FACULTY COUNCIL SCHULICH SCHOOL OF BUSINESS AGENDA...

FACULTY COUNCIL SCHULICH SCHOOL OF BUSINESS

A meeting of the Schulich Faculty Council for the 2016-2017 academic year will be held on Friday November 11th, 2016 at 11:30 am in SSB E111.

AGENDA Pages

1. Welcome & Chair’s Remarks

2. Enquiries & Communicationsa) Remarks by Provost Rhonda Lenton and VP Finance & Administration Gary Brewer:

Academic/Budget Planning Update & IIRP Working Group Recommendationsb) For Information: Presentation by Provost Lenton and VP Brewer at APPRC Forums on IIRP

Working Group Recommendations1-4

c) For Information: Senate Synopses (2016.09.22 & 2016.10.27) 5-10

3. Dean’s Remarks

4. PHD/GBC/UBS Initiatives

5. Master Programs Committee / Programs Coordinating Committeea) Motion: New Course Proposal for MGMT 6400 3.00 – International Study Tour

(B. Gainer)11-34

b) Motion: New Course Proposal for PROP 6050 3.00 – Changing Landscapes: HistoricalPerspectives on the Industry

35-54

c) Motion: New Course Proposal for PROP 6250 3.00 – Site Planning and Design 55-73 d) Motion: New Course Proposal for PROP 6850 3.00 – Structuring Development Transactions 74-91 e) Motion: Approval of Course Design Guidelines (M. Biehl) 92-95 f) Motion: Changes to Course Change Form and New Course Proposal Templates

(M. Biehl)96-110

6. Other Business:a) Motion: Creation of the Brookfield Centre in Real Estate and Infrastructure 111-113

7. Adjournment

CONSENT AGENDA A consent agenda item is deemed to be approved unless, prior to the commencement of a meeting, a member of the Council of the Faculty of the Schulich School of Business advises the Chair, James McKellar, of their request to debate it.

8. Master Programs Committee / Programs Coordinating Committeea) Curriculum Changes

1. MACC 6301 3.00 – Integrative Case Analysis for Accountants (corequisite) 114-117 2. MKTG 6951 1.50 – Strategic Marketing in Asia (retire) 118-121 3. MBAN 5150 3.00 – Skills for Leadership (description) 122-136

9. Minutes of the Last Meeting (2016.10.14) 137-141

If you are unable to attend, please send regrets to Emily Rush at [email protected].

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APPRC Forums IIRP Working Group Reports Recommendations & Implementation October 25 & 26, 2016

Rhonda Lenton, VPA & Provost Gary Brewer,m VPFA

Context of Higher Education

Sustainability Skilled

Workforce Experiential Educationg

SMA Accountability

Metrics

Demographics

Differentiation New Funding

Model

eLearning Student Mobility Bilingual

Programming

Markham Innovation

Internationalization Partnerships

York’s Planning Cycle White Paper

IIRP Implementation

Plan UAP 2010 - 2015

SRP 2013 - 2017

Local IRPs 2010 - 2015

IIRP 2015 - 2020

Local IRPs 2015 - 2020

UAP 2015 - 2020

IIRP Institutional Initiatives • Advance innovative /signature pedagogies • Develop strategies to achieve White Paper benchmarks in regards to

undergraduate and graduate teaching priorities Quality teaching and learning

• Advance quality in academic programs • Address programmaCc issues with declining enrolment • Streamline degree requirements

High quality academic programs

• Develop and implement a comprehensive shared services model High quality affordable administrative services

• Complete graduate revisioning • Undertake organizaConal review of faculties and academic units

Optimal academic organizational structures

• Reform student advising experience • Enhance campus experience Student Centric

approach

• Develop pan-‐university operational plan to support research intensification

Research intensification

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IIRP Next Steps Timeline Fall/Winter 2016-17

September 2016

•  Final Working Group Reports Released to Community

•  IR Plan Call to community•  Aligning with new

UAP and IIRP Framework

•  IIRP Process Update to Board Committees

October-November 2016

•  Working Group Report Community Feedback Sessions •  PVP Retreat•  Faculty Councils

(11) •  APPRC Sponsored

Community Sessions (2) – Global Cafe

•  President’s Town Hall (October)

•  October Senate

December 2016

•  IIRP Implementation Plan Drafted•  Working Group

Co-Chair review •  Division/Faculty/Unit

IntegratedResource Plans due

January 2017

•  PVP Retreat Follow-up •  IIRP Investments

(new resources)•  Local IIRP resource

alignment (existing resources)

2017 - 2020

•  IIRP Implementation continues •  Evaluation and

accountability •  Performance

against plan •  Metrics of

success

Questions to Frame Discussion

•  What recommendations should receive the highest priorityand why? What opportunities are closest at hand?

•  Accomplishing recommendations is central to the successof the UAP 2015-2020. What timelines should beestablished for these implementing theserecommendations?

•  What bodies are best positioned to implementrecommendations, and what processes should beanimated?

Appendix

1. Enhancing the Quality of Teaching and Learningin Support of Student Success •  Innovative/”signature”

pedagogies• Internationalization of the

curriculum• Students’ sense of “agency”•  Integration of teaching and

research• Professional development• Innovative classroom

environments• Celebration/recognition of

quality teaching and learning

•  York differentiation andreputation

•  Enhanced recognition/profile ofteaching and learning

•  Transformative learningexperiences

•  Improved student satisfaction,retention

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2. Enriching Learning Through ExperientialEducation •  Clarity re. options/benefits of

EE •  Learning supports•  EE strategies and

implementation•  Teaching innovation part of

hiring•  Resources (technology,

infrastructure)•  Measure success

•  Every program offer EEopportunities

•  Appreciation of EE contributionto learning, student success

•  Enhanced studentengagement, retention

•  Community engagement

3. Innovative Use of Technology in Curriculum

•  eLearning tools and resources•  Blended learning•  Fully online courses and

programs•  One-stop faculty professional

development•  Classroom technology

enhancement

•  Expansion of eLearningopportunities

•  Enhanced student learning•  Flexibility and access•  Coordinated planning with

accountability

4. High Quality Cutting Edge Academic Programs•  Simplification of pathways

through and between programs•  Program learning outcomes•  Transferable knowledge and

skills development embeddedin programs

•  York graduate attributes•  Quality Assurance Framework

supporting program quality•  Data and analysis

•  Address diverse student needs•  Reduced complexity•  Student mobility, flexibility•  Skills development•  Appreciation of what is learned,

value of degrees•  Data-informed planning•  Enhanced student experience,

retention

5. Quality Administrative Services

•  Creation of “shared service”model for administrativeservices

•  Guided by serviceagreements

•  Pilot to test model•  Resources (technology, skills)

and support

• Enhanced service to students,faculty, staff

• Improved efficiency, costeffectiveness

• Culture of continuousimprovement at York

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6. Revisioning Graduate Studies

•  Clarification/alignment ofacademic and administrativeroles in Faculties and FGS

•  Governance structures•  Rename FGS School of

Graduate and Post-DoctoralStudies with administrative/accountability role

•  Timely PhD degree completion

•  Integrated graduate planning•  Reduced duplication•  Enhanced service and support

for graduate students• Improved graduate learning

experience

7. Student Centric: Reforming Student Advising

•  Pan-university framework foracademic advising system:– Student centric – Coordination across Faculties/

programs/Division of Students

–  Skilled professional advisors –  Technology enhanced

•  Data collection and outcomesassessment

• Academic advising: timely,accurate, accessible,consistent, caring, available,accountable

• Culture of service excellence• Improved student satisfaction

and success

8. Student Centric: Improving Campus Experience

•  Comprehensive spacegovernance framework

•  Involvement of students,faculty, staff in space plans

•  Priorities: Harry ArthursCommon, commuter space,underground space

•  Integrated space planning,prioritization

•  Space supports teaching andlearning

•  Improved safety•  Enhanced community

engagement

9. Research Intensification - PIER•  Improved research supports•  Reward research success and

track achievement•  Graduate and undergraduate

and postdoctoral engagementin research

•  Increased translationaloutcomes for research

•  Outreach and advocacy•  Leverage partnerships

•  Culture of scholarly inquiry andengagement in research andcreative activity

•  Enhanced accomplishment•  Internationally recognized

research leadership•  Enhanced research reputation

and differentiation

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The 628th Meeting of Senate held on Thursday, September 22, 2016

Remarks

At the outset of the first Senate meeting of 2016-2017, the Chair of Senate, Professor George Comninel

• welcomed continuing and new Senators, the latter including Dean LyndonMartin of the Faculty Education and Dean Paul McDonald of the Faculty ofHealth

• introduced the Academic Colleague to the Council of Ontario Universities,Senators on the Board of Governors, and Senate committee chairs

• saluted the Vice-Provost Students, Janet Morrison, and wished her well as sheprepares to take up the position of Vice-President Academic and Provost atSheridan College

York’s President, Dr Mamdouh Shoukri, applauded the community for all of its many successes and contributions to society, and paid special attention to highlights from the summer months, including major funding from the federal government for multi-institutional initiatives centred at York (The Health Ecosphere: An Innovation Pipeline for Commercial Health Solutions funded by Federal Development Ontario and Vision: Science to Applications or VISTA, made possible by a significant grant from the Canada First Research Excellence Fund). The University’s researchers had also fared well in Social Science and Humanities Research Council competitions. Two faculty members were among the latest crop of Trudeau fellows, and three current faculty members and one graduate had been named to the Royal Society. These and other indicators reaffirm York’s standing in the world of cutting-edge research and underline its growing impact and multiplying connections with external partners.

An announcement about funding for projects submitted to Ottawa under the Post-Secondary Institutions Strategic Investment Fund is imminent, and the ground will be turned on the Schulich School of Business facility expansion on September 30. Dr Shoukri announced the names of individuals slated to receive honorary degrees at Fall Convocation ceremonies,

Looking ahead to his final year in office, the President called on the community to rally behind York’s core values of providing students with the highest quality education while fitting them with the attributes essential for positive citizenship, building on research strengths and interdisciplinarity, and helping to boost the University’s profile and reputation. All members of the community should be respectful, responsible, sensitive and collegial.

The President’s monthly “Kudos Report” can be accessed in the meeting agenda package.

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http://www.cfref-apogee.gc.ca/home-accueil-eng.aspx

Academic Accommodations on November 2, 2016

Senate approved a resolution declaring November 2, 2016 – on which date a nationwide student day of action will be held - a day of academic accommodations with the specific request

that all course directors be asked through the Deans/Principal to: avoid scheduling exams, tests, presentations or other work on that day and to establish reasonable extensions of deadlines for other graded work due that date and to provide reasonable academic accommodations to students who choose to attend the November 2, 2016 Day of Action, including reasonable alternative access to materials covered during their absence. At its meeting of September 22, 2016 the Senate approved a resolution declaring November 2, 2016 – on which date a nationwide student day of action will be held - a day of academic accommodations with the specific request

Approval under Summer Authority

The Committee reported that the only action it took during the summer resulted in approval of an amendment to the Senate Policy and Guidelines on Withdrawn from Course Option specifying that “Petitions for removal of the W notation are not permitted and no refund of tuition fees shall be provided for courses dropped though the late withdrawal option.” (For details on the Policy itself see the reports from Executive and ASCP in the agenda package).

Other Approvals

On a recommendation from the Executive Committee, Senate approved an expansion of the membership of the Senate Appeals Committee by one faculty member to achieve balanced adjudicative panels and diminish the likelihood of postponed meetings. Senate acted at the second stage of a statutory motion.

Senate elected two Librarians to Senate committees: Stacy Allison-Cassin, Academic Standards, Curriculum and Pedagogy, and Yemisi Dina, Awards.

Senate approved a recommendation of the Academic Standards, Curriculum and Pedagogy Committee to

authorize the granting of degrees at the University’s Convocations held in Fall 2016, February 2017 (Convocation In Absentia) and Spring 2017 to those students who have fulfilled the degree program requirements and who have been recommended by the Councils of the Faculties and Colleges for receipt of the degrees listed in Appendix A of the ASCP report.

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authorize the forwarding of recommendations for certification by the Faculty of Education to the Ontario College of Teachers for those students who have been deemed “recommended for certification" by the Council of the Faculty of Education; and that

authorize the granting of diplomas and certificates at the University's Convocations held in Fall 2016, February 2017 (Convocation In Absentia) and Spring 2017 to those students who have fulfilled requirements and who have been recommended by the Councils of the Faculties for receipt of the diplomas and certificates listed in Appendix A of the ASCP report.

Committee Information Reports

In its report Senate Executive reported on

• its approval of Senate committee members nominated by Faculty Councils• enhancements to nominations process and a new timing, in November, for the

annual call for expressions of interest in Senate committee membership andother positions elected by Senate; Senators were asked to assist in the processof identifying prospective candidates throughout the year

• Senate meeting dates for 2016-2017, with scheduling adjustments made inDecember, February and June

• the results of the Senator and Senate committee member survey conducted inJune and July, along with actions that will be taken to address key findings

• the annual report on Senate in 2015-2016 together with attendance figures forthe September 2016 to May 2017 period

Academic Policy, Planning and Research reported the University Academic Plan 2015-2020 will be at the heart of its agenda for the year, and urged Senators to be strong advocates for the UAP in their Faculties and other collegial settings as they actively participate in the process of both “making the UAP matter” and helping to bring its objectives to fruition. The Committee also advised that it will sponsor academic planning forums in October on recommendations emanating from Institutional Integrated Resource Plan working groups, shared the latest update on Markham Centre planning, and announced members of its sub-committees for the year.

ASCP reported on programs approved to commence by the Quality Council of Ontario and approved for funding by the Ministry of Advanced Education and Skills Development.

Discussion Item

Senators offered their thoughts on a discussion item concerning due diligence in the acceptance of gifts and the recognition of donors. Assurances were given that the

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University exercises all due diligence in donor relations and the importance of having effective processes was noted by all.

Additional Information about this Meeting

Please refer to the full Senate agenda and supplementary material posted online with the September 2016 meeting for details about these items.

http://secretariat.info.yorku.ca/senate/meeting-agendas-and-synopses/

Next Meeting of Senate

Senate’s next meeting will be held at 3:00 p.m. on Thursday, October 27, 2016.

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The 629th Meeting of Senate held on Thursday, October 27, 2016

Remarks The Chair of Senate, Professor George Comninel commented on the inspiring round of ceremonies held during Fall Convocation, and thanked Senators who attended to celebrate with graduates, their families and friends.

York’s President, Dr Mamdouh Shoukri, updated Senate on a number of public policy initiatives including the development of new Strategic Mandate Agreements, the finalization of a university tuition fee framework, and the culmination of an intensive review of funding formulae. In recent meetings with federal ministers, and conferences at home and abroad, President Shoukri has taken every opportunity to extol the job-ready, transferable and critical skills of York’s graduates, including those primarily educated in the Humanities and Social Sciences. The University must continue to broadly educate all of its students and help them prepare for careers that will undoubtedly evolve but invariably require the enduring attributes of university students.

It was noted that misinformation has been circulating in the community regarding a student day of action on November 2nd. It was clarified that classes are not cancelled on November 2 as the result of Senate’s approval in September of academic accommodations for students on that date.

Approvals On a recommendation from the Executive Committee, Senate elected Franck van Breugel as the Vice-Chair-designate. Professor van Breugel begins his term on February 1, 2017. He is slated to become the first Chair of Senate from the Lassonde School of Engineering in 2018. Senate also extended the terms of the incumbent Chair and Vice-Chair of Senate by one month, and elected Professor Anoop Madhok of Schulich to the Tenure and Promotions of Committee.

Senate approved changes to the structure of the Master of Leadership and Community Engagement Program such that it will be pegged at five terms in length rather than four (effective September 2017).

Notice of Motion: Changes to the Senate Grading Scheme and Feedback Policy Academic Standards, Curriculum and Pedagogy Committee gave notice of its intention to add the requirement that a basic course syllabus be available to students no later than two weeks prior to the commencement of classes in an academic term, to take effect in all undergraduate Faculties by 1 July 2018. Senators provided the Chair of ASCP, Professor Lisa Farley, with timely feedback and advice.

Institutional Integrated Resource Plan Reports and Recommendations Following on two successful forums sponsored by the Academic Policy, Planning and Research Committee, Provost Lenton and Vice-President Finance and Administration Brewer engaged Senators in a discussion of IIRP working group reports and

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recommendations. As they embark on further consultations focusing on Faculty Councils, the Provost and Vice-President are especially hopeful of strong collegial input into priorities, opportunities, timelines and processes.

Academic Colleague’s Report The Academic Colleague to the Council of Ontario Universities, Professor David Leyton-Brown, reported on recent meetings of COU, with special attention to discussion of the “Report of the Premier’s Highly Skilled Workforce Expert Panel, Building The Workforce Of Tomorrow” as well as the goals and nature of COU’s own Conversation for a Better Future, a public consultation featuring an online survey open to any citizen of the province. Senators were encouraged to participate in the survey.

Sessional Dates for Summer 2017 and Fall-Winter 2017-2018 ASCP advised that it had reviewed proposed sessional dates for Summer 2017 and Fall-Winter 2017-2018 and confirmed that they were consistent with Senate policy. The dates were posted online with the agenda.

Committee Information Reports Senate Executive reported on

- its approval of members of Senate committees nominated by Faculty Councils and student Senators

- the membership and work plan of the Equity Sub-Committee - Senate committee priorities for 2016-2017 - plans to spotlight one of the seven priority areas of the University Academic

Plan at Senate meetings in 2016-2017

Academic Policy, Planning and Research shared the most recent written report on planning for the Markham Centre campus along with a preliminary schedule for highlighting UAP priority areas at meetings of Senate.

In its report ASCP confirmed approval of the following minor modifications:

- changes to requirements of the PhD program in Sociology - changes to requirements of the PhD program in Science & Technology Studies - changes to requirements of the PhD program in Psychology - establishment of COMS as a rubric for the new BA program in

Communications, Glendon

Additional Information about this Meeting Please refer to the full Senate agenda and supplementary material posted online with the October 2016 meeting for details about these items.

http://secretariat.info.yorku.ca/senate/meeting-agendas-and-synopses/

Next Meeting of Senate Senate’s next meeting will be held at 3:00 p.m. on Thursday, November 24, 2016.

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https://news.ontario.ca/opo/en/2016/06/premiers-highly-skilled-workforce-expert-panel-releases-final-report.html

https://news.ontario.ca/opo/en/2016/06/premiers-highly-skilled-workforce-expert-panel-releases-final-report.html

Schulich School of Business Memorandum To: Faculty Council From: Lorna Wright/Brenda Gainer Date: October 4, 2016

Motion It is moved that Faculty Council approve a new international study course, MGMT 6400 3.00: International Study Tour.

Rationale The proposed course is the first of its kind in the MBA program. By giving our students first hand experience of businesses, government, policy, and economic systems abroad, we are enhancing the internationalization of our program and maintaining our high ranking among MBA programs. In addition, a large part of the pedagogy used in this course is experiential which allows students to see the transfer of ideas from the classroom to the field, and contributes to Schulich’s plan to offer more courses like this.

The flexibility of the general framework for the study tour course allows different faculty members to create course variations to meet the needs of our large student body and diverse programs. As student interests and career goals emerge, faculty can develop course themes and take students to countries that are relevant to our current and future specializations. The course is designed to supplement the knowledge students have gained from their core courses and electives but not to overlap with the content of any specific courses.

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Faculty of Graduate Studies New Course Proposal

1. ProgramSchulich MBA

2. CourseMGMT 6400 (MGMT 6400A, 6400B, etc.)

3. Credit Value3.00

4. Long Course TitleInternational Study Tour

5. Short Course TitleInternational Study tour

6. Effective SessionWinter 2017

7. Calendar (Short) Course DescriptionThis course takes students from the classroom into the field where they can see how the theoretical study ofbusiness (as well as government policy and NGOs) translates into the practical. It is also designed toenhance students’ understanding of management, organizations, government policy and economics byexamining these phenomena in the context of countries very different from Canada.

Prerequisites: All 5100-series Required Foundations of Management Courses

8. Expanded Course DescriptionThis course takes students from the classroom into the field where they can see how the theoretical study ofbusiness (as well as government policy and NGOs) translates into the practical. It is also designed toenhance students’ understanding of management, organizations, government policy and economics byexamining these phenomena in the context of countries very different from Canada.

On each tour we will be visiting two countries and studying two economies. The purpose of the course is tofamiliarize students with the business practices (as well as the government policy and third sectorenvironment) in these countries to see how they have contributed to economic development there. Anadditional goal is to study opportunities for foreign organizations and executives who wish to do businessabroad. A third goal is to learn about cutting edge practices and innovation in other parts of the world in orderto enrich future Canadian practices. For the countries being studied, it is important to look at the major rolethey play in their own regional economics but also their links to North America, so we will also be exploringthe impact of globalization and the increasing inter-relatedness of global business activities.

The course utilizes a mix of instructor and guest lectures, company visits and class discussions (taking placeduring six pre-departure classes at Schulic)h and a 11-13 day study tour (including travel days). Activeparticipation in all scheduled classes and activities is expected and will help contribute to a rich learningenvironment.

The six in-class sessions at Schulich to provide context before departing on the field trip portion. While in thefield, students will meet with, and receive presentations from government officials, senior executives and localacademic experts. This is a valuable opportunity to gain first hand knowledge and interact with people it wouldbe difficult to meet if you were on your own.

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9. EvaluationPre-Departure Paper (25%)This will be a paper analyzing the macro-environmental situation of ONE of the countries you will visit using thePESTLE framework as a basis. Other tools you have learned in other classes should be utilized as well.Choose an industry or sector that you are interested in to serve as the point from which you are analyzing thesituation.

The paper will be marked on the following criteria:

• how deep the level of analysis is• how comprehensive it is -no important factors left out• how current your information is• how persuasive your paper is - evidence backing up your recommendations; all questions that your boss

might ask anticipated

This should be 10 pages, double-spaced. Calculations, charts, tables, etc. can be put in an appendix and will not count in the page total. Include a reference list of sources used as well. Due Date: at the beginning of final pre-departure class at Schulich.

Group Presentation (25%) Students will be divided into groups of 4-5 and will give a briefing to a manager who will shortly be going to ONE of the countries you are studying. The focus should be on the cultural aspects and business practices and compared to Canada. If possible, this briefing will actually be given to either an MBA class at a university on your tour or to a group of local professors and businesspeople. Half of the students on each tour will present on each country. You will have an opportunity to choose.

Evaluation will be on the depth of the analysis, breadth of the coverage (no important factors left out), holding the interest of the audience, and ability to answer questions following the presentation. The presentation itself will be 10 minutes followed by 10 minutes of Q&A.

Field Study Journal/Reflection (30%) Throughout the course each student will be required to keep a journal. This will be done in two parts. For the in-class portion of the course, the emphasis will be on what the students feel they have learned, what they expect on the field trip portion and what they feel the value of the study tour will be to them. Include the pre-departure briefing session. This portion is to be handed in prior to departure.

Once we have started the field trip portion, students will be expected to keep the journal daily, reflecting on what they have done during each day and what they have learned. A typed summary of the journal must be submitted on the last day of the field trip.

Assessment will be on the depth and quality of the reflection and analysis, the critical thinking involved, the clarity of the writing and thought process, and the quality of the evaluation of the overall experience. Emphasis should not be on what the activities were, but on the value you got from them and why -i.e., place your emphasis on your reflections and insight and on what you have learned (e.g., about the country, about yourself), rather than just on what you did. You should also refer back to the first part of the journal you handed in and consider whether your expectations were realistic, whether the trip met your expectations, etc. and why. Hand this in electronically to the CMD by the end of the tour.

Class Participation (contribution) (20%).

To actively participate in the course, students should:

• Be present at all activities, at Schulich and abroad

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• Prepare for all lectures and company visits• Consistently contribute meaningfully to group and class discussions.

Preparation. Students are expected to attend all six classes at Schulich and all scheduled activities while on the study tour and to positively contribute to the learning experience of the group. The participation of individual students will be based on an assessment by the instructor.

Assessment will take place in all six Schulich classes and in all formal site visits and other classes abroad.

Class-by-Class Syllabus Pre-departure classes for 2017: Thursdays, March 2, 9, 16, 23, 30, April 6 5:30—7:00 p.m.

