach p.569). Universities are primarily regulated through legislation, as set out earlier in this report, which enables them to operate as bona fide organisations. The quality of the institution is mainly assessed through its reputation both within the Province, at national level and in an international context. Provincial governments monitor the performance of universities on specified outcomes eg graduation rates, retention, employment rates etc. From these performance indicators, benchmarking of the university is fed into Government agencies such as Statistics Canada and used to inform national and provincial bodies. As Knight (2003) has commented, the system largely revolves around an autonomous and self-regulatory framework with quality assurance provided through University review procedures carried out on a 5-year cycle.

BUSINESS SCHOOLS IN CANADA Given the Provincial diversity in funding and provision of higher education across Canada, the forming of Business Schools within established universities has provided an opportunity to forge links within the Province and wider afield. Branding the Business School has given positive visibility of the expertise of Faculty academic staff and is promoted through media clippings, web sites and business links. A major strength of the Schools of Business is the way in which they interact with the business community and use the development of niche research areas to their advantage eg the International Institute for Resource Industries and Sustainability Studies (IRIS) at the Haskayne School of Business, University of Calgary.

In addition, Schools use their links with the business community to ensure that the programmes offered are vibrant and relevant to the market place. Across Canada, specific forums have been established for Schools of Business to share knowledge and expertise. This is particularly relevant given the diversity of provision at Provincial level and the lack of a federal unifying forum for higher education. For example the Management Education Co-ordinating Council of Alberta has members drawn from all the Universities in the Province of Alberta. While this organisation has no official jurisdiction it provides an advisory role and forum for discussion on issues relating to post-secondary level and the accreditation of private colleges within Alberta. An additional forum, which was set up to raise the profile of management education is through the Canadian Federation of Business School Deans which was founded in 1976 as the professional association for Deans and Directors of Faculties of Business and Management in Canada. Given the diversity in Provincial arrangements in Canada there is a strong incentive within the Schools of Business to exhibit competitive advantage and market themselves particularly within individual niche areas. The impact of publicised rankings holds considerable impetus for members of staff to be favourably received and meet the criteria as imposed by the league tables. Reputation is critical to attract Faculty staff and students as this will enhance the quality of research and teaching and in turn help good students to graduate with high-class degrees. It is noted that higher education in Canada does not have systems to monitor research output similar to the RAE in the UK so that universities would mainly use internal monitoring procedures. As institutions cannot rely entirely on their own internal systems of monitoring and benchmarking there will therefore be an expectation to participate in surveys and league table reports. Considerable importance is attached to rankings and league tables as carried out by the press for example, the Financial Times, the Economist, Business Week and Macleans Magazine rankings are used to inform prospective students and contributes to the quality of the Schoolâ&#x20AC;&#x2122;s reputation and profile. Due to the variation between Provinces and individual universities in respect of tuition fees and student loan arrangements, students are extremely selective in the type of subject to be studied and which university to apply to. As the market for

postsecondary education is highly competitive, greater reliance is put on league tables and the annual survey of universities carried out by influential press such as Maclean’s Magazine. The Maclean’s survey uses 3 categories to assess the university: medical/doctoral – ie research university; comprehensive universities providing wide range of programs; or primarily undergraduate ie have few graduate programs. The characteristics of the survey focus on the student body; class sizes; instructors; faculty awards and grants; student scholarships and bursaries; operating budgets; library acquisitions and alumni support. Although participation in the survey is voluntary, universities feel coerced into taking part as increasingly this information is being used by prospective students to assess key issues and will therefore affect student choice. Commentators (see Mueller and Rockerbie as quoted in Beach 2005) have remarked on the credibility of the findings pointing to various statistical flaws which may not accurately reflect the quality of the university. While there may be inconsistencies, it is acknowledged that the rankings have a “statistically significant and strong effect in determining excess demand for positions across Universities” (Beach p.18). Research conducted in the Province of Ontario found that an improvement in the rankings had a corresponding effect on the number of applications received and the mean grade point average which in turn raised the quality of students selected for the course. This highlights the fact that universities have no option but to take the rankings seriously. However concern has been expressed that universities will focus entirely on the “ratings game” at the expense of internal targets and priorities. It has been noted by various sources that the criteria used in the rankings is open to interpretation and it is difficult to meet all of the factors being assessed. In an increasingly international arena, the reputation of the Business School becomes more important as a healthy reputation not only draws good students but also members of Faculty staff. A further initiative to enhance the profile of the Schools of Business is to receive accreditation from the Association to Advance Collegiate Schools of Business International (AACSB). This not only provides a conduit to raise the profile of the School in a North American arena but also on an international platform. A number of Canadian Schools of Business have received accreditation from AACSB

