GDMA Program Review - Self-Study Report 2011

GD | MA Graphic Design for Marketing

KWANTLEN POLYTECHNIC UNIVERSITY

GDMA Program Review Self-Study Report June, 2011

Spring 2011 marks the fifth graduating group from Kwantlen’s Graphic Design for Marketing program, who are seen here installing their Degree Show at the HSBC Pendulum Gallery, in Vancouver. Coinciding with this important anniversary, is this our first program review. It’s a chance for us to celebrate our progress and for you to check out how we’re doing. Enjoy!

GDMA Program Review

GD | MA Graphic Design for Marketing

Self-Study Report June, 2011 KWANTLEN POLYTECHNIC UNIVERSITY

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2 GDMA PROGRAM REVIEW

“Innovative, transformative, and ambitious, Kwantlen Polytechnic University serves the needs of British Columbia and beyond. We inspire students to excel in their careers, lead in their communities, and succeed in their lives.”

OUR VISION, KWANTLEN POLYTECHNIC UNIVERSITY, 2010.

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3 GDMA PROGRAM REVIEW

Contents

i | Acknowledgements

PAGE 4

ii | An Introduction to GDMA: Its Origin and Evolution iii | Executive Summary and Program Model iv | Information About Surveys

PAGE 5

PAGE 7

PAGE 11

1 Quality of the Educational Design

PAGE 14

a. Program Purpose

b. Curriculum Development and Review

c. Admission Requirements

d. Degree and Diploma Level Standards

e. Course Level Standards

f. Essential Skills

g. Teaching and Learning Methodologies

h. Program Delivery Modes

i. Faculty and Staff Expertise and Currency 2 Quality of Educational Experience

PAGE 29

a. Program Completion and Success Rate

b. Relevance of Education for Employment

c. Relevance of Education to Further Studies

d. Satisfaction with Skills Development

e. Satisfaction with Learning Experience 3 Quality of Services, Resources and Facilities

PAGE 35

a. Student Satisfaction with Services, Resources and Facilities

b. Library Resources Specific to Program

c. Faculty Satisfaction with Program and Other Resources 4 Quality of Program Relationships and Connections

a. Articulation (Internal and External)

b. Support for the Strategic Plan

c. Advisory Committee

d. Public Information and Communication 5 Comparison with Last Program Review

PAGE 39

PAGE 45

6 Summary of Recommendations and Conclusion

PAGE 45

Appendices

Supplementary Documents online: www.kwantlen.ca/design/gdma/review

a. Surveys

b. Faculty CV’s (available to External Reviewers)

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4 GDMA PROGRAM REVIEW

i | Acknowledgements

Program reviews are intricate and

Next, thanks to colleagues: GDMA faculty

collaborative processes. This document

for their continual input, reflection and

was completed with lots of input and

collegial good cheer: Erin Ashenhurst,

assistance from a host of people that

Cameron Cavers, Brian Charles, Rick Cuff,

deserve to be acknowledged.

Marge Damon, Ken Hughes, Keith Martin,

Firstly, our sincere thanks to all those who completed our surveys: the GDMA Advisory Committee, student applicants, current students, alumni, industry, other

Cory Ripley, Dale Simonson; to GDMA’s Program Assistant, Nick Frühling, for his input to the content, and technical support in producing this self- study.

post-secondary institutions, and our own

Finally, we acknowledge those who helped

faculty, staff and administrators. Without

put this document together: Ken Hughes

their input our self-study would not

for his organization and leadership, as well

have fulfilled its purpose and would lack

as writing several drafts of this document;

verification.

Marge Damon for her written contributions

Secondly, thanks to Kwantlen’s experts in program review: Cathy Bray, our Program Review Facilitator for guiding us through the process; Danielle Baxter, Coordinator, Program Review, for her expertise and diligence in taking our early attempts at writing surveys and pushing questions into more productive instruments. We hope our interpretation of the resulting data does justice to her hard work.

Thirdly, our thanks to senior administrators and support staff within the Faculty of Design for their general support in our program review: Barbara Duggan, Dean of Design; Sarb Loodu, Operations Manager, Faculty of Design; Roxsanne Bujnowicz, Administrative Assistant, Faculty of Design; and Celia Lam, Administrative Assistant, Faculty of Design.

and tenacious editing; Dale Simonson, Rick Cuff and Keith Martin for their professional design of the document; Nick Frühling, as always, for his technical expertise; and finally the Kwantlen Print Shop for their professionalism in printing this self-study.

Thank you to all who were part of our team!

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5 GDMA PROGRAM REVIEW

ii | An Introduction

Graphic design at Kwantlen Polytechnic

professional practice, and a more industry-

to GDMA: Its Origin and

University has a 42-year history full of

relevant two-year program in Graphic and

Evolution

notable landmarks and shifts in name

Visual Design (GRVD) was the result. Over

and focus that parallel the evolution of

the years, the GRVD program became

Kwantlen Polytechnic University.

well known for many of its graduates who

In 1970, graphic design was a successful part of Douglas College. The two-year Graphic Design diploma program was well respected for the high calibre of its graduates, who quickly became the movers and shakers in the industry in British Columbia. A significant number

emerged as leaders in the field of graphic design, such as internationally renowned Dave Mason of Smbolic Design in Chicago (who became a GDC Fellow in 2010), and Dean Lee of DDB Vancouver (described as one of the most celebrated creative agencies in Canada).

of alumni flourished as entrepreneurs,

In 1996, as Kwantlen College evolved

employing the program’s graduates

into Kwantlen University College, applied

almost before the ink was dry on their

baccalaureate degrees became part

diplomas. One faculty member from

of the new mandate for the institution.

Douglas College, and two graduates of

In 2001–2002, the Graphic Design for

the Douglas College program currently

Marketing (GDMA) degree program was

teach in the Graphic Design for Marketing

developed with Rick Cuff, Marge Damon,

(GDMA) program at Kwantlen: Ken

and Pantelli Tritchew at the helm. In 2003,

Hughes, the Coordinator of the GDMA

the four-year GDMA Bachelor’s Degree

program, and Dale Simonson and Keith

program was launched, with the first

Martin, who are faculty members. Keith

group of students transitioning from the

Martin has won numerous commissions

old, two-year GVRD Diploma program.

from Canada Post to design collectible stamps. In 2007, Dale Simonson was honoured with Fellowship status, the highest award granted by the Society of Graphic Designers of Canada (GDC).

In 1981, Douglas College was split into two with one part becoming Kwantlen College. Design programs, including Graphic Design, became an integral part of this newly named institution, and continued to grow. Graphic Design was redesigned to reflect new directions in the graphic design industry and the impact of new technology on

The first eleven graduates proudly waved their university mortarboards at Convocation in 2007. Today, as Kwantlen Polytechnic University prepares to graduate the class of 2011, a total of 79 individuals have graduated with a

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6 GDMA PROGRAM REVIEW: AN INTRODUCTION TO GDMA

Bachelor’s Degree in Graphic Design for

The figure rose to 69% in 2007/2008 (RGD

Marketing, and six have completed their

Ontario, 2007/2008, p11). The tide shifted

studies with a three-year Diploma.

even further, and in 2009, an international

In keeping with the value placed on higher education by the graphic design industry, GDMA has experienced a steady rise in the number of applicants — both men and women. From just over 50

survey of graphic designers indicated that 85% of designers in the USA and 83% in Canada have a Bachelor’s Degree, followed by Australia and Brazil with 80% (coroflot.com).

applicants in 2003, the number has

Today, according to a 2010/2011 National

ballooned to 180 applicants in 2011,

Survey conducted by RGD Ontario, half

vying for one of the twenty seats in the

of their 1,860 respondents hold a three-

first year of the GDMA program.

to five-year diploma/degree in graphic

For decades, prior to launching the GDMA program, it was common for most graphic designers to either have a one- or two-year credential, or be self-taught.

Proof of professional competency was primarily the practitioner’s portfolio. In 2001/2002, when the GDMA Degree was under development, opinions about the value of higher education had shifted significantly, with approximately 60% of Canadian graphic designers holding a three- or four-year graphic design degree (Association of Registered Graphic Designers of Ontario [RGD] 2007, p7).

design, and one in ten respondents have a college or university diploma or degree in marketing and communications (p7). Such developments have validated the need for the evolution of the GDMA program.

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7 GDMA PROGRAM REVIEW

iii | Executive Summary

This year, 2011, marks the fifth

class size resulting in a personalized

graduating cohort of GDMA graduates.

education; and the preferred option

Coinciding with this important

of a bachelors’ degree. Survey results

anniversary is the completion of our first

have also revealed that the majority

program review. It’s a happenstance that

of our incoming students have had

marks both a strategic milestone in our

previous post-secondary education. Our

evolution and a chance to check our

research shows that we have a happy

progress. It’s time for celebration on

group of current students and alumni.

both fronts.

If precedent is anything to go by, this

GDMA’s program review process began in February 2010, with faculty and staff embracing the opportunity to complete a collaborative, systematic, researchbased examination of its program.