Tour dates for 2017: 6400A: International Business and Investment in Thailand and Vietnam April 17-29, 2017

6400B: Sustainability and Innovation in Chile and Peru April 17-April 28, 2017

The course has been run twice in the past as an independent study. Every year the destinations as well as the themes and sites to be visited will change.

For an example, please see the class-by-class syllabus from the pre-departure classes from the 2016 tour (appendix 2). Please note that the format for pre-departure classes this year has been changed from four 3-hour classes to six 1.5 hour classes to avoid conflicts with other courses.

For an example of the study tour site visits and classes, please see the daily syllabus from the 2016 International Business tour to Chile and Peru (appendix 3). Please note that the theme and dates of the Chile/Peru course are different this year.

All six-class sequences will include a class on the PESTEL framework, on business culture in the countries to be visited, and a pre-departure orientation. The other three classes will provide background for the specific sites to be visited.

10. Integrated CoursesN/A

11. RationaleThe proposed course is the first of its kind at Schulich but not at the university. By giving our students firsthand experience of businesses, government, policy, and economic systems abroad, we are enhancing theinternationalization of our program and helping to achieve the goal of maintaining our high ranking amongMBA programs. In addition, a large part of the teaching approach used in this course is experiential whichcontributes to both York and Schulich’s desire to offer more courses of this type.

The flexibility of the general framework for the international study tour allows different faculty members tocreate differently-themed courses to meet the needs of a diverse student body. Previously, when this coursewas run as an independent study, it was offered on the theme of international business and investment.Student research suggested that currently there is strong interest in an international course on sustainabilityand innovation. Other student interests and needs will emerge in future years and faculty will develop otherthemes and take students to other countries.. Each group of students participating in a study tour will havediverse academic and career interests. The course is designed to supplement the knowledge they have

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gained from their core courses and various specializations but not to overlap with the content of any specific courses they may have taken or will take at Schulich.

12. Faculty ResourcesThe course will be taught by regular professors who currently teach in the MBA program.In 2017 the two sections will be taught by Professor Lorna Wright and Professor Brenda Gainer.Other faculty have expressed interest in teaching in this course in the future.The course is also supported by Lindsay Hillcoat, Associate Director, International Student Services andPrograms, and Cheryl Stickley, Graduate International Program Coordinator

13. Cross-listed CoursesN/A

14. Bibliography and Library StatementLibrary Statement is attached.

15. Physical ResourcesThe pre-departure courses require nothing that differs from regular MBA courses.

The study tour itself is contracted out by the university to tour operators who specialize in this business. Thetour operators provide accommodation, food, local transportation, in-tour flights, liaison with sites to be visitedand local guides. Schulich sends an administrative person on the tour along with a faculty member. This is tomeet requirements with regard to risk management.Students pay the cost of the course (which covers the above items) and arrange and pay for their owntransportation to and from the initial and final destination.

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Part B (Schulich Use Only)

16. Instructors and Faculty CoordinatorInitial instructor

Lorna Wright/Brenda Gainer

Alternative instructors

Geoff Kistruck, Charlene Zietsma

Course coordinator

Lorna Wright/Brenda Gainer

17. SpecializationsPrimary area or specialization

The course is listed as an MGMT course because it is envisioned as a basic framework in which to offerdiverse courses that pertain to many different specializations.

Secondary areas or specializations

In 2017 the specific sections will fit into specializations in: International Business, Sustainability, and SocialSector Management.

Other specializations that may be approved by specific program directors are: Entrepreneurship, Mining,

18. Student Contact and EnrolmentContact hours

9 hours of pre-departure classes at Schulich

35-40 hours of site visits, lectures from executives and government officials, and university presentations.

Maximum enrolment

The maximum number per tour is 30-32 students.

Expected enrolment

30-32 per section

Evidence for enrolment expectations

Both years these courses have been offered there have been large waiting lists. We anticipate that when weoffer two sections this year, both sections will be full.

19. Human Participants ResearchAll standard York University ethics requirements and procedures will be followed for assignments that involvecontact with actual organizations.

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20. Conditions for ApprovalIf this proposal is for a new elective course, please indicate which one of the two following conditionsrequired by Faculty Council applies:

a) The Area is deleting courses with at least the same total number of credits.

b) Provide a convincing case for the proposed course.

The course is closely aligned with the Schulich School of Business’ international programs and positioning, and also with the goal of developing more experiential educational options for our students.

Both times the course has been offered as an independent study in the past it has drawn wide interest and enthusiasm and there were many students who wished to participate and were not able to do so.

Course Originators

October 5, 2016 Signature Date

Lorna Wright Brenda Gainer Name

Supporting Faculty Members The course originator should consult with other interested parties and obtain their support. Support should be obtained from other units of the university if their interests are related to this course.

The faculty members whose names appear below confirm that they have examined this course proposal. They feel it is a worthwhile addition to the SSB curriculum and does not, to their knowledge, significantly duplicate the content of existing courses.

Alexandra Campbell Dirk Matten Name Name

Geoff Kistruck Charlene Zietsma Name Name

Detlev Zwick Hazel Rosin Name Name

Eileen Fischer Ashwin Joshi Name Name

Atipol Supapol Mary J. Waller Name Name

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Approvals

Area or Specialization I have reviewed this course proposal with the faculty members of this Area or Specialization, and I support the addition of the course to the SSB curriculum.

October 5, 2016 Signature Date

Lorna Wright International Business

Area Coordinator or Specialization Director Area or Specialization

Degree Program This course has received the approval of the Program Committee, and I support the addition of the course to the SSB curriculum.

Ashwin Joshi October 5, 2016 Signature Date

Ashwin Joshi MBA Program Director Program

Academic Committee This course has received the approval of the Master Programs Committee/Programs Coordinating Committee.

Signature Date

Chair, Master Programs Committee/ Programs Coordinating Committee

Required Attachments • Schulich course outline: must conform to program norms; see the Program Assistant for details• Librarian’s statement indicating that adequate library resources are available for the course• For cross-listed courses: signed statement of agreement from director of other graduate course• For integrated courses: signed statement of agreement from chair of undergraduate program• If applicable, a completed Human Participants Research Protocol Form.

Markus Biehl October 24, 2016

Markus Biehl

18

Appendix 1:

CLASS READINGS FOR PRE-DEPARTURE CLASSES 2016 (Example of Course Materials from a previous International Study Tour course)

OECD (2015) Latin America Economic Outlook 2015 http://www.oecdilibrary.org/docserver/download/4115011e.pdf?expires=1450222600&id=id&accname=ocid194763&checksum=CA4EC64404E444D4F1B94E425C03D37C (Read Chapters 1 and 2)

Chile Foreign Investment Committee (2015) Chile Investment Review . This is published every two weeks by the Foreign Investment Committee. Check it out regularly at http://www.ciechile.gob.cl/en/newsletter/

Invest in Chile: Land of Opportunities http://www.ciechile.gob.cl/wp-content/uploads/2015/10/BROCHURE_GENERAL_ingl%C3%A9s_web.pdf

Peru’s Busine8ss and Investment Guide 2014-2015. Ernst & Young http://www.ey.com/Publication/vwLUAssets/Peru-Business-and-Investment-guide-2014- 15/$FILE/Peru%C2%B4s%20Business%20and%20investment%20guide%202014-2015-2.pdf

Siehl, Carin & Julie Hines (2006). Leading Across Cultures: Chile. Thunderbird Case Study

Puffer, Sheila & David Wesley (2012). Mining and Corporate Social Responsibility: A Note on Mining in Peru. Northeastern University Case Study

Jones, Geoffrey (2012). The Growth Opportunity that Lies Next DoorÓ. Harvard Business Review Jul-Aug.

Centre for Intercultural Learning (Global Affairs Canada) http://www.international.gc.ca/cil-cai/index.aspx?lang=eng This site has quick facts on history, culture, geography, politics and economy for many countries.

https://www.international.gc.ca/cil-cai/country_insightsapercus_pays/overviewapercu_cl.aspx?lang=eng and https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_pe.aspx?lang=eng will give you cultural information.

19

https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_pe.aspx?lang=eng

Appendix 2:

COURSE SYLLABUS FOR PRE-DEPARTURE COURSES 2016

(Example of Syllabus from a previous International Study course: please note there were four 3 hour pre-departure classes previously. In future there will be six 1.5 hour pre-departure classes)

Schedule of Topics and Readings

Class One

Chile & Peru and their place in the region and the world

Introduction to analytical framework PESTLE

March 14, 19:00 - 22:00

This will be an overview of the history and economy of the two countries and their place in South America and as part of APEC. We will be discussing the analytical framework PESTLE as a way to assess their macro-economic environment that will help Canadian organizations considering entering those markets make better strategic business decisions.

Readings:

1. OECD (2015). Latin America Economic Outlook 2015 http://www.oecd-ilibrary.org/docserver/download/4115011e.pdf?expires=1450222600&id=id&accname=ocid194763&checksum=CA4EC64404E444D4F1B94E425C03D37C (Read Chapters 1 and 2)

2. Jones, Geoffrey (2012). “The Growth Opportunity that Lies Next Door”. Harvard Business Review Jul-Aug.

3. Conklin, David (2002). “Analyzing and Managing Country Risks”, Ivey Business Journal. Jan./Feb.

http://www.iveybusinessjournal.com/topics/the-organization/analyzing-and-managing-country-risks#.VAYKDoWvHaJ

Class Two

Business Culture

March 21, 19:00 - 22:00

In addition to understanding the economic and trading relationships, it is important to understand the different cultural nuances of doing business in Peru and Chile when it comes to negotiating, managing, leading, etc.

3220

Readings:

1. Centre for Intercultural Learning (Global Affairs Canada) http://www.international.gc.ca/cil-cai/index.aspx?lang=eng This site has quick facts on history, culture, geography, politics and economy for many countries. For Chile and Peru https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_cl.aspx?lang=eng and https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_pe.aspx?lang=eng will give you cultural information.

2. Siehl, Carin & Julie Hines (2006). Leading Across Cultures: Chile. Thunderbird Case Study

3. Video: Doing Business in Chile.

Class Three

Investing in/Trading with Peru and Chile

March 28, 19:00 - 22:00

This class will concentrate on some of the practical aspects of investing or trading with these two countries. We will have guest speakers from the trade offices of Chile and Peru and/or a Canadian company doing business there. Since mining is one of Canada’s main activities in Latin America, we will also discuss a mining case.

Readings and Case:

1. Invest in Chile: Land of Opportunities http://www.ciechile.gob.cl/wp-content/uploads/2015/10/BROCHURE_GENERAL_ingl%C3%A9s_web.pdf

2. Peru’s Business and Investment Guide 2014-2015. Ernst & Younghttp://www.ey.com/Publication/vwLUAssets/Peru-Business-and-Investment-guide-2014-15/$FILE/Peru%C2%B4s%20Business%20and%20investment%20guide%202014-2015-2.pdf

3. Puffer, Sheila & David Wesley (2012). Mining and Corporate Social Responsibility: A Note on Mining in Peru.Northeastern University Case Study

Class Four

Pre-Departure Session

April 4, 19:00 - 22:00

Students will be required to participate in a Pre-Departure session that covers cultural, risk management, and trip logistics information. All students must complete an emergency contact form and waiver form prior to departure from Toronto:

Emergency Contact Form: www.schulich.yorku.ca/emergencycontact Waiver: www.schulich.yorku.ca/waiver

Student Conduct: It is expected that students follow the York Code of Student Rights and Responsibilities (http://www.yorku.ca/oscr/studentconduct.html) and act as a responsible and respectful ambassador while representing the school abroad.

21

Course Outline Winter 2017

Thursdays, 17:30-19:00 PM, beginning on March 2 SSB TBA

This outline describes the general framework of the International Study Tour course. Specific section titles, themes, countries and reading lists will vary from year to year. The study tours are available every year and will be introduced at a student information session in early October. Specific site visits (and related readings) will be confirmed in early January. Six pre-departure classes are required of all participants. These classes will be held after Reading Week in a 5:30-7:00 time slot so as to not conflict with other MBA electives. The study tours begin after Winter semester final examinations and conclude before the Summer semester starts. Sections of the syllabus that will vary from year to year depending on the tour destinations and accompanying pre-departure classes and readings appear in blue.

Section titles 2017: Section A: International Business and Investment in Vietnam and Thailand Section B: Sustainability and Innovation in Chile and Peru

Instructor: Assistants Section A: Vietnam and Thailand: Professor Lorna Wright N203E, Seymour Schulich Building (416) 736-2100, ext 77997 [email protected]

Section B: Chile and Peru Professor Brenda Gainer N304G, Seymour Schulich Building (416) 736-2100, ext 66416 [email protected]

Filomena Ticzon N205B, Seymour Schulich Building (416) 736-5068 [email protected]

Maia Saneblidze N320, Seymour Schulich Building (416) 736-5092 [email protected]

Lorna Wright is Export Development Canada Professor of International Business, specializing in cross-cultural management, and Executive Director of the Centre for Global Enterprise at Schulich. She has taught at Schulich since 2000.

Brenda Gainer is the Royal Bank Professor of Nonprofit Management and an instructor in the Marketing department at Schulich. She has been Director of the Social Sector Management Program since 1996.

Logistics, both sections Contact Cheryl Stickley W262M, Seymour Schulich Building (416) 736-5059 [email protected]

MGMT 6400 3.00: International Study Tour

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mailto:[email protected]

Meetings by appointment. Please arrange appointments by consulting during or after class or by emailing.

Brief Description This course takes students from the classroom into the field where they can see how the theoretical study of business (as well as government policy and NGOs) translates into the practical. It is also designed to enhance students’ understanding of management, organizations, government policy and economics by examining these phenomena in the context of countries very different from Canada.

Prerequisites: All 5100-series Required Foundations of Management Courses

Contents Course Learning Outcomes ........................................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 3 Course Material............................................................................................................................................. 3 Class-by-Class Syllabus .................................................................................................................................. 4 Written Assignments/Projects Descriptions ................................................................................................. 4 Evaluation of Written Assignments/Projects ................................................................................................ 5 Calculation of Course Grade ......................................................................................................................... 6 General Academic Policies: Grading, Academic Honesty, Accommodations ............................................... 6 Quick Reference: Summary of Classes, Activities and Deliverables ............................................................. 7

Course Learning Outcomes

On each tour we will be visiting two countries and studying two economies. The purpose of the course is to familiarize students with the business practices (as well as the government policy and third sector environment) in these countries to see how they have contributed to economic development there. An additional goal is to study opportunities for foreign organizations and executives who wish to do business abroad. A third goal is to learn about cutting edge practices and innovation in other parts of the world in order to enrich future Canadian practices. For the countries being studied, it is important to look at the major role they play in their own regional economics but also their links to North America, so we will also be exploring the impact of globalization and the increasing inter-relatedness of global business activities.

The course utilizes a mix of instructor and guest lectures, company visits, class discussions (taking place during six pre-departure classes at Schulich), and a 11-13 day study tour (including travel days). Active participation in all scheduled classes and activities is expected and will help contribute to a rich learning environment.

The six in-class sessions at Schulich provide context before departing on the field trip portion. While in the field, students will meet with, and receive presentations from government officials, senior executives and local academic experts. This is a valuable opportunity to gain first hand knowledge and interact with people it would be difficult to meet if you were on your own.

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Students will:

1. Develop a practical knowledge for the global business environment, providing a solid base fromwhich to enhance their academic learning in other courses.

2. Increase students’ ability to interact effectively in a different cultural environment withculturally diverse people.

3. Develop students’ skills for putting the analytical frameworks they have learned into practice.4. Analyze the world position of the countries they visit and their importance for Canada.5. Familiarize students with the business culture and practices of countries in other regions of the

world.

Deliverables at a Glance In the table below, the impact of each task on your final grade for the course is indicated in the “% weight” column.

Assignment/Task Quantity % Weight Total % Author Class participation (Schulich classes and on site) 20 1% 20% Individual Pre-Departure Paper 1 25% 25% Individual Group Presentation: 1 25% 25% Group Field Study Journal/Reflection: 1 30% 30% Individual

100%

For details, see “Written Assignments/Projects Descriptions” (p.4) and “Evaluation of Written Assignments/Projects” (p. 5).

Course Material Please see the list of pre-departure readings from the 2016 tour on International Business in Chile and Peru for an example (appendix 1).

The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and information and materials specific to this course. Check it frequently.

Student Preparation for Class and Class Participation: Expectations Preparation. Students are expected to attend all six classes at Schulich and all scheduled activities while on the study tour and to positively contribute to the learning experience of the group. The class participation grade will be based on an assessment by the instructor. Assessment will take place in all six Schulich classes and in all formal site visits and other classes abroad.

Class Participation (contribution). To actively participate in the course, students should: • Be present at all activities, at Schulich and abroad• Prepare for all lectures and company visits• Consistently contribute meaningfully to group and class discussions.

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Class-by-Class Syllabus For an example, please see the class-by-class syllabus from the pre-departure classes from the 2016 tour (appendix 2). Please note that the format for pre-departure classes this year has been changed from four 3-hour classes to six 1.5 hour classes to avoid conflicts with other courses.

For an example of the study tour site visits and classes, please see the daily syllabus from the 2016 International Business tour to Chile and Peru (appendix 3). Please note that the theme and dates of the Chile/Peru course are different this year.

All six-class sequences will include a class on the PESTEL framework, on business culture in the countries to be visited, and a pre-departure orientation. The other three classes will provide background for the specific sites to be visited.

Pre-Departure Class Dates 2017: Thursdays, March 2, 9, 16, 23, 30, April 6 5:30-7:00 p.m. SSB Room TBA

Tour Dates 2017 (including travel dates): Section A: Thailand and Vietnam April 17-April 29, 2017 Section B: Chile and Peru April 17-April 28, 2017

Written Assignments/Projects Descriptions Due Date Pre-Departure Paper Week of April 10-15

An analysis of the macro-environmental situation of ONE of the two countries students will visit using the PESTLE framework as a basis Max length: 10 pages Value: 25%

On Tour Group Presentation Students, divided into groups of 4-5, will prepare and present a briefing during an MBA class at a university on tour or to a group of local professors and businesspeople, to a manager who will be going to ONE of the countries to be studied. The presentation is to focus on the cultural aspects and business practices of that country and compared to Canada. Max length: 10 minutes, followed by 10 minutes of Q&A Value: 25%

1st part prior to departure

2ndpart at the end of the tour

Field Study Journal/Reflection (2 parts) For the in-class portion of the course, the emphasis will be on what the students feel they have learned, what they expect on the field trip portion, and what they feel the value of the study tour will be to them. (This portion should be handed in prior to departure)

For the field trip portion, students will be expected to keep a journal daily, reflecting on what they have done each day and what they have learned. (A typed summary of the journal must be submitted on the last day of the field trip electronically to the CMD) Max length: 20 pages Value: 30%

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Evaluation of Written Assignments/Projects Anything you submit must be typewritten. All assignments are due in class on the due date. Late submissions will be penalized by one grade point per day. All submissions must be 12-point font, double-spaced with one-inch margins. All papers should be proofread by someone other than you. All papers should be written in APA or MLA format.

Pre-Departure Paper (25%) This will be a paper analyzing the macro-environmental situation of either ONE of the two countries you will visit using the PESTLE framework as a basis. Other tools you have learned in other classes should be utilized as well. Choose an industry or sector that you are interested in to serve as the point from which you are analyzing the situation. The paper will be marked on the following criteria:

• how deep the level of analysis is• how comprehensive it is -no important factors left out• how current your information is• how persuasive your paper is - evidence backing up your recommendations; all questions that

your boss might ask anticipated

This should be 10 pages, double-spaced. Calculations, charts, tables, etc. can be put in an appendix and will not count in the page total. Include a reference list of sources used as well. Due Date: at the beginning of the final pre-departure class at Schulich.

Group Presentation (25%) Students will be divided into groups of 4-5 and will give a briefing to a manager who will shortly be going to ONE of the countries you are studying. The focus should be on the cultural aspects and business practices and compared to Canada. If possible, this briefing will actually be given to either an MBA class at a university on your tour or to a group of local professors and businesspeople. Half of the students on each tour will present on each country.

You will have an opportunity to choose. Evaluation will be on the depth of the analysis, breadth of the coverage (no important factors left out), holding the interest of the audience, and ability to answer questions following the presentation. The presentation itself will be 10 minutes followed by 10 minutes of Q&A.

Field Study Journal/Reflection (30%) Throughout the course, each student will be required to keep a journal. This will be done in two parts. For the in-class portion of the course, the emphasis will be on what the students feel they have learned, what they expect on the field trip portion and what they feel the value of the study tour will be to them. Include the pre-departure briefing session. This portion is to be handed in prior to departure.

Once we have started the field trip portion, students will be expected to keep the journal daily, reflecting on what they have done during each day and what they have learned. A typed summary of the journal must be submitted on the last day of the field trip. Assessment will be on the depth and quality of the reflection and analysis, the critical thinking involved, the clarity of the writing and thought process, and the quality of the evaluation of the overall experience. Emphasis should not be on what the activities were, but on the value you got from them and why -i.e., place your emphasis on your reflections and insight and on what you have learned (e.g., about the country, about yourself), rather

28

than just on what you did. You should also refer back to the first part of the journal you handed in and consider whether your expectations were realistic, whether the trip met your expectations, etc. and why. Hand this in electronically to the CMD by the end of the tour.

Calculation of Course Grade In this class, final course grades will be determined by the following process:

Participation/Course Contribution: 20% Pre-Departure Paper: 25% Group Presentation: 25% Field Study Journal/Reflection: 30%

General Academic Policies: Grading, Academic Honesty, Accommodations

Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the minimum passing grade is C- (1). To keep final grades comparable across courses, elective courses are expected to have a mean grade between 5.2 and 6.2.

The Schulich School does not use a percentage scale or prescribe a standard conversion formula from percentages to letter grades. Conversions within a course are at the discretion of the instructor.

For more details on the index, grading policy, and grade point average (GPA) requirements, consult your student handbook

Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found on the Schulich website:

http://schulich.yorku.ca/current-students/academic-honesty/

Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://www.yorku.ca/cds/.

29


http://www.yorku.ca/cds/

Quick Reference: Summary of Classes, Activities and Deliverables

Class No., Title and Date In-Class Case/Exercise Reading Preparation (excluding cases and optional readings)

Written and Oral Deliverables

MBA Reading Week: February 21-24, 2017

7. Mar. 2 1st Pre-Departure Class 2017

8. Mar. 9 2nd Pre-Departure Class 2017

9. Mar. 16 3rd Pre-Departure Class 2017

10. Mar. 23 4th Pre-Departure Class 2017

11. Mar. 30 5th Pre-Departure Class 2017

12. Apr. 6 1st 6th Pre-Departure Class 2017

Pre-departure paper due

MBA Exams: April 10-15, 2017

Week of April 10-15, 2017 Field Study Journal /Reflection part 1 due prior to departure

Tour Apr. 17 – Apr. 29, 2017 Section 1: Thailand and Vietnam

Group presentation given during the Tour

Tour Apr. 17 – Apr. 28, 2017 Section 2: Chile and Peru

Group presentation given during the Tour

Apr 29, 2017 Field Study Journal /Reflection part 2 due on the last day the field trip

30

Appendix 1: CLASS READINGS FOR PRE-DEPARTURE CLASSES 2016 (Example of Course Materials from a previous International Study Tour course)

OECD (2015) Latin America Economic Outlook 2015 http://www.oecdilibrary.org/docserver/download/4115011e.pdf?expires=1450222600&id=id&accname=ocid194763&checksum=CA4EC64404E444D4F1B94E425C03D37C (Read Chapters 1 and 2)

Chile Foreign Investment Committee (2015) Chile Investment Review . This is published every two weeks by the Foreign Investment Committee. Check it out regularly at http://www.ciechile.gob.cl/en/newsletter/

Invest in Chile: Land of Opportunities http://www.ciechile.gob.cl/wp-content/uploads/2015/10/BROCHURE_GENERAL_ingl%C3%A9s_web.pdf

Peru’s Busine8ss and Investment Guide 2014-2015. Ernst & Young http://www.ey.com/Publication/vwLUAssets/Peru-Business-and-Investment-guide-2014- 15/$FILE/Peru%C2%B4s%20Business%20and%20investment%20guide%202014-2015-2.pdf

Siehl, Carin & Julie Hines (2006). Leading Across Cultures: Chile. Thunderbird Case Study

Puffer, Sheila & David Wesley (2012). Mining and Corporate Social Responsibility: A Note on Mining in Peru. Northeastern University Case Study

Jones, Geoffrey (2012). The Growth Opportunity that Lies Next DoorÓ. Harvard Business Review Jul-Aug.

