Master of Business Administration (Financial Services)

More documents

Recommendations

Info

Appendix 7.1.3 Student Feedback InstrumentsThe Dalhousie University Student Ratings of Instruction ProgramDownload this Word document to summarize your results: sri_sample_layout.doc.The Dalhousie University Student Ratings of Instruction (SRI) Program is designed to provideinformation on students' perceptions of the teaching effectiveness of their instructors. The data isintended for "summative" purposes. That is, the concern is with the overall quality of teachingperformance. The questionnaire focuses on those elements of teaching behavior that arecorrelated to positive student outcomes and other measures of effective teaching; thus, theresults are most appropriate for making judgments about general teaching quality andconsistency of performance. This standardized system is not meant to supplant teacher-designed"formative" evaluations that provide detailed, diagnostic information for improvement purposes.See Resources for more information on summative and formative evaluation of teaching.The Centre for Learning and Teaching (CLT) coordinates the SRI Program, providingquestionnaires, data processing and report production and distribution. Support staff in eachteaching unit assist by acting as liaisons and in assisting with the distribution and collection ofquestionnaires.The information collected from the students is confidential, and access to both the raw data andfinal reports is strictly controlled. See the procedures for data collection and reporting of results.Characteristics of the SRI Instruments and ReportsThe SRI usually consists of two components: a scannable "bubble" questionnaire and separate(optional) questionnaire for students' written comments. As outlined below, data from eachquestionnaire are treated differently, in accordance with the collective agreement.Quantitative results based on data from the scannable bubble sheets. Each professor receives areport summarizing the results of the quantitative data for each of his/her classes. In addition, thedepartment head or school director receives a copy of all reports. Reports include quantitativeresults for each class, departmental means (for either undergraduate or graduate classes, asappropriate), enrollment and response rates, as well as guidelines for interpreting the results.Qualitative comments. In most departments, students are also given the opportunity to submitwritten comments. When used by the university for the purpose of evaluating the teachingperformance of a faculty member, these comments must be handled according to Articles 18.08124
and 18.09 of the Collective Agreement between the Board Governors and the Dalhousie FacultyAssociation, 2004-2007. Only signed comments may be included in a personnel file or providedto the department head or to other academic administrators, and these signed comments may berevealed to the faculty member they concern without identifying their authors. Unsignedcomments are not placed in any personal file and are provided to the instructor only. CLTprovides forms for written comments. However, departments may devise their own forms, but allsuch forms used to gather data to evaluate teaching performance must receive approval from theSenate or relevant Faculty Council.125
Page 2 and 3:
1. Organization and Program Informa
Page 4 and 5:
Appendix 7.1.3 Student Feedback Ins
Page 6 and 7:
Appendix 7.1.3 Student Feedback Ins
Page 8 and 9:
2. Executive SummaryAppendix 2.1 Ex
Page 10 and 11:
Generally, this is the same profess
Page 12 and 13:
4. Program Degree- Level StandardAp
Page 14 and 15:
Appendix 4.2 Sample of Student Work
Page 16 and 17:
c. Some professional programs offer
Page 18:
• Sample of standard application
Page 23 and 24:
Appendix 5.1.2 Admission Policies a