A chance to check the quality of its educational design; the educational experience offered; the quality of services, resources and facilities

year’s fifth graduating group will retain fond memories of Kwantlen, and can look forward to positive futures in the industry as citizens contributing to the betterment of their communities. We are elated by the results of this program review and heartened by the extent of the goodwill that exists towards the program.

provided; and the depth and scope of its

There are, of course, suggestions

relations and connections.

for improvement and these have

Survey responses were collected from seven constituencies: the GDMA Advisory Committee, alumni, applicants to the program, current students, faculty and staff, industry and employers, and other institutions with graphic design programs. Our aim was to make this program review as comprehensive as time and resources would allow.

From the review process we’ve learned that we’re succeeding with the GDMA program. We’ve discovered, for example, that there are three prime reasons for the Program’s reputation as a ‘flagship’ design program at Kwantlen: GDMA’s unique combination of graphic design with business and marketing; its small

resulted in GDMA creating a list of 20 recommendations. For example: expanding our unique combination of graphic design, marketing and business even further; strengthening specific aspects of our curriculum - writing, general literacy skills, improving aspects of senior years, and enhancing the rigor of the program’s requirements. Many of these suggestions were anticipated by faculty and staff and will become part of our subsequent ongoing action plan.

Following introductory segments, this self-study consists of six sections, plus a separate, digital link to appendices

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8 GDMA PROGRAM REVIEW: EXECUTIVE SUMMARY

containing copies of all surveys and

program model (shown opposite) will be

feedback. Each section of the self-study

a useful reference tool for the reader.

report follows the key headings required

by Kwantlen’s Inquiry Framework for Program Review (2008-2009).

We believe this program review will confirm that Graphic Design for Marketing is a degree program that is

There were numerous department

not only current and relevant, but also

meetings to edit and revise this

a highly credible and vibrant flagship

document. It has been approved by the

program that Kwantlen can continue to

Faculty of Design’s Curriculum Committee

be proud of. We certainly are!

(May 20, 2011), vetted by GDMA’s Advisory Committee (May 24, 2011), and presented to the Faculty of Design’s Faculty Council (June 6), before submission to the Senate Standing Committee for Program Review (June 22).

As a design program committed to effective communication, we’ve done our best to make the information accessible and legible, with both print and digital components. Reference to GDMA’s

GDMA FACULTY, JUNE 2011

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FA L L FA L L FA L L SPRING

YEAR THREE

SPRING

YEAR TWO

SPRING

YEAR ONE

9 GDMA PROGRAM REVIEW: PROGRAM MODEL

CD

ID

MT

MB

SC

Fundamentals of Typographic Design 1

Fundamentals of Image Development 1

Print Production Software Applications 1

Writing, Reading and Thinking: An Introduction

Graphic Design and Society 1

GDMA 1100

GDMA 1110

GDMA 1121

ENGL 1100 (LIB ED)

GDMA 1140 (LIB ED)

CD

ID

MT

MB

SC

Fundamentals of Typographic Design 2

Fundamentals of Image Development 2

Print Production Software Applications 2

Introduction to Marketing

Graphic Design and Society 2

GDMA 1200

GDMA 1210

GDMA 1220

MRKT 1199

GDMA 1240 (LIB ED)

CD

ID

MT

MB

SC

Publication Design 1

Introduction to Advertising Design

Print Technologies

Communication for Design Professionals

Communication Design, Consumerism and Popular Culture

GDMA 2100

GDMA 2110

GDMA 2120

CMNS 2140 (LIB ED)

GDMA 2140 (LIB ED)

CD

MT

MT

SP

SC

Publication Design 2

Interactive and Sequential Image Development

Interactive Software Applications 1

Introduction to Marketing Communications

Social Contexts for Interactive Communications

GDMA 2200

GDMA 2210

GDMA 2220

GDMA 2230

GDMA 2240 (LIB ED)

SP

SP

MT

SP

Information Design

Interactive and Web Design 1

Interactive Software Applications 2

Marketing Communications Design 1

Liberal Education Elective

GDMA 3100

GDMA 3110

GDMA 3120

GDMA 3130

XXXX XXXX (LIB ED)

SP

SP

SP

SP

Corporate Communications Design 1

Packaging Design

Interactive and Web Design 2

Marketing Communications Design 2

Liberal Education Elective

GDMA 3200

GDMA 3210

GDMA 3220

GDMA 3230

XXXX XXXX (LIB ED)

FA L L SPRING

SP

SP

SP

MB

SC

Corporate Communications Design 2

Integrated Media Design

Major Project 1

Small Business Essentials

Contemporary Issues in Marketing

GDMA 4100

GDMA 4210

GDMA 4120

GDMA 4130

MRKT 4177 (LIB ED))

SP

SP

SP

MB

SC

Advertising Design

Display Design

Major Project 2

Mentorship for Professional Practice

Contemporary Issues in Graphic Design

GDMA 4200

GDMA 4110

GDMA 4220

GDMA 4230

GDMA 4240 (LIB ED)

MT MEDIA, TECHNOLOGY AND PRODUCTION

MB MARKETING AND BUSINESS

SC SOCIAL CONTEXTS

DEGREE EXIT POINT

KEY

Y E A R FO U R

OPTIONAL DIPLOMA EXIT POINT

COLOUR CODES: COURSE LEARNING AREA EMPHASIS CD CONCEPT DEVELOPMENT

ID IMAGE DEVELOPMENT

OTHER CODES SP LEARNING AREAS SYNTHESIZED IN CONTEXT TO SPECIALIST AREAS OF EMPLOYMENT

GDMA 1100 = COURSE NUMBER (XXXX = TO BE DETERMINED) (LIB ED) = LIBERAL EDUCATION COURSE

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10 GDMA PROGRAM REVIEW

“Design is the application of intent — the opposite of happenstance, and an antidote to accident.”

ROBERT L. PETERS, PAST PRESIDENT, THE INTERNATIONAL COUNCIL OF GRAPHIC DESIGN ASSOCIATIONS (ICOGRADA).

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11 GDMA PROGRAM REVIEW

iv | Information About Surveys

GDMA has close links with industry. This

The following shows the rate of return by

program review was our big chance to

GDMA students in each of the four years of

initiate a perception check with our

the program:

various constituencies to see how we

Year 1: 6/20 (30%)

are doing. Consequently, a total of seven surveys were designed and distributed as follows (a complete copy of each of survey — questions and tabulated

Year 2: 11/18 (61%) Year 3: 8/20 (40%) Year 4: 7/19 (37%)

responses — is included in the appendices

e | Faculty and Staff

of this self-study):

In January/February 2011, GDMA faculty

a | Advisory Committee During Fall 2010, all twelve members of GDMA’s Advisory Committee were surveyed electronically. In total 67% of members responded.

and staff were invited to participate in an online survey, along with a representative group of colleagues in other design programs within the Faculty of Design at Kwantlen Polytechnic University. In total, ten responses were gathered out of 27

b | Alumni from GDMA

(37%).

During March 2011, 63 members of

f | Industry and Employers

GDMA’s alumni were invited to participate in an online survey. In total 36 (57%) responded. c | Applicants to GDMA During May 2011, 55 student applicants to GDMA were surveyed. This total included those accepted into the

Early in 2011, 151 companies and design studios were surveyed of which 38 responded (25%). Because the discipline of graphic design and marketing is so diverse, careful attention was paid to surveying a suitable cross section of over 18 categories of companies:

program for September 2011, others who

• Advertising design

were not, and those on wait list should

• Brand identity design

vacancies become available before the

• Interface design

start of next semester. Surveys were

• Marketing communications

distributed to applicants after their

• Media/web design

applications had been processed to

• Motion design

ensure objective results, and 22 (40%)

• Packaging design

responded.

• Printing houses

d | Current Students

• Publication design • Copywriting

During the Fall 2010, 77 students

• Desktop publishing

currently registered in the GDMA program

• Environmental graphic design

were surveyed electronically. In total, 32

• Exhibition and display design

students responded (32/77), resulting in

• Graphic/communication design

an overall student rate of return of 42%.

• Industrial design • Information design • In-house design • Miscellaneous design businesses

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12 GDMA PROGRAM REVIEW: INFORMATION ABOUT SURVEYS

g | Inter-Institutional Survey

University, The Art Institute, as well as

During the spring of 2011, 12 post-

students who have transferred from other

secondary institutions in British Columbia

out-of-province institutions.

that offer certificates, diplomas and degrees in graphic design were surveyed to obtain their feedback about the GDMA program.

It is interesting to note that students from many of these institutions have transferred to GDMA to continue their studies. For example, the GDMA program has accepted transfer students from Vancouver Island University (formerly Malaspina), Langara, BCIT, Emily Carr

Twelve institutions were contacted, only one of which responded to our survey (the rate of return was 8%): • Art Institute of Vancouver • British Columbia Institute of Technology • Camosun College • Capilano University • Emily Carr University of Art and Design • Langara College • North Island College • Simon Fraser University • Thompson Rivers University • University of the Fraser Valley • Vancouver Community College • Vancouver Island University

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13 GDMA PROGRAM REVIEW

“In addition to producing communications materials and solving problems for clients, 21st century designers require intelligence, versatility, and marketing know-how.”

THE SOCIETY OF GRAPHIC DESIGNERS OF CANADA (GDC).