Centre for Intercultural Learning (Global Affairs Canada) http://www.international.gc.ca/cil-cai/index.aspx?lang=eng This site has quick facts on history, culture, geography, politics and economy for many countries.

https://www.international.gc.ca/cil-cai/country_insightsapercus_pays/overviewapercu_cl.aspx?lang=eng and https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_pe.aspx?lang=eng will give you cultural information.

31



Appendix 2: COURSE SYLLABUS FOR PRE-DEPARTURE COURSES 2016 (Example of Syllabus from a previous International Study course: please note there were four 3 hour pre-departure classes previously. In future there will be six 1.5 hour pre-departure classes)

Schedule of Topics and Readings

Class One Chile & Peru and their place in the region and the world Introduction to analytical framework PESTLE

March 14, 19:00 - 22:00

This will be an overview of the history and economy of the two countries and their place in South America and as part of APEC. We will be discussing the analytical framework PESTLE as a way to assess their macro-economic environment that will help Canadian organizations considering entering those markets make better strategic business decisions.

Readings: 1. OECD (2015). Latin America Economic Outlook 2015 http://www.oecd-ilibrary.org/docserver/download/4115011e.pdf?expires=1450222600&id=id&accname=ocid194763&checksum=CA4EC64404E444D4F1B94E425C03D37C (Read Chapters 1 and 2) 2. Jones, Geoffrey (2012). “The Growth Opportunity that Lies Next Door”. Harvard Business Review Jul-Aug. 3. Conklin, David (2002). “Analyzing and Managing Country Risks”, Ivey Business Journal. Jan./Feb.http://www.iveybusinessjournal.com/topics/the-organization/analyzing-and-managing-country-risks#.VAYKDoWvHaJ

Class Two Business Culture

March 21, 19:00 - 22:00

In addition to understanding the economic and trading relationships, it is important to understand the different cultural nuances of doing business in Peru and Chile when it comes to negotiating, managing, leading, etc.

32

Readings: 1. Centre for Intercultural Learning (Global Affairs Canada) http://www.international.gc.ca/cil-cai/index.aspx?lang=eng This site has quick facts on history, culture, geography, politics and economy for many countries. For Chile and Peru https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_cl.aspx?lang=eng and https://www.international.gc.ca/cil-cai/country_insights-apercus_pays/overview-apercu_pe.aspx?lang=eng will give you cultural information. 2. Siehl, Carin & Julie Hines (2006). Leading Across Cultures: Chile. Thunderbird Case Study

3. Video: Doing Business in Chile.

Class Three Investing in/Trading with Peru and Chile

March 28, 19:00 - 22:00

This class will concentrate on some of the practical aspects of investing or trading with these two countries. We will have guest speakers from the trade offices of Chile and Peru and/or a Canadian company doing business there. Since mining is one of Canada’s main activities in Latin America, we will also discuss a mining case.

Readings and Case: 1. Invest in Chile: Land of Opportunities http://www.ciechile.gob.cl/wp-content/uploads/2015/10/BROCHURE_GENERAL_ingl%C3%A9s_web.pdf 2. Peru’s Business and Investment Guide 2014-2015. Ernst & Younghttp://www.ey.com/Publication/vwLUAssets/Peru-Business-and-Investment-guide-2014-15/$FILE/Peru%C2%B4s%20Business%20and%20investment%20guide%202014-2015-2.pdf 3. Puffer, Sheila & David Wesley (2012). Mining and Corporate Social Responsibility: A Note on Mining inPeru. Northeastern University Case Study

Class Four Pre-Departure Session

April 4, 19:00 - 22:00

Students will be required to participate in a Pre-Departure session that covers cultural, risk management, and trip logistics information. All students must complete an emergency contact form and waiver form prior to departure from Toronto: Emergency Contact Form: www.schulich.yorku.ca/emergencycontact Waiver: www.schulich.yorku.ca/waiver Student Conduct It is expected that students follow the York Code of Student Rights and Responsibilities (http://www.yorku.ca/oscr/studentconduct.html) and act as a responsible and respectful ambassador while representing the school abroad.

33

To:

From:

Date:

Subject:

FacultyCouncil

AndreKuzmicki,Director,MasterofRealEstateandInfrastructure

October5,2016

MasterofRealEstateandInfrastructure–3NewCourseProposals

Motion:

ThatFacultyCouncilapprovethefollowingthreenewcourseproposalsfortheMasterofRealEstateand

Infrastructure:

1. PROP6050:ChangingLandscapes:HistoricalPerspectivesontheIndustry(MREIonly)2. PROP6250:SitePlanningandDesign(MREIonly)3. PROP6850:StructuringDevelopmentTransactions(MREIonly)

Rationale:

TheMasterofRealEstateandInfrastructureprogram(MREI)wasapprovedbySenateinDecember,

2015andwillbeofferedforthefirsttimeinJanuary,2017.Senateapprovalenvisionedthecreationof

12newcoursesfortheMREI,ofwhichonewasapprovedinthespringof2016Theremainderarebeing

presentedforapprovalingroupsthroughoutthecourseofthefallterm.

ForfurtherdetailsontheMREI,pleaseseetheProposalforaMasterofRealEstateandInfrastructure.

AndreKuzmicki

35

Faculty of Graduate Studies New Course Proposal - Part A

1. Program

Master of Real Estate and Infrastructure

2. Course Number

PROP 6050

3. Credit Value

3.00

4. Long Course Title

Changing Landscapes: Historical Perspectives on the Industry

5. Short Course Title

Historical Perspectives on the Industry

6. Effective Session

Summer 2017

7. Calendar (Short) Course Description

This course examines the key factors, firms, and personalities that have shaped urban development, ranging from the economy to technology, government policy, culture, industry structure, and people/firms that have made a difference over time. The course analyzes the past to better understand trends that will shape the future of real estate and infrastructure development in Canada and abroad.

Only available to MREI students.

8. Expanded Course Description

An opportunity to learn from the past through an examination of four key factors that have shaped the industry overtime: a) the drivers of market cycles, what drove these cycles, and the impact of market cycles on value creation anddestruction for investors, as well as on the spatial structure of cities; b) the factors that drove and influenced thesuccess or failure of key real estate and infrastructure projects as impacted by the evolution of technology, buildingsystems, and assemblies and their influences on building form, functionality and infrastructure; c) the culture of theindustry sectors; and d) how successive generations of entrepreneurs built businesses which influenced perceptions ofthe industry, and the business organizations they shaped. A primary objective for the course is to understand thedynamic relationship between market forces, technological advancements, industry culture and leaders in the industry.

Module 1: The economy.Module 2: Technology.Module 3: Industry Culture.Module 4: Industry Leaders.

36

66b

9. Evaluation

Assignment/Task Quantity % Weight Total % Author Future Trends: Mini-Assignment and Presentation 1 10 10 Individual or groups of 2-3

depending on enrollment Future Trends: Participation in discussion of colleagues

1 10 20 Individual

Major individual research paper: Comparing the impact on the Canadian Real Estate industry in the early 1990s and 2008-09 Recessions

1 30 50 Individual

Major group paper 1 20 70 Group

Major group presentation 1 20 90 Group

Class participation 1 10 100 Individual

100%

10. Integrated Courses

N/A

11. Rationale

See Master of Real Estate and Infrastructure program proposal

12. Faculty Resources

R. Christopher Edey

13. Cross-listed Courses

N/A

14. Bibliography and Library Statement

Bianco, A. Reichmanns: Family, Faith, Fortune, and the Empire of Olympia & York (1997). Random House Canada.

Ferguson, Niall: The Ascent of Money (2008) The Penguin Press HC.

Downs, Anthony: Real estate and the financial crisis : how turmoil in the capital markets is restructuring real estatefinance (2009) Urban Land Institute.

Ferguson, William J.: Market Discipline the competitive advantage: lessons from Canada’s real estate leaders (2012)REALpac

Lorimer, James: The Developers. (1978)

Please see Master of Real Estate and Infrastructure program proposal for the Library Statement.

15. Physical Resources

No special physical resources are required.

6737




R. Christopher Edey


N/A

Course coordinator

James McKellar




N/A


36 hours

Maximum enrolment

55

Expected enrolment

45


This is a Master of Real Estate and Infrastructure core course and thus enrolment will always be the full complement of each year’s intake

19. Human Participants ResearchN/A

20. Conditions for ApprovalIf this proposal is for a new elective course, please indicate which one of the three followingconditions required by Faculty Council applies:


N/A

6838


N/A

Course Originator

James McKellar October 3, 2016 Signature Date

James McKellar Name



Ashwin Joshi Marcia Annisette Name Name

Detlev Zwick Christine Oliver Name Name

James Darroch Ric Irving Name Name

Approvals



James McKellar Real Estate and Infrastructure

Academic Director Area or Specialization

6939


Andre Kuzmicki October 3, 2016 Signature Date

Andre Kuzmicki Master of Real Estate and Infrastructure

Program Director Program


Signature Date


Required Attachments • Schulich course outline: must conform to program norms; see the Program Assistant for details• Librarian’s statement indicating that adequate library resources are available for the course• For cross-listed courses: signed statement of agreement from director of other graduate course• For integrated courses: signed statement of agreement from chair of undergraduate program• If applicable, a completed Human Participants Research Protocol Form.

Send to: Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members, to the appropriate program assistant.

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Markus Biehl

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Course Outline

PROP 6050 3:00 Changing Landscapes: Historical Perspectives on the Industry Summer 2017

Schedule TBD Classroom: TBD

Instructor Administrative Assistant

R. Christopher Edey [email protected] Office hours by appointment

Bryna Abtan [email protected] W362BB, Schulich School of Business

Christopher Edey is the Director of Commercial Development for the York University Development Corporation (YUDC). He has previously taught at the Ted Rogers School of Business at Ryerson University. Chris is a graduate of Schulich (MBA ’11) and is past chair of the Developers’ Den Case Competition organizing committee.

Brief Description

This course examines the key factors, firms, and personalities that have shaped urban development, ranging from the economy to technology, government policy, culture, industry structure, and people/firms that have made a difference over time. The course analyzes the past to better understand trends that will shape the future of real estate and infrastructure development in Canada and abroad.


Contents

Course Learning Outcomes ........................................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 3 Course Material............................................................................................................................................. 4 Student Preparation for Class and Class Participation: Expectations ........................................................... 4 Class-by-Class Syllabus .................................................................................................................................. 5 Written Assignments/Projects and Exam[s]: Descriptions ......................................................................... 10 Evaluation of Written Assignments/Projects and Exams ........................................................................... 11 Calculation of Course Grade ....................................................................................................................... 12 General Academic Policies: Grading, Academic Honesty, Accommodations and ExamsError! Bookmark not defined. Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 13

PROP 6050 3.0: Changing Landscapes: Historical Perspectives on the Industry

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Learning Outcomes

1. To develop an appreciation of the historical factors that have influenced the evolution of the realestate and infrastructure industries in the postwar era.

2. To gain insight into some of the key successes and failures, and reasons thereof, that are recognizedas significant milestones in this period.

3. To understand how the distinctive culture of the industry is shaped by a combination of people andprocess, technology, business cycles, and government policies, regulations and practices.

4. To appreciate the linkages between the recent past, the present, and the future as a basis toformulate new opportunities in city building.

Content and Organization of the Course

Through lectures, class discussion, guest speakers and assignments, the course offers MREI students the opportunity to learn from the past through an examination of key industry players, projects and events that have contributed to city building over time: a) the drivers of market cycles, what drove these cycles, and the impact of market cycles on value creation and destruction for investors, b) social, technological and government policy changes that shaped the rules of development, created entire new markets and asset classes, while making others obsolete – how these trends interacted to create the shape of today’s cities and the direction of the firms today; c) the culture(s) of the real estate and infrastructure firms, and in particular how firm structure and behaviour has changed from the postwar era to today; and d) how successive generations of influential entrepreneurs and managers built businesses which influenced perceptions of urban development, and the business organizations they shaped.

A goal for this course is to understand the broader context that surrounds any given urban development project or firm, whether real estate or infrastructure, and how inseparable the context is from the outcomes of the project or the success, or failure, of the firm. By examining the city building enterprise over a long time period, the trends that created today’s development context, more specifically the economic, political, technological and cultural box that forms the boundaries of possible outcomes, can be identified and explored. The purpose of understanding these trends is to encourage students to learn how to apply the same analysis to contemporary projects and firms in order to make informed predictions of future changes, and be adaptable to a changing marketplace.

The course is organized into four modules described below. Class sessions will touch on multiple themes and attempt to make the relevant linkages.

Module 1: The Economy. The mechanisms of the business cycle in the Postwar era and the cyclical behavior of the property and the capital markets. Factors of continuity and change, as well as the role of government in moderating cycles through fiscal and monetary policy. Structural changes in the financial markets and their impact on the private sector. Patterns of demand and the impact of consumption behavior on the supply of different real estate products. Implications for the decades ahead.

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Module 2: Technology, Society and Government Policy: Cities are still built on technologies that largely arose during the Industrial Revolution and were entrenched in society following the great wars including transportation, communications, and mass production systems. This gave rise to new types of business enterprises that expanded their activities and moved into new markets. The automobile, the suburban tract house, and the mobility network of highways and transit gave rise to firms building shopping centers, warehouses, office buildings, and entertainment centers beyond the city core. These firms turned to new building techniques, new materials, and improved means of construction that have been refined over the past century. Increasingly the focus on technology is now turning from buildings to infrastructure as cities intensify, try to do more with less, address sustainability issues, meet demographic shifts, and address the overall pace of urbanization. Government has traditionally heavily regulated land and its development, with major implications for how our cities have grown and what form of development is encouraged or discouraged.

Module 3: The evolving structures and cultures of the firms engaged in real estate and infrastructure development. How has the real estate and land development industry been organized over the past seven decades and what impact did its structure have on the projects it undertook, its risk tolerance and resilience during economic turbulence?

Module 4: Industry Leaders. People are what make the difference. Many leaders transformed particular parts of the industry; some survived in their business ventures and others did not. In Canada noted names include the Reichmann’s, Don Love, Jack Poole, Ralph Scurfield, the Bronfmans, E.P Taylor, Ben Swirsky, and Bill Zeckendorff. In the US the list would be long and include Trammell Crowe, Gerald Hines, William Levitt, James Rouse, and the Simon family. Some pioneered, some gambled and lost, others thrived and passed along their legacy to future generations. Many originated as family businesses, a distinguishing feature of the industry.

Deliverables at a Glance

In the table below, the impact of each task on your final grade for the course is indicated in the “% weight” column.

Assignment/Task Quantity % Weight

Total %

Author

Future Trends: Mini-Assignment and Presentation 1 10 10 Individual or groups of 2-3 depending on enrollment

Future Trends: Participation in discussion of colleagues presentations

1 10 20 Individual

Major individual research paper: Comparing the impact on the Canadian Real Estate industry in the early 1990s and 2008-09 Recessions

1 30 50 Individual

Major group paper 1 20 70 Group

Major group presentation 1 20 90 Group

Class participation 1 10 100 Individual 100%

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For details, see “Written Assignments/Projects Descriptions” (p.10) and “Evaluation” (p. 11).

Course Material

There is no required textbook for this class. Reading material for this class has been organized in two places: reserved readings and The Course Materials Database (CMD). The CMD will be the primary location for class reading and research materials. Every week, you should check the Session-by-Session Syllabus below for readings and their locations

Reserved readings at the library have been selected from periodicals and journals. Go to http://www.library.yorku.ca, click on the “Reserves” tab and type in “<Course Code>” to access these readings.

Bianco, A. Reichmanns: Family, Faith, Fortune, and the Empire of Olympia & York (1997). Random House Canada.

Ferguson, Niall: The Ascent of Money (2008) The Penguin Press HC.

Downs, Anthony: Real Estate and the Financial Crisis: How Turmoil in the Capital Markets is Restructuring Real Estate Finance (2009) Urban Land Institute.

Ferguson, William J.: Market Discipline the Competitive Advantage: Lessons from Canada’s Real Estate Leaders (2012) REALpac

Lorimer, James: The Developers. (1978)

The Course Materials Database (CMD) has been created within Schulich’s Lotus Notes. It contains general information for Schulich students and information and materials specific to this course. Check it frequently. Materials above and beyond what is listed on the Session-by-Session Syllabus may be added.

Student Preparation for Class and Class Participation: Expectations

Preparation. Unlike many other history courses, there is not one appropriate textbook that covers the scope of this class. The class will touch on economics, technological change, government policy and the structure of organizations and firms in the real estate and infrastructure industries. For the course to be of a high quality and interesting for the participants, it is important that all students be conversant in current issues in the industries and how past trends continue to shape today’s trends. The readings are important for both preparing the assignments and participating effectively in the classroom. As well, keeping up-to-date on contemporary issues is highly recommended, the weekly “Property Report” in the Report on Business (Globe & Mail) is a good source.

Class Participation (contribution). There are two grades for participation, one for general classroom participation (attendance, preparedness and participation in the discussions) and a separate participation grade specifically covering in-class discussions of the mini-presentations from colleagues.

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http://www.library.yorku.ca/

Class-by-Class Syllabus

Topics, readings, and other preparations for every class are listed below

Note: If any changes in this schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

Session 1 Introduction ▪ Introductions▪ A review of the goals and structure of the course. A discussion of the importance of

narrative, the history and evolution of cities.▪ Major individual research paper: Comparing the impact on the Canadian Real Estate

industry in the early 1990s and 2008-09 Recessions, assignment hand-out

Session 2 Up and Down with Market Cycles ▪ What is a real estate market cycle?▪ How do space markets, asset markets, development activity and the broader

economy interact to create a real estate market cycle?▪ What are the similarities between current and past market cycles? “This time is

different” - is that statement ever true?▪ How have broader economic trends shaped, and continue to shape the real estate

industry (e.g. wealth inequality, etc.)▪ How do real estate market cycles differ between developed and developing

economies?

Read: 1. Commercial Real Estate and the 1990-01 Recession in the United States.

Geltner D. (2013). Korea Development Institute2. 100 Years of Commercial Real Estate Prices in Manhattan. Wheaton W.,

Baranski M., and Cesarina A. Templeton (2009). Real Estate Economics, V37

Assignment Due: ▪ Future Trends: Income inequality and the mid-market mall owner / H&R REIT

Session 3 Financial Innovation, Crisis and Legacy ▪ How has financial innovation shaped real estate and infrastructure markets, cycles

and firms? ▪ What are the important contemporary trends?▪ Proposed Guest Speaker: George Carras, founder, RealNet▪ Real Estate and the 2007-2008 Financial Crisis: origins, development and legacy in

Canada and the United States

Read: 3. Ferguson, Niall: The Ascent of Money (2008) The Penguin Press HC., Chapter 54. Edey, Christopher: A comparison of the Canadian, US and UK Office Markets

during the Great Recession (2011). Unpublished submission to Oxford

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Properties Real Estate Research Competition

Assignment Due: ▪ Future Trends: Micro-Lending and Traditional Lenders / MCAP (an independent

mortgage financing company) ▪

Session 4 The Evolution of the Toronto Office Market: 1945 to present ▪ How technological and social change plus decades of infrastructure investment

drove the creation of the “central business district,” (CBD); how further change and government policy gave rise to its suburban competitor, the “office park”; and the current renaissance of downtowns in Canada and beyond

▪ How does Toronto’s experience compare to its global peers? Do ‘world class’ citieswith healthy CBDs have more in common with each other than other urban centers in their home countries?

▪ Guest Speaker TBD

Read: 5. Canadian Urban Institute, The New Geography of Office Location, 2011

Assignment Due: ▪ Future Trends: Driverless Cars and Cadillac Fairview

Session 5 Social and Technological Change ▪ What role has technology played in how our buildings/cities/infrastructure are

constructed and used – what is the interplay between social and technological change and how do they affect the built form of cities?

▪ The supply side and building science: advances in construction materials andpractices

▪ The demand side and how we use space: how technology has transformed workingand living space

▪ What creative approaches are developers and builders around the globe using toreduce the environmental impact of their buildings and respond to rising energy costs?

▪ Proposed Guest Speaker: A leading figure/thinker on green / net zero buildings,and/or someone from Brookfield to speak on the re-cladding and overhaul of First Canadian Place

Read: 6. TBD

Assignment Due: • Future Trends: 3D printing, hyper-local and on-time manufacturing and PURE

Industrial REIT

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Session 6 The Rule Makers and the Shape of the City: 1 ▪ How have government policy and spending priorities influenced the shape of the

real estate market and the actions of its participants, from the building of the railways, to suburbanization and beyond?

▪ Greene Street, Manhattan: One street, 400 years of change and development▪ Proposed Guest Speaker: Ken Greenberg, the failed promise of the ‘future city’ and

what we have learned since

Read: 7. Ed Levy, Rapid Transit in Toronto: A Century of Plans, Progress, Politics and

Paralysis8. http://www.greenestreet.nyc/home

Assignment Due: ▪ Future Trends: Surprise Immigration caps and Minto▪ Major individual research paper: Comparing the impact on the Canadian Real Estate

industry in the early 1990s and 2008-09 Recessions, assignment due

Session 7 The Rule Makers and the Shape of the City: 2 ▪ An assessment of contemporary trends in government policy (e.g. climate change

and greenbelt initiatives) and underlying social, demographic and technological trends, what may they mean for the real estate industry, and what long-held assumptions or practices have to be revisited?

▪ Over the past two decades government policy changes in the developed world havevastly expanded private markets in infrastructure (e.g. toll roads, ports, power generation and transmission). How have these markets been shaped by government policy and how may they change in the future.

Read: 9. TBD

Assignment Due: ▪ Future Trends: Climate change, carbon taxes, abundant green energy and Crombie

REIT ▪ Major Group Research Paper and Presentation assignment distributed

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Session 8 Globalization: Canadian firms spread their wings, foreign capital looks for a safe place to nest

▪ While real estate is an inherently local business with unique assets and markets, it isnot immune from broader trends towards globalization

▪ World cities▪ The scale and role of foreign capital flows into Canada and the United States, historic

and contemporary▪ The international expansion of Canadian real estate owners and operators: CPPIB,

Oxford Properties, Brookfield Properties, etc…▪ Proposed Guest Speaker: Brookfield Property Partners representative on their

international strategy and the challenges in executing it, or, representative fromCPPIB

Read: 10. Sun, Kerry. Foreign investment in real estate in Canada: Key issues. (2015)

China Institute University of Alberta

Assignment Due: ▪ Future Trends: Chinese economic implosion and Tridel

Session 9 Industry Structure ▪ The structure and organization of the Canadian real estate industry has passed

through several distinct eras, from subsidiaries of larger industrial concerns, to stand-alone entrepreneurial development firms, to publicly traded firms to the present. Why did the structure of the industry change so dramatically?

▪ What accounts for different firm structures in different sectors? e.g. predominanceof REITs and pension-fund vehicles in commercial real estate, privately owned firms in single and multiple family dwelling development?

▪ How does the structure of a firm influence its strategy?▪ Proposed Guest Speaker: Jon Love, founder Kingsett Capital

Read: 11. The Developers Lorimer, James: (1978) pp. 32-5712. Ferguson, William J.: Market Discipline the competitive advantage: lessons

from Canada’s real estate leaders (2012) REALpac pp.

Assignment Due: ▪ Future Trends: Super long life expectancies and Oxford Properties

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Session 10

The Leaders ▪ The Canadian and American Real Estate industry is shaped by the skill and will of

some extraordinary personalities. This class will examine the contributions of several of the most important figures who defined their eras, with a particular focus on the Reichmann family and their company Olympia & York

▪ As the structure of the firms involved in urban development have changed, the typeand style of leaders it requires (and creates) has changed as well. What have these changes been and how have they affected firm behaviour and development decisions?

