BIV Education 2021

BIV MAGAZINE

EDUCATION THE

ISSUE

JANUARY 2021

DIGITAL PRO-D COURSES CONFORM TO COVID-19 ERA

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SKILLS TO SUCCEED KEYS TO CAREER ADVANCEMENT

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BIV MAGAZINE

4 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

CONTENTS

16

BIV MAGAZINE

EDUCATION THE

ISSUE

JANUARY 2021

DIGITAL PRO-D COURSES CONFORM TO COVID-19 ERA

SKILLS TO SUCCEED KEYS TO CAREER ADVANCEMENT

MBA OPTIONS NEW, INNOVATIVE PROGRAMS IN B.C.

PRESIDENT: Alvin Brouwer PUBLISHER AND EDITOR-IN-CHIEF, BUSINESS IN VANCOUVER; VICE-PRESIDENT, GLACIER MEDIA: Kirk LaPointe EDITOR: Hayley Woodin DESIGN: Petra Kaksonen PRODUCTION: Rob Benac CONTRIBUTORS: Tyler Orton, Glen Korstrom, Albert Van Santvoort, Hayley Woodin RESEARCHERS: Anna Liczmanska, Arthur Xie DIRECTOR, SALES AND MARKETING: Pia Huynh SALES MANAGER: Laura Torrance ADVERTISING SALES: Betty Jin, Blair Johnston, Corinne Tkachuk, Chris Wilson ADMINISTRATOR: Katherine Butler BIV Magazine: The Education Issue is published by BIV Magazines, a division of BIV Media Group, 303 Fifth Avenue West, Vancouver, B.C. V5Y 1J6, 604-688-2398, fax 604-688-1963, biv.com.

FEATURES

12

9 PROFESSIONAL DEVELOPMENT PIVOTS Content, delivery conform to COVID-19 era 12 SKILLSETS FOR SUCCESS Three recruiters’ recommendations 15 LIST: POST-SECONDARY Biggest post-secondary institutions in B.C. 16 TRAINING GETS TECHNOLOGICAL Organizations adopt online, virtual reality tools 22 THE AGE OF BLENDED LEARNING Best of both worlds with online and in-person

Copyright 2021 Business in Vancouver Magazines. All rights reserved. No part of this book may be reproduced in any form or incorporated into any information retrieval system without permission of BIV Magazines. The publishers are not responsible in whole or in part for any errors or omissions in this publication.

ISSN 1205-5662 Publications Mail Agreement No.: 40069240.

Registration No.: 8876.

Return undeliverable Canadian addresses to Circulation Department: 303 Fifth Avenue West, Vancouver, B.C. V5Y 1J6 Email: subscribe@biv.com Cover: Xsandra/Getty Images

24-30 PROFESSIONAL DESIGNATIONS B.C. credentials and how to earn them 31-38 B.C. MBA OPTIONS The MBA offerings of eight B.C. institutions

22 PRODUCED BY

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THE FUTURE IS NOT OPTIONAL

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SPONSORED CONTENT

Advance your career in supply chain.

Global footprint. Local success.

W

around the globe within the incredible challenge of keeping the product cold, delivering it quickly to the customer internationally while also keeping everyone safe who are involved in those operations to get the vaccine to you.”

Laitinen says that disruptions caused by the COVID-19 response have affected industries globally, but that as a professional association, ASCM is in the position to assist and support businesses and employees worldwide through their training and certification programs and extensive global network of professionals.

“Globally, organizations are going through unpredictable events major disruptions of supply and demand,” he says. “We provide the foundation for all of the basics through to the advanced strategies to manage these complex situations. That is all in our wheelhouse and core competency of what we instruct.”

The certification and training programs build knowledge in operations, logistics or supply chain. These diverse topics are divided into three practice areas for professionals with three separate certification programs.

Training can be customized for any organization investing in building operations or supply chain competency by choosing to host ASCM training for their teams. ASCM provides the trainer and the content delivering these certification programs within the workplace, online, or based on a customized schedule or requirement unique to that organization.

“Our expertise covers everything from sourcing raw materials to the consumer point of delivering a product.” explains Roberta McPhail, a master trainer with APICS/ASCM who holds multiple certifications and more than 30 years of industry experience. The programs benefit both the employee and the business that

employs them, McPhail states.

“At the end of the day, we see our members and certified professionals they are recognized as professionals and having that designation. Certified professionals give back to the business in terms of knowledge, best practices, and ideas on how to improve the business,” she says.

Laitinen adds that their research has indicated that APICS/ASCM members are in demand and generally earn on average up to 25% per cent more than their non-certified colleagues.

“Employers often look for these certifications as a benchmark of value when they consider hiring for a new role,” he says. “What a designation like CSCP, CPIM, or CLTD shows employers is that the candidate has achieved a designation in this area of knowledge. It is recognized in a global context that can be validated and verified via APICS/ASCM.” The value in certification extends beyond the workplace as there are more than 120,000+ certified professionals globally. Joining ASCM provides continuous professional development and learning opportunities to stay current and be exposed to the leading-edge topics emerging in operations management and supply chain best practices. Being a part of a global community of professionals passionate about operations management, supply chain, and logistics provides opportunity for career growth all over the world.

To find out more about ASCM Vancouver Chapter certification programs or membership opportunities, visit our local website www.apics-vancouver.org and or email us at info@apics-vancouver.ca. APICS as an organization has been rapidly growing over the years, and in 2021 will be transitioning to a new brand as the Association for Supply Chain Management (ASCM).

Certified in Production and Inventory Management (CPIM)

Certified Supply Chain Professional (CSCP)

Certified in Logistics, Transportation and Distribution (CLTD)

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hen you look at that big package of paper towels on the grocery store shelf, it is not likely that while price comparing, you’re also pondering the components that are required to make a finished product or how it actually arrived on that shelf. Not only by the person stocking the shelves, but also where the product originated from when it was, well, not paper.

Until panic buying set in at the start of the pandemic, the concept of supply chain wouldn’t occur to most people.

Consumers go to the store or click the checkout button online and presto whatever they bought goes home with them or arrives magically at the front door.

This year everything changed dramatically. Suddenly, customers started seeing the physical impact of panic buying creating shortages of everything from paper products to fitness equipment.

Supply chains around the world started to adapt to new customer behaviors.

Thanks to the unsung heroes behind the scenes —those dedicated professionals managing all the complexity that is involved in moving products and services around the globe to you.

“Many people may not recognize where supply chain exists and what really is involved to bring the right product, to the right place, and the right time,” notes James Laitinen, a designated Certified Supply Chain Professional (CSCP) and board member of the Association for Supply Chain Management (ASCM) Chapter based in Vancouver, British Columbia, “Many areas of our life are impacted by supply chains, let’s take health care for example” he explains. “Imagine the incredible challenge of the COVID-19 response effort with a vaccine manufacturer having to not only manufacture, but now distribute millions of doses

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CSCP

CLTD

APICS Certified Supply Chain Professional is the only end-to-end supply chain certification.

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BIV MAGAZINE

8 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

MESSAGE FROM THE EDITOR

THE LANDSCAPE FOR LEARNING HAS CHANGED When we published our last education-themed magazine, classes were still physically in session, professionals were still networking face-to-face and learners of all ages were regularly attending in-person seminars and events.

This issue of BIV Magazine reflects how COVID-19 has changed the landscape of learning, in all of its forms.

In the pages ahead, you will read about how professional organizations have shifted their programming to ensure accountants, lawyers and real estate agents can keep up with their continuing education at a distance, and keep pace with regulatory changes brought by the

pandemic (page 9).

You will also learn about how local companies and initiatives are leveraging advancements in artificial intelligence and virtual reality to reimagine virtual learning and engagement (page 16).

Three recruitment experts and advisors share recommendations for what business professionals at various career stages should prioritize when it comes to education and skill development in the next several years (page 12).

For professionals whose plans include a master of business administration, the MBA programs of eight B.C. post-secondary institutions are highlighted

throughout the magazine. Between them are part-, full-time and accelerated degree options, innovative programs and new ways to learn the skills required of 21st century leadership (pages 31-38).

A number of 2020 Forty under 40 award recipients make their BIV Magazine debut in our recurring ‘Ask the 40’ section. For some inspiration, read about their education-related goals for 2021 on page 23.

Hayley Woodin Editor, BIV Magazine hwoodin@biv.com

Find out how to put your career aspirations into action visit sauder.ubc.ca/dap

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Chartered Professional Accountants of British Columbia CEO Lori Mathison has overseen her organization’s pivot during the pandemic • CHUNG CHOW

PROFESSIONAL DEVELOPMENT PIVOTS Content and course delivery conform to the COVID-19 era

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BIV MAGAZINE

10 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

GLEN KORSTROM

I

t is hard to overstate how much the COVID-19 pandemic transformed society throughout 2020.