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14 GDMA PROGRAM REVIEW

1

Quality of the

This category examines the critical factors in educational design (e.g. teaching methods,

Educational Design

curriculum) that contribute to quality educational experiences. These factors directly impact what happens in the learning environment among students, faculty and staff. a | Program Purpose The chief purpose of the Graphic Design for Marketing (GDMA) program is to offer a small, full-time, selective-entry career program with an integrated curriculum, providing students with a well-balanced and unique education in graphic design, marketing, business, technology and liberal education; a dynamic and relevant curriculum, sought after by the industry, that’s at the forefront of the expanding boundaries of graphic design.

Stemming from our chief purpose is our objective of providing graduates with a solid understanding of the graphic design industry through field studies and mentorship components, and the completion of marketing courses. They prepare a comprehensive portfolio that includes graphic design, marketing and promotional concepts for a wide range of products and services, including the promotion of corporate, institutional, and social initiatives. Graduates may pursue entry-level positions in graphic design firms, advertising agencies, public relations agencies, publishing houses, in-house graphic design departments, public service organizations, corporations, educational institutions, amongst others.

The Graphic Design for Marketing program offers students the option of two qualifications and exit points: Bachelor of Applied Design in Graphic Design for Marketing The Bachelor of Applied Design in Graphic Design for Marketing is a four-year, selectiveentry degree program consisting of 120 credits of coursework organized into eight semesters of study. The program is currently offered on a full-time basis; however, we hope to provide opportunities for part-time studies.

Diploma in Graphic Design for Marketing The Diploma in Graphic Design for Marketing is a selective-entry, three-year program embedded within the degree program, allowing students who do not wish to pursue a degree an optional exit point after six semesters of study and 90 credits of coursework.

Feedback from the student survey underlines faculty’s own observations over the past five years, that the degree is one of the primary reasons for students choosing the GDMA program. 90% indicate this is a major influence. In the past five years, only a handful of students have opted for the Diploma, usually as a convenient exit point because of personal and/or financial reasons. In one case, the Diploma option was a temporary break in the student’s education; she returned to Kwantlen to complete the degree a year later.

Because the Diploma option is not well used, the GDMA program will continue to monitor its relevance.

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15 GDMA PROGRAM REVIEW

RECOMMENDATION 1:

GDMA recommends that over the next three years, it monitors the

current Diploma option to check its relevance to GDMA program goals.

Program Purpose and Vision Statement The GDMA faculty continues to work with students, advisory committee, and other constituencies to finalize its vision and mandate statement to synchronize with Kwantlen’s Vision Statement and similar statements still being developed by the Faculty of Design.

RECOMMENDATION 2:

GDMA to complete its mission statement by the end of 2012, to

parallel Kwantlen’s Vision Statement and that of the Faculty of Design. b | Curriculum Development and Review The program model (page 9) illustrates the deliberate interconnectivity between the courses forming the Program’s curriculum. Courses making up both the Diploma and the Degree programs consist of five key elements: 1. Concept Development 2. Image Development 3. Media, Technology and Production 4. Marketing and Business 5. Social Contexts Through this unique program design, GDMA reflects current practice, which expects graduates to practice the integration of design with business and marketing.

Within each ‘key stream’ individual courses are interconnected horizontally and vertically to ensure an appropriate amalgam of each of the five elements listed above, in each course.

APPENDICES: STUDENT SURVEY, PAGES 23–37

For example, a typography course will include not only concept and image development, but will also develop appropriate technology skills, include marketing and business considerations, and relate these to social contexts. Prior to her graduating year, one of our recent alumni completed a major project designing the branding for Kwantlen’s annual Fashion Show. The project continued for ten months and involved each of the five elements listed above including research, attending business meetings with the client, developing concepts, producing final artwork, and delivering the final ‘product’ to the client. From this interweaving of the curriculum, students are able to build their practical and research skills and knowledge to secure employment at entry-level positions in graphic design studios, advertising agencies, in-house design departments, or production houses (the intention of over 78% of students after graduation. A further 6% plan to freelance, 9% to continue on to further studies, and another 6% remain undeclared).

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16 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

Since the launch of the GDMA program in 2003, faculty have been engaged in ongoing revisions of the curriculum in order to keep pace with rapid changes affecting the profession such as: the emergence of new and evolving technologies, including social and mobile media; ethical, environmental, and sustainability concerns; the globalization of the marketplace; and the impact of world economies on professional practice.

Program Outcomes (outlined in GDMA’s original Degree application) a. Understanding the business and

j. Understand the economic, social,

professional practice of graphic design;

cultural, historical, and political impact

b. Understanding the principles of marketing; c. Research, analyze, and interpret data; d. Write reports, research papers, creative briefs, product specifications, memorandums, letters, etc; e. Conceive and develop concepts that are relevant to various types of products and services; f. Conceive and produce images (typographic, photographic, illustrative) that effectively portray marketing concepts; g. Analyze various media used by marketing specialists, and how they influence graphic design concepts and images; h. Comprehend the relationship between marketing communications, consumerism, and popular culture, and the influence they have on each other; i. Evaluate marketing communications design in the context of business, culture, and society;

of marketing communications at the community, provincial, regional, and national level; k. Recognize the responsibility of graphic designers to ensure their work is ethical and sensitive; l. Have gained experience interacting with the profession through field studies and mentorships; m. Develop a comprehensive portfolio of work and an effective marketing and promotional plan to aid in their job search; n. Qualify for entry-level industry positions; o. Gain employment as employees, sole proprietors, or partners in firms related to graphic design; p. Qualify for professional certification by the Society of Graphic Designers of Canada (GDC) upon completion of requisite years of practice.

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17 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

Faculty themselves have identified the need for further changes to the curriculum (supported by our Advisory Committee), although surprisingly, feedback from other constituencies does not make this a high priority.

APPENDICES: ADVISORY COMMITTEE SURVEY, PAGES 25–26

“Students need to tie more business

“Perhaps students should learn

and marketing principles into the area

specifically about new Social Media

of graphic design. They need to think

tools and understand their importance

more strategically about business and

and impact on Marketing and Design.”

the role that design plays in it. One suggestion is to work closely with

“I would like to see more emphasis on

students from the marketing program

typography. Its importance cannot

on projects. There could be partners

be overstressed in this profession… .”

or teams with students from both marketing and design working on projects together.”

In response, a series of recommendations from the GDMA faculty are as follows: RECOMMENDATION 3:

GDMA review key areas of its current curriculum, particularly the

fourth year, and by the end of 2012 it will put in place the appropriate revisions.

RECOMMENDATION 4:

By the end of 2012, GDMA will have reviewed its current program in

order to enhance components that relate to new technologies such as social media and mobile devices.

RECOMMENDATION 5:

By the end of 2012, GDMA will have strengthened the marketing

and business components in its current program.

Evidence indicates that the connection between GDMA’s current curriculum addresses what our various constituencies (including a strong endorsement from current students) expected from information included in our marketing.

APPENDICES: STUDENT SURVEY, PAGES 83–84

APPENDICES: ADVISORY COMMITTEE SURVEY, PAGES 8–16

Student feedback indicates success in addressing the current program outcomes: 93% of responding students say that they are either ‘very satisfied’ or ‘somewhat satisfied’ with the overall content of the GDMA program.

The GDMA Advisory Committee endorses these results by a large majority, agreeing with each of the Program’s objectives and Essential Skills.

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18 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

APPENDICES: ADVISORY COMMITTEE SURVEY, PAGES 17, 24–25

“The existing objectives are coherent

“…splitting the design disciplines

and relevant to the formation of a

into specific courses works very

graphic designer.”

well — providing students with detailed creative briefs is an aspect of

“The curriculum was created due to a need. That need is still present

the courses that is very useful. It is a ‘real world’ component… .”

and relevant. The objectives… are obviously well conceived.”

Despite this positive support for existing program objectives, faculty and advisors believe that GDMA needs to “…keep raising the bar.” c | Admission Requirements Graphic Design for Marketing is a selective-entry program, with a single intake of twenty students each September. Successful applicants must meet specific admission requirements in a three-step application process, as follows: Step One: Application Applicants are checked by Admissions to ensure that they meet basic admission requirements, including English proficiency.

Step Two: Portfolio Review In step two, applicants submit a portfolio of their work for review by GDMA faculty, to determine basic design and writing skills and an awareness of the relationship between graphic design, marketing and business.

Step Three: Interview Applicants who successfully complete the portfolio review are invited to attend an interview, as the final step in the application process. The interview process consists of (1) a real-time, design related problem that tests not only their conceptual and design thinking, but also whether they have any understanding of basic marketing concepts, (2) a short questionnaire that tests their writing skills, and (3) a face-to-face interview with faculty. The purpose of the interview is twofold: to determine in greater detail, the suitability and capability of the applicant, and to allow an applicant the opportunity to interview faculty to ensure that GDMA is the best program to help them meet their future career goals. Successful interviewees are then offered a seat in the program.

APPENDICES: STUDENT SURVEY, PAGES 14 –25

Indications from surveys demonstrate that the reputation of the program is a key factor in why students choose to apply to the GDMA program. For example, the comprehensiveness and diversity of the program’s curriculum is a key factor for 70% of applicants, while for 90% the fact that GDMA is a bachelor’s degree was paramount.

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19 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

APPENDICES: STUDENT SURVEY, PAGES 14 –25

Cost and campus location were far less significant factors. From informal discussions, students recently entering the GDMA program through the selection process have stated that the challenging process to secure a seat in the program was “worth it”. The reputation of GDMA and its unique focus on graphic design, business and marketing, appears to make it a ‘destination program’ — applicants who decide that this is the program for them will do whatever is necessary to take it.