Read: 13. Bianco, A. Reichmanns: Family, Faith, Fortune, and the Empire of Olympia &

York (1997). Random House Canada. pp.14. Ferguson, William J.: Market Discipline the competitive advantage: lessons

from Canada’s real estate leaders (2012) REALpac. Pp

Assignment Due: ▪ Future Trends: HOOP’s search for a real estate platform it can call its own

Session 11

Cadillac-Fairview: a Journey through the Eras ▪ Perhaps no Canadian real estate organization is a better representative of the

industry’s evolution than Cadillac Fairview, a firm that began as an entrepreneurial residential developer in the 1950s, and then through a journey of mergers, an IPO, a buy-out and finally an institutionally-owned real estate vehicle. Along the way, the firm and its predecessors developed some of the most iconic properties in Canada

▪ An examination of Cadillac-Fairview through the lenses/themes introduced in thisclass, how has this firm navigated real estate market cycles, responded to changes in government policy, society and technology, and how the firm changed alongside the industry, including expanding beyond Canada into the Americas

Read: 15. Stoffman, Daniel. The Cadillac Fairview Story. (2004) Cadillac Fairview

Assignment Due: ▪ Future Trends: With intense competition and cap rate compression in its home

market, should Cadillac-Fairview expand to developing economies beyond the Americas, if so, where?

▪ Major Group Paper due

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Session 12

Group Presentations and the Loose Ends

Agenda: ▪ Presentations from the 4 - 5 Groups of their major projects▪ Any items, ideas, questions that were asked but not addressed in the preceding

weeks will be discussed

Read: 16. TBD

Assignment Due: Major Group Presentations

Written Assignments/Projects and Exam[s]: Descriptions

Due Date

Weeks 2 to 11: Instructor will assign student(s) dates and topics at the beginning of the semester

Future Trends: Mini-Assignment and Presentation What potential impact will current and possible technological/social/political changes have on real estate companies and how are these companies to react? Students will be assigned the role of “Chief Strategist” in a specified Canadian Real Estate or Infrastructure firm and be asked to assess a given development (e.g. driverless cars, a large-scale reduction in immigration to Canada, abundant and low-cost green energy) or strategic question for its potential impact on the company, its assets and overall strategy and propose a response to the emerging trend. The assignment question will be general and fuzzy (as the future often is) and students will be required to think broadly about the trend, what it means for the firm’s customers, assets and strategy. The evaluation of this assignment will principally rest on how broadly the student considered the question.

Max length: Powerpoint Presentation, 10 slides, relative use of text, images and charts are at the discretion of the student

Value: 20% (Students will be evaluated both on their own presentation and their contribution to the discussions following presentations from other students)

Week 6 Major individual research paper: Comparing the impact on the Canadian Real Estate industry in the early 1990s and 2008-09 Recessions These two recessions had significant impacts on the Canadian economy, in terms of GDP, unemployment, government response and the composition of the economy when recovery took hold. For the real estate industry, in terms of vacancy, asset values, development activity and the health/survival of major industry actors, the two recessions could hardly

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Due Date

have been more different. How did the experience of the real estate industry in these two recessions differ, and what do you believe were the major contributing factors to this variance?

Max length: <10 pages max, single spaced, plus appendices>

Value: 30%

Weeks 11 & 12 Major group paper and presentation Different eras in real estate development are often characterized/market by mega-projects such as the 1960s: TD Centre, 1980s: Battery Park, 1990s: Canary Wharf, 2010’s: Hudson Yards. Each group (approx. 4 students) will select and analyze a real estate mega-project through the different themes/lenses we have discussed in this class: e.g. market conditions (gov’t policy and political climate, broader macroeconomic environment, etc.) at the time of project conception/development; the state of building and construction technology and the structure and culture of the lead firm undertaking it. What role, if any, did related infrastructure development play in enabling or encouraging the project?

The assignment has two components, a written paper and a presentation to the class. The paper will focus on the economics of the project and the market conditions in which it was launched and the firm that created. The class presentation will focus on the architectural features of the building, the role of technology, how the project has aged since construction and how have the owners kept the project relevant through the years. One purpose of the presentation is to provide your colleagues with a solid grounding in what makes this project distinctive.

The paper will be handed in on Week 11 and the presentations delivered to the class on Week 12. Instructor will provide a list of suggested mega-projects, although student may also propose their own.

Max length: <12 pages max plus appendices, single spaced Presentation 20 slides > Value: <20% Paper, 20% Presentation>

Evaluation of Written Assignments/Projects and Exams

The purpose of the future trends mini-assignment is to deconstruct a present or possible future real estate trend and effectively present your analysis to the class, answering questions (expected and unexpected) on the fly.

The purpose of the written assignments is to encourage self-learning, test comprehension, analytical abilities, and the ability to communicate effectively in writing. The expectations for quality of writing are high: a well-researched and well thought out view of the subject (and not just internet).

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Calculation of Course Grade

In this class, final course grades will be determined by marks on individual and group projects tallied up along with the participation marks.

Evaluation of Written Assignments/Projects and Exams

Grades for assignments will be a letter grades or their corresponding index values according to the schedule to the left. Any submissions received after the deadline will not be accepted and a zero grade will be entered, unless a deferment is agreed upon in advance and in writing from the instructor. All members of a group will receive the same grade unless a grade distribution form is submitted and signed by all team members. All submission shall be in hard copy, unless by prior agreement with the instructor or stated otherwise in the particular assignment. All work will be handed in at start of class. Students can expect to receive their graded work, with comments, within one week of submission, unless notified otherwise.


The Final Grade will be derived by weighting the index value of each component according to the proportions assigned to each assignment. The final value will be rounded to the closest index value. Final Grades may be adjusted across the entire class to keep final grades comparable across sections of required core courses, which are normally expected to have a mean grade between 4.7 and 6.1.

General Academic Policies: Grading, Academic Honesty, Accommodations and Exams

Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the minimum passing grade is C- (1). To keep final grades comparable across courses, sections of required core courses are normally expected to have a mean grade between 4.7 and 6.1.


For more details on the index, grading policy, and grade point average (GPA) requirements, consult your student handbook.

Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may also be found in the Student Handbook and on the Schulich website:

A+ 9

A 8

A- 7

B+ 6

B 5

B- 4

C+ 3

C 2

C- 1

F 0

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Accommodations. For accommodations sought due to exam conflicts, religious reasons, unavoidable absences or disabilities, please refer to the Student Handbook or contact Student Services. For counseling & disability services, contact Student Services or see http://cds.info.yorku.ca/.

Exams (Absence from)

Mid-term. Students who miss a mid-term examination must contact their course instructor within 24 hours and provide the course instructor with documentation substantiating the reason for the absence. A copy of the documentation must also be submitted to Student Services; it will be placed in the student’s file.

Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services, at (416) 736-5060 and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to the Director of Student Services, (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For a copy of this document, visit http://www.registrar.yorku.ca/pdf/attending-physicians-statement.pdf.


Class No., Title and Date In-Class Case/Exercise Reading Preparation (excluding cases and optional readings )

1. <Date> An Introduction

Assignment 1 handed out

2. <Date> Up and Down with Market Cycles

Mini-Presentation: Income inequality and the mid-market mall owner

Commercial Real Estate and the 1990-01 Recession in the United States. Geltner D. (2013). Korea Development Institute; 100 Years of Commercial Real Estate Prices in Manhatten. Wheaton W., Baranski M., and Cesarina A. Templeton (2009). Real Estate Economics, V37

3. <Date> Financial Innovation, Crisis and Legacy

Mini-Presentation: Micro-Lending and traditional lenders / equity providers

Ferguson, Niall: The Ascent of Money (2008) The Penguin Press HC., Chapter 5 Edey, Christopher: A comparison of the Canadian, US and UK Office Markets during the Great Recession (2011). Unpublished submission to Oxford Properties Real Estate Research Competition

4. <Date> The Evolution of the Toronto Office Market: 1945 to present

Mini-Presentation: Driverless Cars and Cadillac Fairview

Canadian Urban Institute, The New Geography of Office Location, 2011

5. <Date> Social and Technological Change

Mini-Presentation: 3D Printing, hyper-local on-time manufacturing and industrial property owners

Canadian Urban Institute, An Action Plan for Growing District Energy Systems across Canada

6. <Date> Assignment 1 due Ed Levy, Rapid Transit in Toronto: A Century of Plans, Progress,

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http://cds.info.yorku.ca/

http://www.registrar.yorku.ca/pdf/attending-physicians-statement.pdf


The rule makers and the shape of the City (1)

Mini-Presentation: Surprise immigration caps and Minto

Politics and Paralysis, pp. http://www.greenestreet.nyc/home

7. <Date> The rule makers and the shape of the City (2)

Mini-Presentation: Climate Change, Carbon Taxes, Green Energy and Crombie REIT Assignment 2 distributed

TBD

8. <Date> Globalization: Canadian firms spread their wings, foreign capital looks for a safe place to nest

Mini-Presentation: Chinese economic implosion and Tridel

Sun, Kerry. Foreign investment in real estate in Canada: Key issues. (2015) China Institute University of Alberta

9. <Date> Industry Structure

Mini-Presentation: Super long life expectancies and Oxford Properties

The Developers Lorimer, James: (1978) pp. 32-57 Ferguson, William J.: Market Discipline the competitive advantage: lessons from Canada’s real estate leaders (2012) REALpac pp.

10. <Date> The Leaders

Mini-Presentation: HOOP’s search for a real estate platform it can call its own

Bianco, A. Reichmanns: Family, Faith, Fortune, and the Empire of Olympia & York (1997). Random House Canada. pp. Ferguson, William J.: Market Discipline the competitive advantage: lessons from Canada’s real estate leaders (2012) REALpac. Pp

11. <Date> Cadillac Fairview: a journey through the eras

Mini-Presentation: With intense competition and cap rate compression at home, should CF look abroad for growth?

Assignment 2: Group paper due

Stoffman, Daniel. The Cadillac Fairview Story. (2004) Cadillac Fairview

12. <Date> Group Presentations and the loose ends

Assignment 2: Presentations

TBD

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Faculty of Graduate Studies

New Course Proposal - Part A

1. Program


2. Course Number

PROP 6250

3. Credit Value

3.00

4. Long Course Title

Site Planning and Design

5. Short Course Title

Site Planning and Design


Summer 2017


In this course, students will acquire the knowledge and skills to analyze and evaluate the myriad of site factors involved in development, including design issues, regulatory and code constraints, site configuration, topography, soil and other geotechnical factors, infrastructure requirements, traffic impacts, and intended uses, as well as sensitivity to various stakeholder and community interests.


8. Expanded Course Description

Use and reuse of urban land impacts community wellbeing, financial viability, long term operations andmaintenance (O&M), and the environmental sustainability of projects. Developers, whether dealing withreal estate or infrastructure projects, must address site planning issues early in a project to respond tomultiple stakeholder interests, uphold certain values, and minimize potentially negative environmental,social and economic impacts. Site planning considerations can often be the decisive factor in determiningwhether a project is a go or no go situation.

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Course content addresses the multiple values that can be achieved by developers at the site planning and design stages of a project. The course will provide the tools and techniques to analyzing a site’s development potential. This includes an understanding of the roles and responsibilities of different consultants in the site planning sequence, the critical stages in the process, and the data sources and information required. Content illustrates how a site impacts bio-physical and critical spatial considerations that effect yield and performance. The course is organized sequentially beginning with an examination of the planning regulatory framework followed by analysis of the physiographic environment and concluding with a synthesis of these factors in project design and development. Guest lecturers will augment readings (to be completed prior to class) and lectures. Hands-on group based assignments will complement each lecture culminating in a final group presentation. Students are expected to have read assigned materials prior to the lecture.

9. Evaluation

Assignment/Task Quantity % Total

Author Places You Know Assignment #1 1 10% 10% Individual Places You Know Assignment #2 1 30% 30% Individual Site Plan Assignment 1 40% 40% Team Class participation 1 20% 20% Individual

100%


Not applicable

11. Rationale

Please see Master of Real Estate and Infrastructure program proposal


Raj Mohabeer


Not cross-listed.

14. Bibliography and Library Statement

Course text

• Kevin Lynch and Gary Hack. Site Planning. The MIT Press, Third Edition. 1984.

The following texts are also excellent resource and, although not a required, a number of articles are cited in the readings. These texts will be available on Reserve in the Bronfman Library.

• Charles J. Hoch. The Practice of Local Government Planning. International City/County ManagementAssociation. Third Edition. 2000.

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• James A. Largo Jr. Site Analysis: Informing Context-Sensitive and Sustainable Site Planning and Design.Wiley. Third Edition. 2003.

Please see Master of Real Estate and Infrastructure program proposal for the Library Statement.


No special physical resources are required.

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B.N. (Raj) Mohabeer


James McKellar

Course coordinator

James McKellar


Master of Real Estate and Infrastructure (MREI)


N/A


36 hours

Maximum enrolment

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Expected enrolment

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This is a Master of Real Estate and Infrastructure core course and thus enrolment will always be the full complement of each year’s intake


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N/A


Course Originator


James McKellar Name






Approvals


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Signature Date


Markus Biehl

Markus Biehl

October 24, 2016

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Course Outline

PROP 6250 3.00: Site Planning and Design Summer 2017

Schedule TBD Classroom: TBD

Instructor

B.N. (Raj) Mohabeer W362Q, Seymour Schulich

Office hours: By appointment only

Raj Mohabeer is a Principal Consultant with the international multidisciplinary firm WSP. He leads the firm’s Toronto Landscape Architecture and Urban Design studio. In the past, he managed the City of Markham’s Sustainability Office and led a transportation infrastructure focused urban design group in the United States.

Administrative Assistant

Bryna Abtan Room W362BB [email protected]

Brief Description

In this course, students will acquire the knowledge and skills to analyze and evaluate the myriad of site factors involved in development, including design issues, regulatory and code constraints, site configuration, topography, soil and other geotechnical factors, infrastructure requirements, traffic impacts, and intended uses, as well as sensitivity to various stakeholder and community interests.


Course Contents

Learning Outcomes ....................................................................................................................................... 1 Content and Organization of the Course ...................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 3 Course Material............................................................................................................................................. 3 Student Preparation for Class and Class Participation: Expectations ........................................................... 3 Class-by-Class Syllabus .................................................................................................................................. 3 Written Assignments/Project: Descriptions ................................................................................................. 9 Evaluation of Written Assignment/Project ................................................................................................. 11

PROP 6250 3.00: Site Planning and Design

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Calculation of Course Grade ....................................................................................................................... 12 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ........................... 11 Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 12

Learning Outcomes

1. Appreciate the role of site planning in addressing environmental, social and financialimperatives and in formulating the most effective utilization of a site.

2. Interpret the impacts of regulatory land use and environmental regulations on project viabilityincluding site organization, building massing, site services and circulation.

3. Appreciate how cultural and physiographic site characteristics – slopes, hydrology, microclimate,vegetation cover, soil load bearing capacity, heritage uses, adjacencies, etc. – drive designdecisions that affect project costs, timing and schedules, and project performance.

4. Comprehend the meaning of various project metrics and physiographic considerations such as:Floor Area Ratio (FAR), Floor Space Index (FSI), lot coverage, turning radii, setbacks, build-tolines, density targets, parking ratios, trip generation, massing, scale/height, etc., that are used toshape projects.

5. Develop an appreciation of the aesthetic considerations embodied in site planning decisions asthese affect the compatibility between built form and the natural environmental, communitycontext, and sustainability.

Content and Organization of the Course

Use and re-use of urban land impacts community well-being, financial viability, long term operations and maintenance (O&M), and the environmental sustainability of projects. Developers, whether dealing with real estate or infrastructure projects, must address site planning issues early in a project to respond to multiple stakeholder interests, uphold certain values, and minimize potentially negative environmental, social and economic impacts. Site planning considerations can often be the decisive factor in determining whether a project is a go or no go situation.

Course content addresses the multiple values that can be achieved by developers at the site planning and design stages of a project. The course will provide the tools and techniques to analyzing a site’s development potential. This includes an understanding of the roles and responsibilities of different consultants in the site planning sequence, the critical stages in the process, and the data sources and information required. Content illustrates how a site impacts bio-physical and critical spatial considerations that effect yield and performance.

The course is organized sequentially beginning with an examination of the planning regulatory framework followed by analysis of the physiographic environment and concluding with a synthesis of these factors in project design and development. Guest lecturers will augment readings (to be completed prior to class) and lectures. Hands-on group based assignments will complement each lecture culminating in a final group presentation. Students are expected to have read assigned materials prior to the lecture.

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Two to four students will be assigned per class and given 20 minutes to facilitate a role playing scenario. They will select a site planning problem and assign class members a role of (i.e. developer, consultant, financier, NIMBY, etc.) to walk through site planning issues using a projected Google Maps image. Students will be allowed to use any technology available (smart phones, tablets etc.) to quickly identify issues from their assigned perspective. The intent is to develop skills to be able to rapidly identify site plan considerations and present rational perspectives quickly.


Assignment/Task Quantity % Weight

Total %

Author

Places You Know Assignment #1 1 10% 10% Individual Places You Know Assignment #2 1 30% 30% Individual Site Plan Assignment 1 40% 40% Team Class participation 1 20% 20% Individual

100%

Course Material

Course text:

• Kevin Lynch and Gary Hack. Site Planning. The MIT Press, Third Edition. 1984.

The following texts are also excellent resource and, although not a required, a number of articles are cited in the readings. These texts will be available on Reserve in the Bronfman Library.

• Charles J. Hoch. The Practice of Local Government Planning. International City/CountyManagement Association. Third Edition. 2000.

• James A. Largo Jr. Site Analysis: Informing Context-Sensitive and Sustainable Site Planning andDesign. Wiley. Third Edition. 2003.

Student Preparation for Class and Class Participation: Expectations

Preparation for the class, participation in discussions and commitment to team assignments is essential. Class contribution will be evaluated in terms of class attendance, participating in class activities, and the evidence of sound reasoning and positive contribution to discussions. Those who enhance the classroom learning environment through thoughtful contributions may increase their participation grade.

Students will be granted one class absence without penalty. Unless further absence is granted by prior written permission from the instructor, the participation grade will be lowered by one bucket (e.g. A+ to A, or 8 to 7) for each recorded absence. Each student is responsible for signing the class attendance sheet.


Reference to the term developer refers to both real estate and infrastructure as site planning and design considerations undertaken on behalf of owners or clients affect all projects, of all

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sizes and scales, whether a single house on a piece of land or a complex piece of transportation infrastructure in a land corridor.

PART 1 INTRODUCTION

Lecture 1: Introduction to Site Planning Site plans evolve from conceptual ideas through detail design based on available information. This effects a developer’s decisions throughout the planning and design process. This lecture will introduce the developer’s role in site planning and the value proposition that is implicit in the process.

▪ How would you describe site planning?▪ When does site planning start?▪ How are site plans developed?▪ How does site planning impact development projects?

References: Kevin Lynch and Gary Hack. Chapter 1. The Art of Site Planning. 1-28

Kevin Lynch and Gary Hack. Chapter 2. The Site. 29-66.

Lecture 2: The Role of Consultants and the Development Program in the Site Planning Process Developers depend upon many site plan professionals and regulators to realize projects. Developers must understand the role of each consultant, when they are needed, how to hire them, and their role in shaping the development program to reduce costs and increase project acceptance.

• Who is responsible for developing the site plan?• Who are the players in the site planning process?• What are the roles of different professional disciplines in site planning?• What is a program?

Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Chapter 3. The User. 67-106

Places You Know Assignment #1 Issued

Lecture 3: By the Numbers - Metrics and the Site Planning Process The developer’s program is largely driven by policies and “rules of thumb” metrics for parking ratio, coverage, floor area ratio (FAR/FSI), and density. Developers must be able to quickly visualize these common drivers of site plan. (Tactile implements like Legos, building blocks, etc. can be used to quickly illustrate the concepts).

▪ How does the program relate to the site plan?▪ What is FAR/FSI?▪ What does lot coverage mean?▪ What does density look like?

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▪ How does parking affect the site plan based on land use?▪ What are the critical dimensions in a site plan?

Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Chapter 4. The Program. 107-126

PART 2 INFRASTRUCTURE AND REGULATORY FRAMEWORK

Lecture 4: Planning and Environmental Regulation Considerations Developers follow planning and environmental regulations that focus on maintaining the public good. They shape projects and contribute positively to community aspirations with the intent of adding community value and minimizing negative impacts to the environment and society. Developments also derive value from regulations such as those that produce public amenities and infrastructure such as roads, parks, libraries, and community character.

▪ What is planning?▪ How does planning add value to a development project?▪ How does a development project add value to the community?▪ How are plans implemented?

Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Chapter 5. Design. 127-152

Kevin Lynch and Gary Hack. Chapter 6. The Sensed Landscape and Its Materials. 153-192

Suggested Reading: Charles J. Hoch. Chapter 1. Introduction: Planning for people and places. 1-18

Charles J. Hoch. Chapter 2. Making Plans. 19-40

James A. Largo Jr. Chapter 5. Assessing the Site’s Land Use, Infrastructure, and Regulatory Context. 135-166.

Places You Know Assignment #1 Due

Lecture 5: Development, Environmental and Transportation Considerations Developments derive value and impact transportation and utility infrastructure. Developers must understand their projects role in the evolution of the community’s infrastructure and how their infrastructure requirements and contributions fit in.

▪ What is the development planning game?▪ How does site access and user mobility impact site plan decisions?▪ What is the role of transportation planning in development?▪ How do utilities drive site?

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Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Chapter 7. Access. 193-222

Kevin Lynch and Gary Hack. Chapter 8. Earth Work and Utilities. 223-250

Suggested Reading: Charles J. Hoch. Chapter 7. Development planning. 141-170

Charles J. Hoch. Chapter 8. Environmental policy. 171-200

Charles J. Hoch. Chapter 9. Transportation planning. 201-226

Places You Know Assignment #2 Issued

PART 3 CULTURAL AND PHYSIOGRAPHIC CONSIDERATIONS

Lecture 6: Cultural and Historic Context Considerations Cultural context drives regulation and place making decisions within the site planning process. An understanding of the role of cultural resources can result in identifiable projects that respect the community context.

▪ How does cultural and historic character shape development?▪ How does visual quality impact value?▪ Save and renew heritage resource or tear down and begin again?

Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Chapter 11. Weak Controls, Built Places, Few Resources. 333-368

Suggested Reading: James A. Largo Jr. Chapter 6. Assessing the Site’s Cultural and Historic Contexts. 167-203.

Lecture 7: Physiographic Context Considerations Site characteristics – slopes, hydrology, microclimate, vegetation cover, soil load bearing capacity, heritage uses, adjacencies, etc. – drive design decisions that shape project costs, constructability, and project yields.

▪ Is the site suitable for development or is there too much risk?▪ How does solar access influence site planning?▪ How does hydrology and geology impact construction costs?

Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Appendix A through Appendix L. 379-455

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Suggested Reading: James A. Largo Jr. Chapter 3. Assessing the Site’s Physiographic Context. 167-203.

PART 4 SYNTHESIZING THE SITE PLAN

Lecture 8: Recognizing Site Constraints and Opportunities Readily available and inexpensive technology presents developers and stakeholders with tools that aid in the selection and analysis of sites. These tools enable developers to quickly understand the opportunities and constraints resulting from regulatory and physiographic context of a site and helps developers to quickly develop, modify and refine options with site planners to minimize project risk and potentially increase yield. Technology also empowers the public to support or discourage the public affected by a project so public engagement must be managed.

▪ The role of technology in different stages of the development site planning process.▪ How to find the data to make decisions.▪ Understanding the limitations of technology.▪ What is a constraint and how does it alter development expectations?▪ How do regulations impact physiographic constraints?▪ What is the role of the public in development and how does technology impact this

role?

Guest Speaker: TBD

References: Kevin Lynch and Gary Hack. Chapter 9. Housing. 251-294

Kevin Lynch and Gary Hack. Chapter 10. Other Uses. 295-368

Suggested Reading: James A. Largo Jr. Chapter 7. Integration, Synthesis and Analysis. 204-243

Kevin Lynch and Gary Hack. Chapter 5. Design. 127-152.