International. Accreditation formalities are primarily centred around the mission statement of the School and uses a holistic approach to articulate both vision and policy. The accreditation provides assurance to stakeholders that the School of Business is able to: •

“Manage resources to achieve a vibrant and relevant mission

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Advance business and management through Faculty Scholarship

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Provide high-calibre teaching of quality and current curricula

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Cultivate meaningful interaction between students and qualified Faculty

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Produce graduates who have achieved specified learning outcomes” (AACSB website)

While accreditation is not a government or university requirement, Business Schools are keen to raise their profile, enhance their marketability and provide assurance that the programs offered are relevant and appropriate for the needs of the business community. A tangible benefit of accreditation is through AACSB’s publication of accredited Schools together with the assessment reports. In order to obtain accreditation the School is required to submit a self-evaluation document setting out the strategic management standards including the School’s mission statement, the financial strategies, continuous improvement strategies as well as standards in relation to admission, retention and quality improvement for student support activities. The preparation of the self-evaluation report serves as a catalyst for self-improvement as members of Faculty discuss and disseminate issues in an academic environment. A validation visit, undertaken by an AACSB external peer review team, is held with Faculty members, students and other stakeholders.

FINDINGS FROM THE STUDY VISIT During the study visit discussions were held with a wide range of administrative and academic staff. This afforded an excellent opportunity to explore specific issues and examine administrative, managerial and policy issues.

Raising the Business School’s Profile A key factor in the success of the Schools of Business was attributed to the value of brand management. By identifying three main “pillars” the Haskayne School of Business has sought to differentiate itself and consolidate its position in the marketplace. The School’s brand centres around three broad premises: •

experience – through an enhanced learning experience

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value – high quality education of value to students, recruiters, alumni and donors

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place – operating in Calgary, a thriving business centre comprising a large number of Canadian corporate head offices and a strong local economy. This has largely been derived from industrial plants relating to oil and energy and the associated boom in this part of the economy in Alberta.

The visual identity, competencies and achievements are used to promote the School’s strong business and community ethos which is evident as members of Faculty interact with the commercial sector through dedicated short courses, research opportunities and management events. Each year the Haskayne School of Business presents an award to the Distinguished Business Leader in the community. This nomination provides an opportunity for the School to use this as an ambassadorial role to raise the profile of the school in the business community. A further initiative, which is used to strengthen links with the business community, is through the Management Advisory Council with representatives drawn from the Calgary Business community. The role of the Council is to advise the Dean on program provision to enable the School to develop a vibrant intellectual base relevant to the needs of its stakeholders. External Relations External relations play a major role in the functioning of the School as increasingly the income generated from outside sources is needed to build intellectual capital by funding professorships, scholarships and bursaries as well as providing resources to facilitate technology upgrades etc. For example, in honour of the largest contribution received by the University, the Faculty of Management at UoC was renamed the Haskayne School of Business in 2002 in recognition of Mr Richard Haskayne’s donation (valued at more than $16m (Cn) over several years). Funding from external sources is critical to the School’s functioning and development. In 2003-4 the

