Master of Entrepreneurship and Innovation program ...

To: Senators

From: L. Knox, University Secretary

Date: January 20, 2015

Re: SCAD Submission Confidential Documents – Master of Entrepreneurship and Innovation

Please be advised that portions of the following document concerning a proposal to establish a new

Master of Entrepreneurship and Innovation program, submitted for Senate’s consideration by the Senate

Committee on Academic Development, have been extracted.

The extracted portions contain detailed budget information regarding the proposed program that, because

of privacy and confidentiality concerns, are not appropriate for a document available to the general

public. The decision to remove this information was made in consultation with the Chair of SCAD and

those responsible for the program proposal.

Any senator who wishes to review the extracted information is more than welcome to contact the

University Secretariat at 613-533-6095 or [email protected].

mailto:[email protected]

S e n a t e C o m m i t t e e o n A c a d e m i c D e v e l o p m e n t

Report to Senate - Meeting of January 27, 2015

Proposal to establish a Master of Entrepreneurship and Innovation program in Queen’s School of Business

Introduction The proposal to establish a Master of Entrepreneurship and Innovation program in Queen’s School of Business was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on January 7, 2015. E. LeBlanc (Director of Accreditations, QSB), E. Murray (Associate Dean, MBA programs, QSB) and K. Woodhouse (Dean, Faculty of Engineering and Applied Science) attended the meeting to speak to the proposal and answer questions from committee members. Members of SCAD were provided with the new graduate program submission form, associated budget, course outlines, CVs, external reviewers’ report and internal responses. Analysis and Discussion The following should be noted:

• The proposed Master of Entrepreneurship and Innovation Degree (MEI) will be unique in North America and perhaps globally because the program will be jointly designed and delivered by both Queen’s School of Business and the Faculty of Engineering and Applied Science;

• Students who have completed a honours undergraduate degree in any discipline will be admitted directly to the program;

• In order to accommodate applications from diverse backgrounds, all applications will be scrutinized to ensure that potential students have the requisite quantitative skills to be successful. If gaps are identified, these potential students will be encouraged to enrol in recommended courses during their undergraduate studies or be admitted into an intense residential learning experience prior to starting the MEI program;

• Students in the program will be able to customize their curriculum based on their background and interests;

• Initial intake will be 30 students with a steady state of 50 students; • The proposed MEI program addresses two out of three priority objectives stated

in Queen’s Strategic Mandate Agreement (SMA) with the Ministry of Training, Colleges and Universities (MTCU): expanding graduate credentials and developing twenty-first century skills through entrepreneurial and experiential learning.

. . . 2

P a g e 2

M o t i o n that Senate approve the establishment of a Master of Entrepreneurship and Innovation program in Queen’s School of Business effective September 2015.

Respectfully submitted, Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development Committee Members: H. Abdollah, Medicine S. Anderson, BEng’17 C. Christie, Education L. Colgan, Education L. Daneshmend, Deputy Provost (Chair)

J. Emrich, Law E. Hill, History A. Jack-Davies, Advancement & Gender Studies B. Jamieson, BAH’17 I. Luyt, PhD Candidate, Education

Last Revised: January 12, 2015 Page 1 of 24

NEW GRADUATE PROGRAM PROPOSAL

Submission Form

This template is to be used when seeking approval for new Graduate programs of study leading to a degree. New program submissions must receive the approval of the Graduate Studies Executive Council (GSEC) prior to being externally reviewed. The submission, external review, and the internal response to the review will, as a package, be submitted by GSEC to the Senate Office for referral to the Senate Committee on Academic Development (SCAD), which will then make its recommendations to Senate. Academic Units are strongly advised to contact the Director of the Office of the Vice-Provost and Dean SGS or the appropriate Associate Dean in the SGS with any questions that arise during this proposal development. Refer also to the QUQAP website for more information.

NOTE: the textboxes in this template will expand as needed.

Part A – General Summary

Name of Proposed Program: Master of Entrepreneurship and Innovation

Unit(s): Queen’s School of Business & Faculty of Engineering and Applied Science

Proposed Start Date: September 2015

Contact Information (1) Contact Information (2) Name: Elspeth Murray Name: Eric LeBlanc

Title: Associate Dean, MBA and Masters Programs

Title: Director, Accreditations

Unit: Queen’s School of Business Unit: Queen’s School of Business

E-mail: [email protected] E-mail: [email protected]

Executive Summary (1 page maximum suggested – Minimum font size 11 pp) Briefly summarize the rationale for introducing this new program and how it fits with the academic goals of the Faculty/School and University. Briefly describe: the educational goals and learning outcomes; internal or external collaboration required to deliver this program; how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and additional resources required to deliver this program. The Queen’s School of Business and Faculty of Engineering and Applied Science (QSB and FEAS) have identified a need for a Master of Entrepreneurship and Innovation Degree, which is currently lacking in their existing curricula. A masters level degree focused on entrepreneurship and innovation is increasingly common, but is more normally a concentration within a business faculty’s MBA stream, or a specialization within an M.Eng. degree. Unique in North America, and perhaps globally, this degree would be jointly designed and delivered by both faculties.

The program is designed for direct-‐entry candidates who possess an honours undergraduate degree in any discipline, and who have a passion for innovation. It is expected that while many candidates would


come from the traditional “Translational Disciplines” of Commerce, Engineering, the Life Sciences and Computer Science, candidates would be recruited from all disciplines. In order to account for differences in backgrounds, candidates from other disciplines would be advised to acquire the requisite quantitative skills either by enrolling in recommended courses during their undergraduate studies or through the completion of an intense residential learning experience, much like that taken by many entrants into existing Queen's MBA programs.

The degree is intended to provide strong theoretical and experiential underpinnings to accelerate a candidate’s interest and ability to become an effective leader in highly entrepreneurial and innovative career pursuits. These pursuits can be broadly considered to fall in to three categories:

-‐ “Entrepreneurship”, wherein an innovative product or process is commercialized through the formation of a start-‐up venture

-‐ “Social innovation”, wherein an innovative idea which serves the good of society is implemented through either a not-‐for-‐profit, or a for-‐profit venture

-‐ “Corporate Innovation”, wherein an innovative idea, product or process is developed and implemented within the structure of an existing going-‐concern, such as a corporation, partnership, NGO or government

The following differentiating elements of the proposed Master in Entrepreneurship and Innovation degree should be noted:

-‐ A trans-‐disciplinary approach, with intake from all undergrad programs, designed and delivered by two faculties, QSB and FEAS

-‐ A customized curriculum recognizing each candidate’s background and sector/domain of interest via:

-‐ An extensive experiential learning element including the formation and development of a real venture

-‐ The recognition of the three career streams of innovation (Entrepreneurial, Corporate and Social) in both for, and not-‐for profit settings

-‐ Research course in a sector or domain specific to the interest of the student

-‐ Team based focus. Both QSB and FEAS have strong national and international reputations for delivering curricula through team-‐based learning. This expertise would be imparted throughout the proposed curriculum, in particular in the Experiential Learning Element project.