Page 25 and 26:
Servicing the ClientWealth Valuatio
Page 27 and 28:
Insurance Company OperationsInsuran
Page 29 and 30:
Appendix 5.2.2 Advanced Placement P
Page 31 and 32:
Samples of guidelines and assessmen
Page 33 and 34:
• PRIOR LEARNING ASSESSMENT PORTF
Page 35 and 36:
Your portfolio should contain the f
Page 37 and 38:
incident from last summer is an exa
Page 39 and 40:
This material is best presented in
Page 41 and 42:
5. Guidelines on Curriculum Vitae:E
Page 43 and 44:
7. Guidelines on Transcripts & Trai
Page 45 and 46:
Prior Learning Assessment Resources
Page 47 and 48:
Assessor NameSignatureDateNote: For
Page 49 and 50:
Section BDoes the applicant’s por
Page 51 and 52:
2. The portfolio should indicate th
Page 53 and 54:
4. Has the applicant made any contr
Page 55 and 56:
Appendix 5.2.4 Gap AnalysisNot Appl
Page 57 and 58:
Appendix 5.3 Promotion and Graduati
Page 59 and 60:
Faculty of Graduate StudiesMBA (FIN
Page 61 and 62:
B+ 77-79B 73-76B- 70-72F < 703.33.0
Page 63 and 64:
other assignments should contact Un
Page 65 and 66:
International BusinessQuantitative
Page 67 and 68:
Quantitative Decision MakingManagin
Page 69 and 70:
Appendix 6.1.1. Program Advisory Co
Page 71 and 72:
Dr. Lucia Fanning Tel: 902-494-3666
Page 73 and 74:
Appendix 6.2.1 Professional/Accredi
Page 75 and 76:
Learning Goal 1Our graduates will u
Page 77 and 78: percentage)All Qualitative CoursesB
Page 79 and 80: Learning Goal 4*Our graduates will
Page 81 and 82: Appendix 6.3.2 Course DescriptionsC
Page 83 and 84: This course is designed to introduc
Page 85 and 86: Appendix 6.3.3.2 Undergraduate Acad
Page 87 and 88: Course Selection GuideTentative pro
Page 89 and 90: H:\CFAME\Courses\MBA(FS)\200930\200
Page 92 and 93: 7. Program Delivery StandardAppendi
Page 94 and 95: The Council of Maritime PremiersLe
Page 96 and 97: For additional copies of this Repor
Page 98 and 99: Assessment Report of Dalhousie Univ
Page 100 and 101: 4 Assessment Report of Dalhousie Un
Page 102 and 103: Professions’ review policy which
Page 108 and 109: 10 Assessment Report of Dalhousie U
Page 126 and 127: ii. the head of each relevant teach
Page 130 and 131: 126
Page 132 and 133: 4. Did the course material (Lesson
Page 134 and 135: 5.5.1 Hosting of Research Computer
Page 136 and 137: (BLS). This ID is vitally important
Page 138 and 139: Before you begin your course work a
Page 140 and 141: Part IVCOURSE MANAGEMENT SYSTEM - B
Page 142 and 143: Contact UsThis section will include
Page 144 and 145: 140document that you want in a Word
Page 146 and 147: 1.1.2. Prepare for and present the
Page 148 and 149: Dalhousie Faculty teaching at a dis
Page 150 and 151: asynchronously. Group and team comm
Page 152 and 153: Appendix 8.2 Governance Structure(I
Page 154 and 155: Appendix 8.3.1 Coordinated Business
Page 156 and 157: University HousingStudent Experienc
Page 158 and 159: development. Faculty members who ar
Page 160 and 161: 8.5 Learning and Information Resour
Page 162 and 163: All Dalhousie students get a Dalhou
Page 164 and 165: • APA Style (Quick Guide)• MLA
Page 166 and 167: SEARCH TOOLSHomePrint PageSearchGui
Page 168 and 169: I. B. Statistics LeadershipKey onli
Page 170 and 171: Resources for Teaching OnlineThere
Page 172 and 173: DalplexEarth Sciences - GISEconomic
Page 174 and 175: Carleton Campus - Dentistry Buildin
Page 176 and 177: Room 301B: 70 Windows computersLogi
Page 178 and 179:
Saturday ClosedSunday 12:00 PM - 5:
Page 180 and 181:
Faculty of Science (Room 2087) - Li
Page 182 and 183:
Dalhousie University - Faculty of M
Page 184 and 185:
Appendix 8.5.4 Laboratories/Equipme
Page 186 and 187:
Appendix 8.7 Support ServicesStuden
Page 188 and 189:
students and alumni of programs off
Page 190 and 191:
Appendix 8.8 Policies on FacultyThe
Page 192 and 193:
appointments are made only by the P