Haskayne School of Business raised $3.5m(Cn) from external fundraising and has set a target of $6m(Cn) for the incoming year. However organisations in Canada are experiencing huge donor event fatigue and are looking at alternative methods of development particularly as Canada would not receive similar tax incentives in public donations as experienced in the USA. As in all public sector organisations, accountability to stakeholders is of increasing importance. Schools are therefore required to provide annual reports to individual donors indicating the way in which the funds have been used. Another strength of the Schools of Business is the use which is made from their alumni. The Haskayne School of Business has initiated a program entitled MAX (Maximum Contribution from Alumni) which seeks to link up with past students and organises a “homecoming” every 5 years at which the School reports on internal and external developments. In return the School receives valuable feedback from its alumni on developments within the School as well as information relating to the business community. The MAX initiative has proved beneficial in attracting external revenues and developing networks for graduates to progress their careers. The Haskayne School of Business prides itself in having 15,000 graduates in 50 different countries. The global dimension associated with their alumni plays an exciting contribution to regional and international development. The Faculty Advisory Board, Programs Committee at the Sauder School of Business, UBC, has recently involved members of the business community in reviewing the various specializations on the MBA programme. This was initiated in response to a need to ensure that programmes were relevant to the business community. External members of the Faculty Advisory Board (drawn from the business community) were asked to comment on the course content, to identify topics not included in the course as well as enhancements to the program. The Student Experience Considerable emphasis is placed on the value of the student experience with each of the universities clearly identifying and expressing their vision and objectives. For example, the aim of the University of Calgary is to “invest in students and give them the best experience possible. It will position and prepare them for the rest of their lives. It will allow them to achieve their highest dreams and aspirations .. We have made that commitment…”

In order to achieve this ambition, the UoC is spending more than $8m on improving the quality of the student experience. For example a $500(Cn) Academic Merit Admission Award is given to all First Year students with a high school average of 80% or better. Given that in the Haskayne School of Business students need to achieve a Grade Point Average (GPA) score of 3.40 out of 4.00 (at the Sauder School of Business at UBC students are expected to achieve 3.60 GPA out of 4.00), the Academic Merit Admission Award would be awarded to the majority of their students. Further initiatives are ongoing to raise support for new student scholarships with current levels of financial support standing at $43.5m per year. In spite of financial support provided to students it is noted that approximately 55% of students have a debt load when they finish university (HSoB 2003). From a survey undertaken with students from the Haskayne School of Business in November 2001, it was found that the average total education related debt was $15,000, although some respondents had incurred debt to as much as $50,999. However 78% of the respondents in the survey felt that their course of study had been worth the cost incurred and would recommend it to other students. Selective Admissions Both Schools of Business are attracting high calibre students with a rigorous selective application process. Because UBC has approximately 5 applicants for every place on the First Year BSc Commerce program, students are expected not only to have attained high academic grades but also to demonstrate evidence of motivation and commitment relevant to a business career. In discussion with members of staff at UBC and UoC, significant importance was attributed to the high entry criteria for admission to undergraduate programs as a contributor to the high intellectual scholarship within the School. The School has recently changed the admissions process to a broad-based application with a combination of academic and supplemental evidence. Students need to: (1) achieve an average of 87-90% in the High School Diploma or GPA of 3.67 equivalent to grade A or A- and (2) complete a supplemental application to show their strength in extra-curricular activities for example leadership, motivation and business acumen relevant to the business community.