The proposed program meets two of the three priority objectives of the University:

1. Developing twenty-‐first century skills through entrepreneurial and experiential learning

2. Expanding graduate credentials


Part B – Evaluation Criteria

Part B is to be completed by the Unit/Faculty. In accordance with Queen’s University Quality Assurance Processes (QUQAPs), the criteria should be regarded as the minimum criteria upon which the new program submission will be assessed. Further information can be found in the Senate Policy on Quality Assurance. 1. Introduction

1.1 Describe how the Program is consistent with the University’s mission and values as well as the academic goals of

the Faculty(ies) and Unit(s). The vision of Queen’s School of Business (QSB) is “to be one of the world’s most innovative and influential business schools”. QSB has a long and successful history of developing innovative, high quality programs that target a specific need in society. Similarly, the vision of the Faculty of Engineering and Applied Science is to build on a tradition of spirit and loyalty to provide a distinctive learning experience at the frontiers of engineering innovation. The proposed Master of Entrepreneurship and Innovation is consistent with these strategies and builds on the considerable strength of both faculties in educational programming and delivery. It addresses the need for the development of entrepreneurs, to provide them with the business and design skills that will help them succeed in the innovation space. This program also addresses the desire of Queen’s University and the Province to foster the development of new and innovative products or services in the private, corporate or social sectors. The program benefits from a unique partnership between two faculties, Queen’s School of Business and the Faculty of Engineering and Applied Science, which, in itself, is innovative. The proposed program meets two of the three priority objectives of the University:

1. Developing twenty-‐first century skills through entrepreneurial and experiential learning

2. Expanding graduate credentials 1.2 List the Objectives of the Program (or Programs) and specify the anticipated learning outcomes and career

paths [Refer to Graduate Degree Learning Outcomes GDLE, page 34 of QUQAPs] In successfully completing the program, students will have acquired the skills and knowledge to launch and lead a venture -‐ for profit or not, within an existing corporate/organizational structure or new venture, including: -‐ identifying the value proposition -‐ creating and executing on a strategic plan -‐ assessing, identifying and accessing sources of capital -‐ communicating all of the above -‐ building and maintaining teams including stakeholders and subject experts -‐ understanding and managing change -‐ understanding and managing risk in both technical and non-‐technical environments 1.3 Explain how the objectives will be achieved (e.g. course work, teaching and research seminars, independent

research, laboratory and technical training, internships, practica, major research papers, and thesis) Objectives will be achieved via lectures, seminars, supervised independent research, group presentations, case analysis, team work, a new venture creation workshop and major research/application projects.


1.4 Identify and provide descriptions for any Fields (academic plan) associated with the new Program(s). [degree programs only]

N/A

1.5 Address the appropriateness of the proposed nomenclature (e.g., MA, MSc, MEng). [degree programs only]. The Master of Entrepreneurship and Innovation (MEI) is appropriate in that it is a professional program, not research based such as an MSc. As the program is narrow in focus on the topics of innovation & entrepreneurship , it would not be appropriate to designate such a degree as an MBA which covers general management skills, examining many different aspects of business. Other programs that are in this space are using such titles and nomenclature. As such, the market has become accustomed to the label. The proposed degree designation is Master of Entrepreneurship and Innovation (MEI). This is in keeping with the designation of similar programs in the market place: University of Waterloo -‐ The Master of Business, Entrepreneurship and Technology (MBET) McMaster University -‐ Master's of Technology Entrepreneurship and Innovation (MTEI) St. Mary’s University -‐ Master of Technology Entrepreneurship and Innovation (MTEI) 2. Program Regulations

2.1 Admission Standards - Provide the Program’s admission standards, including degree, diploma or certificate and course requirements and any other specific standards with reference to the learning outcomes and expectations of the Program. Provide the rationale for standards that are in addition to those set by the School of Graduate Studies. If applicable, indicate policies/procedures to encourage applications from qualified under-represented groups (e.g. Aboriginal people, visible minorities or persons with disabilities).

To be considered for admission, an applicant must hold a minimum honours bachelor’s degree from a recognized university or equivalent, with a minimum standing consistent with Queen’s regulations for graduate admission. Successful applicants must also have good English language communication skills as demonstrated by standardized language tests recognized by Queen’s School of Graduate Studies (when required) and in an admissions interview. The previous degree can be in any area of study. Applications will be welcome from qualified members of under-‐represented groups. 2.2 Language Requirements - If applicable, indicate any language requirements and provide rationale for standards

that exceed the minimum set by the School of Graduate Studies. Requirements for language proficiency will be those currently in place for Graduate Admissions to the University.

3. Program Structure and Requirements

Describe the Program under the following headings (where applicable)

3.1 General Program Requirements – Describe the program duration and rationale (max 24 months for Master’s; 48 months for PhD), total number of courses, examinations (e.g. comprehensive, thesis defense, competency), progress reports, advisory committee)

The proposed program will be 12 months in length. This is in keeping with student expectations, while at the same time providing sufficient time to complete all the program requirements. Students must successfully complete 30 credit units comprised of 8 courses which is typical for professional programs within Queen’s School of Business and Faculty of Engineering and Applied Science. Courses include a mix of independent research, lectures and seminars and a major program project. Students will receive regular feedback on their progress in the program from course instructors, individually assigned advisors, and subject matter experts assigned as mentors for each student.


3.2 Course Requirements – In Table 1 below, list core (required) courses (including project or thesis), optional courses (e.g. select X from the following list) and elective courses (indicate level and disciplines). Specify by field (academic plan) if appropriate. Identify those courses that are also offered to undergraduate students and are listed in the undergraduate calendar. Explain the rationale for including them in the graduate Program and confirm that at least 2/3 of courses taken to fulfill degree requirements are offered exclusively at the graduate level.