Because the virus altered how people lived, worked and socialized, it is not surprising that it also changed how they learned, as well as what they educated themselves about.

Professional associations that deliver continuing education had to pivot, much like the rest of society.

That meant shifting instruction to be either entirely online, or almost exclusively online, instead of what had been the dominant practice: in-person training.

“Of course, nobody anticipated the pandemic, but we got involved back in 2019 in investing in online education, and it was the smartest thing we ever did,” says Darlene Hyde, CEO of the British Columbia Real Estate Association (BCREA).

“This year we’ve just been cranking out online material.”

Hyde estimated that overall attendance in professional development training programs reached 13,531 course attendees in the first 10 months of 2020 – up more than 11% compared with the same period in 2019. Online course enrolment was up 96% to 5,124 students, although online revenue was only up 66% because the BCREA provided discounts.

Pre-pandemic, the BCREA offered online programs but realtors usually preferred participating in classroom settings because, Hyde says, they are sociable people who enjoy the connection that they get from seeing each other, shaking hands and slapping backs.

Many will undoubtedly want to return to those social settings, but it is unlikely that those kinds of gatherings will ever be as dominant as they once were.

“It’s like the elastic band analogy, when you stretch an elastic band and it never really goes back to its original size,” Hyde said. “This is a tipping point. I think even after we’ve all got vaccines in our arms, and it’s the second half of 2021, I don’t think we will go back, exactly, to pre-COVID habits.”

BCREA’s pre-pandemic professional development courses were held across the province, and, as such, cost significantly more money to hold than ones that were exclusively online. The BCREA passed those higher in-person costs on to registrants in the form of higher fees.

The cost savings of providing online education – and the ease to which realtors can watch the course instruction at a time of their choosing – are some other factors that are likely to ensure that online instruction remains a big part of BCREA’s continuing education offerings.

Providing courses was not a major part of the BCREA’s budget, and the courses continue to be provided largely on a cost-recovery basis, so there is no incentive there for the BCREA to restrict future offerings to be exclusively in-person and not also online.

Most of BCREA’s budget comes from member dues, and Hyde describes the organization as a “small and nimble firm” that naturally gravitated toward seeking out cost-effective

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platforms that were able to provide the best instruction for the highest number of people.

CHANGING CONTENT

Content has evolved – sometimes in ways that were influenced by the pandemic, and sometimes in ways that were not.

For example, the problem of laundered money being used to buy real estate and luxury goods has risen as a concern among realtors, lawyers and the public at large, particularly given the Cullen Commission’s inquiry.

BCREA courses help realtors learn why it is important to flag certain transactions, and how to report them, Hyde says.

Law Society of British Columbia director of communications Jason Kuzminski tells BIV that lawyers were similarly seeking information on how to appropriately act so as to avoid being involved with money laundering.

“We created a trust-assurance program because one of the biggest issues going on right now with the Cullen Commission is around what are we doing to provide information to the profession so they know that they are doing client identification appropriately, and managing their trust accounts,” he said.

“We did a three-hour webinar that was free.”

Content that professional organizations offered that was directly related to the pandemic included some BCREA sessions early in the year on how to hold virtual open houses, and what safety protocols were necessary.

The Chartered Professional Accountants of British Columbia (CPABC) similarly changed what was taught in professional development courses to stay current.

“The lack of detailed information on rapidly rolled out government subsidy and funding programs during the initial days of COVID-19 was a huge challenge for our CPA members,” says CPABC CEO Lori Mathison.

“In order to serve their clients and employers, CPAs had to rely on the limited technical information that was available when these programs were initially introduced. Our professional development experts and instructors were in the same boat, but rose to the occasion and provided key information to our members.”

One huge challenge was to provide up-to-date courses on rapidly changing tax measures.

During one free live online professional development seminar, the federal government announced a significant change to its Canada Emergency Wage Subsidy program.

That required immense flexibility from the instructor to switch gears and explain just-announced changes to attendees, Mathison said.

“In addition to offering timely professional development seminars on the new initiatives, CPABC established a

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Here is the instructor’s console, where a virtual class is about to take place • BCREA

COVID-19 resource centre on our website that was updated daily in the first three months of COVID-19 to provide important timely and relevant information, and external resources, for both CPAs and the public,” she said.

Because the CPA Canada Handbook has been updated with new standards, CPABC has been inundated with demand for seminars related to these new standards.

Seminars on ethics have also been popular.

“As we settled into this new normal, seminars on personal development, working remotely and managing teams have been popular this fall,” Mathison says. “Seminars on technology, including hands-on Excel training, have also been popular. In addition, wealth management and financial planning seminars are also very popular.”

In contrast, CPABC has had to cancel seminar offerings that it was not able to convert into being held online, as some seminars require tangible environments or group work.

While the Law Society of British Columbia accredits courses and ensures that practising lawyers complete at least 12 hours of continuing education per year, education for lawyers is performed by

BIV_Education 2021_40R.indd 11

various organizations, including the Continuing Legal Education Society of British Columbia (CLEBC).

Its CEO, Linda Russell, told BIV that the CLEBC, like the BCREA and CPABC, has seen a significant shift toward online instruction.

She counted 78 in-person courses in her organization’s fiscal year that ended June 30, 2019. That fell to 46 in-person courses in the year ended June 30, 2020 – with zero such courses since then.

Russell estimated that overall attendance in courses is up by about 15%, as more people have been flocking to online offerings.

Popular new courses were centred on procedures that arose as a result of the pandemic, such as how to file affidavits.

Other popular courses were on how to practice various legal niches while working remotely.

“Right now, we don’t have any courses planned for in-person because we’re safety-first,” Russell says.

“We’ll continue doing the online courses, and when it’s safe, we’ll go back to doing some of the in-person courses. There’s a networking aspect that you can’t quite duplicate online.” É

Continuing Legal Education Society of British Columbia CEO Linda Russell says the networking aspect of inperson events can’t quite be duplicated online • SUBMITTED

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12 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

SKILLSETS FOR SUCCESS Three recruiters’ recommendations for skills development

HAYLEY WOODIN

B

y choice or by circumstance, experts note that COVID-19 has pushed people and organizations to audit their skillsets.

According to a country-wide survey from HSBC Canada, 88% of businesses are making the upskilling of their workforce an investment priority moving forward. It’s an investment area more popular than sustainability, developing new markets or cashflow.

After a year of upheaval and change, BIV Magazine asked three recruitment experts to weigh in on what business professionals at various career stages should prioritize when it comes to education and skill development in the next several years.

Jeff Harris is the founder and CEO of Impact Recruitment; Cheryl Nakamoto is the president and managing partner of McNeill Nakamoto; and Koula Vasilopoulos is the district president for Robert Half in Western Canada.

WHAT IS ONE SKILL OR AREA OF KNOWLEDGE SOMEONE SHOULD INVEST IN THIS YEAR?

30-YEAR-OLD

Harris: In your 30s, you’re likely quite comfortable using technology in both your personal and professional life. This is a great time to expand your fluency with a particular program or software or learn a new tech-based skill entirely.

From online classes to YouTube tutorials, figure out what platform works best for you and go from there.

Nakamoto: Look for opportunities to educate yourself as well as others regarding diversity and inclusion by joining webinars, committees and panels to take part in conversations, share your experience and encourage idea sharing for positive change.

Vasilopoulos: An important soft skill to hone for 2021 is adaptability and the ability to be flexible, especially with

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many professionals continuing to work from home and/ or under a hybrid structure. As organizations continue to navigate new and evolving situations, cultivating the ability to be comfortable with change and ambiguity is critical.

40-YEAR-OLD

Nakamoto: Seize opportunities to learn about the experiences of others, as well as formal initiatives related to diversity and inclusion. Ask questions, spark conversations, listen and learn how you can contribute professionally to move the needle in right direction.

Vasilopoulos: Many mid-level professionals are in managerial positions and responsible for employee development.

These individuals would benefit from developing people management skills that will enable them to support the successful growth of their teams. This includes the skills required to build and strengthen relationships, keep their people on track, motivate others, understand needs and supporting team members in achieving their goals.

Harris: In your 40s, you’ve seen many things change in your industry. Chances are, you didn’t learn about digital technology and social media marketing while you were in university – so why not now? Many employers will be willing to support you furthering your education through a part-time online program – and you’ll be able to find many free courses and tutorials online. Another option is to explore the internal training your company offers, if there are particular tech-focused sessions you think would be beneficial, ask if you can join the next time it’s held.