Lecture 9: Developing a Conceptual Site Plan Site analysis (regulatory, cultural, and physiographic) ultimately leads to the establishment of the developable envelope of a site. When combined with the development program, a site plan emerges. Inexpensive technologies such as Google Map, Trimble SketchUp and other apps are transforming the way developers interact with sites and their consultants.

▪ How does regulation shape a site plan?▪ How do physiographic systems impact site planning?▪ How do utility services impact site planning?▪ How do transportation systems impact site planning?▪ How can accessible and easy to use technology enhance a developer’s decision

making process?

Guest Speaker: TBD

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References: Kevin Lynch and Gary Hack. Chapter 12. Strategies. 369-377

Suggested Reading: James A. Largo Jr. Chapter 8. Integration, Synthesis and Analysis. 204-243

Kevin Lynch and Gary Hack. Chapter 11. Weak Controls, Built Places, Few Resources. 333-368.

PART 5 PROJECT STUDIO

Lecture 10: Project Studio – Site Analysis and Program Students will be placed into teams of four (4). Each team will be assigned a site. They will work in a studio environment (discussion, drawing, and feedback and documentation) to develop a site program and plan based on learning to date. During this session students will conduct site analysis of their sites as a group and be asked to consider how the regulatory framework and physiographic conditions determine a program for the site. Students will be expected to further elaborate upon the ideas discussed in the site analysis section of their final presentation and report.

Guest Speaker: TBD, Build Toronto (or designate).

Lecture 11: Project Studio – Site Plan Students will work with their assigned team to build upon the learnings from the Site Analysis and Program session to develop a Conceptual Site Plan using simple hand drawing techniques to explore options and explore design options that respect site opportunities and constraints. Students are expected to refine the designs as a group and present their designs in the final presentation and report.

Guest Speaker: TBD, Build Toronto (or designate)

Lecture 12: Final Presentations Student teams will have 20 minutes to present their site plans to the class and 10 minutes to answer questions.

Note: If any changes in the Class Schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying them of the change.

Written Assignments/Projects: Description

1. Places You Know Assignment (2 Weeks Value 10%)

Students (using existing knowledge and experience) will examine an existing constructed site within their community to familiarize themselves with how the site has been developed considering:

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• buildings and site feature orientation, height and setback• location of entrances and service areas• how development addresses surrounding development• readily apparent linear infrastructure tie-ins• internal site circulation and access to surrounding transportation network• relationship to civic features• relationship to natural features

The outcome of this effort will be:

A written report augmented by simple graphics (using Google Maps and other simple readily accessible software)

Maximum length – Four (4) – 8.5”x11” sheets

Single sided pages Single spacing Font size, 11pt, (tables can be 10pt) Portrait orientation Single staple bound in upper left column

Places You Know Assignment (3 Weeks Value 30%)

Students (using new knowledge) will examine another existing constructed site within their community to familiarize themselves with how the site has been developed considering:

• buildings and site feature orientation, height and setback• location of entrances and service areas• how development addresses surrounding development• readily apparent linear infrastructure tie-ins• internal site circulation and access to surrounding transportation network• relationship to civic features• relationship to natural features

The outcome of this effort will be:

A written report augmented by simple graphics (using Google Maps and other simple readily accessible software)

Maximum length – Eight (8) – 8.5”x11” sheets

Single sided pages Single spacing Font size, 11pt, (tables can be 10pt) Portrait orientation Single staple bound in upper left column

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3. Site Plan Project

Through this activity students will demonstrate their comprehension of regulatory, cultural and physiographic context of sites and the physical impact on a site plan. Working in teams of four (4), participants will randomly draw one of the following sites for consideration:

• Wasaga Beach Main Street Redevelopment• Imperial Oil Port Credit Lands• Markham Civic Centre Lands• Greenfield Site TBD• International Resort Hospitality Site TBD

Team members will collaborate to develop and illustrate layers of site planning considerations including but not limited to a basic understanding of:

• Regulatory considerations• Physiographic considerations (slopes, water courses, solar aspect, vegetation, etc.)• Site plan considerations (access, infrastructure, adjacencies, etc.)• How to read a plan

The outcome of this collaboration effort will be:

Presentation (using PowerPoint or Presentation Boards) to other members of the class and invited guests, followed by a highly graphic report.

Evaluation of Written Assignments and Project

Places You Know Assignments Each assignment will be graded based on completeness – all reasonable aspects of available site planning information considered, clarity of thought – information presented has site planning value, and conciseness and use of plain language.

Participation during Studio Session Team members will be evaluated by their peers to identify their contribution to the analysis and development of the site plan and presentation.

Presentation and Report Team members will have 20 minutes to describe the site planning process they have employed and the resulting site plan. An additional 10 minutes will be dedicated to questions from peers and invited The final report should clearly demonstrate a simple understanding of the regulatory framework and physiographic conditions (using a combination of plan and analysis graphics and text) considered while developing the site plan. The site plan graphic shall then be described to include discussion of program, access, aspect and orientation of structures and facilities, and relationship to adjacencies.

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Grades for assignments will be a letter grades or their corresponding index values according to the schedule to the left. Any submissions received after the deadline will not be accepted and a zero grade will be entered, unless a deferment is agreed upon in advance and in writing from the instructor. All members of a group will receive the same grade unless a grade distribution form is submitted and signed by all team members. All submission shall be in hard copy, unless by prior agreement with the instructor or stated otherwise in the particular assignment. All work will be handed in at start of class. Students can expect to receive their graded work, with comments, within one-week of submission, unless notified otherwise.










A+ 9 A 8 A- 7 B+ 6 B 5 B- 4 C+ 3 C 2 C- 1 F 0

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Written Preparation

1.<Date> Introduction to`` Site Planning

Open discussion. 1. Kevin Lynch and Gary Hack.Chapter 1. The Art of SitePlanning. 1-28 Kevin Lynch and Gary Hack.Chapter 2. The Site. 29-66

None

2. <Date> The Role of Consultants and the Development Program in the Site Planning Process

Open discussion. Kevin Lynch and Gary Hack. Chapter 3. The User. 67-106

None

3. <Date> By the Numbers - Metrics and the Site Planning Process

Students will be randomly assigned a role within the site planning process (developer, regulator, engineer, etc.) to discuss their roles and responsibilities. Lego or Building Blocks Visualizations.

Kevin Lynch and Gary Hack. Chapter 4. The Program. 107-126

4.<Date> Planning and Environmental Regulation Considerations

Two (2) assigned students per week will serve as facilitators for table top discussion of specific sites related to topic of the lecture.

Kevin Lynch and Gary Hack. Chapter 5. Design. 127-152 Kevin Lynch and Gary Hack. Chapter 6. The Sensed Landscape and Its Materials. 153-192


5.<Date> Development, Environmental and Transportation Considerations


Kevin Lynch and Gary Hack. Chapter 7. Access. 193-222 Kevin Lynch and Gary Hack. Chapter 8. Earth Work and Utilities. 223-250

None

6.<Date> Cultural and Historic Context Considerations


Kevin Lynch and Gary Hack. Chapter 11. Weak Controls, Built Places, Few Resources. 333-368

None

7.<Date> Physiographic Context Considerations


Kevin Lynch and Gary Hack. Appendix A through Appendix L. 379-455

None

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Written Preparation

8.<Date> Recognizing Site Constraints and Opportunities


Kevin Lynch and Gary Hack. Chapter 9. Housing. 251-294 Kevin Lynch and Gary Hack. Chapter 10. Other Uses. 295-368


9.<Date> Developing a Conceptual Site Plan


Kevin Lynch and Gary Hack. Chapter 12. Strategies. 369-377

None

10.<Date> Site Plan Project Studio

Site Plan Studio Session Open discussion. None

11.<Date> Site Plan Project Studio

Site Plan Studio Session Open discussion. None

12.<Date> Final Presentation

Group Presentation Open discussion. Final Report

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1. ProgramMaster of Real Estate and Infrastructure

2. Course NumberPROP 6850

3. Credit Value3.00

4. Long Course TitleStructuring Development Transactions

5. Short Course TitleStructuring Development Transactions

6. Effective SessionSummer 2017

7. Calendar (Short) Course DescriptionThis course addresses considerations involved when structuring real estate and infrastructure developmenttransactions. This course provides a basic understanding of the theories, techniques, and institutions involvedin legally controlling the possession, use, and preservation of development rights. This course alsoaddresses transactional details from inception into operation of development projects.

Prerequisites: PROP 6100 3.00 and PROP 6200 3.00. Only available to MREI students.

8. Expanded Course DescriptionThis course addresses the considerations involved when structuring real estate and infrastructuredevelopment transactions through two perspectives. The first perspective involves the legal principles andrelated contracts necessary to properly structure transactions whether involving real estate or infrastructure.The second perspective relates to the process that commences with securing development rights, whether byacquisition or by concession, through to managing procurement and the delivery process.

This course builds upon PROP 6100 3.0, PROP 6200 3.0 and PROP 6300 3.0 to provide the transactionalframework for real estate and infrastructure development.

Content will primarily focus on high-density residential development and social infrastructure projects althoughthe course materials are largely comprised of typical legal contracts that may be used in a developmentcontext. It should be emphasized that no portion of PROP 6850 is properly viewed as a "real estate law”course. Legal concepts are used to illustrate and shed a brighter light on our understanding of how wellthought out property development ought to happen. That said, all aspects of the course were designed toenhance the student’s ability to become more thoughtful and creative developers of property. It is in thiscontext that legal concepts must be viewed.

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9. EvaluationThe final grade for the course will be based on the following items weighted as indicated:

Assignment/Task Total % Author

Case Study 15% Individual

Negotiation Assignment 25% Group

Final Exam 50% Individual

Class participation 10% Individual

TOTAL 100%

All weighted assignments are graded. Students must pass each assignment for a passing grade in the course.

10. Integrated CoursesN/A

11. RationalePlease see the Proposal for a Master of Real Estate and Infrastructure.

12. Faculty ResourcesSherena Hussain, Tyler Hershberg

13. Cross-listed CoursesNot cross-listed.

14. Bibliography and Library StatementWheeler, Michael. The Art of Negotiation: How to Improvise Agreement in a Chaotic World. Simon &Schuster. New York, N.Y. 2013.

Miles, Berens, Eppli, and Weiss. Real Estate Development: Principles and Processes (4th Edition). TheUrban Land Institute. Washington, D.C. 2007.

Peiser, Richard B and Frej, Anne B. Professional Real Estate Development (2nd Edition). The Urban LandInstitute. Washington, D.C. 2003.

Please see Proposal for a Master of Real Estate and Infrastructure for the Library Statement.

15. Physical ResourcesNo special physical resources are required.

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Sherena Hussain and Tyler Hershberg (co-instructors)


James McKellar, Peter MacDonald

Course coordinator

Sherena Hussain and Tyler Hershberg


Real Estate and Infrastructure


N/A


36 hours

Maximum enrolment

55 students

Expected enrolment

45 students


This is a Master of Real Estate and Infrastructure core course and thus enrolment will always be the fullcomplement of each year’s intake.




N/A

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N/A

Course Originator

Sherena Hussain October 3, 2016 Signature Date

Sherena Hussain Name






Approvals





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Signature Date


Markus Biehl

Markus Biehl

October 24, 2016

78

Course Outline Summer Term 2017

Tuesday, 7:00-10PM, beginning May X, 2017 Classroom: TBD

Instructor Instructor

Tyler Hershberg [email protected] By appointment

Sherena Hussain [email protected] By appointment

Tyler Hershberg is the president of BSAR Development Group and an experienced legal professional. Sherena Hussain is an Assistant Professor in the Program in Real Estate and Infrastructure and an experienced legal professional.

Brief Description

This course addresses considerations involved when structuring real estate and infrastructure development transactions. This course provides a basic understanding of the theories, techniques, and institutions involved in legally controlling the possession, use, and preservation of development rights. This course also addresses transactional details from inception into operation of development projects.

Prerequisites: PROP 6100 3.00 and PROP 6200 3.00. Only available to MREI students.

Contents

Course Learning Outcomes ........................................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 2 Course Material............................................................................................................................................. 3 Student Preparation for Class and Class Participation: Expectations ........................................................... 3 Class-by-Class Syllabus .................................................................................................................................. 4 Written Assignments/Projects: Descriptions ................................................................................................ 9 Evaluation of Written Assignments/Projects .............................................................................................. 10 Calculation of Course Grade ....................................................................................................................... 10 General Academic Policies: Grading, Academic Honesty, Accommodations and Exams ........................... 10 Quick Reference: Summary of Classes, Activities and Deliverables .......................................................... 12

PROP 6850 X 3.00: STRUCTURING DEVELOPMENT TRANSACTIONS

79



Course Learning Outcomes

This course addresses the considerations involved when structuring real estate and infrastructure development transactions through two perspectives. The first perspective involves the legal principles and related contracts necessary to properly structure transactions whether involving real estate or infrastructure. The second perspective relates to the process that commences with securing development rights, whether by acquisition or by concession, through to managing procurement and the delivery process.

This course builds upon PROP 6100 3.0, PROP 6200 3.0 and PROP 6300 3.0 to provide the transactional framework for real estate and infrastructure development.

The learning outcomes for this course are threefold:

1. Appreciate the regulatory and policy environment affecting development.Students will gain a basic understanding of the theories, rationales, techniques, and implementing institutions involved in legally controlling the possession, use, development, and preservation of development rights. Students will further appreciate how the regulatory and policy environment influences the outcome of real estate and infrastructure development projects.

2. Understand the transactional framework for development.Development involves numerous transactional and financial documents, principles and concepts. Students will understand the transactional framework as it influences the key business decisions involving the development framework in real estate and infrastructure with the aim of equipping students as an informed consumer of legal and other advisory services.

3. Identify the role of negotiation in the development process.Students will identify several key stakeholders involved in the regulatory, policy, financial and transactional environment as well as their respective interests in the outcome of a development projects. Students will engage in experiential exercises to understand how various interests and positions are presented during the negotiation of material business decisions underlying the development process.

Content will primarily focus on high-density residential development and social infrastructure projects although the course materials are largely comprised of typical legal contracts that may be used in a development context. It should be emphasized that no portion of PROP 6850 is properly viewed as a "real estate law” course. Legal concepts are used to illustrate and shed a brighter light on our understanding of how well thought out property development ought to happen. That said, all aspects of the course were designed to enhance the student’s ability to become more thoughtful and creative developers of property. It is in this context that legal concepts must be viewed.


Assignment/Task Total % Case Study 15% Negotiation Assignment 25%

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Assignment/Task Total % Final Exam 50% Class participation 10%

TOTAL 100%

Course Material

Course Text:

Wheeler, Michael. The Art of Negotiation: How to Improvise Agreement in a Chaotic World. Simon & Schuster. New York, N.Y. 2013.

In addition to the textbook above, reading material will be posted on line at least once a week prior to the lecture requiring the material to have been read. Most of the readings this course will be made up of contractual precedents applicable to various lecture topics.

The following texts are also an excellent resource and, although not a required text, a number of articles are cited in the readings.

Miles, Berens, Eppli, and Weiss. Real Estate Development: Principles and Processes (4th Edition). The Urban Land Institute. Washington, D.C. 2007.

Peiser, Richard B and Frej, Anne B. Professional Real Estate Development (2nd Edition). The Urban Land Institute. Washington, D.C. 2003.

Other Reference Materials:

Additional readings may be posted on the CMD from time to time.

The Bonfman Library makes available a range of librarian-curated research guides designed to point students to key online resources. See http://www.library.yorku.ca/web/bbl/guides/

Preparation for Class and Class Participation: Expectations

Preparation

The course employs a combination of lecture topics, guest speakers, in-class negotiation sessions and case analysis. The course is approached from a practical perspective, using actual experiences and guest speakers and judges where appropriate. The course and its instructors strive to instill a general understanding of key fundamentals and concepts critical to the success in each unique stage of the process. Content strives to create a general level of “literacy” regarding the management principles and steps of the development process to help build confidence and expertise. The course relies on readings and research related to assigned topics. Students are required to read the assigned readings before class and come to class well prepared for discussion. The organization of the course will rely heavily on completion of student assignments and case study as the basis for class discussion.

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http://www.library.yorku.ca/web/bbl/guides/

Class Participation

The class participation mark includes attendance, evidence that students have read class materials, pro-active involvement in class negotiations and thoughtful and productive participation in class discussions. Participation will be evaluated at the end of each class and will consider the extent students asked engaging questions, provided insight to course discussion, delivered a quality Current Event presentation, and engaged with simulated negotiations and guest speakers. Priority will be placed on the quality, not quantity, or participation.

Current Event Presentation As a component of the class participation mark, students will present one current event referring to class material discussed in a previous lecture. The event can relate to a development transaction, legal case, or industry discussion that has been covered by Canadian news media during the past four (4) months. Presentations will occur at the beginning of class and will not exceed five (5) minutes. Students may present in teams of 2 depending on course enrollment.


Topics, readings, and other preparations for every class are listed below. If any changes in this schedule become necessary, notifications will be posted on the course CMD, and when changes need to be announced between classes, an email will be sent to students’ Lotus Notes email accounts, notifying of the change.

1. XX.05.17Hershberg/ Hussain

Introduction and Core Development Principles

This class will introduce real estate and infrastructure development as well as the role of negotiation throughout the development process. This class will also explore several core legal principles that shape the development process.

• Contractual Elements• Composition of Property Rights• Restrictions on Property Rights

Readings: Wheeler, Michael. The Art of Negotiation: How to Improvise Agreement in a Chaotic World. Simon & Schuster. New York, N.Y. 2013. Chapters 1-3.

2. XX.05.17Hussain

Taxation in Real Estate and Infrastructure Development

Taxation is a key consideration involved when structuring development transactions. This class will explore the relevant regulatory frameworks and key taxable events that arise

82

throughout the development process. This class will also address common planning opportunities and pitfalls associated with real estate and infrastructure development. Topics discussed include:

• Income and Taxpayer Characterization• Timing Considerations• Rollover and Income Deferral• Partnership and Trust Considerations• Land Transfer Tax and Exemptions

Readings: To be posted to CMD

Case Study Issued

3. XX.05.17Hershberg

Land Acquisition and Development Vehicles

This class will review some of the common investment vehicles used to structure development transactions. The advantages and shortfalls inherit in each choice will be explained. Topics discussed include:

� Sole Proprietorships� Corporations� Partnerships general partnerships limited partnerships

In addition, this class will review a standard agreement of Purchase and Sale. In addition to familiarity with the basic formalities present in any agreement of Purchase and Sale, focus will be placed upon understanding and recognizing the clauses that are most often the subject of intense negotiations in a typical development deal.

Readings: Typical Limited Partnership (LP) agreement contemplating a condominium development (PDF on CMD).

Typical agreement of Purchase and Sale for high density residential land (PDF on the CMD)

4. XX.05.17Hussain

Infrastructure Project Development and Public-Private Negotiation

This class will explore the legal principles and key transactional considerations involved when developing a greenfield infrastructure project. The first half of the class will present the following principles and development processes:

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• Concessions and Licenses• Expropriation• Procurement and Proposal Development• Termination and Remedies• Project Amendments

The second half of the class will involve a mock negotiation involving a concession agreement to develop a greenfield infrastructure project.



Acquisition Debt Financing and Remedies

This class will instill an understanding of typical acquisition debt financing and the security required from both the borrowers' and lenders' perspective, as well as the ways in which flexibility can be lost or acquired through the process of financing and refinancing. This class will also review of the typical mortgage commitment contracts. Topics discussed include:

� typical institutional first mortgage requirements� secondary financing: priorities� mortgage remedies: power of sale, foreclosure,

possession

Readings: Typical first mortgage for un-zoned high density residential land (PDF on the CMD)

Case Study Due


Equity Financing I

Using the background knowledge of the course, this class will offer an examination of how a developer may look to capitalize his/her project from an equity perspective. A developer’s goal is to maximize his/her IRR while satisfying the IRR goals established by his/her debt and/or equity partners/investors. This class will offer a discussion on how a developer can utilize the various ownership structures available in order to maximize returns by using multi-tiered capital structures, each tier having its own unique risk-return profile. There will also be an examination of multi-tiered limited partnership structure (through reviewing a limited partnership agreement).

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Negotiation Assignment Issued Negotiation Strategy Due XX.06.17 Term Sheet Due by the end of class on XX.06.17 Team Debrief Due XX.06.17

7. XX.06.17Hussain

Equity Financing II and Joint Venture Negotiations

In large development projects, it is common to share risks and rewards among more than one party. This class will introduce and discuss key provisions involved when negotiating joint venture agreements. Particular attention will be placed on understanding the objectives and ongoing relationship dynamics associated with structuring these agreements.

Readings: Draft joint venture agreement for multi-use development project (PDF on the CMD)

8. XX.06.17Hussain

Joint Venture Negotiation Exercise

This class will simulate a moderated negotiation whereby teams will be required to negotiate unworkable provisions in a draft joint venture agreement. Teams will represent either capital partners or development partners to a proposed multi-use development project. By the end of the negotiation, each set of negotiation parties must hand in a term sheet outlining the negotiated provisions. Any remaining time will be used to debrief the negotiations exercise.

Negotiation Strategy due XX.07.17 Term Sheet due at the end of class

Readings: Wheeler, Michael. The Art of Negotiation: How to Improvise Agreement in a Chaotic World. Simon & Schuster. New York, N.Y. 2013. Chapters 8-10

9. XX.07.17Hussain

Project Implementation: Diligence and Construction

The first half of this class will discuss several topics related to the implementation of a project. More specifically, this class will address key transaction documents and related business decisions related to the following:

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� Environmental risk management requirements� Design and consultant services� Signing authority� Initiating construction� Structuring construction and take out loans� Liens

The second half of this class will involve a mock negotiation between a construction lender and a developer.

Recommended Readings: Sample CCDC contract (PDF on the CMD)

Team Debrief due XX.07.17


Project Commissioning: The Process & Risk Management

The development process concludes when the building is delivered and occupancy begins. This is a critical step in the process as it is typically when value is truly created because the building’s users commence paying for the right to occupy the premises. Delivery or turn-over is a highly rigorous and demanding phase that involves the synthesis of all of the various stakeholders in the process: investors, municipality/community, lenders, consultants, builder, and of course, the users or target market.

This class will use a typical residential condominium project as an example to illustrate the steps and the process of building turn-over. This class will also include a guest lecture on issues surrounding condominium law to give students an understanding of exactly how condominium deals operate; how units are legally created pre-construction; how closings work in the condominium context; issues surrounding ongoing maintenance responsibilities of developers; transitioning of control to condominium corporations etc.

The second half of this class will explore the commissioning process as it pertains to infrastructure development.

Readings: Typical APS and condominium documents used for residential condominium sales (PDF on CMD)

Guest Speaker

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11. XX.07.17Hussain

Agreements Related to Operating Cash Flow

The first half of this class will discuss several key agreements related to the sources and uses of a project’s operating cash flow with particular emphasis on how the negotiation of several terms can influence the ongoing viability of commercial, industrial and office developments. Topics to be discussed include:

• Space Leases• Property Maintenance Agreements• Operation Arrangements

The second half of this class will involve structured negotiations related to key provisions contained within a) a lease for space in a large retail establishment, and b) a facility maintenance agreement for a hospital.

Readings: Sample commercial lease (PDF on the CMD) and maintenance agreement (PDF on the CMD)


Exam Preparation

This part of the class will be devoted to reviewing materials covered and answering lingering questions or concerns in preparation for the final exam.

XX.07.17 Final Exam

Written Assignments/Projects: Descriptions

Unless stated otherwise in the assignment, the following format will apply to all written submissions:

Hard copy, paper size, 8 1/2” x 11” Margins, top/bottom/left/right -1” minimum Spacing - single spacing Font size, 11pt, (tables can be 10pt) Font style, Arial, Helvetica or Calibri Page numbers, lower right corner Name, date and student number will be included on each page in the heading bar.

All visual presentations will be submitted in PowerPoint format to the prescribed length and an electronic copy shall be filed with the instructor.

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Case Study Students will be required to analyze a case that involves issues previously discussed in class.