Table 1. Course requirements (add additional rows as needed)

Course/Credit (number and name)

(C)ore, (O)ptional or (E)lective

Field (if applicable)

Undergraduate Enrolment (Y/N)

Proposed Instructor(s)

Academic Unit

MMEI 888 Creating Ventures C N Elspeth Murray Business

MMEI 884 Design Thinking C N

Kim Woodhouse James McLellan Tim Bryant

FEAS

MMEI 831Marketing & Selling the New Venture

C N Jim Hamilton QSB

MMEI 821 Financing the New Venture C N Peter Gallant QSB

MMEI 853 Managing Technology & Innovation

C N

Barry Cross Kim Woodhouse Greg Bavington James McLellan

QSB FEAS FEAS FEAS

MMEI 808 Individual Research Project C N Elspeth Murray –

project coordinator QSB

MMEI 883 Innovation in Practice C N

Shai Dubey Peter Kissick Matthew Reesor

QSB

MMEI 908 Individual Project: Innovation Launch

C N Shai Dubey – project coordinator QSB

3.3 Course Descriptions - For each graduate course that is part of the proposed Program, provide a calendar description and append the course outline; also indicate if the course currently exists.

MMEI 808 Individual Research Project (6.0 credits) * In this course, students will have the opportunity to gain a depth of knowledge in a given domain (e.g. mining, oil & gas, social media, etc). Typically, students choose an area that is related to their entrepreneurial interest. Working with a faculty member and an industry expert in the specified domain as advisors, students will conduct research into a specific aspects within the domain of interest and produce a significant deliverable that demonstrates a deep understanding in an area of the domain/industry that is being examined. Course Coordinator: Elspeth Murray MMEI 821 Financing New Ventures (3.0 credits) This course provides a detailed examination of the venture capital industry across the entire spectrum of investment, ranging from funding initial rounds of “seed” capital all the way to per-‐ IPO funding of later-‐stage companies. Real venture capital term sheets from recently completed deals are examined in detail from the perspective of both the investee company and the venture investor. Different investment structures are discussed in detail, and the process of company selection that occurs inside a venture capital fund is examined. Instructor: Peter Gallant


MMEI 831 Marketing and Selling the New Venture (3.0 credits) This course is designed to provide students with an understanding and appreciation of the role of a sales manager in a new venture. Topics are covered from the perspective of both a sales manager and a sales person. Specific topics include managing the interplay between the marketing and selling functions, setting and evaluating sales strategy, managing the day-‐to-‐day sales functions including recruitment, training, compensation and performance management as well as, the evaluation and control of professional selling methodologies and activities Instructor: Jim Hamilton MMEI 853 Managing Technology and Innovation (3.0 Units) Innovation takes place when an idea is actually launched and commercialized. This course is designed to enable students to apply the tools that take an idea from inception through launch and implementation, and in fact maintain a culture of innovation in the firm while applying various systems and tactics to effectively control and manage the development process. Tools such as stage-‐gate systems, innovation cycles, product life cycles, probability-‐based estimating and risk assessment are introduced as we develop some structures around our innovation process, and give the organization the ability to effectively manage a creative business. Instructors: Greg Bavington, James McLellan, Barry Cross MMEI 883 Innovation in Practice (3.0 credits) The objective of the course is to provide students with background knowledge as to the different types of business structures that can be used in bringing a new venture to market, improve communication and team skills and develop or refine skills to negotiate and manage conflict effectively. Topics covered include corporate formation; legal agreements; intellectual property; corporate governance and dealing with partner and shareholder issues; analyzing audiences and designing appropriate communication strategies, structuring and writing effective memos, letters, email correspondence and reports; how to create and maintain a high performance team; and developing an effective negotiation style. Instructors: Kim Woodhouse, Matthew Reesor, Peter Kissick, Shai Dubey MMEI 884 Systems and Design Thinking (3.0 units) Design thinking is an important element of building effective business models for new entrepreneurial and intrapreneurial ventures. At the same time, design thinking lies at the heart of engineering, within the context of an understanding of the physical world around us. A convergence is emerging between the design approach in engineering, and the design approach in business that draws from an understanding of customers, markets and finance. This course is designed to provide to provide a foundation for design thinking in both contexts, along with insights, skills and tools to deploy this important mindset effectively. Instructors: Tim Bryant, James McLellan, Kim Woodhouse MMEI 888 Creating Ventures (3.0 credits) This course provides an overall framework, with which students can begin to understand the elements, and the complex relationships among them, that lead to both entrepreneurial and innovation success. This course is the first in the program, and will serve to introduce specific topic areas that will be covered in greater depth throughout the remainder of the program. The course will be delivered in a concentrated and experiential fashion at the start of the program, so that students can experience the entire innovation context and use it as a first step in further discovering their specific area of focus within the program. Specific topics include: characteristics of successful entrepreneurs and innovators; business model, business case and business plan development; and structures for innovation. Students will apply each of these concepts during the course as they prepare their first new venture/innovation idea to be presented at the end of the course. In essence, this first course is a kickstart bootcamp to set up the rest of the program. Instructor: Elspeth Murray


MMEI 908 Individual Project Innovation Launch (6.0 credits)* This course provides students with the opportunity to apply the concepts that they have studied throughout the program and apply them to create a new venture, either within an existing organization or a start-‐up. Students will gain practical experience by integrating what they have learned in the program and to think in cross-‐functional terms. They will also hone their analytical, writing and presentation skills in the creation of a business plan that identifies a specific problem, a solution, proof of concept via market research, product development and monetization of the product or service Course Coordinator: Shai Dubey *Note: for both the project courses, we will work with intellectual property experts at Queen’s – notably the Faculty of Law, and PARTEQ Innovations (Queen’s Technology Transfer organization)-‐ to ensure adequate clarity around intellectual property ownership issues.

3.4 Exam Requirements – Describe the structure of comprehensive and Master’s/Doctoral thesis examinations.

N/A

3.5 Program Timelines – In a table or figure, summarize the expected progress through the Program by term, to degree completion.

Table 2. Expected program progression through to degree completion

Fall Winter Spring/Summer 888, 884. 831, 808 821, 853

883 908

3.6 Part-Time Studies - If the Program is offered on a part-time basis describe how the delivery differs from that of the full-time Program and summarize the pathway to completion.

NA

3.7 Progress Evaluation - Describe the frequency and method of monitoring student progress and how it will be administered.

The majority of the program is course based. All for credit courses will include assessments of student progress, which may include individual and team assignments, presentations, and final examinations. Final grades will be assigned in all. For the two project courses, students will be assigned individual advisors that will provide guidance and feedback throughout the project as well as final assessment. These assessments will provide numerous data points which will provide the program director with information to assist with student counselling should it be required.