50-YEAR-OLD

Vasilopoulos: It is critical for experienced leaders to hone their emotional intelligence skills. With the boundaries between work and home life blurred due to remote work,

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professionals should embrace emotional intelligence to re-engage their people by learning how to professionally express their emotions while managing the personalities, work styles and emotions of their people to resolve conflict, teach others and manage their teams.

Harris: In your 50s, you didn’t grow up on social media like some of your more junior colleagues. If you’re not sure where to begin, start with setting up a LinkedIn profile. LinkedIn is a professional networking platform where you’ll be able to connect with individuals in your industry, share relevant articles and expertise and build relationships that can benefit both you and your organization.

Nakamoto: Now more than ever, there is a need for courageous leadership. Maintain a learning mindset and make time to analyze how diversity and inclusion is represented in your workplace and how you can lead in areas needing more work or change.

WHAT HARD OR SOFT SKILLS SHOULD A BUSINESS PROFESSIONAL DEVELOP TO SET THEMSELVES UP FOR SUCCESS IN THE NEXT FIVE YEARS?

30-YEAR-OLD

Vasilopoulos: With the majority of business communication currently taking place via digital platforms, junior professionals would benefit from developing their interpersonal communication skills since the ability to speak and write clearly and interact with others is critical to maintaining relationships with colleagues and clients. Individuals looking to expand their hard skillsets can look to fast-growing areas of technology such as artificial intelligence and machine learning, which have a variety of applications in many industries.

Nakamoto: Continue to stay sharp with technology. We all need to understand how cloud systems, software and collaborative technology operates – especially as work becomes more heavily reliant on technology during times of labour disruption – but this generation is most often relied upon to innovate and lead change. With remote work likely here to stay in some capacity, emphasis will need to be on continuing to develop your core skillset, including self management, time management, collaboration, flexibility, constant learning, resilience and stress management.

Harris: An essential aspect of effective communication is active listening. Active listening requires you to focus completely on the person speaking and understand what they are communicating. It can be temping to jump in with ideas and insights, but it’s important to recognize when it’s appropriate to chime in, and when to sit back and take notes.

BIV_Education 2021_40R.indd 13

40-YEAR-OLD

Harris: Effective communication is essential when giving feedback. Well-prepared, properly delivered feedback is an incredible tool for establishing trust with employees and assisting with their continued growth within the organization.

If you are in a managerial role, you may want to consider ways you might be able to improve the quality of feedback you provide to your team.

Vasilopoulos: As organizations continue to navigate the economic impact of COVID-19 and determine short- and long-term business objectives for the post-pandemic world, mid-level professionals with critical thinking and analysis skills are needed to identify issues and opportunities and develop and execute solutions. Futuristic thinking skills are also in demand, including the ability to collect and analyze signals, identify historic shifts and predict future events and trends with the potential to impact both business and industry.

Nakamoto: Being mid-career, you have encountered a wide range of work scenarios and know where your strengths lie, so it’s time to continue to build on your strengths. You know what motivates you so continue to maintain a setting that allows you to produce at your best. It’s time to further hone those soft skills such as emotional intelligence, which are most in demand and cannot be replaced by technology.

Cheryl Nakamoto is the president and managing partner of McNeill Nakamoto • SUBMITTED

50-YEAR-OLD

Nakamoto: Staying current, and that means a mindset of constant learning and progression. As working remotely becomes the new normal, being able to adapt to new technology and communication avenues will be critical. As new systems of doing business emerge in an accelerated fashion, existing systems quickly become updated; spend time learning about how technological shifts will affect your business environment, team and your industry.

Harris: Keep an open mind. In the digital world, communication happens constantly: over Slack messages and text messages, WhatsApp and Zoom, emails and Facetime. It may not feel natural at first but try and embrace these platforms. Miscommunications are more likely to occur when you aren’t speaking face-to-face, so it’s even more important to ensure you are communicating your message clearly and effectively.

Vasilopoulos: Coaching skills are critical for experienced professionals responsible for helping their employees adapt to the new normal in a way that will ensure they are connected and engaged at a high-level, and ready to support their own individual teams. Leaders need to learn how to apply a coaching mindset to all their interactions, including developing the ability to listen well and collaborate on problems in order to forge connections based on mutual trust and respect.

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WHAT CAN ONE DO TO REMAIN RELEVANT AND UP-TO-DATE IN AN INDUSTRY EXPERIENCING UPHEAVAL AND DISRUPTION?

30-YEAR-OLD

Koula Vasilopoulos is the district president for Robert Half in Western Canada • SUBMITTED

Nakamoto: Learn how to pivot. Be open to take on other duties and understand your transferrable skills and how that can apply to change. Focus on relationship building, so you have a network to support you and your career during times of change.

Harris: Stay excited about your industry and your career by expanding on all that knowledge you already have. Make new connections, arrange virtual coffee meetings with other industry professionals, find a mentor, enroll in a part-time online program to develop a skill. These are just a few of the things you can start working on now that can put you on track for a promotion or potentially a new role in the future.

Vasilopoulos: With the digital transformation of many businesses accelerated because of the pandemic, the nature of jobs has shifted, with technology innovation right at the forefront. Regardless of their specific role or industry, junior professionals should consider digital upskilling and boosting their tech skills in areas such as data science, tech support and digital literacy to help them broaden their skillset and stay relevant and current, especially while working remotely.

40-YEAR-OLD

Jeff Harris is the founder and CEO of Impact Recruitment • SUBMITTED

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Vasilopoulos: The workforce is evolving at a rapid pace and traditional roles and responsibilities have changed for individuals at all stages of their careers. To stay relevant and on top of current trends, midlevel professionals can consider upskilling to fill self-identified gaps in their current skillset, or choose to broaden their skills in

new areas such as learning how to leverage new technologies that will allow them to do their job more effectively.

Nakamoto: You must demonstrate your resiliency and adaptability. This involves adopting new technologies to effectively work differently and remotely, but also embracing completely different ways of doing business. Keep in touch with your personal network and industry connections to stay on top of opportunities that may arise through change.

Harris: Think about attending industry-related virtual events. Lunch and learns or panel discussions are widely available and provide an excellent platform for professional growth and networking.

50-YEAR-OLD

Harris: By this point, you’ve got plenty of experience, but that doesn’t mean there’s nothing left to learn. Consider doing something entirely new – perhaps develop a skill unrelated to your field and see what happens.

Vasilopoulos: Developing the ability to foster a strong organizational culture in today’s remote and/or hybrid workforce is critical to experienced professionals who want to remain relevant during times of upheaval and disruption. This includes learning how to not only survive, but thrive, when it comes to leading remotely during a crisis. For example: ensure you have the skills required to remain consistently visible to your people, foster connections with employees at all levels and clearly communicate key business priorities company-wide.

Nakamoto: Besides maintaining a learning mindset, times of change require critical decision-making. Invest in data for decision-making so you can effectively collect data, set goals, make informed decisions and review the effects of changes compared to previous years.É

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2021-01-06 9:46 AM

BIV MAGAZINE

16 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

TRAINING GETS THE VIRTUAL TOUCH Organizations turn to online learning and virtual reality as pandemic upends the norm

TYLER ORTON

F

ield trips to the planetarium or the aquarium have given way to a tighter, school-bound curriculum – for now – as students adjust to the new reality brought by the pandemic.

Mike Irvine sees that changing with what he likes to describe as his “Nature Netflix” venture that can take those field trips directly to students.

“With COVID-19 taking a massive hit on the education system that has already been having lots of challenges … we noticed a significant uptick in usage and need for online resources – quality and curated [resources] in particular,” says the CEO and co-founder of Live It, a technology-driven company based in Nelson, B.C. The company’s content, offered via an online platform, can bring those field trips to the classroom with programming that includes short tutorial videos and activities for students.

The Live It platform offers games, science experiments and arts and crafts on subjects ranging from visits to B.C. wildfire sites to close-up inspections of salmon runs.

“We’re trying not to be that organization that’s promoting too much of a virtual field trip experience.

BIV_Education 2021_40R.indd 16

We do take kids to different locations through our programs, but we keep them short and concise, and so really the idea being that we just want to inspire the kids, get them excited about the world around them and then encourage them to participate in different ways in their own backyard,” says Irvine.

Prior to the pandemic, though, the programming emphasized live events, rather than virtual offerings.

The COVID-19 crisis brought about a sharp urgency for Live It to shift its business model, expand its market globally and begin offering multilingual programming.

“We took our three-year plan and turned it into a three-week plan. We moved on it very quickly,” a chuckling Irvine recalls.

“We had some hindsight on this [pandemic] back in early March, and even before that. So we started to brace ourselves in case everything shifted and it did. So before even spring break had finished, we

2021-01-06 9:46 AM

| 17

FROM LEFT:

Live It

co-founders Maeva

were already hard at work to build out our platform, which we didn’t fully have at the time. And then we launched with a free 10-week series of educational programs – we produced a new program every week,” says Irvine.