Negotiations Assignment Students will be divided into teams representing either capital partners or development partners to a proposed multi-use development project. Each team will receive a draft joint venture agreement with unworkable provisions. Each unworkable provisions will relate to key issues discussed in previous classes.

a. Negotiation StrategyStudent teams will be required to submit a negotiation strategy to the instructor. The strategy should reflect a robust understanding of the issues to be discussed, the positions of each party, and the financial/strategic implications of those issues on the feasibility of the development project.

b. Term SheetStudent teams representing capital partners and development partners will negotiate selected issues in a simulated environment. At the end of the negotiation, each set of negotiation parties must hand in a term sheet outlining the negotiated provisions.

c. DebriefStudent teams will be required to submit a brief discussion paper explaining their key takeaways from the negotiation experience.

Final Exam Students will write an exam to evaluate understanding of key course concepts.

Due Date Deliverable XX.06.17 Case Study XX.07.17 Negotiations Assignment – Negotiation Strategy XX.07.17 Negotiations Assignment – Term Sheet XX.07.17 Negotiations Assignment – Debrief XX.07.17 Final Exam

Evaluation of Written Assignments/Projects

90-100 A+ 9 85-89 A 8 80-84 A- 7 75-79 B+ 6 70-74 B 5 65-69 B- 4 60-64 C+ 3 55-59 C 2 50-54 C- 1

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Assignments will be graded using percentages and then converted into a letter grade according to the following schedule. Any submissions received after the

deadline will not be accepted and a zero grade will be entered, unless a deferment is agreed upon in advance by the instructor. All members of a group will receive the same grade. All submission shall be in hard copy, unless by prior agreement with the instructor or stated otherwise in the particular assignment. All work will be handed in at start of class. Students can expect to receive their graded work, with comments, within one-week of submission, unless notified otherwise.

With most assignments a grading matrix will be issued that will identify the evaluation criteria, the relative weighting of each, the assigned grade, and comments.










Exams (Absence from) Mid-term. Students who miss a mid-term examination must contact their course instructor within 24 hours and provide the course instructor with documentation substantiating the reason for the absence.

0-49 F 0

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A copy of the documentation must also be submitted to Student Services; it will be placed in the student’s file. Final. Within 24 hours of missing a final examination, students must contact the Director of Student Services, at (416) 736-5060 and must also contact their course instructor. Formal, original documentation regarding the reason for missing the exam must be submitted to the Director of Student Services, (SSB Room W262) within 48 hours of missing the final exam. Students who miss a final exam due to illness must have their doctor complete an “Attending Physician’s Statement.” For a copy of this document, visit http://www.registrar.yorku.ca/pdf/attending-physicians-statement.pdf.

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http://www.registrar.yorku.ca/pdf/attending-physicians-statement.pdf

Quick Reference: Summary of Classes, Activities and Deliverables Lecture Date / Instructor Topic Guest Speaker Deliverable

Lecture 1 TBD Hershberg / Hussain

Introduction and Core Development Principles

Lecture 2 TBD Hussain

Taxation in Real Estate and Infrastructure Development

Case Study Issued

Lecture 3 TBD Hershberg

Land Acquisition and Development Vehicles


Infrastructure Project Development and Public-Private Negotiation

Celebrity Judge(s)

In-Class Negotiation


Acquisition Debt Financing and Remedies

Case Study Due


Equity Financing I Negotiations Assignment Issued


Equity Financing II and Joint Venture Negotiations


Negotiation Exercise Celebrity Judge(s)

Negotiation Strategy Due XX.07.17 Term Sheet Due XX.07.17


Project Implementation: Diligence and Construction

Celebrity Judge(s)

Debrief Due In-Class Negotiation


Project Commissioning: The Process & Risk Management

Guest Lecture


Agreements Related to Operating Cash Flow

Celebrity Judge(s)

In-Class Negotiation


Exam Preparation

Exam TBD Final Exam

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To: FacultyCouncilFrom: MarkusBiehl,Chair,MasterPrograms/ProgramsCoordinatingCommitteeDate: October13,2016Subject: AdoptionofChecklistforCourseProposalsandChangesaswellasProposalForms

Motion:

1. ThatFacultyCouncilapprovetheadoptionoftheChecklistforCourseProposalsandChangesasaguidancedocumentforcourseproponents

2. ThatFacultyCouncilapprovechangestothecoursechangeandnewcourseproposalforms

Rationale:

Theguidancedocumentforcourseproponentscontainsanaggregationofthefaculty’sstandardsforcourses–somethingprogramcommitteestendtolookatwhenconsideringchangestoexistingcoursesornewcourseproposals.ThisdocumentwasoriginallydevelopedbyProf.Graham(asMBAProgramDirector)andlaterupdatedbyProf.Weiss(asMBAprogramdirector).Theintentistoprovidefurtherminorupdatesandmakethislistwidelyavailabletoanyonedealingwithcourses.

AtSchulich,programdirectorswouldactaschairsoftheirprogram’sacademiccommittee.WiththeadventoftheMasterofAccounting,this‘double-hatting’hasbrokendown.Toadjusttothenewgovernancemodel,thenewproposaltemplatesexplicitlyrequirethesignaturesoftherelevantprogramdirectorandthechairoftherelevantprogramcommittee,whichmayormaynotbethesameperson.

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Check List for Course Changes and Proposals

This document lists the typical things that raise questions when course changes and proposals come before the Program Committee. Many of these items are guidelines rather than strictures, and can be violated where there are good pedagogical reasons for doing so (e.g., if a course heavily employs eLearning or Experiential Education). However, experience shows that non-conforming documents will have to be defended by the originator, and may be delayed or even rejected by the Program Committee, Executive Committee, or Faculty Council. PhD courses should roughly follow this guideline as well.

Cameron Graham, April 2010

rev. Steve Weiss, April 2013

Emily Rush 2016-10-6 5:00 PM Deleted: but, given the nature of the program,

rev. Master Programs Ctee, Oct. 2016

General o Course changes and proposals must come from an area chair, specialization director

or program director. They require the signatures of the area/specialization and program and are submitted to the committee by the relevant program director. Proposals cannot come directly from the instructor. It is recommended that the proponent consult with the director early on. This assures there has been a review of the change or proposed course in the context of other offerings in the discipline and the program.

o There should be at least six signatures from tenure-stream colleagues in support of a new course. Most course proposals have more. While support from within an area is obviously necessary, course proposals are also expected to be endorsed by other colleagues with intersecting interests or expertise. Note: Endorsements via email (with copy to the program director and committee secretary) are perfectly acceptable.

o Course proposals should specify the maximum class size rather than the expected enrollment. The usual maximum class size for MBA courses is 55 for core courses,45 for electives. A lower than normal maximum class size will require an endorsement from the Committee and Faculty Council, as well as permission from the Associate Dean, Academic, for the lower limit. For both paths, a very strong argument is needed.

Course Descriptions for the Calendar o Course descriptions for the calendar must be no more than 60 words, including any

pre- or corequisites. It is helpful to think of this description as an abstract or an executive summary of the longer course description (see below).

o Pre- and co-requisites can be:• Specific course numbers• The phrase “All 5100-level core courses”

MB 2016-10-7 11:03 AM Deleted: or

Emily Rush 2016-10-6 4:58 PM Deleted: or, for other programs,

MB 2016-10-7 11:05 AM Deleted: and be approved by the relevant.

MB 2016-10-7 11:05 AM Deleted: They

MB 2016-10-7 11:05 AM Deleted: The program director will forward the proposal to the program committee.

MB 2016-9-9 9:16 AM Deleted: The use of typed names instead of actual signatures is common practice

MB 2016-9-9 9:18 AM Deleted: Course originators will need to provide a very strong argument if they wish their

MB 2016-9-9 9:19 AM Deleted: maximum class size to be

MB 2016-9-9 9:17 AM Deleted: .

MB 2016-9-9 9:27 AM Deleted: -

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• The phrase “All 5000-level core courses”• Phrases such as “All Term 1” courses.To not unnecessarily inhibit students’ progression through the program when failing acourse, it is strongly advised to specify prerequisites and corequisites sparingly, rather than using all-encompassing phrases.

Course Outlines o The course outline needs to be based on the standard Schulich template.

Descriptions and Other Text o There should be a general description of the purpose of the course, its general

themes and topics, its overall aims, and so forth. This should be longer and moreinformative than the description in the calendar.

o Clear learning outcomes should be specified. Those course-level learning outcomesneed to relate back to or include program-level learning outcomes and go beyond knowledge. Please request the program-level learning outcomes from the program director or the Office of the AD Academic.

o There should be the standard text about academic honesty, as will be provided in theSchulich course outline template. If you use additional measures (e.g., Turnitin), they should be included on the outline. The course outline template includes other standard policy items, none of which should be changed.

o If the course has students meeting with people outside the school to collect information to be used in course assignments, you should refer to the steps necessary to comply with York regulations on human participants in research. Such activity needs to be reviewed and approved prior to the term in which the work will beassigned. Contact the AD Research for more information.

Grade Components & Evaluating Student Work

o There should be a clear articulation of how the course grade will be determined; themethods used must conform to the Schulich grading guidelines.

o There should be a table showing all the grading components and the percentageassigned to each component, adding up to 100%.

o There should be a clear description of each grade component. The student shouldknow what is expected for each assignment, including expected word counts or page lengths for essays, the format of each deliverable, and so on. For elaborate assignments, you may wish to provide a separate, detailed handout in addition to the basic description in the course outline.

o Course originators are encouraged to use a variety of evaluation methods. Thesemodes should be appropriate for assessing the learning outcomes along all dimensions (content, application, communication, etc.). Some examples of evaluation methods include: group work and individual work; take-home assignments, in-class quizzes, tests, and exams; presentations and essays; experiential and non-experiential learning; class participation. Please feel free to consult with the Academic Affairs Officer for advice on learning outcomes and assessments.

o A policy should be specified for dealing with late deliverables and class attendance.

MB 2016-9-9 9:27 AM Deleted: should

MB 2016-9-9 9:27 AM Deleted: (This template is in final development and will be brought to Schulich Faculty Council in 2010. A draft copy can be obtained from the MBA Program Office for reference.)

MB 2016-9-9 9:28 AM Deleted: Ideally, c

MB 2016-9-9 9:28 AM Deleted: . [Please note that the University is under increasingly explicit expectations from the provincial government to articulate the ‘learning outcomes’ of academic programs and of specific courses. Whether or not you use that exact vocabulary, it is important to articulate what a student will be able to do (or do better) as a result of completing the course.]

MB 2016-9-9 10:02 AM Deleted: Please note: Any assignment that involves students gathering data via questionnaires, interviews, or experiments

MB 2016-9-9 10:02 AM Deleted: Associate Dean –

MB 2016-9-9 10:02 AM Deleted: procedures

MB 2016-9-9 10:07 AM Deleted: for the course content and the pedagogy employed

MB 2016-9-9 10:08 AM Deleted: se

MB 2016-9-9 10:08 AM Deleted: s

MB 2016-9-9 10:08 AM Deleted: defined in required range for GPA for your section

MB 2016-9-9 10:08 AM Deleted: Generally, your grading system should not predetermine the percentage cutoffs for each letter grade.

Emily Rush� 2016-10-21 2:26 PMMoved (insertion) [1]

Emily Rush� 2016-10-21 2:30 PMMoved (insertion) [2]

Emily Rush� 2016-10-21 2:26 PMMoved up [1]: Grade Components

Emily Rush� 2016-10-21 2:30 PMMoved up [2]: <#>There should be a clear description of each grade component. The student should know what is expected for each assignment, including expected word counts or page lengths for essays, the format of each deliverable, and so on. For elaborate assignments, you may wish to provide a separate, detailed handout in addition to the basic description in the course outline.

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o Group work must not exceed 50% of the course mark.

o Class participation need not be evaluated, but if it is, the norm is 10% and there mustbe a clear description of how it will be evaluated in your course outline. Class participation must not exceed 20% of the course mark. Regardless of the criteria you use, you must keep session by session records of contribution so that students can know how they are doing during the term, and so that potential grade appeals can bedefended.

o Final exams, if used, should be worth between 20% and 50% of the course mark. Final exams must be held during the MBA final examination period. Note: no in-classtest or quiz worth 20% or more of the course mark can be conducted during the last two weeks of classes. Please refer to the relevant policy at http://ada.schulich.yorku.ca.

o No more than six hours of class time in a 12-week course (three in a 6-week course)should be devoted to student presentations.

Interim Feedback to Students o There should normally be an opportunity for students to get adequate feedback on

the quality of their work before the drop date. This may mean that a substantive assignment (15% to 20% of the course grade) is due, marked, and handed back before the midpoint of the course.

o On extensive assignments, some kind of interim deliverable and feedback isdesirable, even if no formal mark is given.

Course Schedule o There should be a weekly schedule of topics.

o Readings should be specified for each week. The readings should include academicand practical sources, with both classic and current readings. If a textbook is alsoused, chapters should be assigned whenever appropriate.

o Due dates for deliverables and exams should be shown.

o Any break in the regular schedule, such as Reading Week or a statutory holiday,should be shown.

MB 2016-9-9 10:10 AM Deleted: week

MB 2016-9-9 10:10 AM Deleted: week

MB 2016-9-9 10:20 AM Deleted: must

MB 2016-9-9 10:24 AM Deleted: , usually as the last part of the course outline

MB 2016-9-9 10:25 AM Deleted: to each week

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v. Oct 2016

Course Change Proposal Template

The following information is required for all course change proposals at the undergraduate and graduate level. To facilitate the review/approval process, please use the headings below, REPLACING each <explanation> with your intended text.

1. Program

<E.g., Schulich BBA Program>

2. Course Number and Credit Value

<E.g., MGMT 5150 3.00 or ACTG 2010 3.00>

3. Course Title

a) Long Course Title

<Long title of course>

b) Short Course Title

<Short title of course>

4. Existing Pre-requisites/Co-Requisites

<Please list any existing pre/co-requisites for this course and ensure that this information aligns with what isincluded on the attached course outline.>

5. Type of Course Change (indicate all that apply)

in course number in credit value (provide course outline) in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces) in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program)

in cross-listing (provide statement of approval from other program) in pre/co-requisite expire course other (please specify)

6. Effective Session of Proposed Change(s)

<Academic term in which the proposed change will take effect. E.g., Winter 2014>

7. Academic Rationale

<Indicate how the proposed change will contribute to the academic objectives of the course/program.>

8. Proposed Course Information

Existing Course Information (change from)

Proposed Course Information (change to)

96

v. Oct 2016

9. Consultation

<For changes in integrations and cross-listings, as well as changes to courses that are integrated and/orcross-listed, please provide evidence that appropriate consultation has taken place.>

10. Approvals

a) Originator

Signature Date

Name

b) Area or Specialization

I have reviewed this change form and I support the proposed changes to the course.

Signature Date

Name of Area Coordinator / Specialization Director

Area or Specialization

c) Degree Program

I have reviewed this change form and I support the proposed changes to the course.

Signature Date

Name of Program Director Program

d) Program Committee

This course change has received the approval of the relevant Program Committee.

<Existing information> <Proposed information>

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v. Oct 2016

Signature Date

Name of Program Committee Chair Committee

Required Attachments • For changes in the number of credits, course title or course description, please attach the Schulich

course outline (must conform to program norms; see the Program Assistant for details). • For cross-listed / integrated courses, please include a signed statement of agreement from the director of

the other graduate course / other degree program.

Send to Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members, to the appropriate program committee secretary.

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Form Vs.: Oct. 2016

Faculty of Graduate Studies & Schulich School of Business

Curriculum Development Guidelines and Procedures

Introduction These guidelines and procedures are intended to support the review and approval process with respect to curriculum development, from changes to existing graduate courses to the development of new graduate programs.

Completed proposals for new courses, changes to existing courses and changes to program/graduate diploma academic requirements should be submitted via email attachment to the appropriate Program Committee. Please be sure to submit the following documents:

• FGS New Course Proposal Template• Schulich Course Outline Template• Include Library Statement with all new course proposals• Provide evidence of consultation

Please contact the appropriate Program Director or support staff for further advice on how to complete a course proposal.

Submission and Review/Approval Process The initial review and approval of proposals for new courses, changes to existing courses, and changes to program/graduate diploma academic requirements (including admission requirements) begins at the program level, in accordance with program procedures. Once approved at the program level, these proposals are forwarded to the Schulich Faculty Council. The Faculty Council secretary will forward approved proposals to the Office of the Dean, Faculty of Graduate Studies, for consideration by the relevant Faculty-level committee(s).

Final approval of new courses and course changes normally rests with the Faculty of Graduate Studies Academic Affairs Subcommittee. In some instances (e.g., where a new course and/or course change is a component of a proposed change in program requirements), new course or course change proposals may be forwarded to the Academic Planning & Policy Committee for consideration. Otherwise, course proposals approved by the Academic Affairs Subcommittee are reported, for information, to the Academic Planning & Policy Committee and to FGS Council. Please note that course proposals that are not approved by the Academic Affairs Subcommittee will not be input into the course repository, which is required for classroom allocation and enrolment.

1

MB 2016-10-7 11:19 AM Deleted: May

MB 2016-10-7 11:20 AM Deleted: 2

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New Course Proposal Template

The following information is required for all new course proposals. To facilitate the review/approval process, pl italicized explanations below each heading).

1. Program

<E.g., Schulich MBA Program>

2. Course Number<Four-letter area/specialization and four-digit number. E.g., MGMT 5150>

3. Credit Value<Number of credits, usually 3.00 or 1.50>

4. Long Course Title<Full name of course>

5. Short Course Title<Short name of course. This is the name that will appear on University documents where space is limited,such as transcripts and lecture schedules. The short course title must be a maximum of 40 characters,including punctuation and spaces. Please use abbreviations (e.g., Acctg, Fin Mgmt, Intl, &, Adv Econ) whennecessary.>


<Academic term in which the proposal will take effect. E.g., Winter 2014>


<Description of the course as it will appear in the University course repository and related publications.Calendar (short) course descriptions should be written in the present tense and may be a maximum of 60words. Please include information with respect to any pre-/co-requisites and/or cross-listing or integration inthe course description. Please indicate if the language of instruction is other than English.>

8. Expanded Course Description<Detailed course description that will be published in course outlines, program handbooks, etc.>

9. Evaluation<Detailed breakdown of course requirements, including the type and percentage value of each assignment.The expectation is that course assignments can normally be accomplished within the course period. Ifapplicable, details regarding expectations and corresponding grading requirements with respect to attendanceand participation should be provided.>


<Applicable only if integrated with an undergraduate course. Graduate courses may be integrated only withundergraduate courses at the 4000-level, where it is understood that 4000-level indicates an advanced level.Graduate students will be expected to do work at a higher level than undergraduates. If the proposed course isto be integrated, please provide a grading scheme that clearly differentiates between the work that

ease use the headings below (and omit the

undergraduate and graduate students perform, including a description of how the work performed by graduate

1

100

Form Vs.: October 2016

students is at a higher level. As well, please indicate the course information for the undergraduate course (i.e., Faculty/unit/course number/credit value) and include a statement from the relevant undergraduate chair or undergraduate director indicating agreement to the integration.>

11. Rationale<Indicate how the proposed course will contribute to the academic objectives of the program. As well, pleaseindicate the relationship of the proposed course to other existing options, particularly with respect tofocus/content/approach. If overlap with other existing courses exists, please indicate the nature and extent ofconsultation that has taken place.>


<Provide the names of faculty members in your program qualified to teach this course. Stipulate thefrequency with which you expect this course to be offered, including the impact that this course will have onfaculty resources.>


<Number and name of any cross-listing for this course in other York programs. Cross-listed courses areoffered between two or more graduate programs. For cross-listed courses, please include a statement ofagreement from the director of the other graduate program(s).>

14. Bibliography and Library Statement<Provide an appropriate and up-to-date bibliography in standard format. A statement from the Universitylibrarian responsible for the subject area certifying that adequate library resources are available for the newcourse must be provided.>


<Provide a statement regarding the adequacy of physical resources (equipment, space, labs, etc.), includingwhether or not additional/other physical resources are required and how the need for these additional/otherphysical resources will be met.>

2

101

Faculty of Graduate Studies

New Course Proposal Part B (Schulich Use Only)


16. Instructors and Faculty Coordinator

Initial instructor

<Indicate who will be the first instructor for this course.>


<Indicate other persons, especially full-time faculty members, who have the ability and interest to teach thiscourse in the future.>

Course coordinator

<Indicate the full-time faculty member who will coordinate this course, in the event it is taught by a part-timeinstructor or is offered in multiple sections.>


<Indicate the primary area or specialization where the proposed course will be listed in the programhandbook.>


<List all other areas or specializations where the proposed course will be listed as an elective.>


<State the number of classroom hours of this course per term. If there is a lab requirement, also state thenumber of lab hours per term.>

Maximum enrolment

<For core courses, 55. For electives, 45. Any other maximum requires approval from the Associate DeanAcademic and explicit endorsement from the Program Committee and Faculty Council.>

Expected enrolment

<State the expected “steady-state” enrolment. It is understood that new courses may take one or two terms toreach this level.>


<Provide evidence or a rational argument for your enrolment expectations.>

19. Human Participants Research<If any assignment for this course involves Human Participants Research, provide details and attach acompleted York University Human Participants Research Protocol form. the course outline should makereference to the Human Participants Research procedures and approval process. Otherwise indicate“N/A”.>

3

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20. Conditions for Approval

If this proposal is for a new elective course, please indicate which one of the three two followingconditions required by Faculty Council applies:


<Specify the course or courses being deleted.>


<State the reason the program needs this new course and provide evidence that the Area has no elective with student enrolments low enough to warrant deletion.>

Course Originator

<Date> Signature Date

<Name of Originator> Name



<Name of faculty member> <Name of faculty member> Name Name





4

103


Approvals


I have reviewed this course proposal with the faculty members of this Area or Specialization, and I support the addition of the course to the SSB curriculum.


<Name of Coordinator or Director> <Name of Area or Specialization>


Degree Program

I support the addition of the course to the SSB curriculum.


<Name of Program Director> <Name of Program> Program Director Program

Program Committee

This course proposal has received the approval of the relevant Program Committee and documentation attesting to the faculty member support for the change has been received and archived by the committee chair.


<Name of Chair> <Name of Program Committee>

Program Committee Chair Program Committee

Required Attachments • A motion to Faculty Council that includes the rationale for the course.• Schulich course outline: must conform to program norms; see the Program Assistant for details.• Librarian’s statement indicating that adequate library resources are available for the course• For cross-listed courses: signed statement of agreement from director of other graduate course• For integrated courses: signed statement of agreement from chair of undergraduate program

5

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• If applicable, a completed Human Participants Research Protocol Form.

Send to Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members, to the appropriate program assistant program committee secretary.

6

105

York University Schulich School of Business

BBA/iBBA NEW COURSE PROPOSAL FORM

1. Course Number and Credit Value:

2. Long Course Title:<Full name of course>

3. Short Course Title:<Short name of course. This is the name that will appear on University documents where space is limited, such as transcripts and lecture schedules. The short course title must be a maximum of 40 characters, including punctuation and spaces. Please use abbreviations (e.g. Acctg, Fin Mgmt, Intl, &, Adv Econ) when necessary.>

4. Effective Session:<Academic term in which the proposal will take effect. E.g., Winter 2014>

5. Course Description for the Undergraduate Course Registry and Calendar:<Maximum 60 words. Longer descriptions will be truncated in the University CourseRegistry. For editorial consistency please put verbs in the present tense.>

6. Pre-requisites and/or Co-requisites:<Please state and justify pre-requisites and/or co-requisites. If specific courses are requiredstate their course numbers.>

7. Rationale:<Indicate how the proposed course will contribute to the academic objectives of theprogram. As well, please indicate the relationship of the proposed course to other existingoptions, particularly with respect to focus/content/approach. If overlap with other existingcourses exists, please indicate the nature and extent of consultation that has taken place.>

8. Instructors and Faculty Coordinator:

Initial Instructor<Indicate who will be the first instructor of this course.>

Emily Rush 2016-10-6 5:08 PM Deleted: ELECTIVE

Version: May 2012- Page 1of 4

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Alternative Instructors <Indicate other persons, especially full-time faculty members, who have the ability and interest to teach this course.>

Course Coordinator <Indicate the full-time faculty member who will coordinate this course, in the event that it is taught by a part-time instructor or is offered in multiple sections.>

9. Specializations:

Primary Area or Specialization<Indicate the primary area or specialization where the proposed course will be listed in theSchulich undergraduate academic handbook.>

Secondary Areas or Specializations <List all other areas or specializations where the proposed course will be listed as an elective.>

10. What will be the structure of the contact hours of this course each week?<The contact hours per week is 3 hours. However, the course can be held twice each weekfor 1.5 hours or once per week for 3 hours. Provide a rationale for the selected format.>

11. Maximum enrolment

<For core courses, 55. For electives 45. Any other maximum requires approval from theAssociate Dean Academic and explicit endorsement from the Program Committee.>

Expected Student Enrolment:<State the expected “steady-state” enrolment. It is understood that new courses may takeone or more offerings to reach this level.>

Evidence for enrolment expectations: <Provide evidence or a rational argument for your enrolment expectations.>

12. Human Participants Research<If any assignment for this course involves Human Participants Research, the course outlineshould make reference to the Human Research Participants procedures and approvals.