3.8 Other - Comment on any special matters and innovative features (e.g., the Program will be fully accredited by Canadian Association of Schools of Nursing).

There are no external professional accreditation bodies applicable to this program


4. Program Content

4.1 Explain how the curriculum addresses the current state of the discipline and fields of study.

The program provides students with the opportunity to gain new knowledge and skills that have been identified by key stakeholders and experts in the field as necessary for success. Content that was included in the Queen’s Summer Innovation Initiative (QSSI) over the past three years and key to its success has been examined, refined and incorporated into the proposed program. This has proven to be invaluable in ensuring the content of the MEI program is current and extremely relevant to success in the field of entrepreneurship and innovation. QSII is a joint initiative between the Faculty of Engineering and Applied Science and Queen’s School of Business. Unique in Canada, QSII acts as a catalyst to advance innovation and entrepreneurship throughout Queen’s and eastern Ontario. Students from across campus spend the summer learning about entrepreneurship, corporate innovation and change management from faculty, alumni, entrepreneurs and business experts. Working in teams, they develop their own companies or contribute to corporate innovation in partnership with industry.

4.2 Identify any unique curriculum or program innovations or creative components.

The program combines content that examines various business and engineering models and theories with the opportunity to put them into practice. Students work to develop a new product or service from start to finish, going from initial inception through concept development to introduction into the market. This will provide students the chance to live the experience with the help and guidance of faculty and mentors who are subject matter experts in the domain where the student project resides. Students will benefit from studying with a diverse group, e.g. with backgrounds in Commerce, Engineering, Arts & Science and Health Sciences.

4.3 Academic Integrity - Explain how the Program educates students on the importance and role of academic integrity.

In addition to the School's Academic Integrity web site, the academic regulations for all programs within QSB are posted on their respective internet portals, along with the policies relating to academic integrity and students' rights and responsibilities in this regard. This will be the case for this new Program. As part of the orientation for each incoming class, the Program Director will draw the students' attention to this issue and to sources of information relating to the potential consequences of breaches of academic integrity, including the QSB Academic Integrity policy, which explains what is expected of students with respect to academic integrity and to which students are required to adhere. The opening session of the Program will include a substantial discussion of academic integrity that focuses on writing practices that will help students avoid such breaches and guides them to sources of information on such matters as proper citation. Individual faculty members also set out in their course outlines specific instructions as to what may or may not be acceptable practices for their own courses (e.g. many do not require citation of materials they themselves have provided). In addition, the Program will be able to use the new online module for graduate students on Academic and Research Integrity developed by the Ontario Consortium of Research Universities as part of the MyGrad. Skills https://www.mygradskills.ca/courses/academic-‐research-‐integrity.


5. Assessment of Teaching and Learning

5.1 Degree Level Expectations (DLE)* – In Table 3 below, summarize how the Program’s structure and requirements address each DLE listed as well as any additional program-specific DLEs (Refer to Graduate Degree Learning Outcomes GDLE, page 34 of QUQAPs for more information about graduate DLEs).

Table 3. Mapping curriculum and degree level expectations (DLEs) (add rows as needed)

DLE Learning Outcomes Relevant Courses, Academic Requirement

Indicators of Achievement

Depth and breadth of knowledge

Graduates of this program will be able to generate a number of possible innovations that may span across a number of domains. They will be able to cull ideas by evaluating each one on its merit; what problem it solves and business potential. They will examine innovation in many contexts including corporate, social, not for profit and how entrepreneurship differs in development and execution from intrapreneurship.

Breadth: MMEI 853, MMEI 884, MMEI 888, MMEI 908 Depth: MMEI, 808, MMEI 821, MMEI 831

Demonstrated competence in identifying problems within and organization or business/not-for-profit sector, researching potential solutions, conducting market research to provide proof of concept, and integrating information and skills acquired from other courses in the program to bring a viable product or service to market. Students must construct an individual research project on a particular issue within a sector of interest. They will research and create a plan that details the viability and market potential of a solution to an identified problem and create a plan on how to gain access to capital and demonstrate how their project will be monetized.

Research and scholarship

Students will conduct research within the development stage of their innovation as part of the due diligence process. This will involve researching existing technologies, potential intellectual property issues and the competitive landscape. In addition to this, students will complete an individual, faculty supervised research project on a specific domain to provide them with the necessary background to better understand the current state of their respective target sector. As such, students will develop research strategies to identify current and reliable sources and how to leverage information from one source to locate additional sector specific resources to gain a deeper understanding of a topic.

MMEI 808 Students will create an individual research project in a specific market sector or domain relative to their interests in which they will identify the value drivers within that sector, ie mining, manufacturing, bio-medical, bio-tech etc.

Application of knowledge

Students will be able to apply business tools to develop a business plan including budgets, market analysis, strategy development and funding. Students will also apply the skills and knowledge from a number of sources to develop a concept and go through every stage of the innovation process to bring a product or service to market.

MMEI 883, MMEI 884, MMEI 908 Successful completion of a research project that originate in real issues that identify a viable solution, proof of concept, monetization, design patentability and barriers to entry. Students will apply the skills and knowledge gained in negotiations and communications in simulations that integrate aspects of course topics.


Communication skills

The program will foster the development of communication skills, both in written and oral form. Students will submit a number of written reports for each course. These will be both individual and team based. Students will be able to synthesize and assimilate information for team reports as well as individual reports. Student will be able to effectively and efficiently communicate complex business and/or technical information in written and oral presentation formats to a wide range of stakeholders and adjust the content to meet the specific needs of the audience.

MMEI 883, MMEI 908 Students will prepare numerous written assignments designed to demonstrate the ability to create coherent and concise communications regarding their venture. In MMEI 908, students will prepare oral and written, presentations, written reports and memos, web content for various stakeholders including faculty, advisors, customers and investors.

Autonomy and professional capacity

The program will develop the traits of personal responsibility and initiative necessary for business environments, so they will be able to work alone or as part of a team, the intellectual independence to be professionally engaged and current, and the ethical judgment necessary to conduct themselves in a responsible manner.

MMEI 808, MMEI 908, MMEI 883 Within both the individual research project and innovation launch students will be required and assessed on their ability to interact with a wide range of stakeholders to successfully complete the required deliverables. This includes setting and meeting project milestones, complete individual research to the satisfaction of their advisor, and communicate and work effectively as part of a team.