“It was a huge undertaking. We usually only do one a month, or one every other month, so that was a big pivot for us.… We took on some work staff which took a bit of a risk with it. But we offered all those programs for free because we essentially wanted to support the teachers at the same time as test out building that kind of ‘Nature Netflix-style’ platform.”

The company also had to adjust its pricing scheme.

Organizations were originally charged $35,000 per story produced, but Live It is now shifting to a subscription model whereby parents pay $50 annually, teachers pay $125 annually and schools pay $825 annually.

“It’s been a wild ride. It’s kind of never-ending and at the same time, it’s really interesting to try to see what’s going on in the schools,” Irvine says.

“We are noticing a significant stress and fatigue on teachers. They’re dealing with so much, it’s constantly changing and … one of the things we just want to do more than anything else: save them time. And so what we’re trying to do by recognizing that is give as much heads-up

BIV_Education 2021_40R.indd 17

and lead time about all the programs that we’re creating in a particular year.”

Other B.C. tech companies have also faced sharp changes in the way they’ve been deploying technology for training and education purposes.

Just ahead of the pandemic, Burnaby-based virtual reality (VR) firm Motive.io was focused on developing training simulations for clients in oil and gas, airlines and hospitality.

“Obviously, all of those industries have really suffered, and they’re in kind of crisis-management mode,” says Sara Johnston, co-founder and chief operating officer of the five-year-old company. “But then other industries like healthcare have really come to the forefront.”

And like an ambulance rushing to an accident scene, teams at Motive.io and Accenture plc swiftly turned their attention to the COVID-19 crisis, building a training program in eight weeks to help healthcare workers apply personal protect equipment (PPE) as safely as possible.

The VR simulations underwent quality control at the hands of physicians and debuted at B.C. Women’s Hospital before rolling out at the University of British Columbia’s medical school.

“Nobody has time to train anybody else. Not to mention

Gauthier, Melissa Welsh and Mike Irvine • SUBMITTED

2021-01-06 9:46 AM

BIV MAGAZINE

18 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

SFU professor Steve DiPaola says advances in virtual reality are injecting some humanity into the way we engage with technology • IVIZLAB

that the [protocol] keeps changing,” says Johnston, whose company’s platform allows clients without any coding skills to adjust the program and update it with the latest PPE protocols from the province.

“It’s infinitely more engaging than watching a video on donning and doffing PPE.” A March 2019 study published in the Infection Control and Hospital Epidemiology medical journal found 39% of healthcare workers made errors in removing PPE. This in turn increased the incidents by which they became contaminated, the research concluded.

The risk facing frontline workers hasn’t been lost on other West Coast VR specialists.

Vancouver-based Virtro Entertainment Inc. has been teaming up with Simon Fraser University’s School of Interactive Arts and Technology (SIAT) to develop their own simulations for healthcare workers donning PPE in long-term care facilities.

These simulations feature “virtual humans” that have been programmed using artificial intelligence (AI) and machine learning to hold life-like conversations with trainees.

BIV_Education 2021_40R.indd 18

“Litera l ly, you’re say i ng someth i ng, they’re processing and understanding what that is, matching that against the database and then delivering your response according to what they think is the best answer they can provide to you at that time,” Virtro president Lee Brighton says. “They can literally have a conversation.”

A prototype is being deployed and talks are underway to expand training to healthcare workers across Canada.

Steve DiPaola, a professor at SIAT who specializes in VR and AI, says such advances in virtual reality are injecting some humanity into the way we engage with technology, especially as workers become more isolated while working from home.

His research and oversight of SI AT’s iVizLab includes computer modelling of human expressions and emotion-gesture tracking.

“We have an avatar system that’s able to see if you were there,” DiPaola says. “[It] would see the emotions on your face it, would try and use those emotions within what you’re saying and then be emotive itself.” É

WITH COVID-19 TAKING A MASSIVE HIT ON THE EDUCATION SYSTEM THAT HAS ALREADY BEEN HAVING LOTS OF CHALLENGES … WE NOTICED A SIGNIFICANT UPTICK IN USAGE AND NEED FOR ONLINE RESOURCES – QUALITY AND CURATED [RESOURCES] IN PARTICULAR j Mike Irvine CEO, Live It

2021-01-06 9:46 AM

BIV MAGAZINE

| 19

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2021-01-06 9:46 AM

We set you up for success.

You redefine it.

An MBA from UBC Sauder can help you take the next step in your career.

Learn more at sauder.ubc.ca/mba

BIV_Education 2021_40R.indd 20

2021-01-06 9:46 AM

The UBC Part-time MBA* program gave Jane Sun, a clinical psychologist, the edge she needed to take on a director-level role in health care.

Jane Sun Director, Interprofessional Practice for Adult Mental Health and Substance Use Services Provincial Health Services Authority Vancouver, Canada UBC Part-time MBA, Class of 2018

*Now known as the UBC Professional MBA program

With the help of the UBC Full-time MBA program, Matt Colphon went from an entry-level position in university recruitment to a senior position at RBC.

Matthew Colphon Senior Product Manager, Unsecured Royal Credit Lines Royal Bank of Canada Toronto, Canada UBC MBA, Class of 2015

BIV_Education 2021_40R.indd 21

2021-01-06 9:46 AM

BIV MAGAZINE

22 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

THE AGE OF BLENDED LEARNING Universities use in-person, online learning for best of both worlds ALBERT VAN SANTVOORT

N

ecessity has been the mother of invention for post-secondary institutions during the pandemic, forcing the industry to modernize more quickly than it had planned.

“There was maybe a lot of interest, but a bit of resistance to blowing everything up and forcing a new way of doing things,” says Elizabeth Elle, vice-provost and associate vice-president of learning and teaching at Simon Fraser University (SFU). “But the pandemic has forced us to. [The pandemic] freed up our creative facility to come up with really different ways to get to those learning goals.”

While many institutions had created some online learning capacity, they were still operating with a 20th-century mindset – with a chasm between their digital and in-person offerings. Before the pandemic, post-secondary institutions were beginning to blend those two systems of learning together, according to a 2019 report from the Canadian Digital Learning Research Association.

It was a project that had to pivot and accelerate once COVID-19 hit.

“We were forced to make some really big changes and honestly none of us were excited about it; but we had to, to be safe,” says Elle. “We’ve learned really good things from this experience, some of them we don’t want to continue but others we absolutely need to continue because they’ve been great for our students.”

Some programs immediately benefited from a digital format.

For instance, in order to adapt to online learning during the

BIV_Education 2021_40R.indd 22

pandemic, language study courses at SFU were divided into smaller breakout groups held via Zoom video conferencing.

According to Elle, students found that this format made it easier for them to practice their language skills since it was less intimidating for them to speak in front of four or five students than doing so in a traditional class of 30.

This not only led to innovative digital solutions, but it also helped to generally shake things up in a legacy industry, and allowed new, interesting ideas the space and ability to flourish.

One example is biology labs. Elle explains that biology classes where students followed step-by-step instructions through a typical dissection had become routine, and students were just following along rather than discovering the different scientific processes for themselves. When students were forced to do their lab work from home without the typical university-grade research equipment, it created the opportunity for professors and teacher assistants (TA) to create “kitchen sink” experiments.

Students have been encouraged to get involved in simpler experiments, such as testing the friction of Jell-O on a plate.

While this may seem goofy, Elle shares that it’s actually forcing students students to ask questions like: how do we measure that?

How do we collect data so others can repeat the experiment?

How do we analyze that data?

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ASK THE 40

For this month’s Ask the 40 section, BIV Magazine asked 2020 Forty under 40 winners to share one of their education-related goals for the year ahead.

As I have been recently nominated for a few board positions, my next educational pursuit will focus on improving my oversight and governance skills with regard to corporate boards

I am completing formal training to further develop my coaching and mentoring skills and will be pursuing an accreditation in this area Corinne Caldwell COO BCREA

Rogayeh Tabrizi

Researching ways to implement self-care at work to juggle daily stress and digital fatigue

My next learning goal is to obtain my EOS (Entrepreneurial Operating System) implementation certification to offer an additional service and value for our customers

Cecilia Yeung

Joe Deobald

Clinical director

Founder

PTSD Support for Nurses

Full Frame Marketing Inc.

With such a crazy year and a deep focus on businessrelated goals, I’m hoping to balance out that energy and invest in some personal skills related to my hobbies, with a focus on golf and my private pilot’s license

I would like to earn my certified health executive designation

Co-founder and CEO Theory+Practice

Solon Bucholtz Co-Founder and CEO LBC Studios Inc.