Correspondingly the output performance is of a similarly high standard with the top 10% of the graduating class nominated to the Undergraduate Honours Society. A high standard of performance is expected from all students in the School of Business as not only are they expected to achieve the pass mark in the course (60%) but also to show evidence of being suitable to proceed to the next year of the course by achieving 65% in the core subjects. Supplemental examinations are not offered except where a student is able to demonstrate that there are extenuating circumstances. Those students who fail in the School of Business are either required to repeat the course or withdraw from the program with the option of transferring to an alternative Faculty. Student Involvement Action learning is encouraged at all levels of the student experience with particular emphasis placed in getting involved in student clubs and societies. The Haskayne School of Business UoC hosts over 16 undergraduate clubs ranging from academic to entrepreneurial as well as local and international specialist areas. From discussions with staff, it was evident that Canadian students are highly committed to their education through “informal education” generated through the student-led Undergraduate Commerce Society. The Commerce Undergraduate Society has a strong membership with activities including an annual business conference, invited speakers and visits to industrial and business initiatives. Student involvement is also fostered through participation in national academic case competitions. For example the Haskayne School of Business participated in the Intercollegiate Business Competition (ICBC) and was ranked first or second for 24 consecutive seasons. This type of success is used to promote the School of Business in both published and unpublished promotions. Informal education among the student body is strongly advocated with opportunities for students to mentor other students as well as encouragement to undertake charity and community work. For example at the University of Calgary, students are encouraged to participate in Calgary’s “United Way” a charitable body seeking to develop community involvement from both corporate and public sector organisations. Involvement in these types of activities enhances a student’s curriculum vitae and is used to demonstrate interpersonal skills and personal ability as well as community involvement.

MBA The quality of the MBA programmes at UBC and UoC can be evidenced through high standards of admissions of both home and overseas students. In order to attract high calibre students, considerable emphasis is placed on the MBA World Tour as a mechanism to attract overseas students. While the costs involved with the MBA World Tour are expensive, it was felt that it was a worthwhile exercise not only in attracting and recruiting students but also in raising the profile of the School. As noted earlier in this report there is significant variation in tuition fees across Provinces and Universities in Canada. This is evidenced with the MBA programme where the tuition fees in 2004/5 at Haskayne (UoC) cost $11,250 whereas the Sauder School of Business (UBC) costs $36,000 which was an increase of 29% over the previous year (Canadian Business MBA Guide 2004). From discussions with the relevant MBA Directors at both universities it was reported that the global market is leading to a highly mobile student population who are increasingly selective about the programme and location. The International Dimension International students are a valuable resource in the universityâ&#x20AC;&#x2122;s operational activities as they contribute to the rich diversity in cultural experience and add scholarship in terms of raising awareness of international issues. Both UoC and UBC support the recruitment and admission of international students to the extent that they do not charge the full international fee and seek to assist with scholarships or by charging the home fee. This initiative has proved of benefit as the recruitment of international students has increased over recent years. For example at UBC there has been a 25% growth in international students with approx 4,000 international students enrolled in 2003-4 through the Universityâ&#x20AC;&#x2122;s International Student Initiative programme. This programme, under the auspices of the Office of International Programs, has concentrated on specific countries through attendance at major educational exhibitions as well as working in partnership with country managers and agents. Considerable importance is attached to the recruitment of international students through participation in the World MBA Fair. Both UoC and UBC stressed the significant value of attending these events to raise the profile of the University and compete with other universities in an international platform. The Sauder School of Business is the first university in Canada to offer its MBA programme in China in conjunction with the Antai School of Management at

Shanghai, Jia Tong University. This programme, which has an annual intake target of 25 students, is taught by members of Faculty staff who travel to Shanghai to teach modules in two week blocks. In addition, the students also have an experience of the North American system as they are required to study selected modules at UBC. In discussion with the Vice President International at UBC, there was a clear indication of the exciting opportunities available to the University through collaborative arrangements across the Asia-Pacific Rim. A further factor adding to the international dimension capitalises on the rich ethnicity of immigrants in Canada with many second and third generations of Asians living in North America and studying at postsecondary level. The University has also benefited from the establishment of its Office in Hong Kong to deal with prospective students as well as adding-value through fostering links with the business community and local universities in the Hong Kong area. Business Career Centre Each of the Schools visited had dedicated Business Career Centres which were wholly financed from School funds. The centres not only provide business educational development sessions but also assist students in gaining employment following their graduation. Students are highly aware that getting a degree and the right type of job requires skill and commitment. During discussions, the careers advisers expressed the benefits of linking up with the business sector to source employment opportunities for their graduates. It was reported that 6 months after graduation, 90% of students had gained employment. Graduate employment is one of the factors used in external rankings and league tables. Following completion of the MBA programme, the salary scales of MBA graduates is used in the league tables such as the FT Top Universities and the Economist which in turn is making a significant impact on the Schoolâ&#x20AC;&#x2122;s position in the rankings. There are therefore strong incentives to see both students getting good employment opportunities as well as enhancing the reputation of the School. The Business Career Centre is also responsible for the organisation and management of the Business Schoolâ&#x20AC;&#x2122;s Co-operative Education/Internship Programme. This programme gives students a chance to gain work experience in a Canadian business environment. The integration of theory with work experience builds a useful network of academic and business contacts which has proved invaluable when students seek employment. However it was interesting to note that