APPENDICES: STUDENT SURVEY, PAGE 91

“Personally, I decided on GDMA because I knew it would be more difficult than any other program I applied to. Particularly because all the other schools didn’t require that I go through such a rigorous application process… . GDMA accepts only the absolute best that every individual can do.”

Attrition rates within the GDMA program have always been very low. The program’s retention rate is usually around 85% to 90% or higher, with a cohort of twenty, first-year students declining to 17 or 18 students in fourth year. Transfer students and foreign exchange students also help to keep our numbers high. However, GDMA retention rates are believed to be high primarily because of rigorous admission requirements and interview processes that check for a ‘good fit’ between the applicant and the program.

RECOMMENDATION 6:

GDMA should continue to collaborate with Admissions to

ensure that communications to applicants and current students are as effective and smooth as possible.

Evaluation Evaluation of student progress in the GDMA program is continuous, and measured on a course-by-course basis. In keeping with University policy, a minimum of four separate components are graded for each student in each GDMA course. Coupled with this practice are regular discussions between faculty to comprehensively monitor overall student progress.

Students are kept informed of their academic progress with verbal and written feedback.

As well, all GDMA faculty spend a significant amount of time one-on-one with students to provide guidance and feedback regarding project work, or to help students with research and writing, technology, or other course-related activities.

Each course in the GDMA program is supported by co-requisites and prerequisite requirements that ensure an appropriate crossover and mastery of skills before students are able to progress to the next level.

The purpose of this measure is to ensure that the highest standards are reflected across the GDMA program, and that a degree graduate has met all the requirements of a rigorous and demanding curriculum. Indications from our Alumni, Advisory Committee and Industry confirm they are in agreement with this level of stringent evaluation, because of the high standards expected in industry.

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20 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

To maintain a high level of rigor in its program, GDMA is adopting a ‘Progression Grade’, requiring students to achieve both a minimum passing grade of C (60%) in all of their courses, and a cumulative GPA of B- (68%) by the end of the third year of the program, in order to progress into fourth year.

APPENDICES: ALUMNI SURVEY, PAGES 53–56

In survey results returned from alumni, over 75% were either ‘very satisfied’ or ‘satisfied’ with the rigor of the GDMA program. d | Degree Level Standards The Degree Level Standards set for the GDMA program are in keeping with those required of any of Kwantlen’s degree programs.

To maintain its degree status, the Program meets standards such as: depth and breadth of knowledge, application of knowledge, understanding of research methodologies, communication skills, and the ability to think critically and act autonomously — as these apply to the specific context of graphic design, marketing and business.

Course outlines are regularly revised, with extensive changes having been made in 2010/11. Further revisions will be undertaken once this program review is completed.

APPENDICES: ALUMNI SURVEY, PAGES 53–56

Results from the alumni survey show that 91% of respondents are either ‘very satisfied’

APPENDICES: STUDENT SURVEY, PAGES 53–59

Results from GDMA’s program review student survey reveal that 77% of current students

or ‘somewhat satisfied’ with the length of the GDMA program; 85% approve of the Program’s depth and breadth; and 75% with its rigor.

believe that the amount of course work, overall, is ‘just right’. This statistic is echoed in other questions about the amount of teamwork, individual project work and level of difficulty of course material.

APPENDICES: STUDENT SURVEY, PAGES 53–59

More detailed student feedback indicates that 90% of students are either ‘very satisfied’ or ‘somewhat satisfied’ with how relevant the course material is to their career goals. e | Course Level Standards Course level standards address issues such as the quality of the course outlines, and the avoidance of excessive duplication of course content and learning objectives, allowing for content overlap where necessary.

Although the GDMA program is relatively new, the many revisions that have been made to its course outlines ensure these documents are in good shape and that learning outcomes, course content, and teaching methodologies maintain currency.

The duplication of course content is limited to that which is necessary to ensure the integration of key course learning areas. In fact, the inclusion of varying amalgams of the key course learning areas (i.e. Concept Development, Image Development, Media/ Technology/Production, Marketing & Business, and Social Contexts) is considered ‘just right’ by students and Advisory members alike.

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21 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

f | Essential Skills Kwantlen’s Essential Skills that students must acquire to demonstrate competencies in their program of choice, are included in courses throughout the GDMA program, and documented in the program’s course outlines. These skills are: i. Critical thinking and problem

vi. Mathematical skills

solving skills

90% of industry respondents consider

97% of industry respondents consider

understanding of business and

these skills to be a high priority.

marketing environments (also costs

60% of industry respondents consider

and budgets) to be a ‘high priority’.

innovative skills (flexible thinking, taking risks, and being creative, to a ‘high priority’.

vii. Intercultural, citizenship and global perspectives 89% of industry respondents

ii. Reading, oral and writing skills

consider awareness of social issues,

90% of industry respondents consider

environmental, and global issues to be

these communications skills (written

of ‘medium’ to ‘high priority’.

and oral) to be a ‘high priority’.

75% of industry respondents consider

iii. Interpersonal, teamwork and leadership skills 94% of industry respondents consider the ability of a graduate to work

awareness of the graphic design industry, its history and contemporary issues affecting it to be of ‘medium’ to ‘high priority’.

independently and collaboratively as

vii. Technology skills

part of a team to be a ‘high priority’.

84% industry respondents consider

iv. Personal management skills 81% of industry respondents consider punctuality, meeting deadlines, costs and budgets, to be a ‘high priority’. v. Visual literacy skills Industry respondents consider these skills to be ‘very important’.

software skills to be of ‘high priority’.

68% of industry respondents believe that the ability to design for various media (print, digital and environmental) to be of ‘high priority’.

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22 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

There is, however, a recommendation in student survey comments for improvement in the following areas: APPENDICES: STUDENT SURVEY, PAGES 87–90

“I think it would be much better if

“It would also be great if the

the After Effects and Final Cut Pro

program could incorporate some

[Integrated Media course] were

photography or illustration.”

introduced in second or third year so students would have the opportunity

“The program manages to cover a

to incorporate movies and animation…

variety of important aspects in

into their projects.”

graphic design”

RECOMMENDATION 7:

By the end of 2012, GDMA will revise the location of the

Integrated Media course in the program while also finding other opportunities to improve the curriculum.

Essential Skills in Need of Improvement Writing skills (reading, writing, oral and listening skills) were identified in surveys as being in need of stronger reinforcement throughout the curriculum.

Today, the graphic design industry demands a higher level of writing and its related skills from its practitioners. Writing skills need to include: the ability to organize ideas, think logically and critically; engage in significant research and analysis, and create communication messages that contain meaningful and appropriate content.

Too often students consider writing as nothing more than a technical process of making it through entrance requirements. Sadly, English proficiency tests offer little guarantee of basic literacy competencies required to succeed in a post-secondary education environment. The need for a graphic designer to have strong writing skills is borne out in numerous professional association documents. Strengthening students’ research, critical analysis, and writing skills is a constant consideration for faculty involved in program delivery and GDMA course outline revisions.

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23 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

APPENDICES: FACULTY AND STAFF SURVEY, PAGES 91 & 97

“In many design positions, it is

“The GDMA program must continue to

beneficial to have strong writing

advocate for the strongest literacy

skills. Although students are often

skills possible. The Program’s needs

able to provide one-page documents

in this regard are often at odds with

about their work, many are sloppy and

the request from the University to be

lack attention to detail. The idea of

more lenient and to accept applicants

including more writing exercises earlier

with minimal literacy skills.”

in the program could be explored.”

RECOMMENDATION 8:

Over the next 12 months, GDMA will initiate meeting with

appropriate departments/faculties to seek ways to increase the effectiveness of the English and Communications courses in the program.

RECOMMENDATION 9:

By the end of 2012, GDMA will have reinforced and enhanced the

rigor and extent of the research, critical thinking, and writing skills that are not only part of its interview process requirements, but also an essential part of the entire GDMA program. g | Teaching and Learning Methodologies GDMA faculty take pride in their commitment to a student-centred approach to learning and their commitment to student success. The easiest demonstration of this is GDMA’s small class size (maximum 20 students). Each cohort remains together for their entire program, developing strong bonds and increasing the overall effectiveness of learning, including team-based and self-directed learning, as well as learning from each other.

Faculty are also committed to spending one-on-one time with students through office hours and even more commonly now, through on-line communications, as need arises (i.e. at any time, including evenings and weekends).

APPENDICES: STUDENT SURVEY, PAGES 53–59

Reassuringly, student respondents indicate a high level of satisfaction with instruction: 93% are either ‘very satisfied’ or ‘somewhat satisfied’ with knowledgeable instructors, 84% with faculty connections to industry, 71% with the availability of faculty, and 87% with their caring and respectful attitude to their students.