Simon Fraser University’s Burnaby campus • ROB KRUYT

“Instead of giving [students] those steps, they’re discovering the steps,” says Elle.

“This is the best of education.”

The pandemic forced universities to rethink education, and the urgent need for distanced solutions forced them to look everywhere for answers, including their own students. Working with learners to understand their preferences, and including them in the development of SFU’s educational offerings, is something Elle thinks will continue into the future.

However, not everything can be done online. Whether chemistry experiments, community engagement in the social sciences, university orientations or MBA networking events, some things just need a personal touch. This means that the COVID-19 pandemic hasn’t just increased the importance of digital offerings in education, but it has also created a new appreciation for experiential learning. The industry trend is a move toward the blended learning model, which captures the best of both online and in-person worlds.

“We need face-to-face experiences to really be worth it,” says Elle. “It can’t be the Ferris Bueller character as the droning professor. We’ve learned if we’re all going to meet together, you have to really use that time well.” É

Joshua Myers Executive director BC Centre for Ability

Learn more about Internetof-things hardware and connected devices Reza Sanaie CTO

I am in the process of learning my tenth language – never stop learning

Beanworks

Learning how to kiteboard

Braam Jordaan

Jason Robertson

CEO

Co-founder

Convo Communications

Nimbus Synergies Inc.

Canada, Inc.

Utilizing the unreal game engine in live action production Chris van Dyck Founder Crafty Apes VFX

My next educationrelated goal is to complete subdivision planning/ design part 1 and 2 at BCIT

Pick up an art or musical instrument. For many years I’ve focused hard on business growth and studied the subject every waking hour. I would like to take the time to learn something I’ve put off for many years Christian Thomson CEO Marwick Marketing

Ryan O’Shea Vice-president Miracon Development Inc.

Learning French – it’s needed in Canada to become prime minister

Start my doctor of business administration degree

CEO

Ramin Esifaie

Property Owl Group of Companies

Kosi Stobbs

Co-founder and CEO CSN Pharma

BIV_Education 2021_40R.indd 23

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BIV MAGAZINE

24 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

PROFESSIONAL DESIGNATIONS Credentials that boost your qualifications – and what it takes to earn them ACCOUNTING CPA (Chartered Professional Accountant) Description: Since 2015, the Chartered Professional Accountants of British Columbia (CPABC) is the only regulated professional accounting body in the province of British Columbia. With over 36,000 CPA members and 5,000 CPA students and candidates, CPABC is responsible for the regulation and professional development of more than 210,000 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 post-secondary institutions, or through the CPA Western School of Business.

The prerequisite education required 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 the six core technical competency areas – audit and assurance, finance, taxation, financial reporting, management accounting, and strategy and governance; two elective modules; and the final two 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 examination.

All CPA candidates must also complete relevant, progressive, practical experience that is approved by the CPA profession. Experience can be gained in positions pre-approved by the CPA profession, 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 careerdevelopment 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 course in ethics related to career development, counselling or adult education that includes at least 10 hours’ instructional time, as well as course in careerdevelopment theory that includes at least 20 hours’ instructional time.

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

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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 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/hospitality university program. Completion of 25 hours’ continuing education or completion of approved internship/ apprenticeship in the industry with a minimum of 200 hours of work experience. 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 CSEP exam, a candidate must have minimum three years’ full-time professional employment in the special events industry. Documentation of work experience required. Exam is a 4.5-hour computerbased examination scored either pass or fail and consisting of 100 multiple-choice questions and a written portion, both based on the CSEP content outline at ileahub.com/csep.

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

DMCP (Destination Management Certified Professional) Requirements: To qualify as a candidate for the

written exam, applicant must have minimum three years’ destination management experience or bachelor’s degree in hospitality-related major from accredited university; current employment in hospitality; responsibility and accountability for successful completion of destination management programs and minimum 90 points on the application.

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

EXECUTIVE COACHING ACC (Associate Certified Coach), PCC (Professional Certified Coach), MCC (Master Certified Coach) Description: The International Coach Federation (ICF) establishes and administers minimum standards for credentialing professional coaches and coach-training 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

coachfederation.org/credential.

Administering organization: ICF

(coachfederation.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.

Appointed by the Family Enterprise Xchange (FEX), this designation is unique in the world.

Requirements: Completion of the Family Enterprise Advisor program at the University of British Columbia’s Sauder School of Business, possession of a professional designation or equivalent, passing of the written and oral components of the designation exam offered

by FEX. 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. Offered only once each year, the program is the education requirement for a designation with FEX. Administering organization: FEX (familyenterprise-xchange.com).

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 new 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 experiencebased.

Administering organization: IBABC (ibabc.org).

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Charting the course_ of the new normal_ of economic recovery_ of change_ of technology_ of financial agility_

Charting the course_

CPAs have the strategic mindset and financial acumen to pilot your organization from now to next.

Chart your course at www.bccpa.ca

BIV_Education 2021_40R.indd 25

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BIV MAGAZINE

26 | BIV MAGAZINE: THE EDUCATION ISSUE 2021 PUBLISHED BY BUSINESS IN VANCOUVER

PROFESSIONAL DESIGNATION

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 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: FPSC (effective April 1, 2019, FP Canada Standards Council; fpsc. 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/cipfcip-designations/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

BIV_Education 2021_40R.indd 26

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), CBATL (Certified Business Analysis Thought Leader) Description: The International Institute of Business Analysis (IIBA) 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/certificationrecognition.

Administering organization: IIBA (iiba.org).

GRAPHIC DESIGN CGD (Certified Graphic Designer) Description: Awarded to practising designer who has completed at least seven years of combined graphic design education and professional practice and whose work and professional integrity are of acceptable standards.

Requirements: Applicants submit membership form and resumé, sign licensing agreement and undergo confidential case study/portfolio review. Practising web and new media designers are eligible to apply for CGD status. Also included in this category are professional design educators and design administrators. Three- or four-year course of studies in graphic design is recommended but not required.

Administering organization: Society of Graphic Designers of Canada (gdc.design).

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 multiplechoice 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 Forum for International Trade Training program (FITTskills) or equivalent thereof. There are eight FITTskills courses, each requiring approximately 45 hours’ 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

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good standing. Members must engage in ongoing professional development.

Administering organization: FITT (fitt.ca).

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: 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 25,000word 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 graduatelevel 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).

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: CPA (payroll.ca).

CPM (Certified Payroll Manager) 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

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

TM

Imagine a career where...

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Your decisions are a critical link to an employer's competitive advantage.

You’re rewarded beyond just a great salary.

Interested?

Become a Supply Chain Management Professional. With supply chains reaching around the world, SCMPs play a key role in the success of enterprises everywhere. They earn more and help make things happen.

Over the next few years, thousands of supply chain management recruits will be needed for new or vacant jobs. Interested? Enroll in the Supply Chain Management Professional Designation Program today.

Become an SCMP and imagine the possibilities.

For more information, please visit supplychaincanada.com/bc

An SCMP offers innovative leadership and strategic thinking for a changing global marketplace P R O C U R E M E N T, O P E R A T I O N S A N D L O G I S T I C S

BIV_Education 2021_40R.indd 27

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PROFESSIONAL DESIGNATION

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 CPA, adherence to CPA’s code of professional conduct, 21 hours’ continuing professional education credits earned.

Administering organization: CPA (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 multiplechoice 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’ project management experience or 23 hours’ 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).

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).

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PMI-RMP (PMI Risk Management Professional)

Administering organization: PMI (pmi.org).

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-PBA (PMI Professional in Business Analysis)

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).

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 fouryear 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.

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).

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 selfcontained family housing units. The designations identify highly qualified persons who have completed AIC’s rigorous education, experience and examination requirements.

Requirements: Designation comprises a university-level 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. See the “path to designation” section of appraisal.bc.ca.

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

RI (Real Estate Institute) 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).

Real Property Administrator (RPA), Facilities Management Administrator (FMA) 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: Building Owners and Managers Institute Canada (bomicanada. com).

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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 Institute (cpsa.com).

CRSA (Certified Retail Sales Associate), CFLM (Certified Retail First Level Manager), CJRP (Certified Jewellery Retail Professional) 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.

Description of CJRP: Designed for jewellery retail store managers and consists of 14 online, self-directed e-learning modules.

Requirements for CJRP: Complete the program, multiple-choice exam, performance review conducted

by We Check, one year of on-the-job experience in jewellery industry.

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 Sauder School of Business.

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

APICS CPIM (APICS Certified in Production 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 part-time studies or online.

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

Administering organization: APICS (apics.org).

Need a real estate professional?

Hire an RI. A designated, educated, experienced, and connected real estate professional.