students apply for a position on the Co-operative Education Programme with only a small percentage being selected for admission. In discussion with staff it was noted that it was important to maintain the quality of the experience by using selected organisations together with dedicated students who wished to make the most of the opportunity. Quality Assurance Self-regulation as opposed to external assessment of quality initiatives is carried out by the university and enhanced by the Schools of Business. Teaching quality in the classroom is evaluated by the standard university-led “Universal student rating instrument” which seeks to evaluate all courses (known as modules in the UK). A system of numerical scoring plus a qualitative response section provides feedback on the instructor’s methods of teaching as well as an assessment of the course materials used in the classroom. The results are tabulated by a central university department and are used to inform both Faculty and administrative departments. A further initiative to enhance quality is gained from the “early feedback forms” which are distributed to all new undergraduate students during the first 2 months of the course. Students are asked to comment on the level of support which they are receiving from their instructor and teaching methods being used. This will give an indication of how students are adapting to the higher education environment and give early warning of support in relation to their studies. To consolidate enhancement of quality, the Schools of Business have deliberately sought to use internal quality enhancement measures. This can be evidenced at the Sauder School of Business where a review of the BCom program resulted in a rationalization of the amount of business courses being offered within the program. This led to a review of individual course outlines to reduce overlap and enhance consistency across the program. The changes to the curriculum and course content, were approved through the School’s Program and Curriculum Committee and subsequently ratified by the Faculty Caucus and then University Senate. Accreditation Both the Sauder School of Business, at UBC and the Haskayne School of Business at UoC have received accreditation from the Association to Advance Collegiate Schools of Business International (AACSB) and EQUIS. It is noted that accreditation was centred on a mission-basis so that the School had to articulate its wider vision

and mission which was then cascaded down to the programme level. Both universities mentioned the importance of being accredited as it provides an external assessment of the quality of the programme, the relevance of the curriculum to market needs and a benchmark in relation to other accredited Schools. The Research Environment During the interviews with members of staff, considerable emphasis was attributed to the impact of Faculty research on local, national and international management education. Both the Haskayne School of Business and the Sauder School of Business have developed specialized research centres in collaboration with the business sector which enables direct knowledge transfer from theory to practice. Evidence of achievement was highlighted during discussions, for example the Sauder School of Business receives over $1.3m annually in research grants while the Haskayne School of Business was ranked 63rd in the world by the London Financial Times for research productivity. Maintaining research areas as a focus of the School’s research ethos required dedicated efforts of staff and necessitated shared knowledge and expertise so that staff work together on particular research projects. The external peer review process used to assess research-funding proposals was cited as an evaluation of the quality of the research together with the quality of the academic journals and recognition generated from world surveys. Considerable emphasis was attributed to developing niche specialisms within the School so that their research reputation was centred on the establishment and maintenance of specific areas of research expertise. One concern which members of staff mentioned in discussions which has also been identified by the AACSB (International) Management Education Task Force, is the shortage of qualified doctoral staff which it is feared will lead to an “inevitable erosion in the quality of business education and research”. The METF states that “doctorally trained individuals are the most essential element in assuring the continued rigor of business education”. Salary trends to correspond with market forces together with attractive academic careers are needed to encourage and protect the decline. In order to attract potential students into the academic environment, both of the Business Schools that I visited, provide funding for their PhD students as well as providing funding for doctoral programs.