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24 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

Students state in survey responses that these factors played a major influence on why they chose this program: APPENDICES: STUDENT SURVEY, PAGE 85

“The class sizes are a definite plus. The fact that we are also all together for

APPENDICES: FACULTY AND STAFF SURVEY, PAGE 96

“The cohort model and moderate class sizes certainly help the students

APPENDICES : ALUMNI SURVEY, PAGE 66

“The GDMA program is blessed to have such wonderful teachers - it really

4 years adds to the group feel.”

develop confidence, discussion skills, and team building.”

makes all the difference. …I felt as though they really cared about how well I did in school and hoped that I would do well in the industry.” h | Program Delivery Modes The GDMA degree program consists of four years: two fifteen-week semesters per year (Fall and Spring). There are five classes each semester, each of four hours duration, offered during regular business hours. Timetabling has successfully avoided overloading students with more than one course per day on most days, leaving one day per week free of classes to allow students time to work on course assignments, meet with faculty, engage in research study, or work at part-time jobs.

GDMA utilizes a wide variety of teaching methodologies to animate various aspects of its diverse curriculum and make it effective. These include: • Classroom learning (e.g. lectures and seminars, discussions and debates, student presentations) • Workshops (e.g. research and analysis, design, technical content and liberal education issues) • Field trips (e.g. to businesses and industrial sites) • Guest seminars (e.g. representatives from business and industry) • Tutorials (e.g. regular one-on-one meetings to review student progress) • International exchange opportunities (e.g. semester-long student exchanges to other institutions in New Zealand, England, Finland and Mexico) • Mentorship opportunities (e.g. to assist senior students in on-the-job experience prior to graduation) • Research and Analysis • Self-directed study • Homework

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25 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

APPENDICES: STUDENT SURVEY, PAGES 60–64

Student feedback about modes of program delivery is very positive. 65% of respondents report that guest speakers, field trips and workshops are ‘very important’; 87% believe that the mentorship component in fourth year is ‘very important’. Some would like to see this aspect of their GDMA program expanded. Interestingly, the yearly Grad Show, professional association events, and conferences figure less importantly for students.

When the GDMA program was first developed in 2001-2002, the mentorship component was the result of a consultative process with industry. GDMA was advised to structure the component as it currently exists — one day per week, spread over five weeks, for a total of 35 hours. However, over the past couple of years, feedback received from students and mentors have indicated the mentorship course would benefit from some form of restructuring.

The GDMA faculty agrees with the criticism found in the alumni survey about the mentorship component: that as important as it is for students, it’s too short and made up of individual days spread out over five weeks, instead of a contiguous period.

Consequently, discussions are underway with the GDMA Advisory Committee in a bid by faculty to reassess the mentorship component in order to make it work better for both students and industry.

APPENDICES: ALUMNI SURVEY, PAGES 61–62

“…the biggest fault of the GDMA

“I was disappointed with the fourth

program is the mentorship program.

year ‘mentorship’ program. It wasn’t

Only one day a week just is not

nearly long enough — what would

enough. Agencies/Design firms are

have been nice would be to finish the

not truly interested in bringing a

semester early in the end of the third

student in for one day a week. The

year and go for at least a month to

student learns very little and the firm

work at a design firm, then perhaps

isn’t able to engage the student in

go back to the same firm for a shorter

meaningful work.”

period in the fourth year.”

RECOMMENDATION 10:

By the end of 2012, GDMA will have re-envisioned its mentorship

component and found additional opportunities for non-classroom learning experiences.

APPENDICES: STUDENT SURVEY, PAGE 85

“Being able to learn from industry professionals that are currently working in the field is a huge benefit. The way the class time is structured, I believe there’s plenty of time for studio work as well as lecture time.”

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26 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

Despite the positive feedback about GDMA’s curriculum from surveys, faculty would like to explore the possibility of alternative program delivery modes, such as part-time studies and continuing education intensives (summer design workshops).

RECOMMENDATION 11:

In the next three to five years, GDMA will have explored the

possibility of increasing access to its program through part-time and continuing studies, to accommodate the growing demand for flexible patterns of learning, such as: workshops and seminars for professionals looking to upgrade their current skills, and part-time courses for people who are employed but interested in working on a degree.

The GDMA program strives to make optimum use of natural resources and to reduce wastefulness as much as possible, and is generally a safe environment in which to study and work. For example, much of the project work in the curriculum requires computers, which use electricity, but reduces the quantity of paper - a principle medium in graphic design. Expanded use of card readers attached to photocopying and printing machines is helping to control the wasteful use of paper and toner. As well, paper recycling can be found in every classroom, while recycling bins for bottles and cans are in place in classrooms and labs.

Classrooms and labs are designed for ergonomic safety and comfort, with appropriate light levels. Students are assigned a specific desk for their academic year, shared by only one other student from a different year of study and with a complimentary class schedule (i.e. avoiding conflicts in usage). This desk space provides both a home base for personal items, equipment and supplies, as well as enough space to accommodate daily activities and small-scale class work. This shared arrangement takes economic advantage of expensive equipment and ensures that facility needs are kept to a minimum.

Travel to and from field trips by public transit is encouraged. The Canada Line has a station at Lansdowne Mall, just a few minutes walk from the Richmond campus, where the GDMA program is offered. This has made a significant difference in the ability of both students and faculty to take full advantage of using public transit.

GDMA believes that attempts by Dean, Barbara Duggan, to rename the nearby Canada Line to include a reference to Kwantlen Polytechnic University (similar to the Langara and 49th Avenue Station and its reference to Langara College), should be renewed to further market Kwantlen’s Richmond campus, reinforce Kwantlen Polytechnic University in the public’s mind, and highlight the close proximity of the Richmond campus to public transit. i | Faculty and Staff Expertise and Currency The following questions apply primarily to faculty but could include staff.

The GDMA program consists of: Four full-time faculty (includes Program Coordinator teaching 50%) Five Part-time faculty

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27 GDMA PROGRAM REVIEW: QUALITY OF THE EDUCATIONAL DESIGN

One Full-time Program Assistant This cadre of personnel represents a diverse range of backgrounds, qualifications and experience from different parts of the world. Our survey confirms academic qualifications range from Diplomas to Bachelors’ degrees, to Masters’ degrees. All faculty remain current in their respective fields through professional development workshops, design conferences, design practice, engagement with industry, design and industry research, and our alumni.

With Kwantlen’s move to a university, it is commonplace for many faculty in other areas of the institution to hold Master’s degrees and Doctorates. Today, although Undergraduate degrees in graphic design are quite common across Canada, Master’s degrees in design are much less so, and post-doctorate qualifications are extremely rare. For example, ECUAD in Vancouver only recently began offering a Master’s in Design.

Consequently, most people seeking post-graduate degrees in design must head to Europe or the United States to gain higher credentials.

In addition to academic credentials (Diploma minimum, but Master’s Degree preferred), the GDMA program places significant value on a faculty member having many years of active professional practice, a substantial portfolio of high calibre work, membership in graphic design and marketing associations, currency with respect to technology and new media, graphic design and marketing industry connections, and other forms of hands-on engagement with industry and the marketplace. In a university setting, this situation can sometimes be at odds with the typical expectations of academia for scholarship, research and teaching credentials for faculty.

The faculty complement delivers a high quality education for its students in each of the key curriculum areas, to the standards of the level of the credential, as confirmed by APPENDICES: ALUMNI SURVEY, PAGES 58 & 66

“The depth of overall knowledge each

“Overall (i.e. the instruction) fantastic.

faculty member brings to the table. All

Everyone made the program what it

have different outlooks, experience

was; every professor involved added

and knowledge to give. It was a

so much and balanced each other

pendulum of personalities that truly

out and worked with each other,

prepared me for the real world.”

which made for balanced classes and manageable workloads.”

many student and alumni comments in our surveys.

In a separate section of the Appendices, there are abbreviated faculty CV’s for the reference of External Reviewers. Designed especially for this self-study, the documents include summaries of academic credentials, industry connections and experience, links with professional associations, internal activities at Kwantlen, research, scholarly and professional activities, and ways that each of the faculty stays current. Information contained in these CV’s is protected under provincial and federal privacy laws.

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28 GDMA PROGRAM REVIEW

“Competing is no longer about creating dominance in scale-intensive industries.

As a result, business people don’t just need to understand designers better — they need to become designers.”

ROGER MARTIN, DEAN, ROTMAN SCHOOL OF MANAGEMENT, UNIVERSITY OF TORONTO.

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29 GDMA PROGRAM REVIEW

2

Quality of

This category examines the degree of student satisfaction with the program, and the

the Educational

degree to which the program is relevant to students’ future endeavours.

Experience

a | Program Completion and Success Rate GDMA’s small class size, and cohorts of twenty students results in low attrition rates throughout the Program. For example, the most recent group of graduates (2011) consists of 19 students from the original 20 that began their first year together in 2008. b | Relevance of Education to Employment Because of its close connections to industry, the GDMA program can rightly claim the education provided to its graduates is highly relevant to their future careers, whether this is through employment, self-employment, or leads to higher studies.

The GDMA program is broad in scope (design as a discipline is often regarded as inherently interdisciplinary), includes business and marketing, and has therefore built into its program design a diversity of skills and knowledge. As a university degree program, its purpose is much broader than simply getting a job — although there is an excellent track record in this respect too. Our graduates are leaders, contributing to society in so many ways, by applying their varied skills to a wide range of areas of employment after graduation.

Part of the GDMA program involves students in a mentorship course that exposes them to practitioners in the industry. Currently, students in their final semester of fourth year are placed in design-related companies and studios for one day a week for five weeks (i.e.

35 hours). This has proven to be an invaluable experience for graduates and has, in many cases, lead to an internship, part-time employment, or a full-time job at the mentor’s place of work.