Find one at reibc.org

In our current world, leaders and leadership training are in highest demand. Be a leader who thrives in an environment of constant change.

There’s never been a more convenient time to upskill. Look at the online courses offered by the University of Victoria to help you take the next step

UVIC.CA/Gustavson

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PROFESSIONAL DESIGNATION

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: APICS (apics.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 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 postsecondary institutions. Successful completion of eight modules covering foundations of SCM and six interactive workshops addressing highlevel 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

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maintenance credits on a three-year block period.

Administering organization: Supply Chain Management Association of BC (scmabc.ca).

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: 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 knowledge exam, minimum 1,000 hours’ recent and relevant work experience and completion of performance checklist and performance evaluation. Annual membership with the Association of Canadian Travel Agencies (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: ACTA (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 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. (performanceandlearning.ca).

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MBA–VANCOUVER ISLAND UNIVERSITY

INTEGRATED LEARNING POWERED BY TECHNOLOGY Non-traditional MBA prepares students for complex challenges Vancouver Island University (VIU) offers the ideal MBA program for the adventurous, the ambitious and those wanting to embrace the digital age. If you’re seeking a non-traditional MBA in Canada to prepare you for success, VIU’s MBA is the program for you.

The revamped program puts a strong emphasis on active, applied learning.

Learners are inspired to become professionals able to navigate and meet the challenges of an increasingly complex, digital, interconnected world. Our graduates are the business leaders of the future, modeling global citizenship values by encompassing financial, social and environmental perspectives in organizational and business decisions.

In addition to providing foundational knowledge around accounting, finance, management, economics and marketing, the program emphasizes critical thinking, ethical decision-making, technical/ digital literacy and developing a growth mindset.

SETTING STUDENTS UP FOR SUCCESS

VIU’s faculty of management is defined by six fundamental values: teaching excellence, intimate class sizes, applied focus, faculty-student interactions, an international outlook and an unrelenting drive for student academic and career success. The MBA program begins with an introductory module that builds a strong learning foundation focused around intercultural and learning literacies. Students are given every opportunity to shine, empowered by career coaching, work-integrated learning and an internship that provides real-world business experiences.

AN INTEGRATED LEARNING EXPERIENCE

The MBA learning pathway at VIU reflects the multi-faceted reality of business management careers, recognizing that work does not happen in silos by subject. A series of intensive course modules are designed to focus on student engagement with, and application of, knowledge to address the challenges of tomorrow’s business landscape. A twoweek break between semesters provides down time to support knowledge retention, career exploration and optional field school opportunities. During their

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ex plori ng phenomena such as su rveillance capitalism and digital media management.

DYNAMIC GLOBAL SETTING

final semester, students participate in a four-month internship. Working with an industry mentor, students identify a significant organizational problem that will be used to write an applied business project under faculty supervision.

DIGITAL AND TECHNOLOGICAL SAVVY

The VIU MBA is among one of the most technologically integrated programs in Canada where students learn to leverage data analytics through applied research courses and dedicated, technology-focused courses. Students graduate with specialized expertise on how the digital and technological landscapes influence an organization’s entire value chain,

MBA students at VIU experience a dynamic global setting with peers and faculty from around the world. The diversity of our students and faculty provide a relevant global perspective for today’s business realm. VIU faculty bring a unique combination of industry-based expertise and international experience into the classroom, providing academic rigour to real-world examples and cases from their own experience.

Our graduates are confident leaders with the ability to navigate the complex, integrated nature of demanding careers that require a growth mindset and creative and critical thinking as foundational skillsets. To learn more or apply, visit viu.ca/programs or contact Helene Viau, MBA admissions assistant, at helene. viau@viu.ca.

SOURCE: VANCOUVER ISLAND UNIVERSITY

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MBA–UNIVERSITY OF VICTORIA

A BRAVE AND BOLD NEW DIRECTION UVic launches new MBA in sustainable innovation Business today needs to engage communities and work for the good of people and the planet. Here at the University of Victoria (UVic), we’ve always believed that the fates of business, the planet and society are woven together.

The Gill Graduate School at UVic’s Gustavson School of Business launched a new MBA in sustainable innovation in September 2020. The program is offered in daytime and weekend program formats. In addition, there is a unique master of global business program and our new master of management program.

In the MBA in sustainable innovation, students will learn new ways of looking at innovation, management and leadership, and will be ready to take on the wicked problems of the 21st century.

Most of all, students will learn about themselves, and how to bring about change. They will be part of a community of creative thinkers who share a passion for sustainability and think far beyond the status quo.

DAYTIME PROGRAM STREAM

Our daytime MBA takes place over 16 months and is an immersive, full-time experience. It is delivered in a unique integrated block format. Each block consists of three integrated courses taught intensively over a six-week period.

Students will collaborate intensely with peers from all over the world. Real-world projects, integrated across different business disciplines, will develop their skills and decision-making.

Daytime cohorts are up to 40 students with one intake in September every year.

WEEKEND PROGRAM STREAM

Our weekend MBA takes place over 24 months. Students take three integrated courses each term. The program is tailor-made to be manageable for working professionals. Regular classes – approximately one weekend a month for two years – are blended with assignments and online teamwork between weekends.

Weekend students are practising professionals: people from backgrounds in large and small business, from start-ups to multinationals, from private sector to public sector, from for-profit to not-forprofit. What they share is the drive and experience to make a real difference in the world.

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Weekend cohorts are up to 24 students with one intake in September every year.

programs enable students to further their post-graduate studies right after their undergraduate degree.

PROGRAM FEATURES

Courses are taught in blocks of three courses at a time. Integrated projects put the learning from the courses into practice. Often, the integrated projects involve live client organizations. One project has an international focus and culminates in an international trip, where students work with client organizations in the country being visited to explore business opportunities or help solve business problems.

All students also complete a teambased capstone consulting project.

Throughout the MBA, students participate actively in a professional development course. They develop their long-range life/career vision and actively work towards it while in the program.

The UVic MBA in sustainable innovation is affordable: total cost (including tuition, program fees and travel costs for the international project) is approximately $35,000 for domestic students. Details are available at uvic.ca/gustavson/gill/ mba/index.php.

The Gill Graduate School offers two full-time, one-year pre-experience master’s deg rees. T hese g radu ate

MASTER OF GLOBAL BUSINESS (MGB)

With a focus on cross-cultural skills and global business knowledge, the MGB program includes an academic component with study modules in three countries and a global internship.

Details are available at uvic.ca/gustavson/gill/mgb/index.php.

MASTER OF MANAGEMENT (MM)

Designed for non-business graduates pursuing careers in diverse organizational settings, the MM program develops collaborative minds, nimble thinkers and creative problem solvers to tackle today’s complex societal and organizational issues.

Details are available at uvic.ca/gustavson/gill/mm/index.php.

Like all Gustavson programs, the MGB and MM degrees are cohort-based, and provide students with the balance of a rigorous academic program and experiential learning opportunities all through a sustainability-focused lens.

SOURCE: UNIVERSITY OF VICTORIA

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MBA–ROYAL ROADS UNIVERSITY

ROYAL ROADS DUAL BUSINESS DEGREE BY STUDENTS, FOR STUDENTS New program offers real-life leadership skills without course duplication The newest dual-degree program at Royal Roads University combines the executive leadership of the MBA in executive management and the global focus of the master of global management (MGM).

The new program offers students and alumni the opportunity to earn two highlevel business credentials in an accelerated time frame – and credit for its existence goes to students, too.

“The genesis of this program really began with students,” says professor Charles Krusekopf, one of the program heads. “This was something that our students and alumni asked about, adding to their experience without having to retake similar courses. It also really speaks to the responsive and adaptive nature of Royal Roads.”

Dual degrees are increasingly popular as students seek to optimize their learning experiences and credentials to compete professionally.

Allan Purves, who holds an MGM from Royal Roads, has applied to add an MBA to his credentials with the new program.

Purves is an experienced manager and certified fraud examiner with 20 years in the construction, transportation, retail, parking and software development industries.

“The program is ideal for me because it provides the highest quality instruction at a price that doesn’t break my budget,” says Purves. “The international exposure in the MGM program, coupled with the business fundamentals of the MBA, will open doors in my career that would be otherwise unimaginable. The dual degree provides real-life leadership skills that transcend the boardroom, and the level of care the professors provide in helping you reach your full potential is unmatched.”

Krusekopf and professor Deb Linehan collaborated to create a dual degree that highlights the unique aspects of each program, while avoiding areas of overlap.

“Students interested in the dual degree will spend the first year of their

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studies in one of the two programs, then take the required courses in the second program to complete the degree,” says Linehan. “They can focus on the unique

classes offered by each program, such as leadership and organizational behaviour in the MBA, and intercultural studies and international operations in the MGM, while avoiding course and content duplication.”