Page 194 and 195:
to enhance students’ learning and
Page 196 and 197:
Faculty of Commerce, St. Mary’s U
Page 198 and 199:
Baltazar, R. (1999). Workers’ Com
Page 200 and 201:
4. HonorsFellow Chartered Accountan
Page 202 and 203:
Case Supplement for Accounting Prin
Page 204 and 205:
“Performance Measurement in the C
Page 206 and 207:
Chair, Long-term Planning Committee
Page 208 and 209:
TERESA L. CYRUSDalhousie University
Page 210 and 211:
BOOK CHAPTERS:“Cross-Border Coope
Page 212 and 213:
“Is Globalization Good for Women?
Page 214 and 215:
Canadian Women Economists NetworkPR
Page 216 and 217:
January, 2008Curriculum VitaeName:A
Page 218 and 219:
Frequently consulted Canadian Corpo
Page 220 and 221:
Canada Council, Dalhousie Universit
Page 222 and 223:
Servicing Graduate Students:2008: P
Page 224 and 225:
“Risk Management with Duration: P
Page 226 and 227:
"An Anatomy of Bond Returns," with
Page 228 and 229:
"An Economic Research on Meat Situa
Page 230 and 231:
“A Non Optimising Economics and F
Page 232 and 233:
“Issues Arising in Using Duration
Page 234 and 235:
Financial Management Association Eu
Page 236 and 237:
References:European Financial Manag
Page 238 and 239:
Ambassatours Ltd., Halifax, Nova Sc
Page 240 and 241:
“Conflict of Interest in Commerci
Page 242 and 243:
“Conflict of Interest in Commerci
Page 244 and 245:
- National Research Program in Fina
Page 246 and 247:
CURRICULUM VITALee LiCURRENT POSITI
Page 248 and 249:
1. With Qian, G. “Which factors m
Page 250 and 251:
23. With Ng, P. “Dynamics of expo
Page 252 and 253:
SERVICEAdministrative2003-2004 Unde
Page 254 and 255:
Curriculum VitaeLEONARD C. MACLEANE
Page 256 and 257:
TeachingI have successfully taught
Page 258 and 259:
MacLean, L., Zhao, Y., Consigli, G.
Page 260 and 261:
MacLean, L., Zhao, Y., & Ziemba, W.
Page 262 and 263:
Gordon, P.C., Weldon, K.L., & MacLe
Page 264 and 265:
“Epidemiological Approach to Avia
Page 266 and 267:
ResearchFellowshipNational Health a
Page 268 and 269:
July 2002-PresentAssociate Professo
Page 270 and 271:
Honours2008 Faculty of Management,
Page 272 and 273:
Summary of Scholarly ActivityRefere
Page 274 and 275:
McLarney, C. (2002) “Stepping int
Page 276 and 277:
McLarney C. (1997) “The Shadows S
Page 278 and 279:
• McMurry University Presidential
Page 280 and 281:
In partnership with a colleague, co
Page 282 and 283:
• Grapple Grommet Corporation [wi
Page 284 and 285:
Presentations at Professional Meeti
Page 286 and 287:
• Lehigh University, “The Emerg
Page 288 and 289:
• $4M contract to deliver advance
Page 290 and 291:
Other ActivitiesOtherBoard Member -
Page 292 and 293:
* Sponsored a multi-site employee c
Page 294 and 295:
Appendix 8.10 Enrolment Projections
Page 296 and 297:
Government of New BrunswickNew Brun
Page 298 and 299:
11. Program Evaluation StandardAppe
Page 300 and 301:
Appendix 12.1.2 Academic Honesty Po
Page 302 and 303:
The following are some examples of
Page 304 and 305:
) If the student(s) has a record of
Page 306 and 307:
are final and binding on all partie
Page 308 and 309:
7. expulsion from the University;8.
Page 310 and 311:
For ratification to occur, the deci
Page 312 and 313:
work, textbook, printed lectures, l
Page 314 and 315:
Appendix 12.3 Policy on Ethical Res
Page 316 and 317:
In addition, Departmental Committee
Page 318 and 319:
general inquiries should be directe
Page 320 and 321:
13. Student Protection StandardAppe
Page 322 and 323:
Accounts on the Studley/Carleton Ca
Page 324 and 325:
Appendix 13.2.2 Fees and ChargesThe
Page 326 and 327:
Appendix 13.2.4 Withdrawals and Ref
Page 328 and 329:
The purpose of the FOIPOP Act is tw
Page 330:
not require that any records actual
show all

Master of Business Administration (Financial Services)

Create successful ePaper yourself

Delete template?

Save as template?