The two Schools of Business visited attached high importance to conducting leadingedge research. This has been supported at federal level through the Canada Research Chairs (CRC) programme. UBC has acknowledged that the CRC programme will be fundamental in their retention/renewal strategy as they seek to strengthen existing centres of excellence as well as establish new research clusters. In addition UBC recognises that if they are to be considered as a leading research university they need to be making a significant contribution in the field through publications in the top research journals. It is interesting to note that UBCâ&#x20AC;&#x2122;s strategic research plan transcends disciplinary and Faculty boundaries to create synergies among key research experts. An important measure of the growth and success of the School of Business will be evidenced from their ability to gain research funding, graduate students and post-doctoral fellows as well as a growth in international partnerships. LEARNING FROM THE CANADIAN SCHOOLS OF BUSINESS The visit to the Schools of Business in Canada has provided an opportunity to look at prevalent issues facing the Canadian Higher Education system and to draw parallels with the existing system in the UK as well as the anticipation of issues likely to be encountered through the proposed student tuition fee structure to be introduced in 2006 (as advocated in the Higher Education Act 2004). 1. From the Canadian study visit it was noted that the quality of students who were recruited to the programme added to the excellent scholarship pertaining within the Schools. As the Schools of Business involved in the study visit operate a highly selective admissions procedure, they are able to screen-out unsuitable applicants who would not have the ability to perform well. The emphasis on high-quality recruiting practices means that prospective students are prepared for higher education and have the ability to be trained. In discussion with the Assistant Deans for Undergraduate Programs it is evident that this highly selective procedure pays dividends as students have demonstrated enhanced commitment and are able to develop synergy and teamwork with their peers in the classroom. While Universities in the UK face tremendous pressure to widen participation it is recommended that the recruitment of high-calibre students will bring an added-value to the performance of the School.

2. A major factor in a studentâ&#x20AC;&#x2122;s choice will also lie in the perceived employment prospects and the graduate salary to be expected from a prospective career in that subject. Schools of Business have a substantial vantage point as they are geared towards educating the next generation of business leaders in the community. This will provide an excellent selling point to develop business acumen, leadership as well as innovative and entrepreneurial management techniques. The expansion of a knowledge economy is critical not only in a global capacity but working alongside local and national organisations ranging from small-to-medium sized enterprises to large corporate bodies. Although the Schools of Business in Canada are already well down this road having used their position to strategic advantage, there are many opportunities to be exploited in the development of strong intellectual scholarship. This can be achieved through teaching and research expertise in collaboration with industry, government and the professional bodies. 3. Given that students in the UK will be seeking to differentiate between universities and assess the type of management education available there will be a greater need for universities to improve the level of service provided to students. One example from the Canadian Schools of Business would be the service provided by the Business Careers Centres. Not only does the Career Centre offer job preparation through CV development, mock interviews, job advertisements but also focuses on the practical application of specific management skills. The benefits of forming strong alliances with prospective employers acted as a catalyst for students to gain excellent positions as well as strengthening the business community. Schools of Business at both UBC and UoC promote the way in which the majority of their graduates are able to find employment within 6 months of graduation. Perhaps Schools of Business in the UK need to take a more concerted effort to work with their graduates in gaining excellent employment opportunities for the benefit of the regional economy. 4. The UK could also learn from the Canadian Schools of Business Co-operative Internship programme, similar to the placement year offered on many of the undergraduate programmes in Business and Management. However one distinguishing feature in the Canadian system is that students have to compete with other members of the class to gain one of the 150 places available each year. While students in the UK have expressed the benefits of placement, there is still a sense of apathy among some students in the opportunity to enhance their learning and experience through the placement experience.