The dual degree can be completed in 26 months if the two programs are taken back-to-back, but students can also arrange to take a break before they enrol in the second program. The dual MGMMBA is now open for applications, and students may apply for the dual degree at the beginning of their studies, or apply later in their programs or after graduation. Call 1-877-778-6227 or email learn. more@royalroads.ca for more information about the program.

SOURCE: JENNIFER RATHWELL, ROYAL ROADS UNIVERSITY

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MBA–THOMPSON RIVERS UNIVERSITY

CHANGE YOUR FUTURE, CHANGE THE WORLD Now more than ever, a program should fit your needs Everyone’s goals are different, including yours. At Thompson Rivers University (TRU), our business graduate programs are different, too. Learn on campus or online, part-time or full-time, and make our program your own.

FLEXIBLE AND ACCESSIBLE

You can choose to complete the program in a face-to-face environment or on your own time through our open learning online courses, or combine both ways of learning to suit your individual work and life commitments. In response to the COVID-19 pandemic, face-to-face campus courses have been transformed to provide learning to students virtually.

Faculty members continue to deliver lectures and engage students through the use of technology.

TRU also offers students the ability to study full-time or part-time, so busy working professionals can advance their leadership skills without putting their careers on hold. With no minimum professional work experience requirements, the TRU MBA is a great choice for recent graduates and those who want to fasttrack their careers.

and empathy for all participants in our rapidly globalizing economy.

CHOICE

The TRU MBA is designed to meet your needs, and you can customize your learning experience with maximum flexibility and choice. The core courses of the MBA provide competency in all the major functional management areas of an organization, preparing you to manage effectively in today’s complex and rapidly changing business environment. The program offers a choice of completion options: the graduate project and thesis completion options allow for focus on an area of interest in depth, while the course-based completion option provides additional course choices in advanced management topics.

GLOBAL PERSPECTIVE

It is critical for leaders to understand and embrace the international business environment. Global perspectives are incorporated throughout the curriculum, and the diversity of the students and faculty further enhances the development of intercultural understanding. Graduates leave the program with a high degree of understanding of the cultures and business practices found around the world

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LEARNING INITIATIVES

Last year, TRU’s MBA launched a pilot to release one-credit micro elective courses in various areas relevant to today’s business world. Capitalizing on faculty members’ expertise, the program offers additional courses in areas like digital and social media marketing, supply chain management, commercial law and investments. For more information and to apply, visit tru.ca/mba.

MASTER’S DEGREES IN ENVIRONMENTAL ECONOMICS AND MANAGEMENT

A TRU master in environmental economics and management prepares students to become leaders in environmental and socially responsible decision-making, and grow their career opportunities in sustainability policy and management.

The program is a course-based degree, while the master of science in environmental economics and management consists of both coursework and research.

Students with a business education background may be eligible for direct entry into the second year of the program, so

they might be able to complete a master’s degree in 12 months. Career prospects include environmental management and policy development in the private and public sectors. For more information and to apply, visit tru.ca/eem.

EXPERIENTIAL LEARNING

Beyond the classroom, students engage in a series of initiatives designed to enhance experience and knowledge while fostering collaborative relationships within the business community. They have opportunities for innovative research, networking and mentoring with business professionals and community leaders. TRU fosters partnerships with community businesses and organizations that have resulted in paid graduate research fellowships in business.

LEARN AND LIVE ON CAMPUS

Situated near the centre of Kamloops, TRU is close to all the amenities this city of more than 90,000 people has to offer, including a vibrant arts and culture scene, shopping and some of the best four-season recreational activities in Canada.

SOURCE: THOMPSON RIVERS UNIVERSITY

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MBA–TRINITY WESTERN UNIVERSITY

FINDING THE ‘WHY’ BEHIND THE ‘HOW’ OF BUSINESS Connected cohorts and purpose-driven learning in TWU’s MBA and new EMBA The world in 2021 needs people who are not only organizational leaders, but also agents of positive change. At Trinity Western University (TWU), MBA and executive MBA (EMBA) candidates are challenged to investigate not only how they do business, but why.

“One of my goals after graduating is to apply what I have learned to open up a business in the Vancouver area that brings people together in a city known for loneliness,” said Amanda Birkenstock, a 2020 MBA graduate who said the program “stirred up an entrepreneurial spirit” in her.

To meet the needs of working professionals, TWU’s School of Business works with candidates to design a personalized program that allows them to achieve their professional development goals and accommodates their busy schedules. Depending on the specialization, graduates earn their degree in 12 to 18 months through full-time studies, or in 21 months using a blended format.

The difference of a Trinity Western MBA and EMBA program is the close network of like-minded professionals and small cohort sizes that provide individualized attention. Beyond gaining knowledge, graduates build connections with peers and faculty members that will last a lifetime. When things get tough in life, the TWU graduate is never alone.

“There are about six people I still keep in contact with from the program, and we all reach out to each other on various things,” said Grace Chiu, an MBA graduate and now senior manager of regional marketing at Scotiabank. “Plus, when you make connections with people who aren’t in the same industry, you also gain insights into other industries, which could also lead to other career paths.”

Thomas Spraggs, a 2013 MBA graduate who owns a law firm, said that TWU’s MBA “has been the most valuable education” in his academic journey and that “the program provoked reflection on ethical conduct in all aspects of business.” He added: “These considerations have been personally fulfilling and have provided a renewed appreciation that business can be both ethical and financially rewarding.”

The concept of creating and doing

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business with purposeful vision is woven into the fabric of the Trinity Western experience. In fact, the TWU School of Business is a member of the Association to Advance Collegiate Schools of Business, an organization that sets standards in the world of business education with the aim to create a generation of leaders who strive for global prosperity.

The program offers three specializations: international business, management of the growing enterprise, and non-profit and charitable organization management. Each specialization is tailored so that you can integrate your personal and professional goals into the courses, and apply what you’re learning directly in your professional practice.

The MBA program’s core courses are taught at both the Langley and Richmond campuses. Trinity Western launched its brand-new EMBA in January 2021 with classes starting in September 2021.

Apply now to be in the inaugural cohort of a new class of executive leaders, and get ready to advance your career to the next level.

ADMISSIONS

Tuition costs for the 12-to-18-month full-time MBA with a specialization in international business are $36,225 ($805 per semester hour), plus additional travel costs for the international study trip. The international business specialization has a rolling entry throughout the year, allowing students to begin in any month.

Tuition costs for the 21-month MBA with specializations in managing the growing enterprise or non-profit and charitable organization management are $34,200 ($760 per semester hour).

Students can start the program at the beginning of each term, allowing applications to be received year-round. The most common entry point is in August of each year. Scholarships are available.

Tuition costs for the EMBA are $45,000.

Students can start the EMBA in September and January each year.

To learn more, connect with us today at gradadmissions@twu.ca or visit twu. ca/mba.

SOURCE: TRINITY WESTERN UNIVERSITY

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MBA–UNIVERSITY OF BRITISH COLUMBIA

AN EDUCATION THAT TRANSFORMS CAREERS UBC Sauder’s top-ranking, innovative programs equip students for professional success The University of British Columbia’s Sauder School of Business empowers students to transform their careers.

Recently, UBC Sauder designed a new crisis management course to further enhance students’ ability to make strategic decisions and develop resilience during critical times. Ranked the No. 28 university in the world for business and economics by Times Higher Education World University Rankings 2021 and the No. 1 business program in Canada

by Maclean’s University Rankings 2021, UBC Sauder is the only Canadian member of the prestigious Global Network for Advanced Management, a collaboration of 32 top business schools spearheaded by the Yale School of Management.

FULL-TIME MBA

The 16-month full-time MBA at UBC Sauder equips students to strategize like a CEO. Small class sizes and various mentorship programs allow students to focus on their career goals and to receive dedicated support to get there. Five career tracks are offered: technology analytics leadership; finance; product and service management; innovation and entrepreneurship; and a custom track tailored to individual career objectives. The innovative classroom curriculum offers hands-on experiences and opportunities to learn from senior business leaders, as well as courses in ethics and corporate responsibility. Learn more at sauder. ubc.ca/ftmba.

PROFESSIONAL MBA

UBC Sauder’s part-time professional MBA propels careers without taking students away from work. The 24-month program is designed around a full-time work schedule: classes take place every two to three weekends, all exams are online, winter and summer breaks are included, and three separate eight-day professional residencies help students deepen their network. Through collaborative coursework and personalized career coaching, students develop an ethical leadership style, deepen their understanding of the inner workings of an organization and cultivate their strategic thinking skills. As a result, 90 per cent of the students in the part-time MBA classes of the last three years have enhanced their careers by promotion or by changing companies or entire career

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paths. Each year, students have the opportunity to connect virtually with MBA candidates around the world to collaborate on projects and gain skills working in a global business setting.

