Bachelor of Behavioural Science - Postsecondary Education Quality ...

SECTION E: PROGRAM DELIVERY
Humber ensures the quality of degree program delivery through a number of practices,
processes and strategies. These include:
1. Formal processes for the development and review of new programs by institutional
committees and councils, program advisory committees and the Board of Governors.
2. Formal processes for course development, course outline review and curriculum changes
3. Annual Review of Student Satisfaction Data
4. Additional mechanisms such as:
Review of student feedback data
Faculty development and review process
A formal program review process
Annual assessments and upgrading of college facilities and program specific resources.
These mechanisms are described further in the following sections.
1. The Development of New Programs
At Humber, program quality starts with the development of new programs. New program
ideas for degrees are initially reviewed by the Vice President Academic, the Academic
Deans and the Associate Vice President of Planning and Development. The first step in
the development of a new degree program is to address a number of key variables
which are then further researched and analyzed as needed for the development of the
full submission. These include a review of the:
1. Background, Program Description and Rationale:
Title and description of the program (What type of program is it How does it fit
with other programs What opportunities exist for students to experience
industrial placements, field placements and/or cooperative education)
The identification of occupations toward which the program is directed
The identification of relevant licensing and regulatory requirements
An analysis of the strategic fit of the new program (How is the proposed program
relevant to Humber‟s mission and goals and specific school mandate. What
impact will this program have on other current Humber programs How does it
complement other program areas Will it overlap with any other Humber program
areas What adjustments are needed in other programs offered by the school in
order to accommodate the new program (e.g., decreases in enrolment, program
rationalization)
Target Market (Define the target market and rationale. What type of student is
likely to enrol in the program (e.g., high school graduates, college/university
graduates, those already employed, international students). Where are they
likely to come from (e.g., GTA, outside GTA)
2. Market Research and Competitive Analysis:
Labour Demand - What are the economic trends in the industry What is the
level of employer demand for this program What job opportunities exist for
graduates
Student Interest - What is the level of student or graduate (if appropriate) interest
in the proposed program Include KPI student related employment data (relative
Bachelor of Behavioural Science Section E, Page 1