5. The Canadian system highlights the benefits from informal student education with the onus placed on student societies to engender a sense of student commitment and involvement in various informal learning situations. This is particularly relevant to the Schools of Business where the Undergraduate Commerce Society hosted an annual business conference, a visiting speakersâ&#x20AC;&#x2122; series of lectures as well as visits to influential business organisations. The question to be addressed is how the UK can similarly motivate students to take greater responsibility for their own informal learning. 6. Just like Canada, there is a danger that in the UK the more elite universities will charge higher fees based on their reputation. Given the diversity in the Canadian higher education funding arrangements, students need to be fully informed of all the scholarships and bursaries available. In a similar way, as the UK approaches a divergence from established tuition practices, it is recommended that students understand the funding system and receive adequate information well before they reach university age. 7. The recruitment of well-qualified international students requires dedicated efforts to establish sustained collaborative links with institutional partners. Greater incentives for international students to study in the UK needs to be addressed through international tuition-fee discounts in addition to support by government to assist students with visa formalities. 8. Universities in Canada value their students acting as ambassadors for their alma mater. Both of the universities that I visited drew substantial credence from the achievements of their alumni and used this to enhance the profile of the Business School. External donations and sponsorship facilities have commercialised the Canadian system and played a part in promoting the symbols of corporate Canada. Within the UK there is a growing anticipation that alumni act as partners and seek to support their alma mater with sponsorship and other promotional activities. 9. In Canada considerable emphasis is placed on the rankings from various publications such as the Financial Times top 100 universities, the Macleans rankings and other press releases as an indication of the quality of the Business School. In the UK quality standards are assessed through formalised and highly regulated audits carried out by the Quality Assurance Agency (QAA). In addition the use of

external examiners, peer observation of teaching and double-marking arrangements adds to a more pressurised environment. While the reports from the QAA add considerable reputation to the University’s profile it is thought that rankings from the Sunday Times Good Universities Guide will be used to a greater extent to inform student opinions. 10. The Canadian Schools of Business expressed the view that attracting high calibre staff was critical in maintaining the status quo and enabling a high standard of intellectual community to be consolidated. Members of staff felt that by internalising high standards of intellectual ability enhanced the raison d’etre of scholarship, research, teaching and learning and made obsolete the need for external review to assess the quality of either the institution or its subject areas. The UK could learn from this approach. 11. Compliance at University/Provincial level varied between Provincial governments with annual monitoring and reporting undertaken as required by the Province. Due to minimal interference from government and external bodies resulted in a mainly selfregulatory environment at university level. This has enhanced a sense of autonomy and an ability to concentrate on value-added incentives while seeking to build institutional diversity. This system of self-regulation would concur with trends reported by Billing (2004) which are directed towards “more internally driven concerns putting more emphasis on self-evaluation, self-regulatory activity and the institutional infrastructure”. The quality of Canadian Schools of Business as a whole was recognised with a strong emphasis on scholarship, learning, teaching and research. There was a strong cultural ethos that members of Faculty academic and support staff were working towards the larger profile of the University and seeking to maintain and enhance the reputation of the institution. This common identity consolidated the knowledge and learning culture with scholarship featuring high on the academic agenda. The quest for excellence and the profiling of the university’s reputation engendered a sense of motivation with leadership from senior management within the School of Business. I was impressed with the progressive and innovative methods used in the development of external relations and international collaborative partnerships.

The reputation of both universities has a significant impact in influencing the practice of management and business through quality teaching and research. The study visit provided an excellent opportunity to gain an international perspective of similar issues currently being addressed in the UK. However the widening of the horizons has created a desire to see greater accomplishments in the UK. This leads one to ask â&#x20AC;&#x153;how big is your vision for your university?â&#x20AC;? Canadian Universities are posed at the forefront of the academic arena to take their place among the worldâ&#x20AC;&#x2122;s great universities. There is no reason why universities in the UK cannot emulate this vision and strategy with a commitment to excellence at all levels of the academic and managerial system.

Marjorie Coulter 20 December 2005

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