Graduate employment rates are difficult to calculate scientifically due to the constant flux and mobility in the design industry. Success rates are defined as the ability of graduates to get a job related to graphic design within 6-12 months of graduation.

Comments by industry about employability of GDMA grads is encouraging:

APPENDICES: INDUSTRY SURVEY, PAGES 31–32

“I know they (i.e. GDMA graduates) come from a good design program.

“We have a Kwantlen grad working with us. We hired her because she was a

I have great confidence in the GDMA

self-starter, is very organized, and has

program.”

a nice design sense.”

“I would prefer a Kwantlen grad over many other schools.”

“The Kwantlen program seems to give a well-rounded education with ‘real world’ type knowledge. The graduates

“Kwantlen students are the best prepared, the most coachable and the most practical in their approach to design, of the students I have hired.”

seem likely to understand how to create real business deliverables.”

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30 GDMA PROGRAM REVIEW: QUALITY OF EDUCATIONAL EXPERIENCE

REFERENCE: ALUMNI SURVEY, PAGES 20–22

Survey data from GDMA alumni reveals that 63% of graduates are employed in a graphic design related position, while another 17% are self-employed or freelancing in a graphic design related position — which confirms informal employment projections of approximately 75%.

Some recent success stories are graduates that have been hired by design and marketing departments at Telus World of Science, Mountain Equipment Co-op, the Township of Langley, the Canadian Red Cross, Arc’teryx, The Cactus Club, Ricky’s Restaurant ­— along with nationally-respected design studios such as Vancouver’s Signals Design Group, Herrainco Brand Strategy + Design, and Taxi Advertising.

Scientific data regarding graduates from GDMA is limited since the program has only been in existence since 2003, and the number of graduates is small. Since 2007, GDMA has produced 79 graduates. Anecdotal information suggests that the employment rate is between 75-80%. c | Relevance of Education to Further Studies In recent years, a few graduates have sought entry into senior level design programs at other institutions. Early indications are that alumni with a Bachelor of Design degree in Graphic Design for Marketing (B.Des.) from Kwantlen Polytechnic University will be successful in their applications to Masters’ programs. Two graduates from 2010 have applied to universities in England and Australia. d | Satisfaction with Skills Development

APPENDICES: ALUMNI SURVEY, PAGES 47–52

Results reveal that the majority of respondents felt that the GDMA program had given them sufficient opportunity to develop their Essential Skills. i. Reading skills 88% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. ii. Writing skills 75% of graduates from GDMA were either ‘very satisfied’ or somewhat ‘satisfied’ with how the program helped them develop these skills. iii .Oral skills 88% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. iv. Mathematical skills 20% of graduates from GMDA were ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills.

It should be noted that the application of mathematical skills for graphic designers is often less obvious than for other professions. In fact, mathematical skills play a big part in the routines of graphic designers: determining sizes, proportions, ratios, quantities and

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31 GDMA PROGRAM REVIEW : QUALITY OF EDUCATIONAL EXPERIENCE

budgets. However, many of these tasks are mediated by technological devices, which complete calculations with minimal human input. v. Interpersonal, teamwork and leadership skills 80% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. vi. Critical thinking, and problem-solving skills 100% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. vii. Technological skills 70% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. The GDMA program provides technology courses from years one to year four, with up-to-date industry software and technology. viii. Visual literacy skills 89% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. ix. Personal management and entrepreneurial skills 80% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. x. Intercultural skills 70% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop this skill. This relatively low percentage may reflect a lack of current student awareness about how this Essential skill has been integrated into the program through marketing and social context courses as well as design and advertising projects. xi. Citizenship and global perspectives 64% of graduates from GDMA were either ‘very satisfied’ or ‘somewhat satisfied’ with how the program helped them develop these skills. Although most courses in the GDMA program expose students to broad thinking about citizenship and global perspectives, it is the fourth year of the program, in particular that has courses focused on marketing issues, design citizenship, and global perspectives. Students who are not in fourth year are probably unaware of this focus, resulting in this seemingly low percentage.

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32 GDMA PROGRAM REVIEW: QUALITY OF EDUCATIONAL EXPERIENCE

Specific industry-related skills were positively responded to, including skills in: APPENDICES: ALUMNI SURVEY, PAGES 47–52

• Researching, analyzing and interpreting data (89% ‘very satisfied’ or ‘somewhat satisfied’) • Writing skills for reports, research papers, creative briefs, production specifications, memoranda, letters etc.

(72% ‘very satisfied’ or ‘somewhat satisfied’) • Conceiving and developing concepts (97% ‘very satisfied’ or ‘somewhat satisfied’) • Conceiving and producing images to portray a marketing concept (86% very satisfied or somewhat satisfied) • Analyzing how marketing specialists use various media and how they influence graphic design concepts and images (72% ‘very satisfied’ or ‘somewhat satisfied’) • Evaluating marketing communication design in the context of business, culture and society (86% ‘very satisfied’ or ‘somewhat satisfied’) • Working effectively, collaboratively, and productively as a member of a team (72% ‘very satisfied’ or ‘somewhat satisfied’) e | Satisfaction with Learning Experience This broad topic includes what students think of their faculty, staff and the curriculum, and how happy they are with the way the program is organized and delivered. As mentioned earlier, the satisfaction rate with each of these aspects is exceedingly high.

APPENDICES: STUDENT SURVEY, PAGE 91

“The teachers are extremely enthusiastic to be teaching and make going to class

“The program and instructors and are amazing.”

that much more enjoyable.”

APPENDICES: ALUMNI SURVEY, PAGE 64

“Overall, I had a great experience and would recommend the program to anyone pursuing graphic design. The program itself is unique and has helped me land my dream job. Having the GDMA program in my resume made job searching easy (in my opinion), it is exactly what employers are looking for.”

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33 GDMA PROGRAM REVIEW: QUALITY OF EDUCATIONAL EXPERIENCE

Faculty and staff strongly believe the reputation of the GDMA program would be enhanced by better marketing and publicity. Compared to many other graphic design programs in the region, Kwantlen’s Graphic Design program is not widely known, as evidenced by the following alumni comment: APPENDICES: ALUMNI SURVEY, PAGE 65

“GDMA …needs a stronger presence in the design community, so designers and studios know who they are & what the program does — right now, GDMA is sorely lacking any kind of buzz or acclaim.”

RECOMMENDATION 12:

GDMA, as part of its action plan, will seek funding from Kwantlen

Polytechnic University to increase the marketing of its program, and will also enlist the support of Kwantlen’s Marketing Department to ensure the program is more effectively marketed regionally, nationally, and internationally.

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34 GDMA PROGRAM REVIEW

“Marketing without design is lifeless, and design without marketing is mute.”

VON R. GLITSCHKA, GLITSCHKA STUDIOS, USA.

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35 GDMA PROGRAM REVIEW

3

Quality of Services,

This category examines learning materials, library materials, computer hardware and other

Resources and

equipment specifically as they are used by and affect the program.

Facilities

a. Student Satisfaction with Services, Resources and Facilities Students responding to our program review survey were asked for feedback about a wide range of facilities central to the effectiveness, on a daily basis, of the GDMA program, including computer technology and associated resources.

APPENDICES: STUDENT SURVEY, PAGES 38–51

Students were extremely positive about such aspects of the facility as: • Studio space • Technology lab space (computer rooms) • Classroom/seminar space • Critique and presentation spaces • Display space • Computer hardware • Computer software Students and faculty were only marginally or less than positive about the following facilities: • Places to do individual work • Storage space • Scanning and printing equipment • Photocopying machines GDMA’s facilities are minimal for its needs: two labs equipped with individualized student computer workstations, one room furnished with dilapidated drafting tables, and a poorly lit and ventilated, shared, seminar room. Although students have indicated satisfaction with these facilities, faculty are not as enamoured.

List of notable absences: • Meeting space (both formal and for impromptu meetings with students and colleagues) • Secure storage space • Photo archiving space • Interview and portfolio reviewing space Currently, these activities must take place in classrooms and, therefore, are often in conflict with one another. It should be noted that these space restrictions are significant and hinder the efficiency and quality of services provided to students by faculty and staff.

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36 GDMA PROGRAM REVIEW

Digital equipment for students and faculty is excellent. Computer workstations are essential for student learning but other types of space are also necessary: students need flat table space for drawing and performing other types of manual tasks, areas for preparing presentations and photographing and documenting work, meeting spaces for participating in critiques, and discussions, and storage space to hold current student work.

RECOMMENDATION 13:

On an ongoing basis, GDMA will work with its Dean and Kwantlen

senior administration to make much-needed improvements to both its space allocation and facilities, to better meet the needs of students, faculty and staff. b | Library Resources Specific to Program APPENDICES: STUDENT SURVEY, PAGES 38–51

GDMA students are reliant on resources to gather research needed for their projects and assignments: the Internet, books, journals, articles, and increasingly digital formats (DVD’s etc). Reliance on the Internet is perhaps borne out by low responses to questions about books, print periodicals, journals, study guides, and librarian support for GDMA-related research, which is lukewarm or ambivalent. Whether it is a lack of knowledge of the existence of Library and Learning Centre resources, or possibly laziness, students need to be encouraged to make more use of the resources that are available online as well as in person at all Kwantlen campuses.