Pages 2 of 5 October 2016

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Otherwise indicate “N/A”.>

13. If any special computer facilities, teaching materials, or physical facilities arerequired, please list them.<If special computing software or hardware is required, please attach a statement fromManager of Computing Services that attests to the ability of Schulich’s Computing Servicesto support this course.>

14. Course Outline:<Please attach a course outline. The outline must be built in the Schulich Course OutlineTemplate and must specify class-by-class topics, readings and assignments. The basis forstudent evaluation must be shown. BBA/iBBA courses should be based on a 12-weekteaching term.>

15. Library Statement:<Please attach a statement from the University librarian responsible for the subject area(Business Library) certifying that adequate library resources are available for the new coursemust be provided. Informing the Business Librarians about the new course keeps themaware of what is going on.>

Course Originator:

Emily Rush 2016-10-6 5:18 PM Deleted: provide details and attach a completed York University Human Participants Research protocol form.

Signature Name

Date Area or Program

Supporting Faculty Members: (The course originator should consult with other interested parties and obtain their approval

signatures.)

The undersigned have examined this course proposal and feel it is a worthwhile addition to the curriculum and does not, to our knowledge, significantly duplicate the content of existing course offerings.

Signature Area or Position


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Approvals:

16.1 Area or Specialization: This Area/Specialization has reviewed this course proposal and supports the addition of this course to the BBA and/or iBBA curriculum.

Signature Date


16.2 Program:

The BBA/iBBA Program Committee recommends that this new course be added to the list of the courses specified for the program. Documentation attesting to the faculty member support for the change has been received and archived by the committee chair.

Chair, BBA/iBBA Committee (signed)


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Required Attachments:

• Motion document addressed to Faculty Council that provides the rationale for thecourse.

• Schulich course outline: must conform to program norms; available from the members ofSchulich Associate Dean Academic office.

• Librarian’s statement indicating that adequate library resources are available for thecourse

• If applicable, a completed Human Participants Research Protocol form available fromthe Schulich Associate Dean Research.

Send To:

Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members to:

BBA/iBBA Secretary: Nicola Jagdeosingh ([email protected])


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To: Schulich Faculty Council From: James McKellar Re: Creation of the Brookfield Centre in Real Estate and Infrastructure at the Schulich

School of Business, York University

MOTION

That Faculty Council approve the establishment of an academic unit within the Schulich School named the Brookfield Centre in Real Estate and Infrastructure.

RATIONAL

A solid foundation for studying real estate and infrastructure, and cultivating leaders in this international and growing business, is being expanded at the Schulich School thanks to a generous donation from one of Canada’s global leaders in the industry. Timothy Price (Hon LLD ’09), along with his wife Frances, and the Brookfield Partners Foundation, have donated $4 million to establish the Brookfield Centre in Real Estate and Infrastructure at the Schulich School. The Brookfield Centre will be a hub of industry-‐relevant research, teaching, and experiential learning in real estate and infrastructure, as well as a forum for industry and alumni engagement.

The Brookfield Centre’s activities will include the existing MBA specialization in real estate and infrastructure and Schulich’s new 12-‐month Master of Real Estate and Infrastructure (MREI) program, to be start January 2017. The Brookfield Centre will also support the new Timothy R. Price Chair in Real Estate and Infrastructure, established in honour of Price’s outstanding leadership in and significant contributions to Canada’s real estate and infrastructure industries. Other key priorities for the Brookfield Centre include building partnerships with industry, engaging alumni, establishing new professorships and executives-‐in-‐residence, industry research, and creating new scholarships and student awards. “I would like to see this Centre evolve into a global centre of excellence where students are successful, can hone their skills, complete co-‐op placements in industry and become excited about their careers,” Price says. “I also see the centre as a place where research is being developed, and where there’s ability for the school to act as advisor to government and business.”

Brookfield Centre in Real Estate and Infrastructure

Over the past two decades the real estate and infrastructure industries have undergone a period of considerable expansion and change, both domestically and abroad. Canada is currently in the fortunate position as a world leader in the development of, and investment in, large-‐scale infrastructure projects. Canada is also home to many of the world’s largest and most sophisticated institutional players in the real estate industry, not to mention the many private real estate and real estate related firms involved in development, investment, and financing initiatives. As the pace of global urbanization increases, these industries will serve as pivotal building blocks for creating environmentally vibrant, livable and economically robust urban centres.

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The Program in Real Estate and Infrastructure at the Schulich School has been a leader in providing the real estate and infrastructure industries with MBA graduates that actively work, engage and shape both industries in a variety of capacities across Canada and the globe. The reputation of the School among prospective and current students, alumni and members of the industries has grown over time, largely due to the success of the current Program in Real Estate and Infrastructure. The Program has positioned itself at the nexus of relationships between students, alumni, and members of industry and in its commitment to academic programming and student development. In response to market demand, the Program in Real Estate and Infrastructure will offer a new one-‐year graduate Master of Real Estate and Infrastructure starting January 2017, while continuing with the MBA specialization.

The Brookfield Centre represents the evolution of the Program in Real Estate and Infrastructure as it will continue to focus on high quality academic programming and engagement as well as enhancing its research activities. The Brookfield Centre will be comprised of three mutually reinforcing pillars:

• Applied Research and Thought Leadership – The Brookfield Centre will establish a leadership rolefor the School at the intersection of real estate and infrastructure. The Brookfield Centreaspires to bridge theory and practice through applied research that can directly contribute tothe creation of environmentally vibrant, livable and economically robust urban centres. Theestablishment of the Brookfield Centre will provide funding for new professorships, includingthe Tim Price Chair in Real Estate and Infrastructure, executives-‐in-‐residence and fellowships, aswell as a platform for communicating new research and ideas to both academia and industry.

• Academic Excellence – The Brookfield Centre will encompass academic programs in real estateand infrastructure that are rigorous, concentrated, multidisciplinary and focused on directapplication through experiential learning. These programs include the existing undergraduatecourses in real estate, the MBA specialization in real estate and infrastructure, and the newMaster of Real Estate and Infrastructure. In the future, academic programming may beexpanded to include the development of Professional Development training certificates and aPhD program. The Brookfield Centre will also facilitate the creation of new scholarships andstudent awards.

• Outreach and Engagement – The Brookfield Centre will continue to facilitate the meaningfulengagement of a global community of students, alumni, industry, government, and researchers.The Centre will represent a collective commitment to address the challenges and opportunitiesof our cities, and promote the responsible allocation of capital and other resources to the realestate and infrastructure sectors. Engagement will enhance the search for creative solutions topractical urban problems as well as influence public policy decisions that affect the quality ofour cities. Involvement beyond the confines of the School will enrich the student experienceand hopefully prompt exchanges among global leaders in the real estate and infrastructureindustries.

Furtherance of the University Academic Plan

The Centre will advance the goals of the Schulich School of Business and the University Academic Plan through the creation, dissemination, development and application of:

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• Collaborative outreach activities that will significantly raise the research profile and reputationof the Schulich School of Business and of York University;

• Interdisciplinary and joint research, education and scholarship within the School and theUniversity;

• Enhanced student success and curricular development by providing new co-‐curricular initiatives,new student opportunities to engage with industry, and the provision of funding for studentscholarships;

• Outreach of the Schulich School and York University to the broader public and private sectors.

The Organization and Facilities of the Brookfield Centre

Organization: The Director of the Centre shall be a senior faculty member occupying the Timothy R. Price Chair in Real Estate and Infrastructure. As the Brookfield Centre develops and expands, there shall be an Executive Director overseeing the outreach and engagement programs of the Brookfield Center. Faculty associated with the PROP area will automatically be members of the Centre; others, including tenured faculty, contract faculty, visiting faculty, part-‐time instructors, support staff and executives-‐in-‐residences will be added by the Director as required and as opportunities arise. All participants in the activities of the Brookfield Centre will have full access to the resources – the physical and intellectual capital – that the Schulich School has to offer.

An Advisory Committee comprised of representatives from government and industry, and other major supporters of the Brookfield Centre, will provide on-‐going advice to the Brookfield Centre. The Brookfield Centre intends to also initiate a partnership program with industry to support its education and research endeavors.

In addition to its academic and research endeavors, the leadership of the Brookfield Center shall acknowledge the important role of engagement that can benefit all stakeholders of the Brookfield Centre including faculty, alumni, industry participants, reach sponsors, and students, strengthening an on-‐going and mutually beneficial network of formal and informal relationships.

Facilities: The Brookfield Centre will be housed in the new academic building, scheduled for completion in April 2018. Accommodation will include offices and research facilities.

Conclusion

The Brookfield Centre in Real Estate and Infrastructure will be an academic unit within the Schulich School that will enhance the international reputation of the Schulich School and York University. The Brookfield Centre will be unique in that it will encompass both undergraduate and graduate academic programs, support applied research, and promote industry outreach. The broad mission of the Brookfield Centre is to achieve international status as a recognized center of excellence in real estate and infrastructure education and experiential learning. The Brookfield Centre will also undertake research that addresses the challenges of building cities that are environmentally and socially responsible, livable, and economically robust, and contribute to the competitiveness of Canadian real estate and infrastructure firms in a global context.

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Schulich School of Business Memorandum To: Faculty Council From: Prof. Marcia Annisette Re: MACC 6301 3.00: Integrative Case Analysis for Accountants – Corequisite Change Date: October 6, 2016

Rationale for Corequisite Change

The course corequisite has changed to reflect the current structure of the revised Master of Accounting program in which MACC 6301 3.00 is a core course in Term 2 and ACT 6160 is one of eight Term 2 elective courses. Removing ACTG 6160 as a corequisite is required so that student taking electives other than this course can enroll in the compulsory MACC 6301.

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Faculty of Graduate Studies Course Change Proposal

1. ProgramMAcc

2. Course Number and Credit ValueMACC 6301 3.00

3. Course Titlea) Long Course Title

Integrative Case Analysis for Accountants

b) Short Course Title (if a change in the course title is requested)Integrative Case Analysis for Accountants

4. Type of Course Change (indicate all that apply)in course number in credit value in course title (short course titles may be a maximum of 40 characters, including punctuation and spaces) in course description (short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program)

X in pre/co-requisite expire course other (please specify)

5. Effective Session of Proposed Change(s)Fall 2016

6. Academic RationaleThe course corequisite has changed to reflect the current structure of the revised Master ofAccounting program in which MACC 6301 3.00 is a core course in Term 2 and ACT 6160 is one ofeight Term 2 elective courses. Removing ACTG 6160 as a corequisite is required so that studentstaking electives other than this course can enroll in the compulsory MACC 6301.

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7. Proposed Course InformationExisting Course Information

(change from) Proposed Course Information

(change to) Prerequisite: MACC 6201

Corequisite: ACTG 6160

NOTE: Open only to MAcc students and MBA students pursuing the CPA designation

Prerequisite: MACC 6201

Corequisite: None

NOTE: Open only to MAcc students and MBA students pursuing the CPA designation

8. ConsultationN/A

9. Approvalsa) Originator

Marcia Annisette 5th October 2016 Signature Date

Marcia Annisette Name

c) Area or SpecializationI have reviewed this change form and I support the proposed changes to the course.

Cameron Graham 5th October 2016 Signature Date

Cameron Graham Accounting Name of Area Coordinator / Specialization Director


b) Degree ProgramThis course change has received the approval of the Program Committee, and I support theproposed changes.

Marcia Annisette 5th October 2016

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Marcia Annisette Master of Accounting Name of Program Director Program

d) Academic CommitteeThis course has received the approval of the Master Programs Committee/Programs CoordinatingCommittee.

Signature Date


Required Attachments • For changes in the number of credits, course title or course description, please attached the new Schulich

course outline (must conform to program norms; see the Program Assistant for details)• Librarian’s statement indicating that adequate library resources are available for the course• For cross-listed / integrated courses: signed statement of agreement from director of other graduate

course / other degree program


Markus Biehl

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Schulich School of Business Memorandum To: Faculty Council From: Markus Giesler, Area Coordinator, Marketing Date: October 6, 2016

Rationale for Retiring MKTG 6951 1.50: Strategic Marketing in Asia

Enrolments have been low (under 15) for the past couple of years.

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1. ProgramSchulich MBA Program

2. Course Number and Credit ValueMKTG.6951 1.50


Strategic Marketing in Asia

b) Short Course Title (if a change in the course title is requested)Strategic Marketing in Asia

4. Type of Course Change (indicate all that apply)in course number in credit value in course title (provide course outline; short course titles may be a maximum of 40 characters, including punctuation and spaces) in course description (provide course outline; short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite

x expire course other (please specify)

5. Effective Session of Proposed Change(s)Winter 2017

6. Academic RationaleEnrolments have been low (under 15) for the past couple of years.



(change to) This course provides an in-depth study of the strategic marketing issues in Asia, mostly focusing on the Greater China area, Japan and South Korea. It focuses on understanding how social, cultural, political, and economic environments affect the formulation, execution and evaluation of marketing strategies in that region. Topics include collaborating with strategic marketing partners, marketing in regulated environments, market entry strategies, brand and image management, distribution partnership, and developing relationship with customers.

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8. ConsultationInternational Business, Farrokh Zhandi, Associate Director


September 22, 2016 Signature Date

Markus Giesler Name

b) Area or SpecializationI have reviewed this change form and I support the proposed changes to the course.

September 22, 2016 Signature Date

Markus Giesler Marketing Name of Area Coordinator / Specialization Director


c) Degree ProgramThis course change has received the approval of the Program Committee, and I support theproposed changes.

A. Joshi October 6, 2016 Signature Date

A. Joshi MBA Program Name of Program Director Program

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Signature Date


Required Attachments • For changes in the number of credits, course title or course description, please attached the new Schulich

course outline (must conform to program norms; see the Program Assistant for details) • For cross-listed / integrated courses: signed statement of agreement from director of other graduate

course / other degree program

Send to: Send an electronic copy of all forms and attachments, and forward emails of support from other faculty members, to the appropriate program assistant.


Markus Biehl

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Schulich School of Business Memorandum To: Faculty Council From: Prof. Ingo Holzinger Re: MBAN 5150: Skills for Leadership – Description Change Date: September 12, 2016

Rationale for Description Change:

The current description’s emphasis on “students' ability to deliver compelling and coherent presentations” is replaced in favour of highlighting the theoretical foundation for the course (complexity science) and its key themes (multiple perspectives; challenging assumptions; framing and reframing). The proposed description better reflects the actual content of the course, which has not changed, and helps shape students’ expectations in a more appropriate direction. The latter is critical for the success of the course and the fulfillment of its learning objectives.

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1. ProgramSchulich MBA Program

2. Course Number and Credit ValueMBAN 5150 3.00


Skills for Leadership

b) Short Course Title (if a change in the course title is requested)n/a

4. Type of Course Change (indicate all that apply)in course number in credit value in course title (short course titles may be a maximum of 40 characters, including punctuation and spaces)

X in course description (short course descriptions may be a maximum of 60 words, written in present tense) in integration (provide statement of approval from other program) in cross-listing (provide statement of approval from other program) in pre/co-requisite expire course other (please specify)

5. Effective Session of Proposed Change(s)Fall 2017

6. Academic RationaleThe current description’s emphasis on “students' ability to deliver compelling and coherent presentations” isreplaced in favour of highlighting the theoretical foundation for the course (complexity science) and its keythemes (multiple perspectives; challenging assumptions; framing and reframing). The proposed descriptionbetter reflects the actual content of the course, which has not changed, and helps shape students’expectations in a more appropriate direction. The latter is critical for the success of the course and thefulfillment of its learning objectives.

Students will still have the opportunity to present their work in the course and will receive feedback on thequality of their presentations. However, the focus will be on communicating ideas compellingly, defined as akey leadership skill for the course, and not on presentation skills in general.

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(change to) The objective of this course is to teach students the thinking and reflective skills required for business leadership. The course develops and enhances students' ability to deliver compelling and coherent presentations; to apply analytic, critical and strategic thinking to complex business problems and to reflect and identify underlying assumptions and reframe them in order to drive to actionable outcomes.

This course develops the thinking and reflective skills required for leadership in a turbulent world. Drawing on complexity science, the course applies a multiple perspectives framework to challenge embedded assumptions and advance students’ ability to think creatively, analytically and strategically. Students learn to identify and reframe complex problems more effectively, and to develop and communicate actionable solutions compellingly.

8. Consultationn/a


Ingo Holzinger September 10, 2016 Signature Date

Ingo Holzinger Name

b) Area or SpecializationI have reviewed this change form and I support the proposed changes to the course.

Ashwin Joshi September 10, 2016 Signature Date

Ashwin Joshi MBA Name of Area Coordinator / Specialization Director


c) Degree ProgramThis course change has received the approval of the Program Committee, and I support theproposed changes.

Murat Kristal October 6, 2016 Signature Date

Murat Kristal Master of Business Analytics Name of Program Director Program

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Signature Date



Markus Biehl

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Course Outline Fall 2016

Wednesday, 11:30 a.m. - 2:30 p.m., beginning on September 14th Room N105 SSB

Instructor Assistant Theodore Tolias N205F Seymour Schulich Building 416-736-2100 ext. 66408 [email protected] Office hours: by appointment

Mel Poteck N228 Seymour Schulich Building 416-736-2100 ext. 58089 [email protected]

Theo Tolias is an economic and business consultant and has been teaching economics, management and international business at Schulich since 1992. He has taught and done corporate and public sector consulting internationally and has been extensively interviewed by Canadian and international media networks on economic policy.

Brief Description This course develops the thinking and reflective skills required for leadership in a turbulent world. Drawing on complexity science, the course applies a multiple perspectives framework to challenge embedded assumptions and advance students’ ability to think creatively, analytically and strategically. Students learn to identify and reframe complex problems more effectively, and to develop and communicate actionable solutions compellingly.

Prerequisites/Corequisites/Course Exclusions: None

Contents Course Learning Outcomes ........................................................................................................................... 2 Deliverables at a Glance ................................................................................................................................ 3 Course Material............................................................................................................................................. 4 Student Preparation for Class and Course Contribution: Expectations ........................................................ 4 Class-by-Class Syllabus .................................................................................................................................. 5 Assignments/Projects: Descriptions & Evaluation ........................................................................................ 7 Calculation of Course Grade ......................................................................................................................... 9 General Academic Policies: Grading, Academic Honesty, Accommodations ............................................. 10 Quick Reference: Summary of Classes, Activities and Deliverables ........................................................... 10

MBAN 5150 E 3.00: Skills for Leadership

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Course Learning Outcomes "The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday's logic."

Peter Drucker

“Business as usual” has ceased to exist. Turbulence and transition are the new normal. For anyone who has followed the news in recent months and years, the above rings true. In the current context of rapid economic, social and technological change, capacities for flexibility, innovation, and – in particular – new ways of thinking are at a premium.

This course will introduce students to some of the new mindsets needed for success in today’s turbulent and complex global environment. For example, today’s leaders must have the capacity to accept and deal with unpredictability and be adept at recognizing and integrating multiple perspectives and priorities. They must be able to spot and anticipate emerging trends and patterns; ask and explore provocative questions about their organizations and the world at large; deal with challenging ethical issues; and generally think both “inside” and “outside the box” in a deep and probing way.

To begin meeting these needs, this course fosters the seeing and thinking skills that are required to make a positive leadership difference. In doing so, we will challenge taken-for-granted assumptions about business, organizing and leadership; promote a triple bottom line approach to sustainable business; and emphasize the need for reflective personal awareness as core themes for guiding the learning process.

In the most fundamental sense, this course is designed as a personal challenge – one that encourages you actively engage in the learning process. Being a passive recipient of information will not yield much value in this course. You are urged to critically examine the course content and its relevance for you and your career, developing both greater “context awareness” (understanding the immediate and larger world around you) and “personal awareness” (understanding yourself and the way you interact with the world around you) in the process.

While many of the attitudes and skills addressed in this course are thought of as “soft skills” – in that they cannot be easily quantified or tied down through rigorous technique – they are very demanding and can be learned. In that sense, the course is intended to take you out of existing comfort zones and into new territory. It will challenge some of your deeply held beliefs and assumptions, and introduce new ways of thinking and doing. The benefit you derive from the course is directly linked to your ability to rise to the challenge, your personal commitment and your effort.

You are invited to enter the course with an open mind, and a spirit of inquiry and adventurousness, recognizing that awareness of one’s strengths and limitations is crucial for personal development and success. We invite you to be prepared to be challenged; to be provoked; and, at times, to be frustrated. Learning new skills requires challenging existing mindsets and skills. It also requires practice and an awareness of the deeper factors shaping the learning process, especially those forces that can get in the way. The class discussions, exercises and assignments are designed to help you get on this important learning journey – one that will hopefully continue throughout your future life and career.

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To guide you on this journey, we have assembled a diverse and exceptional team of experts. They will introduce you to varied viewpoints and ways of thinking about leadership, organizations and their environments. In addition to your course instructor, who will accompany you throughout the semester and is your contact person for the course, the team includes the following faculty:

Mary Waller, Ph.D. Professor of Organization Studies Director, Schulich Centre for Teaching Excellence Room N331, Phone 416-736-2100 x 77918 [email protected]

Matthias Kipping, Ph. D. Professor of Policy Chair in Business History Room N314, Phone 416-736-2100 x 20656 [email protected]

John Dalla Costa, M.Div. Founding Director, CEO – Centre for Ethical Orientation Instructor for Ethics and Social Responsibility [email protected]

Theo Peridis, Ph.D. Associate Professor of Strategic Management Director, Global Leadership & India Executive MBA Programs Room N305L, Phone 736-2100 x 77892 [email protected]

Deliverables at a Glance The final grade for the course will be based on the following items weighted as indicated:

Assignment/Task Quantity Weight Total Author Sustainability Team Project 1 40% 40% Team Reflection on Team Project 1 10% 10% Individual Learning and Development Portfolio 1 35% 35% Individual Course Contribution n/a 15% 15% Individual Starting (Current) Career Resume (mandatory) 1 Pass/Fail Pass/Fail Individual Team Contract (mandatory) 1 Pass/Fail Pass/Fail Team

100%

For details, see “Assignments/Projects: Descriptions & Evaluation” (p. 8). More detailed descriptions of the main assignments (team project; personal case; portfolio) will be posted on Moodle.

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Course Material Moodle: Moodle is the course website, which provides the weekly list of readings. You will also find a course calendar, course updates, various course materials, and a companion Twitter feed (@Leaderskills). Moodle is accessible through your online student portal.

Readings: Information on the weekly readings can be found on the course’s Moodle site. Some readings can be downloaded directly from Moodle. Others can be accessed through York University’s library website. A link to the library website and instructions for how to access the readings are provided on Moodle. It is assumed that you have read and thought about the issues explored in the readings before coming to class. Adequate preparation is absolutely necessary to benefit fully from class and be able to contribute to discussions.

There is no textbook for the course.

Student Preparation for Class and Course Contribution: Expectations Preparation. The value of the class sessions depends greatly on your involvement and input. Active participation by you is not only encouraged; it is required to create a positive and rich learning environment. To be able to participate and create value in discussions, you are expected to have read and thought about the required readings before coming to class. When indicated in the course outline, complete and submit any pre-work before the beginning of class.