Awareness of Limits of knowledge

Graduates will be aware of the numerous facets of innovative design and how the various technical requirements require specific subject matter expertise. They will be able to develop knowledge matrices which outline what they do know, what they do not know and allow for hidden knowledge requirements in project timelines.

MMEI 808, MMEI 908 Within the innovation launch, students must successfully manage numerous aspects that will be outside their domain including patents, creating a new business entity, partnership equity agreements, term sheets, all of which will require very specialized expertise.

… (add program-specific DLE)


5.2 Describe how the proposed methods of assessing student achievement relate to the Program learning outcomes and degree level expectations.

Students will be assessed using standard methods such as exams and case analysis (depth and breadth of knowledge, written and oral presentations, (application of knowledge and communication skills) and major projects (application of knowledge, professional autonomy, awareness of limitations of knowledge). Assessment will be conducted on both a team and individual basis to ensure the appropriate DLEs are attained.

5.3 Outline the plans for documenting and demonstrating the level of performance of students (must be consistent with the OCAV’s Graduate Degree Level Expectations). [Refer to Graduate Degree Learning Outcomes GDLE, page 34 of QUQAPs]

This program contains 8 for credit courses, each of which will require assignments/exams/presentations/projects. Content covering all GDLEs will be incorporated and evaluated in the various courses identified above. Criteria to establish successful achievement in the Program will be similar to those used in existing MBA and masters program within QSB to provide consistency throughout the suite of programs.

6. Mode of Delivery

6.1 Explain how the proposed mode(s) of delivery meets the Program learning outcomes and the degree level expectations. Comment on the relationship between mode of delivery and accessibility requirements.

All courses will use one or more of the following delivery modes tailored to the goals of the individual components. Below are the definitions followed by a table that indicates which mode is present in each course. Conventional Lecture Format: For program fundamental courses Learning outcomes: Identifying the value proposition, creating and executing on a strategic plan, assessing, identifying and accessing sources of capital, understanding and managing change, understanding and managing risk in both technical and non-‐technical environments Applied/Experiential Learning: The introduction of how to create and maintain a high performance team will be supplemented with ongoing supervision of teams as they practice the team skills and tools provided to them throughout the duration of the programs. Team members will be assessed for the develop of team skills and provided with opportunities to correct any dysfunctional team behaviour and augment behaviours that are correctly demonstrated. Students will also have the opportunity to apply research and idea development skills in both the individual research and innovation projects. Learning outcomes: Identifying the value proposition, creating and executing on a strategic plan, assessing, identifying and accessing sources of capital, understanding and managing change, understanding and managing risk in both technical and non-‐technical environments, communications, building and understanding teams including stakeholders and subject experts. Case analysis: Students will be able to apply skills and knowledge developed in class to specific case studies that require the application of specific models. Cases may include qualitative/quantitative analysis, communication, or research components. Learning outcomes: Identifying the value proposition, creating and executing on a strategic plan, understanding and managing change, understanding and managing risk in both technical and non-‐technical environments Projects and Project Presentations: Students will be required to complete two projects, one individual research project and a team base innovation creation project. In both cases, there will be written and oral presentations required. Learning outcomes: Identifying the value proposition, creating and executing on a strategic plan, assessing, identifying and accessing sources of capital, understanding and managing change, understanding and managing risk in both technical and non-‐technical environments, communications, building and understanding teams including stakeholders and subject experts.


Integrative Learning Opportunities: Within the Team Innovation Project, students will be required to integrate information, knowledge and skills from all aspects of the program. Working in teams, students must identify a unique product or service in the for-‐profit or not-‐for-‐profit sectors, in either the corporate or social innovation space. Teams will have to designate duties and responsibilities to individual team members, communicate with faculty, subject matter experts, potential customers and venture capitalists. Learning outcomes: Identifying the value proposition, creating and executing on a strategic plan, assessing, identifying and accessing sources of capital, understanding and managing change, understanding and managing risk in both technical and non-‐technical environments, communications, building and understanding teams including stakeholders and subject experts. Lecture Applied/Experiential

Learning Case Based

Projects and Presentations

Integrated Learning

MMEI 888 Creating Ventures

X X X X

MMEI 884 Design Thinking

X X

MMEI 831 Marketing and Selling New Ventures

X X

MMEI 821 Financing New Ventures

X X

MMEI 853 Managing Technology and Innovation

X X X

MMEI 883 Innovation in Practice

X X X X

MMEI 808 Individual Research Project

X

MMEI 908 Individual Project: Innovation Launch

X X X


6.2 Distance Delivery - Where students may take the same Program or elements of it in two different modes of delivery, indicate how consistency in Program requirements and standards will be assured. Describe how a learning community will be fostered, how regular interactions with faculty, students, etc., will be assured, and comment on access to materials, resources, and technology.

The program is designed to be delivered on Queen’s main campus to provide students with access to fabrication and product design space, to work in teams and meet with mentors and advisors on campus. Therefore offering the program by distance delivery is not being considered.

7. Anticipated Enrolment

7.1 Describe the recruitment strategy for the Program. Indicate how many new students the Program will attract to Queen’s, and how many students must be accommodated by other departments/units. Indicate which departments/units will be affected and how.

The program is targeted to individuals who have just completed an undergraduate degree. Recruitment for the program will be similar to other programs within QSB that are targeting a similar market. The vast majority of marketing will be done via Graduate Program Information Fairs that are held at universities across Canada each fall. In addition, live web based info-‐sessions will be held, permitting real time question and answer sessions for participants. These can be recorded and mounted on the program website for students to view at their convenience should they not be able to attend a graduate program fair or the original webcast, or if they want to review the program information again. Anticipated steady state enrolment for the Program is 50 students. This will impact the Faculty of Engineering and Applied Science in two ways: courses will be offered by that faculty, and access to laboratory, design and manufacturing space may be required. The faculty is aware and supportive of this program and have been involved with the design of the program. They are prepared to accommodate students in this Program.

7.2 In Table 4 below, summarize the projected intake and enrolments by year (by degree level and field as appropriate) until steady-state is reached.

Table 4. Intake and enrolment in Master’s and Doctoral Programs*

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Masters Intake 30 40 50 50 50 50 50 Enrolment 30 40 50 50 50 50 50 Doctoral Intake 0 0 0 0 0 0 0 Enrolment 0 0 0 0 0 0 0 Total Enrolment 30 40 50 50 50 50 50


8. Resources

Provide evidence that the Academic Unit(s) has the necessary resources to implement and deliver the proposed new Program under the following headings (where applicable). Budget Module and template must be completed.