The challenge for a traditional library is maintaining currency within its collection associated with the GDMA program. In fact, the Kwantlen Library does a very good job.

Its book, magazine, and DVD/video collection is on par with many other contemporary academic library collections. GDMA looks forward to the growing number of online library resources, journal and image databases, and other types of e-sources (such as e-books and e-videos) that are increasingly becoming available through the Kwantlen Library system.

The requirement for texts in courses is not widespread in the GDMA program. Faculty have been exploring customized compendiums that combine relevant material from a variety of sources.

It should be pointed out that reliance on the discipline’s literature is only one form of research in graphic design. Observation, surveys (both qualitative and quantitative), meetings, discussions with industry practitioners, and information gathering through other sources are equally important.

RECOMMENDATION 14:

Over the next 36 months, GDMA will meet with representatives

from the Library and Learning Centre to find ways to increase student awareness and use of research and support resources.

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GDMA PROGRAM PROGRAM REVIEW REVIEW: QUALITY OF SERVICES, RESOURCES AND FACILITIES 37 GDMA

c | Faculty and Staff Satisfaction with Services, Resources and Facilities Similar to students, 70% of faculty report satisfaction with the computer support necessary to their jobs. Faculty has an excellent relationship with technical staff, ensuring that computer technology (hardware and software) is current to teaching needs.

Office space for part-time faculty and secure areas for storing student work, remain an ongoing challenge and need improvement.

RECOMMENDATION 15:

Over the next three years, GDMA will seek additional faculty office

space and storage space for student work.

Budget With the preponderance of digital equipment and software, GDMA’s operating budget is modest. Students are required to supply their own materials and pay for printing. Faculty use of supplies provided by the institution is low. Yet, the allocation each year does not meet the meagre needs of the program. The biggest expense of the year is typically the production of the annual degree show, which is this program’s equivalent of the Fashion Show, yet the GDMA Grad Show receives less attention and support from Kwantlen’s senior administration. Currently, faculty and students must spend considerable amounts of time fundraising — just to cover costs of launching a degree show.

APPENDICES: ALUMNI SURVEY, PAGE 64

“The expectation of fundraising for the grad show (needs improvement) and is unrealistic…”

RECOMMENDATION 16:

On a yearly basis, GDMA will attempt to secure adequate financial

support to cover costs of reasonable capital and operating expenses, to cover such expenditures as software upgrades and the annual degree show.

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38 GDMA PROGRAM REVIEW

“Let the design team be the design experts.

Your job is to be the business expert.

Ask them how their design solutions meet your business goals.”

MIKE MONTEIRO, MULE DESIGN, USA.

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39 GDMA PROGRAM REVIEW

4

Quality of Program

This category examines the program’s relations with other KPU programs and units, with

Relationships and

other institutions, and with the community.

Connections

a | Articulation (Internal and External) Since the inception of the GDMA degree program, articulation within, and external to Kwantlen has become more complex because of the unique nature of the program.

This is an aspect of the GDMA program that needs attention over the next five years.

APPENDICES: STUDENT SURVEY, PAGES 10–13

Transfer students into GDMA are becoming more common, a fact supported by the demographic questions asked of our current students in our program review.

69% of those who enter the GDMA program have had some previous post-secondary education.

Prior Learning Assessment arrangements are still a relatively new phenomenon of the GDMA program. However, each course outline articulates the method of assessment for those applying to its program via this route. Typically, a portfolio is required, but in some cases an exam, demonstration, or interview is necessary. These requirements are assessed by a designated instructor, and coordinated by a faculty member who is the GDMA PLA coordinator.

Meanwhile, the residency requirement for the GDMA Degree consists of students completing the final two years (3rd and 4th year) at Kwantlen, and, for GDMA Diploma students, completion of the third year curriculum.

The impact of this policy ensures that graduates from the program, whether Degree or Diploma, have sufficient knowledge and skills relating to graphic design, marketing and business, as well as a significant body of work to help them succeed in the future endeavours.

The GDMA program represents a unique mix of graphic design, marketing, business, and social context courses that provides significant challenges with respect to articulation agreements between institutions. As well, given the rapidly changing nature of the industry, particularly with respect to new media, graphic design programs in Canada and around the world are constantly revising their curricula to keep pace with evolving needs.

However, possibilities for developing articulation agreements and/or transfer student guidelines are a high priority and include the following recommendations: RECOMMENDATION 17:

Over the next five years, GDMA will look into possibilities for

establishing appropriate metrics to initiate articulation and transfer agreements with other institutions.

RECOMMENDATION 18:

In the next three to five years, GDMA will develop a list of

reference guidelines for other institutions to assist their students transferring to our program.

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40 GDMA PROGRAM REVIEW: QUALITY OF PROGRAM RELATIONSHIPS AND CONNECTIONS

b | Support for Strategic Plan Kwantlen Polytechnic University’s recently approved Vision Statement matches well with the mission and objectives of the GDMA program. Key words in the Vision statement — innovative and transformative — ­ were input by members of the Faculty of Design. c | Advisory Committee GDMA has an active Advisory Committee, made up of representatives from a wide range of backgrounds, including, more recently students and alumni: Pat Browne, Kwantlen Polytechnic University

Scott Laurie, CanadaWide Media

Linda Coe, Linda Coe Graphic Design Ltd.

Julie Port, GDMA alumni

Roberto Dosil, Simon Fraser University

Alan Roberts, InSite Survey Systems

Tom Duguid, Arc’teryx Equipment Inc.

Matt Warburton, Emdoubleyou Design

Nicky Fried, Strategic Communications Inc.

Catherine Winckler, Switch United

Ian Grais, Rethink Communications

David Young, Signals Design Group

Since the inception of the GDMA program, the Advisory Committee has met generally once per year, by mutual agreement. Meetings have been less frequent than they might have been due to the perceived lack of issues to be discussed. GDMA’s program review coinciding with the program’s fifth graduating class, is proving to be an effective benchmark for more frequent engagement with the Advisory Committee. Some recent comments by members are: APPENDICES: ADVISORY COMMITTEE SURVEY, PAGES 18, 26, 36 & 38

“There seems to be good membership

“Are there clients (design buyers)

at the moment (on the Advisory

among your guest speakers? Those

Committee) and if there are any

individuals could discuss and address

questions on procedure they are

issues of concern to them. What

answered effectively. The committee

challenges do they face when working

structure seems to work great.”

with designers?”

“The student must also develop the

“Participation (on the GDMA Advisory

discipline to become a ‘self learner’

Committee) enables me to contribute

as designers often have to work

to the implementation of a strong,

as individuals and be proactive

realistic design program.”

in research.”

Suggestions listed above will be topics for further discussion at future Advisory Committee meetings.

RECOMMENDATION 19:

In the next 12 months, GDMA will discuss with the Advisory

Committee its membership, role, and issues, in order to seek suggestions for improvement.

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GDMA PROGRAM PROGRAM REVIEW REVIEW: QUALITY OF PROGRAM RELATIONSHIPS AND CONNECTIONS 41 GDMA

d | Public Information and Communication GDMA participates in many types of information and marketing initiatives to reach out to the community, industry, students and other program stakeholders about its program: Public Information Evenings Twice per year (Fall and Winter), GDMA holds public information sessions, free of charge, for prospective applicants to find out details about the curriculum, its admissions requirements and selection process, and to have the opportunity to view student portfolios while touring labs and classrooms. These sessions are very well attended and hosted by faculty, staff and current students.

GDMA Program Website A GDMA program website: www.kwantlen.ca/gdma is maintained by the Program Assistant through the Kwantlen online system. Included are full details about curriculum, admissions requirements and selection process, along with links to events, graduate work, social media avenues, and the rest of the GDMA web presence.

Dynamic GDMA Blog A dynamic GDMA blog: news.gdma.ca is maintained by the Program Assistant on a daily basis. Topical news, events and announcements are posted, which are published directly to every lab computer on both the home page and screensaver, as well as propagated through Twitter and Facebook. This website is one of GDMA’s most successful methods of maintaining connections with our internal and external communities, and typically receives about 1000 views each week during the school year.

GDMA Opportunities Blog A blog ops.gdma.ca is maintained by the Program Assistant and serves as a venue to post external job possibilities alongside volunteer opportunities, awards, contests, events and student deals. Any notice on this blog also goes out automatically to Twitter and Facebook, increasing the reach and impact of the postings.

Social Media GDMA seeks to be at the forefront of social media interaction, responding directly to the chosen vehicles of communication among students. This includes active contributions such as promoting events, posting news, uploading photography and video, and drawing attention to relevant campus activities, as well as more responsive communication such as answering direct questions, solving general problems, getting users in touch with Kwantlen staff who can properly answer enquiries, and replying,

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GDMA PROGRAM PROGRAM REVIEW: REVIEW QUALITY OF PROGRAM RELATIONSHIPS AND CONNECTIONS 42 GDMA

forwarding, “liking”, and re-tweeting related messages. Currently active social media channels include the following: • Facebook • Twitter • Flickr • Video (Vimeo, YouTube) Speaker Series Approximately four years ago, the GDMA program initiated a ‘Speaker Series’ during the academic year, presenting experts each month, at lunchtimes, from design and marketing backgrounds. Sessions are advertised and open to the entire university community.