Learn more at: sauder.ubc.ca/pmba.

MASTER OF BUSINESS ANALYTICS

The 12-month UBC master in business analytics (MBAN) is about much more than technical know-how; it captures the full analytics spectrum, including data management, data analytics and decision analytics. Students learn how to make strategically sound recommendations and data-driven business decisions – exactly what companies around the world need. UBC MBAN candidates acquire the professional skills to complement academic accomplishments. All candidates participate in a four-month internship to consult on an analytical challenge faced by a partner company or non-profit organization. Students can apply for a traditional internship contributing to an analytics project on site at a partner company in Vancouver.

Past industry partners include Telus, Boeing Vancouver and the Fraser Health Authority. With 91 per cent of graduates achieving full-time employment within three months of graduation, the program offers an accelerated path to career success in the analytics field. Learn more at: sauder.ubc.ca/mban.

COSTS AND APPLICATION DEADLINES

Full-time MBA: Runs August 2021 to December 2022. Cost for Canadian citizens and permanent residents: $50,408.

Final application deadline: May 4, 2021.

Professional MBA: Starts in January of an academic year; next intake is January 2022 to December 2023. Cost for Canadian citizens and permanent residents: $50,408. Appl ications for Ja nu a r y 2022 entry will be accepted starting in mid-February 2021.

Master of business analytics: Runs August 2021 to August 2022. Cost for Canadian citizens and permanent residents: $41,133. Final application deadline: May 11, 2021.

Master of management: Runs August 2021 to May 2022. Cost for Canadian citizens and permanent residents: $30,808.

Final application deadline: April 6, 2021.

SCHOLARSHIP OPPORTUNITIES

UBC Sauder offers a number of financial aid and support options for exceptional students, as well as dedicated scholarships for Canadian candidates.

All students are evaluated for scholarships upon admission. Visit sauder.ubc. ca to learn more.

SOURCE: UNIVERSITY OF BRITISH COLUMBIA

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MBA–UNIVERSITY OF NORTHERN BRITISH COLUMBIA

FINDING THE CONFIDENCE TO SUCCEED UNBC’s MBA prepares students for the complex business world A diverse learning model at the University of Northern British Columbia is providing MBA students the confidence to face their business challenges head-on.

“The MBA at UNBC gave me the confidence to step out of my comfort zone,” says Shane Sienaert, a 2019 MBA graduate and wealth management director for Assante Wealth Management. “I now have the ability to create solutions to issues I might not have thought about before.

After finishing the program, I am not intimidated by things I do not know.”

UNBC’s MBA reflects the versatile skillset required of today’s business leaders, with the intent of preparing students for the complex business world. It covers a vast range of topics, including business and corporate strategy, managerial economics, accounting, corporate finance, organizational behaviour, marketing, operations management, strategy implementation, financial management and project management.

The diverse range of courses gives students the essential knowledge and understanding to navigate the business environment they work in.

“The knowledge that you gain you are able to immediately apply in the workforce,” says Andrea Born, an MBA alumna. “It makes you a better person.

It makes you a better business person.”

Beyond the various topics of study, students also find they benefit from being in a classroom with peers from diverse sectors.

In fact, the MBA program places an emphasis on peer-to-peer learning through group work and is devoted to bringing together professionals from an assortment of fields. Graduates consistently state that being in a cohort with peers from different business backgrounds was the greatest advantage to them because they were able to experience new perspectives and acquire skills they would not have learned anywhere else. Being part of a unique cohort challenged them to think differently, try new things and connect what they learned to their own profession.

“The MBA will help you in any business to do things smarter,” says Sylvain Godbout, a 2017 MBA graduate. “It is a safe environment to try your argumentative self, to come out of your shell, to do things you are not normally comfortable doing.”

Students also have the option to conduct

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overcome during their degree.

With the program offered in Prince George and Vancouver, students have the option to attend courses in either location, and those who travel for work are able to schedule class times around their career. Additionally, though it is a full-time degree, classes meet just one weekend a month, giving students even more flexibility to balance school with their personal and professional lives.

“Being a new father when I started the program there were other individuals that had families, so you really got to share that challenge with your cohort,” says Sienaert. “You could step up and help each other, or just know that sometimes it is tough to have a balance of everything and you are not alone.”

To learn more about the UNBC MBA, visit unbc.ca/mba or contact a program representative via email at mba@unbc.ca. a capstone project with support from their instructors. This practical learning opportunity enables them to apply relevant theory to an actual challenge in their own company that they will work to

SOURCE: UNIVERSITY OF NORTHERN BRITISH COLUMBIA

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MBA–SIMON FRASER UNIVERSITY

PREPARE FOR THE RECOVERY WITH AN MBA FROM SFU BEEDIE Options include full-time and part-time study, and a roster of innovative programs T he world is navigating a period of change unlike anything experienced in generations, as organizations and individuals come to terms with new ways of living and working in the era of COVID-19. While this poses challenges for many, there are also significant opportunities for those who can adapt and thrive in this evolving environment.

In fact, this may be the perfect time for ambitious professionals to invest in business education, developing the skills and networks that can yield significant returns in the anticipated economic recovery. The Segal Graduate School at SFU’s Beedie School of Business offers targeted MBA programs that have a proven track record of helping students discover their potential and achieve career success.

“It does give you the tools so that you can adapt to the different crises that arrive in management,” says executive MBA alumnus Barbara Dunfield. “It doesn’t matter what industry you’re in or what sector you’re in, I think that we’ve got a good toolbox.”

The school has continued to deliver an outstanding learning experience for students throughout the restrictions on in-person teaching, drawing on deep knowledge of remote learning.

SFU Beedie has pioneered online business education for more than 20 years, through its fully online graduate diploma in business administration, and is applying that accumulated knowledge to deliver all programs safely until in-person teaching is again possible.

In addition, the school has gender-balanced cohorts for many of its MBA programs. By comparison, at many other business schools, female participation in MBA programs falls well below 35%.

SFU Beedie is a values-driven school that takes business education beyond the walls of academia and empowers people from diverse backgrounds and perspectives to reimagine the role of business in tackling society’s most significant issues.

FULL-TIME MBA IN DOWNTOWN VANCOUVER

With a small class and tight-knit cohort, the full-time MBA – which includes 12 months of academics and a four-month work term – helps students grow professionally and personally to realize their career potential. On average, 96% of its graduates find a job within three months after graduation.

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Executive MBA – Canada’s first EMBA For those who have already accomplished a lot in their careers, the EMBA is the catalyst that will give them the executive-level support and knowledge to unlock their full leadership potential.

Students develop the confidence and capabilities to drive business strategy at the senior management level.

INDIGENOUS BUSINESS AND LEADERSHIP EXECUTIVE MBA

their job to pursue the part-time MBA, they can bring their learnings to the office and their work challenges to the classroom. Of the 2018 cohort, 48% received promotions within four months of graduation.

MANAGEMENT OF TECHNOLOGY MBA

Optimized for tech, the management of technology MBA is the first of its kind in Canada and gives students all the cutting- edge business best practices they expect from a top-tier MBA, plus tools and contacts that will help them lead in the technology sector.

This new MBA program responds to the needs and aspirations of seasoned Indigenous business leaders seeking graduate education in the field of business management. The IBL EMBA – the only one of its kind in North America – encourages and supports nation-building-based research and study on topics that are of interest and importance to the Indigenous community, and which promote Indigenous worldviews, protocols and traditional knowledge. The program combines the latest business tools and best practices with Indigenous ways of knowledge and traditional decision-making practices within Indigenous communities.

Completing a program at SFU Beedie gives alumni lifetime membership into an exceptional group of more than 25,000 leaders, innovators and gamechangers around the world. Many SFU Beedie alumni remain highly engaged with the school, sharing their experience and expertise and giving back to the community.

Visit beedie.sfu.ca/graduate to learn more or take the quiz to find out which program is right for you.

PART-TIME MBA IN SURREY

SOURCE: SIMON FRASER UNIVERSITY

ALUMNI NETWORK FOR LIFE

Because students don’t have to quit

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ignite your business Bring in the best and brightest emerging student talent to ignite your business with new perspectives, energy and the latest skills.

With access to 25 public, post-secondary institutions with 300+ programs that integrate work experience into student learning, ACE-WIL BC/Yukon is your ďŹ rst stop.

Find funding and post a job at acewilbc.ca/employers

The Association for Co-operative Education and Work-Integrated Learning BC/Yukon brings workplaces, students and post-secondary institutions together to build a skilled workforce and a brighter future for our communities.

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