8.1 Faculty - Comment on the adequacy of the faculty complement to teach and/or supervise in the Program and by field as appropriate AND complete Table 5 below. Submit completed CV modules for all faculty listed.

Table 5. Faculty associated with the proposed Program (add rows as needed)

Faculty Member

Rank/Status (Tenured, tenure track, continuing adjunct, term adjunct, special appointment, emeritus, etc.)

Field Home Unit

Total Undergrad Teaching

Total Grad Teaching (incl new Program)

Supervisory Privileges in New

Program

Total Theses Supervised

(M/D)

Current Theses

Supervised (M/D)

Barry Cross Assistant Professor

Operations Management

QSB 6 credit units 14 credit units NA 0/0 0/0

Shai Dubey Assistant Professor

General Management

QSB 0 14.5 credit units

NA 0/0 0/0

Peter Gallant Lecturer, Term Adjunct

Strategy QSB 3 credit units 6 credit units NA 0/0 0/0

Jim Hamilton Lecturer, Term Adjunct

Marketing QSB 9 credit units 9 credit units NA 0/0 0/0

Peter Kissick Associate Professor

General Management

QSB 15 credit units 0 NA 0/0 0/0

Elspeth Murray Associate Professor Tenure

Strategy QSB 0 15 credit units NA 0/0 0/0

Matthew Reesor

Lecturer, term adjunct

General Management

QSB 0 3 credit units NA 0/0 0/0

James McLellan

Professor Chemical Engineering

FEAS 6 credit units 0 NA 3/0

Greg Bavington Lecturer, Continuing Adjunct

Mechanical Engineering

FEAS 3 credit units 6 credit units NA 0/0 0/0

Kim Woodhouse

Professor FEAS 1.5 credit units

6 credit units NA 19/10 1/0

Tim Bryant Professor Mechanical & Materials Engineering

FEAS 12.5 Credit units

6 Credit Units NA 25/10 2/2

The proposed program covers a variety of topics in business and design and will therefore draw upon a number of area groups within QSB and FEAS to provide faculty. As such, there will not be a heavy demand upon one particular department or area group. Therefore, the program can be initially staffed without substantial adjustments to workload. No additional resources will be required in the initial offering of the program. In subsequent years the projected surplus would be used to hire additional faculty members in order to stabilize the program staffing. The information below indicates current teaching assignments with the new Master of Entrepreneurship and Innovation included. Teaching loads would be revised for the 2015-‐16 academic year to allow for the addition of the new courses in faculty teaching loads. Some courses currently assigned to those faculty listed would be reassigned to other QSB faculty to allow for the faculty designated to the new program to take on course responsibilities as part of their teaching requirements. All faculty selected to teach on the program have been with the QSB and FEAS for a number of years and are familiar with our teaching methodologies, expectations and commitments. The faculty are noted for their excellence in teaching and/or research within Queen’s.


8.2 Staff - Comment on the adequacy of the staff complement to support the Program (administrative, technical, IT, laboratory, etc.).

Given the relatively small size of the program, it is anticipated that current staffing levels will be able to accommodate most administrative requirements. The Masters Programs Operations department within QSB currently assists in the administration of nine programs including recruitment and admissions. The addition of another masters program of 50 students can be absorbed into the operation without any additional staff. The Materials Management department can also meet the needs of an additional program of this size with current staffing. A program administrator will likely have to be hired to handle the day-‐to-‐day operations of the program to ensure the needs of the students are being addressed.

8.3 Space Requirements - Describe the work space, laboratory space, office, classroom and equipment needed to support students’ scholarship and research activities.

Classroom space for lectures and seminars is available in Goodes Hall for the Program. Team rooms are also available for the students to utilize on an “as needed” basis. The physical resources to offer such a program on Queen’s campus exists in the current facilities within Goodes and Beamish Munro Halls. It is anticipated that the existing Integrated Learning Centre (ILC), design studios, SparQMakerspace and the ILC prototyping facilities would be used as required for the experiential learning projects pursued within this degree program. Wet-‐lab space in Dupuis Hall and Machine shop space in McLaughlin Hall could also be used. The increased loading on these facilities is dependent on the nature of the projects being pursued and therefore difficult to predict. The occupancy rates of these facilities will be monitored closely as the program grows.

8.4 Information Technology - Describe the information technology needed to support students’ scholarship and research activities. Indicate the resource implications for hardware, software/internet, audio-visual, telecommunications, etc.

Information technology support for students can be accommodated utilizing existing facilities and services within QSB. Email, access to the internet, research databases are readily available.

8.5 Library - Provide information about library support holdings, availability of and access to library resources relevant to the proposed Program(s).

Current holdings will be able to adequately support the program. Students will be studying and researching in numerous disciplines based upon the nature and industry of their innovation/entrepreneurial venture that are supported currently by existing holdings.

Indicate what new library resources will be needed (e.g. journals, print monographs, audio-visual material, historical documents, electronic databases, statistical/geospatial data)

There are no anticipated increases in library resources that will be required. While students will be required to do research, projects will typically be in multiple disciplines with existing well established resources.

Indicate the likelihood of the Program having an impact on the Library staffing. Provide date that consultation with the Library staff took place.

Given the size of the program, there is little impact anticipated on Library staffing. Consultation with Library staff took place on September 12, 2014.

8.6 Research Funding - Provide evidence of adequate research funding to sustain the research activities of faculty and graduate students AND complete Table 6 (below).

N/A

Table 6. Research funding (operating) by source (do not include conference grants, SSHRC minor grants or equipment grants). Include last 3 years only. [add additional rows as needed]


Year Field Federal Granting

Council Other Peer

Adjudicated Contracts Other

N/A

8.7 Student Funding - Indicate if graduate students in the new Program will receive funding packages. If yes, state the minimum annual funding support (by degree level) and describe how the funding commitments will be met.

Student Scholarships will be available via the QSB Dean’s Entrance Scholarship Fund. Ten scholarships of $5,000 each based on academic merit will be available. In addition, it is anticipated that the Program will be eligible for BIU funding, thus allowing students to apply for financial assistance via OSAP.

In Table 7 below, summarize the approximate dollar amounts associated with each source of funding as well as Tri-council scholarships for which students may apply.

Table 7. Projected financial support for students at Program launch

N/A 8.8 Describe any additional resources required that are not currently available. Provide evidence of institutional

commitment to supplement existing resources as needed (See Budget module). The program can be delivered utilizing current resources within the Kingston campus,

specifically in Goodes Hall and Beamish Munro Hall.