GDMA Degree Show The GDMA Degree Show is an annual event in May, consisting of an exhibition of graduate work from the GDMA program, held at a rented central location in Vancouver: Roundhouse (2008), Richmond Campus (2009), Waterfall Building (2010), and at the HSBC Pendulum Gallery (2011). The exhibition attracts industry representatives, alumni and members of the public and is GDMA’s major public relations event that draws attention to its emerging degree graduates.

The Degree Show, has included for the past four years keynote speakers of international acclaim, who are invited to make presentations to the public: • Stefan Sagmeister (New York), 2008.

• Joanne Lefebvre and Louis Gagnon (Paprika Design), 2009.

• Dave Mason (Smbolic), 2009.

• Casey Hrynkow (Herrainco Brand Strategy + Design Inc.), 2009.

• Paula Scher (Pentagram), 2010.

• Eric Karjaluoto (smashLAB), 2010.

• Dean Lee (Palmer Jarvis DDB), 2011.

• Ryan Mah (UnisonPress), 2011.

• Valerie Casselton (Executive Editor of the Vancouver Sun), 2011.

Grad Catalogue In association with the GDMA Degree Show, and as part of several courses in the fourth year curriculum, students publish, with the guidance of faculty, a Graduation Catalogue that features the work of GDMA degree graduates. This document remains an active and sought-after item of publicity for the program throughout the year. The GDMA Program Assistant maintains an online archive of yearly graduation catalogues.

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GDMA PROGRAM PROGRAM REVIEW REVIEW: QUALITY OF PROGRAM RELATIONSHIPS AND CONNECTIONS 43 GDMA

Grad Events/Fundraisers Students, faculty and staff collaborate to raise funds from events such as pub nights, bake sales, and other fundraising devices, to support the cost of the GDMA Degree Show, the Keynote Speakers’ event, and Graduation Catalogue.

Program Brochure/Postcard Various items of printed publicity are regularly produced to publicize the GDMA program, including: a Program Information brochure aimed at applicants and others wishing to know about the program and how to apply, as well as postcards summarizing the program’s information. The Coordinator, and Program Assistant produce both items for the program.

Open House, Career Fairs, Counselors’ Conferences Each year representatives from GDMA participate in events such as Open House, Career Fairs, and Counselors’ Conferences, to inform attendees about the GDMA program.

General Marketing Opportunities GDMA regularly takes advantage of other opportunities to market the GDMA Program, such as magazine and newspaper articles and publicity generated to advertise the Degree Show and related events.

The GDMA program attempts to coordinate its limited publicity and communication initiatives with the Marketing Department. In the longer term, these liaisons need to increase to provide greater visibility for the GDMA program.

RECOMMENDATION 20:

On a yearly basis, GDMA will continue its discussions with

Kwantlen’s Senior Administration and the Marketing Department in order to improve the quality and extent of the marketing of the GDMA program.

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44 GDMA PROGRAM REVIEW

“Designers must change their idea of customers/users to co-creators (mass customization) to coincide with the rise in transparency of personal and professional lives (social networking, blogging, etc.).”

AMERICAN INSTITUTE OF GRAPHIC ARTS (AIGA) WEBSITE: DESIGNER OF 2015, TRENDS.

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45 GDMA PROGRAM REVIEW

5

Comparison with

This Self Study is the first Program Review for GDMA. Consequently, a comparison with

Last Program Review

any previous process isn’t possible. In the completion of this process a groundwork has been established upon which the next self-study — seven years from now — can be developed.

6

Summary of

The following summarizes all 20 recommendations in the order in which they appeared in

Recommendations

previous sections of this document:

and Conclusion RECOMMENDATION 1:

GDMA recommends that over the next three years, it monitors the

current Diploma option to check its relevance to GDMA program goals. SEE PAGE 15.

RECOMMENDATION 2:

GDMA to complete its mission statement by the end of 2012, to

parallel Kwantlen’s Vision Statement and that of the Faculty of Design. SEE PAGE 15.

RECOMMENDATION 3:

GDMA review key areas of its current curriculum, particularly the fourth

year, and by the end of 2012 it will put in place the appropriate revisions. SEE PAGE 17.

RECOMMENDATION 4:

By the end of 2012, GDMA will have reviewed its current program in

order to enhance components that relate to new technologies such as social media and mobile devices. SEE PAGE 17.

RECOMMENDATION 5:

By the end of 2012, GDMA will have strengthened the marketing and

business components in its current program. SEE PAGE 17.

RECOMMENDATION 6:

GDMA should continue to collaborate with Admissions to ensure that

communications to applicants and current students are as effective and smooth as possible. SEE PAGE 19.

RECOMMENDATION 7:

By the end of 2012, GDMA will revise the location of the Integrated

Media course in the program while also finding other opportunities to improve the curriculum. SEE PAGE 22.

RECOMMENDATION 8:

Over the next 12 months, GDMA will initiate meeting with appropriate

departments/faculties to seek ways to increase the effectiveness of the English and Communications courses in the program. SEE PAGE 23.

RECOMMENDATION 9:

By the end of 2012, GDMA will have reinforced and enhanced the rigor

and extent of the research, critical thinking, and writing skills that are not only part of its interview process requirements, but also an essential part of the entire GDMA program. SEE PAGE 23.

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46 GDMA PROGRAM REVIEW: SUMMARY OF RECOMMENDATIONS AND CONCLUSION

RECOMMENDATION 10:

By the end of 2012, GDMA will have re-envisioned its mentorship

component and found additional opportunities for non-classroom learning experiences. SEE PAGE 25.

RECOMMENDATION 11:

In the next three to five years, GDMA will have explored the possibility

of increasing access to its program through part-time and continuing studies, to accommodate the growing demand for flexible patterns of learning, such as: workshops and seminars for professionals looking to upgrade their current skills, and part-time courses for people who are employed but interested in working on a degree. SEE PAGE 26.

RECOMMENDATION 12:

GDMA, as part of its action plan, will seek funding from Kwantlen

Polytechnic University to increase the marketing of its program, and will also enlist the support of Kwantlen’s Marketing Department to ensure the program is more effectively marketed both regionally, nationally, and internationally. SEE PAGE 33.

RECOMMENDATION 13:

On an ongoing basis, GDMA will work with its Dean and Kwantlen senior

administration to make much-needed improvements to both its space allocation and facilities, to better meet the needs of students, faculty and staff. SEE PAGE 36.

RECOMMENDATION 14:

Over the next 36 months, GDMA will meet with representatives from

the Library and Learning Centre to find ways to increase student awareness and use of research and support resources. SEE PAGE 36.

RECOMMENDATION 15:

Over the next three years, GDMA will seek additional faculty office

space and storage space for student work. SEE PAGE 37.

RECOMMENDATION 16:

On a yearly basis, GDMA will attempt to secure adequate financial

support to cover costs of reasonable capital and operating expenses, to cover such expenditures as software upgrades and the annual degree show. SEE PAGE 37.

RECOMMENDATION 17:

Over the next five years, GDMA will look into possibilities for

establishing appropriate metrics to initiate articulation and transfer agreements with other institutions. SEE PAGE 39.

RECOMMENDATION 18:

In the next three to five years, GDMA will develop a list of reference

guidelines for other institutions to assist their students transferring to our program.

SEE PAGE 39.

RECOMMENDATION 19:

In the next 12 months, GDMA will discuss with the Advisory Committee

its membership, role, and issues, in order to seek suggestions for improvement.

SEE PAGE 40.

RECOMMENDATION 20:

On a yearly basis, GDMA will continue its discussions with Kwantlen’s

Senior Administration and the Marketing Department in order to improve the quality and extent of the marketing of the GDMA program. SEE PAGE 43.

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47 GDMA PROGRAM REVIEW: SUMMARY OF RECOMMENDATIONS AND CONCLUSION

Conclusion As our first Program Review since GDMA began in 2003, faculty and staff have been enthusiastic about the opportunity to complete a collaborative, systematic, researchbased examination of its program. The process officially began in February 2010 with this self-study completed in May 2011. We are proud of the responses collected from our surveys and with the data collected from our numerous constituencies. We believe our aim to make this program review as comprehensive as possible has been achieved.

Reviewers and other readers of this self-study will find that this unique program has been successful in combining graphic design, business, marketing and social context courses in its curriculum. Applicants have become increasingly aware of the GDMA degree, our curriculum, the program’s reputation in the industry, and the fact that this destination program is one of the best in Canada.

But as successful as GDMA has become throughout its short history, the program will not rest on its laurels. GDMA faculty have already begun working on meeting our recommendations to ensure this program becomes even more rigorous, remains current, maintains its close ties with industry, and continues to be worthy of the high praise it has received from students, alumni, industry, and others.

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48 GDMA PROGRAM REVIEW

“Designers must be able to draw on experience and knowledge from a broad range of disciplines, including the social sciences and humanities, in order to solve problems in a global, competitive market of products and ideas.”

AMERICAN INSTITUTE OF GRAPHIC ARTS (AIGA) WEBSITE: DESIGNER OF 2015, TRENDS

Appendices

Supplementary Documents online: www.kwantlen.ca/design/gdma/review a. Surveys b. Faculty CV’s (available to External Reviewers)

GRAPHIC DESIGN FOR MARKETING KWANTLEN POLYTECHNIC UNIVERSITY www.kwantlen.ca/gdma