Course Contribution: You are expected to be present, prepared, and willing to share your views in every class, both voluntarily and when called upon to do so. Try to consistently contribute with comments and questions that pass the “so-what” test by providing insightful analysis that builds on the prior discussion and moves our thinking forward.

One to two quality contributions per week are considered standard.

Some of the considerations for evaluating your course contribution include:

• Are you a good listener? Do your comments relate to the questions and suggestions of othersand to the themes that the class is exploring together?

• Are your contributions relevant to the discussion? Are you willing to challenge the ideas that arebeing expressed? Are you willing to take risks and test-drive some new ideas?

• Do you integrate material from past classes or discussions where appropriate?• Do your comments reflect cumulative learning over this course or do you merely consider each

issue in isolation?• And most importantly, do you add value to the learning of the class?

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Class-by-Class Syllabus The following list of lecture topics and readings indicates the material to be read, reviewed and/or prepared for the various class sessions. Readings may be added to this list; please check Moodle for updates.

Date Class Session

Topic Assigned Readings & Resources Assigned Work Due

Sept. 14

1 Leading the Possible: Leadership Challenges in a Turbulent World

Andersen, E. (2016). “Learning to Learn.” Harvard Business Review, 94(3), 98-101.

Soundview Executive Book Summaries: Taleb, N.N. (2007). “The Black Swan”, Random House. Reviewed by Stephen Wolter.

Achi, Z. & Garvey Berger, J. (2015). “Delighting in the Possible”, McKinsey Quarterly, 2015, Number 2 (March).

Starting Career Resume & Team Contract (mandatory: pass/fail)

Sept. 21

2 The Art of Reframing I: Are you Solving the Right Problem?

Spradlin, D. (2012). “Are You Solving The Right Problem?”, Harvard Business Review, 60(9; September), 84-93.

Ancona, D., Malone, T.W., Orlikowski, W.J. & Senge P.M (2007). “In Praise of the Incomplete Leader”, Harvard Business Review, 85 (2; February), 92-100.

Folbre, N. (2015, October 11). Review of the book How the Other Half Banks, by Mehrsa Baradaran. The New York Times Sunday Book Review, BR14.

Personal Case (brief description; no analysis required)

Sept. 28

3 The Art of Reframing II: Creating New Ways Forward

Sawhney, M. & Khosla, S. (2014). “Managing Yourself: Where to Look for Insight”, Harvard Business Review, 92(11), 126-129.

Nidumolu, R, Prahalad, C.K., Rangaswami, M.R. (2009). “Why Sustainability is Now the Key Driver of Innovation”, Harvard Business Review, 87(9; September), 57-64.

Mandatory team meeting with instructor before next class; instructor will provide meeting schedule.

Oct. 5 4 Convergent Thinking: Probing the Possible

Argyris, C. (2002). "Teaching Smart People How to Learn", Reflections, 4(2), 4-15.

Liedtka, J.M. (2006). "Using Hypothesis-Driven Thinking in Strategy Consulting", Darden Business Publishing Teaching Note BP-0486

Oct. 12

5 From Ideas to Action: Creating Buy-In

Smith, W.K., Lewis, M.W. & Tushman, M.L. (2016). “’Both/And’ Leadership”. Harvard Business Review, 94(5), 62-70.

Ashford, S.J. & Detert, J. (2015). “Get the Boss to Buy In”. Harvard Business Review, 93(1/2), 72-79.

Oct. 19

6 Sustainability Team Projects – Presentations

No readings assigned for this week. Team Presentations and Project Document (40%)

MBAN Reading Week: October 25-28

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http://www.nytimes.com/2015/10/11/books/review/how-the-other-half-banks-by-mehrsa-baradaran.html?_r=0



Date Class Session

Topic Assigned Readings & Resources Assigned Work Due

Nov. 2 7 No Group Hugs: Effectively Managing Conflict in Teams

(Prof. Mary Waller)

No readings assigned for this week. Homework: See Moodle

Nov. 9 8 Longevity in Complex and Shifting Environments

(Prof. Matthias Kipping)

“The Opium Wars: How Scottish Traders Fed the Habit”, (2005, September 6), The Scotsman.

Homework: See Moodle

Reflection on Sustainability Team Project (10%)

Nov. 16

9 Leading With Integrity: Ethical Foundations for Managing Uncertainty

(John Dalla Costa)

Brown, M.T. (2006). “Corporate Integrity and Public Interest: A Relational Approach to Business Ethics and Leadership”, Journal of Business Ethics, 66, 11-18.


Nov. 23

10 Power and Influence: How Will YOU Make a Positive Difference?

No assigned readings for this class.

Nov. 30

11 Leadership, Strategic Thinking & Value Creation

(Prof. Theo Peridis)

Porter, M.E. (1996). “What is Strategy?”, Harvard Business Review, 74(6; November/December), 61-78.

Case: To be announced in class and posted on Moodle.


Dec. 7 12 Making a Difference: As a Future Leader I Will Need To…

No assigned readings for this class. Due on Dec. 9:

Learning & Development Portfolio (35%)

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http://www.scotsman.com/lifestyle/the-opium-wars-how-scottish-traders-fed-the-habit-1-465743

http://www.scotsman.com/lifestyle/the-opium-wars-how-scottish-traders-fed-the-habit-1-465743

Assignments/Projects: Descriptions & Evaluation Starting (Current) Career Resume MANDATORY BUT NOT GRADED This is your current resume, the one you submitted in connection with your Schulich application. Submit it in the first week of class. It will be the starting point of your learning and development journey in this course and the program, and provide the base for your interactions with the Career Development Centre. It will also be the starting point for your Learning and Development Portfolio (see below).

Team Contract MANDATORY BUT NOT GRADED In the first week of class, each team will submit a team contract, which specifies – among other things – the following ground rules:

• How are decisions going to be made?• How are differences going to be resolved?• How are people going to treat each other?• How is the team going to communicate – internally and externally?• How are issues relating to individual and team rewards (i.e., grades) going to be handled?

Moreover, the team contract should identify two permanent roles: • Team Spokesperson: This team member is responsible for all communication with the course

instructor and other external stakeholders, if applicable. • Academic Honesty Representative: This team member is responsible for familiarizing

her/himself with and educating her/his team about Schulich’s Academic Honesty Policy. At least half an hour at one of the first team meetings should be dedicated to a discussion of the policy and the implications for the team’s work.

Other roles – such as project coordinator, record keeper, editor/proofreader, meeting facilitator, etc. – and whether they are permanent or rotating may be determined by the team.

Take this task seriously. Team contracts have been shown to be effective tools for enhancing team performance. Moreover, your team contract will be the basis for the grade allocation process following the Sustainability Team Project (see below).

Sustainability Team Project 40% OF COURSE GRADE For this team assignment, you are asked to apply the ideas, techniques, perspectives and concepts you are learning through the course to help make a company assigned to your team a “triple bottom line” (TBL) leader in its industry. Your task will be to identify relevant TBL problems/opportunities for the company and develop high leverage actions that will have a positive TBL impact, i.e. the creation of economic, social and environmental value.

You will be given more detailed instructions and a specific focus for this project in the first class.

For this project, each team will be required to

• Make a tightly integrated 7-minute project presentation in Week 6• Submit an accompanying background work document that demonstrates the substantial

analytic and creative work that has been performed (hard copy submitted at the beginning ofclass in Week 6)

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PLEASE NOTE: A peer grade allocation process will be used to assess the contributions of individual members to the team. Criteria for the peer evaluation include attendance and participation at team meetings; preparation for meetings; cooperativeness in getting work done; time and effort put into the project; timeliness and quality of the work; use of interpersonal and group dynamic skills to build a high performing team; and any other relevant elements of teamwork. Take this very seriously, because your instructor does.

Reflection on Sustainability Team Project 10% OF COURSE GRADE Reflection is an essential process for transforming experiences into learning and personal development. It is also a skill that many of the most effective leaders possess. This is your opportunity to reflect on the concluded sustainability team project. In 750 words or less, examine your personal experience with your team in a deep and meaningful way. Questions you may address in this paper include, but are not limited to the following:

• In terms of teamwork, what went well and what didn’t go well during your team project? Why?• What did you learn about working in teams from this project? What have you learned about

yourself as a team member? How will you apply those learnings in the future?

This reflection paper is due in Week 8. Please review the Guidelines for Writing Reflection Papers posted on Moodle.

Learning and Development Portfolio 35% OF COURSE GRADE As mentioned above, the course is designed as a personal development challenge. The learning and development portfolio is the manifestation of this challenge. In it, you will document your learning in this course, beginning with your current resume and concluding with a “to-be” resume, which looks ahead to future personal and professional development.

Your grade on this portfolio will reflect both your effort and personal commitment to learning and the course, and your ability to deliver a product that meets Schulich’s performance expectations. It is essential that you work on the material for this portfolio throughout the course. It is not something that can be left until the end. The portfolio components must provide evidence of deep continuous learning; they cannot be effectively completed in a last minute rush.

The portfolio includes several components:

1. Starting (Current) Career Resume2. Evidence of Continuous Learning

a. Personal Case Analysisb. Reflection - As a Future Leader, I will need to…

3. Competences Statement4. “To Be” Career Resume

The portfolio is due in Week 12, two days after the last class. More detailed descriptions of the individual components are provided on the course’s Moodle site.

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Course Contribution 15% OF COURSE GRADE Fifteen percent of the overall score are allotted to your active contributions to in-class discussions and the submission of homework as indicated in the course outline. The homework is mandatory, but will not be graded. Homework submissions will affect a student’s course contribution grade as follows:

• 4 submissions = 1 grade-point bonus• 3 submissions = no change• 2 submissions = 1 grade-point deduction• 1 submission = 2 grade-point deduction• 0 submissions = 3 grade-point deduction

For example, if a student earned a B+ (GP: 6.0) for her active contributions to class and submitted all pre-work assignments on time, she would receive an A- (GP: 7.0) as her course contribution grade for the course. If that same student did not submit any pre-work assignments, she would receive a C+ (GP: 3.0) as her course contribution grade.

More detailed expectations for in-class contributions are outlined on page 4.

Calculation of Course Grade The course grading scheme for Master’s level courses at Schulich uses a 9-value grade-point system. The possible letter grades for a course (and the corresponding grade points awarded for each grade) are:

Letter Grade Grade Points Interpretation A+ 9 A 8 Excellent

A- 7 B+ 6 B 5 Good

B- 4 C+ 3 C 2 Acceptable C- 1 F 0 Failing

Assignments are given a letter grade that, for purposes of calculation, will be translated into the corresponding grade points and then weighted.

This course will not be graded on a curve. However, students should expect that ‘average’ performance, overall and in each individual assignment, will lead to a grade of B or B+. Only outstanding performance on any of the assignments, which is rare by definition, will lead to a grade in the A-range (A-, A, or A+).

Unless otherwise indicated by the instructor, assignments are to be submitted before the beginning of class. Late assignments are penalized one grade point (e.g. B+ to B) per day late. Late homework will not be accepted.

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General Academic Policies: Grading, Academic Honesty, Accommodations Grades at Schulich are based on a 9-value index system. The top grade is A+ (9) and the minimum passing grade is C- (1). To keep final grades comparable across courses, sections of required core courses are normally expected to have a mean grade between 4.7 and 6.1.


For more details on the index, grading policy, and grade point average (GPA) requirements, consult your Student Handbook.

Academic honesty is fundamental to the integrity of university education and degree programs, and applies in every course offered at Schulich. Students should familiarize themselves with York University’s policy on academic honesty, which may be found in the Schulich website:




Class No., Title and Date Guest In-Class Case/Exercise

Reading Preparation (excluding cases, optional)

Written Preparation

1.Leading the Possible:Leadership Challenges in a Turbulent World September 14

Learning to Learn

Executive Book Summaries of “The Black Swan”

Delighting in the Possible

Starting Career Resume Team Contract

2. The Art of Reframing I: Areyou Solving the Right Problem? September 21

Continuous Case: How the Other Half Banks

Are You Solving The Right Problem?

In Praise of the Incomplete Leader

How the Other Half Banks

Personal Case (brief description only; no analysis required)

3. The Art of Reframing II:Creating New Ways Forward September 28


Managing Yourself: Where to Look for Insight

Why Sustainability is Now the Key Driver of Innovation

4. Convergent Thinking:Probing the Possible October 5


Teaching Smart People How to Learn

Using Hypothesis-Driven Thinking in Strategy Consulting

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Class No., Title and Date Guest In-Class Case/Exercise

Reading Preparation (excluding cases, optional)

Written Preparation

5. From Ideas to Action:Creating Buy-In October 12


“Both/And” Leadership

Get the Boss to Buy In

6. Sustainability Team Projects– PresentationsOctober 19

Team Presentations Project Document and Presentation

October 25-28 NO CLASS (MBAN Reading Week)

7. No Group Hugs: EffectivelyManaging Conflict in Teams November 2

Guest: Prof. Mary Waller Homework: See Moodle

8. Longevity in Complex andShifting Environments November 9

Guest: Prof. Matthias Kipping

Case: The Opium Wars

The Opium Wars: How Scottish Traders Fed the Habit


Reflection on Sustainability Team Project

9. Leading With Integrity:Ethical Foundations for Managing Uncertainty November 16

Guest: John Dalla Costa


Corporate Integrity and Public Interest: A Relational Approach to Business Ethics and Leadership


10. Power and Influence: HowWill YOU Make a Positive Difference? November 23

11. Leadership, StrategicThinking & Value Creation November 30

Guest: Prof. Theo Peridis


What is Strategy? Homework: See Moodle

12. Making a Difference: As aFuture Leader I Will Need To… December 7

Learning & Development Portfolio (due on December 9)

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Schulich School of Business Minutes of Faculty Council

A regular meeting of Faculty Council for the 2016-2017 academic year was held on Friday October 14th, 2016 at 11:30am in room SSB E111.

In Attendance: J. McKellar, Chair E. Rush, Secretary

Voting Members of Faculty Council Present: Senior Administration D. Horváth, M. Biehl, T. Beechy, M. Judd, M. Szaki, J. Zemans Student Council Reps F. Paul (GBC), L. Velloso (Ph.D), H. Tahavori (UBS) ACTG M. Annisette, C. Graham ARTM/NMLP BSUS ECON FINE M. Cao, Y. Larkin, L. Ng MKTG E. Fischer, M. Giesler, A. Joshi, E. Veresiu, D. Zwick ORGS C. Oliver, K. Tasa, C. Zietsma OMIS A. Diamant, R. Irving, M. Levesque PLCY J. Darroch, B. Eberlein, D. Matten, W. Sheremata PROP OTHER: S. Bury (Library)

Voting Members of Faculty Council Absent: P. Aulakh A. deCarufel M. Kipping T. Noseworthy L. Thorne E. Auster Y. Deutsch G. Kistruck Y. Pan V. Trivedi K-H. Bae D. Dimick M. Kristal T. Peridis A. Tsang R. Belk M. Dong A. Kuzmicki E. Prisman M. Valente C. Bell J. Everett F. Lazar S. Qu E. Waitzer A. Bialas (GBC) M. Farjoun S. Li M. Rice M. Waller A. Campbell G. Graham (Alumni) Z. Li G. Roberts (ret) S. Weiss J. Chung I. Henriques A. Mawani H. Rosin T. Wesson W. Cook S. Hsu R. McClean P. Sadorsky E. Westney W. Cragg B. Graham (Alumni) J. McKellar P. Shum B. Wolf A. Crane K. Kanagaretnam C. McMillan O. Sinopoli (UBS) S. Yeomans D. Cumming A. Kecskes M. Milevsky J. Smithin P. Darke H. Kim D. Neu H. Tan

Regrets, Leaves, Sabbaticals (*): A. Bhanich-Supapol* P. Lyman A. Sirsi B. Gainer I. Macdonald J. Tan D. Johnston* A. Madhok D. Thomassin-Sing (LOA) M. Kamstra* E. Maynes (LOA) Y. Tian R. Karambayya* G. Morgan* L. Wright

Non-Voting Members of Faculty Council Present: K. Gray S. Hussain M. Orlan H. Sinker M. Lefranc J. MacKay S. Siddik N. Sutherland

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Non-Voting Members of Faculty Council Absent: T. Anderson T. D’Agostino J. Jeyakumaran R. Mayer P. Pivato D. Woticky D. Bell P. Deonandan I. Kanga T. Mcqueen B. Remes J. Wu M. Bhutani P. Dillon L. Kharlip R. Moy V. Raghunathan F. Zandi E. Caprioni E. Farrell L. Korhani A. Mustapha C. Seeley O. Carew A. Gravel R. Lynn S. Nahm G. Sue M. Cernea L. Hillcoat A. Middelton C. Niederwanger S. Tenn G. Chen R. Hines A. Makooie Y. Oo E. Wang A. Choi I. Holzinger J. Mapa C. Partland D. Weitzner

1. Welcome & Chair's Remarks

The Chair called the meeting to order, welcomed council members and guests, and reviewed theagenda.

A. Joshi moved to remove the summer authority vested in Executive Committee. Seconded by J.Darroch. During the summer period, the Executive Committee approved the nominating slate anddealt with a number of student appeals.

2. Enquiries and Communications:

a) Presentation: The Business Research at York Toolkit

Bronfman librarians Angie An and Stephanie Quail delivered a presentation on the newBusiness Research at York Toolkit (BRYT), a series of online training modules consisting of 3-5minute videos, tutorials, and pdf guides. Module topics include how to research a company’sstrategy, what makes a company public or private, conducting a SWOT analysis, and corporatesocial responsibility, Addiitonal modules on finance accounting and taxation are underdevelopment.

The modules can be accessed through the following link: bryt.library.yorku.ca. Faculty areencouraged to include the link in their course outline or on their Moodle site. A. An and S. Quailwelcome feedback from faculty on how to improve the modules and offered to visit invidualclasses in order to promote use of the tool.

The Chair and council members acknowledged the excellent work by the library.

b) APPRC Forums on the IIRP Working Group Reports and Recommendations

The Chair drew the Council’s attention to the upcoming APPRC Forums and encouraged thoseinterested to attend.

c) Senate Synopses

The Chair also drew the Council’s attention to the acknowldgement in the May 26th 2016Senate synopsis of E. Fischer as University Professor.

3. Dean’s Remarks

The Dean remarked on the impressive number of events that have taken place at Schulich sincethe last Faculty Council meeting in May:

• The 50th Anniversary Gala event took place on May 27th, with about 350 guests in

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attendance. The Connect Alumni event followed the next day, with around 360 people in attendance. Many senior graduates attended this very successful event.

• The AACSB accreditation mentor visit took place June 6th- 8th. AMBA accreditation forthe next 5 years has been finalized, and we are currently working on our EQUIS accreditation report. An EQUIS site visit will take place April 4th- 6th 2017.

• Schulich’s largest group yet (approximately 800 students) attended Spring Convocation.An honorary degree was given to John Manley.

• At the start of the Fall term, Schulich welcomed the highest number of students it hasever had.

• The Sod Turning event for the new building took place on September 30th. It is hopedthat the new building will be in operation at the start of the Winter 2018 term. A residence facility with 200 beds is also under construction for use in 2017.

• The Canadian launch of the new book Reimagining Capitalism took place on October5th. A global launch will take place in Davos in January 2017.

• In recent rankings, Schulich’s MBA program was ranked #1 in the world by CorporateKnights and #1 in Canada by the Economist. Schulich was also ranked #1 in Canada in the 2016 Financial Times Global EMBA ranking.

• Fall convocation will take place on October 19th, at which Eileen Fischer will receive thetitle of University Professor. EMBA convocation will take place on October 21st.

• A launch for the book Leading the Modern University will take place on October 21st.• The Dean’s Reception will take place on October 23rd.

4. PHD/GBC/UBC Initiatives

GBC President F. Paul announced that the 10th Annual GBC career conference featuringSchulich alumni will take place on November 4th.

UBS President H. Tahavori indicated that an upcoming conference, in which undergraduatestudents will have the opportunity to connect with alumni, will be taking place in the wintersemester, with dates to be announced soon. UBS may be reaching out to faculty advisors to getin touch with alumni. The UBS is also starting to build their case competition program to promotecase-based learning for interested students.

The PhD Students’ Association did not report on any initiatives.

5. MBA Program Committee

a) Motion: New Course Proposal for SGMT 7030 3.00 – International Business Seminar

Motion: New Course Proposal for SGMT 7040 3.00 – Seminar on Corporate Strategy

E. Fischer provided the rationale for the four new PhD Courses and then moved to approve theproposal for SGMT 7030. Seconded by M. Annisette.

C. Graham raised the question of why one of the proposals (SGMT 7040) contained so fewsignatures from faculty supporters. E. Fischer indicated that this issue was discussed atExecutive Committee. As these are area-specific PhD-level courses, it is important to have area-specific signatures. All in favour. Motion carried.

E. Fischer moved to approve the new course proposal for SGMT 7040. Seconded by B.Eberlein. All in favour. Motion carried.

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b) Motion: New Course Proposal for SGMT 7050 3.00 – Business, Society and GlobalGovernance

E. Fischer moved to approve the new course proposal for SGMT 7050. Seconded by C.Graham. All in favour. Motion carried.

c) Motion: New Course Proposal for ACTG 7050 3.00 – Advanced Topics in FinancialAccounting Research II

E. Fischer moved to approve the new course proposal for ACTG 7050. C. Graham raised theconcern that his name was included in the signature field for supporting faculty members and yethe had not seen the actual document. E. Fischer indicated that this is not normal practice. C.Graham asked whether there should be a requirement at the program committee level fordocumentation to be submitted that attests to faculty member support for new courses. M. Biehlexplained that it is the responsibility of the program committee secretary to ensure that copies ofthe emails in which faculty attest to supporting a course are received and archived. He thensuggested a friendly amendment to approve the courses subject to verification that the supportwas provided by the signatures included on the proposal form. E. Fischer agreed to thisamendment. The amended motion was seconded by C. Graham. All in favour. Motion carried.

6. Master Programs Committee / Programs Coordinating Committee

a) Motion: New Course Proposal for PROP 6150 3.00 – Economic Forces Shaping the City

M. Biehl moved to approve PROP 6150, noting that course title and credit value on the agendawere incorrect. S. Husain provided the rationale for this course. All in favour. Motion carried.

b) Motion: Renaming the MBA Specialization in Arts and Media Administration to Arts,Media and Entertainment Management

J. Zemans moved to rename the existing MBA Arts and Media Administration specialization.Seconded by F. Paul. All in favour. Motion carried.

c) Motion: Renaming the Graduate Diploma in Arts and Media Administration to Arts, Mediaand Entertainment Management

J. Zemans moved to rename the existing Graduate Diploma in Arts and Media Administration.Seconded by F. Paul. All in favour. Motion carried.

7. EMBA Program Committee

a) Motion: New Course Proposal for EMBA 6550 2.00 – Leading Entrepreneurial Growth

M. Biehl moved to approve the new course proposal for EMBA 6550. Seconded by T.Beechy. All in favour. Motion carried.

8. Other Business

a) Motion: Revised Grounds for Appeal to Executive Committee

M. Biehl moved to approve the new grounds for appeal to Executive Committee. Seconded byM. Annisette. As Faculty Council is a standing committee of Senate, changes there should bereflected at the faculty level. He noted that Senate has removed the option for faculty membersto submit appeals to Senate (but this option remains at the faculty level). All in favour. Motioncarried.

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b) Motion: Potential Graduand List for Fall 2016 Convocation

M. Judd moved to approve the Fall 2016 potential graduand list. Seconded by M. Annisette. Allin favour. Motion carried.

9. Adjournment

A. Joshi moved to adjourn. Seconded by F. Paul. All in favour. The meeting adjourned.

Consent Agenda

The following items were approved by consent:

1. Master Programs Committee / Programs Coordinating Committeea) Curriculum Change for PROP 6001 0.00 - Leadership in Real Estate and Infrastructure I (description)

2. EMBA Program Committeea) New Course Proposal for EMBA 6280 2.00 - Visualization for Persuasionb) New Course Proposal for EMBA 6320 2.00 - Value Investingc) Curriculum Change for EMBA 6350 2.00 - Strategic Alliances (title & description)

3. Nominating Committeea) Approval of Changes to the 2016-2017 Nominating Slate

4. Executive Committee Mandate Update

5. Faculty Council Meeting Minutes: 2016.05.27

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