9. Other Matters

9.1 Provide evidence of student demand for the Program and describe how this information was obtained. During the initial research phase of the program, it was quickly identified that there was no

similar program at Queen’s. In the province, there are programs that cover some aspects proposed, but not one that provides the unique combination identified within this program. Application numbers to these and other program similar in the United States are not available. However, the Government of Ontario has made this type of program a priority for funding, reinforcing the view of demand in the market place. As part of the new program development process, QSB and FEAS surveyed current 7.000 Commerce, Engineering and Arts & Science students in order to determine student demand for the proposed program. Of the respondents, more than half of them indicated they are considering applying to masters programs immediately following the completion of their undergraduate degree. In addition to this: • 66% indicated they are interested in a career in innovation • 47% stated they would be interested in enrolling in a Master of Entrepreneurship and Innovation Program

• 87% stated that believed the curriculum outlined for this program would prepare them for a career in innovation/entrepreneurship

In addition to this research, representatives from QSB and Faculty of Engineering and Applied Science personally interviewed people in the innovation and entrepreneurship industry/sector from 10 different organizations.


They were: Sumit Oberai (CIO, Chapters Indigo) Andrew Steele (CEO, Pecaut Centre for Social Impact) John Leavitt (CEO, Peak Works) Geoff Horton (Managing Partner, VentureLInk Funds -‐ VC) Mark Day (CEO, iRhythm) Rick Kuzyk (CEO, Creative Biz Solutions -‐ VC) David Bellamy (CEO, MCW) Martha van Berkel (Senior Manager, Global Services Operations-‐Change Leadership, Cisco) Craig Desjardins (Executive Director, PELA-‐CFDC) Diana Menzies (Business Consultant, EWB Africa) When asked what skills gap they see currently in the market place, they responded there is: • a lack of individuals to be able to cull ideas, and prioritize what is a good idea; • a lack of ability to assess the market, identify the value proposition, create a viable business plan;

• a lack skills in financial and marketing strategy; • a lack skills in project management; • often have no experience in implementing innovation techniques. They felt the proposed curriculum filled the gaps and emphasized the importance of experiential components of the program versus strict adherence to a theory only curriculum. There was strong concurrence that the applied project was the most important aspect of the program. They were strongly supportive of the type of learning environment as outlined in the draft of the curriculum design.

As to employment upon completion of such a program, those that hire individuals for their respective organizations stated they would definitely prefer those that had the skills included in the proposed program. For those that do not hire, but work with entrepreneurs, they stated they would be more likely to invest in innovations that were being lead by individuals with such a skill set.

9.2 Explain how the Program will fulfill societal need. Comment on similar programs offered elsewhere and why the

proposed program will be attractive to applicants (include any unique or innovative elements/features). The Queen’s School of Business and Faculty of Engineering and Applied Science (QSB and FEAS)

have identified a need for a Masters of Entrepreneurship and Innovation Degree, which is currently lacking in their existing curricula. A masters level degree focused on entrepreneurship and innovation is increasingly common, but is normally a concentration within a business faculty’s MBA stream, or a specialization within an M.Eng. degree. Unique in North America, and perhaps globally, this degree would be jointly delivered by both faculties. Research indicates that graduates currently coming into this field are lacking critical skills as identified above.

The proposed program addresses this gap with courses that have been designed to meet these specific shortfalls. The major project which is to create and launch a new venture, provides an opportunity for the students to further develop this skill set by applying knowledge and skills acquired in the courses and project in a practical manner.


The proposed MMEI program will provide the foundation and experiential learning for students with a Bachelor’s (or higher degree) in any discipline, to help unlock their potential to develop innovative solutions to pressing problems, and to be become successful entrepreneurs. Graduates from the MMEI program will be well positioned to contribute to both for-‐profit and not-‐for-‐profit ventures, quite possibly using the innovation and entrepreneurship material from the MMEI degree in combination with their previous degree knowledge, or possibly by availing themselves of the opportunity to develop further expertise in a given field through the self-‐study specialization course built into the MMEI program. Societies invest significantly in educating the next generation of citizens, and students at Queen’s and elsewhere have significant potential. However, this potential is often not fully realized because of inexperience or lack of a foundation to combine subject expertise (e.g., in science and technology, and the humanities) with a disciplined way to innovate, and to build an appropriate business model to provide financially sustainable enterprises and social ventures. Ultimately the goal is to provide graduates of the MMEI program with a foundation for them to develop ventures and innovative ideas that are technologically feasible, financially viable, and that meet societal needs. A number of graduates from Queen’s and elsewhere in Ontario have gone on to very successful careers in the US and other more entrepreneurial regions of the world. This clearly demonstrates that these graduates have the potential to identify opportunities, and to be able to found and develop viable businesses and social ventures. Through the MMEI program, we will provide an effective means for a number of these graduates to identify ideas and establish ventures in the eastern Ontario region, and Ontario and Canada more broadly. In the process of establishing Queen’s Innovation Connector, which is championing the MMEI program, we have established strong links with regional innovation/entrepreneurship organizations (e.g., LaunchLab, KEDCO), and the eastern Ontario and Ontario innovation ecosystem. This is reflected in our recently successful Campus-‐Linked Accelerator program grant application.

9.3 For new Professional Programs, provide evidence that the Program is congruent with the regulatory

requirements of the profession. There are no external regulatory requirements.

9.4 For research-focused graduate programs, provide a clear indication of the nature and appropriateness of the major research requirements for program completion.

N/A


10. Equity, Diversity and Accessibility

10.1 Describe how the proposed new Program will address equity considerations, including (but not limited to) issues of particular concern for the groups identified in the University’s various Equity programs

As Queen’s University recognizes that some persons with disabilities may use personal assistive devices while accessing any service or location of the campus, excepting in circumstances where the use of a personal assistive device contravenes policies and/or legislation governing the delivery of particular services, the program will ensure that all policies and facilities reflect statement. All facilities within Goodes Hall and Beamish Munroe accessible. The classroom can easily accommodate those with special needs including wheelchairs and walkers.

As a major target for applicants for the Program is engineering students, the Aboriginal Access to Engineering program will assist in attracting aboriginal students into the Program.

The Program will consider applications from graduates in any undergraduate discipline who can demonstrate an deep interest in entrepreneurship and innovation. For those that do not posses skills and knowledge in quantitative areas, they will be advised to enrol in courses during the summer prior to starting the program. Such students will also have access to individual tutoring in a variety of topics as well as an intensive pre-‐program course that will cover essential quantitative/business topics required to be successful in the program”. QSB has considerable expertise, through its multiple programs, in providing students from diverse backgrounds with the appropriate guidance and preparation for its degree programs.

10.2 Provide information about the representation rates of members of designated groups within the faculty and

identify gaps in representation as compared to the appropriate Canadian workforce population. While there is an appropriate mix of international and national faculty involved in the program,

there is a slight under representation with respect to gender. Only 16% of the Program faculty are female. However, this is typical of the industry as the field of innovation and entrepreneurship tends to be male dominated. We view this as an appropriate mix given the industry demographics, but aim to improve the ratio as more women become involved in this area as academics and practitioners.

11. Quality and Other Indicators

11.1 Define indicators that will provide evidence of the quality of the faculty and how they will be used (e.g. qualifications, teaching effectiveness, supervisory/mentorship ability, research impact, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program).

All faculty teaching in the program have been selected based upon their years of service within QSB and FEAS and their excellence in teaching. The core of the faculty are from the departments and/or area groups that specialize in the discipline of the courses offered, bringing many years of solid research and practical application to the classroom. Others have excellent teaching and research ratings in other areas that bring value to the program such as in the areas of general management and finance. All have experience in teaching at a masters level. Both QSB and FEAS have programs that serve this student demographic such the Master of International Business and associated MSc/PhD programs. Faculty are able to bring that teaching experience into the Master of Entrepreneurship and Innovation. Three members have direct industry experience in launching and/or managing new ventures. The director of the Centre for New Business Venturing in QSB, Dr. Elspeth Murray, has extensive experience in the domain and has been involved in the development of the Program and is also one of the instructors. As part of Queen’s Innovation Connector, students in the program will benefit from formal relationships that have been established with PARTEQ, Kingston Economic Development Corporation (KEDCO), Prince Edward County development, Launch Labs and investment entities.


These organizations are able to offer graduates from the Program access to free office space, fabrication and manufacturing facilities and mentors to continue the development of their companies after they have completed the Program. This will provide students with the continued support they require to complete the development and commercialization of their new venture.

11.2 Comment on the Program structure and faculty attributes (including research activity) that will ensure the intellectual quality of the student experience.

The program is a course based masters program with a practical project component. The majority of the faculty are currently doing research and/or have published in their area of expertise. Others also consult in both the private and public sectors. They are able to bring both the research and practical application aspects of the subject matter into the classroom, providing students with relevant and up-‐to-‐date knowledge in the area. Faculty advisors and subject matter experts will also be assigned to students for their individual research and team innovation project based upon the nature of the chosen topic. As this will vary from student to student and year to year, the exact supervisors cannot be identified. However, it is anticipated that there are sufficient faculty resources in both QSB and FEAS to meet the initial needs of the program. The management of this program will be similar to all other programs under the Master of Management banner within QSB. All applications and admissions will be processed by the applications department within QSB with a staff of 21 designated to assist students in the application and admission processes. A program manager will be available to assist with the day-‐to-‐day operations of the program. Marketing for the program will be done by the QSB Marketing Department, and IT support will be provided by the QSB IT department with its 14 staff. Subject matter experts will be supplied via the many corporate contacts and Queen’s alumni that have indicated a very high level of interest and engagement with the proposed program. Many have been associated with the Queen’s Summer Innovation Initiative over the past three years. This allows Queen’s to further engage and strengthen the relationships with these alumni.

Supporting documentation

Embed relevant documents supporting the proposal (e.g. letters of support from Deans, Department Heads, collaborators, external agencies, etc.) by inserting the letters as Word Documents. If the letters are .pdf documents, it is essential that they are first converted to Word documents using Adobe Acrobat Software to avoid loss of resolution and formatting. If you do not have Adobe Acrobat, please consult your faculty office.

The following comments provide support for the program.

David Bellamy (CEO MCW Group of Companies)

-‐“There is little doubt that the merit of the theoretical (core courses) is that they are the deep foundation that help with execution of the innovative solution but they alone do not spawn or promote innovation. By far the most important elements are the experiential (innovative venture project) and the research elements of the program. These are the fuel of innovation. The innovative venture project is the venue for a diverse group of problem solvers to construct the environment that will spawn creative tension, sparking innovation. Research around that innovation will allow for execution and hence wealth creation.”

John Leavitt (Founder -‐ Peak Works)

- “social innovation component is fantastic – very much needed.” - “experiential element is critical” - “Great courses – I’d like to take them…if I was 20 years younger I would be applying. So fantastic

that Queen’s is doing this.”


Martha van Berkel (Senior Manager Cisco)

-‐“I am a strong believer in learning by doing. So having a small venture that the (student) is given some structure to what they have to do in each phase, and then accelerate those phases so they can go through them 3-‐6 times in the 12 months I believe would be of huge value.” -‐ “I love that you have design in the curriculum. I see design being more and more core to a businesses success, whether it be the interface, or the business design itself (process, etc).” -‐“I do see specific value in the program for the product managers at Cisco.” Geoff Horton (Managing Partner – VentureLink Group of Funds)

- “Great slate for both CEO and Founder types” - “Team project is very important – hands on – the ability to boot-‐strap a startup is extremely

valuable.”


Part C – Administration & Government Reporting Information

Part C is to be completed by the Department/Faculty in consultation with the Office of the University Registrar and the School of Graduate Studies. 12. Information for and/or from the Office of the University Registrar and/or the School of Graduate

Studies Registrar 12.1. Academic Administration Academic Career

GRAD

Department(s) Queen’s School of Business and the Faculty of Engineering and Applied Science

Proposed Start Date 09/2015 mm/yyyy

Program duration 12 months

Expected enrolment Initial Year 30

Steady State 50

Program Name: Degree (max 50 characters) (e.g. Master of Applied Science)

Degree Code (max 5 characters) (e.g., MASC)

Master of Innovation and Entrepreneurship

MEI

Academic Plan (e.g. Chemical Engineering)

Academic Sub-Plan ( e.g. Specialization in Collaborative Biomedical Engineering)

Business and Engineeing

Collaborative Program Sub-Plan List all departments/plans that may admit students into the Collaborative Sub-Plan. Indicated department with primary responsibility for Sub-Plan (underline)

Pattern of Study (Master’s programs only; choices: Pattern I, II, III)

12.2. Complete the following: Will students be admitted part-time? Yes X No

Will all or part of the program be offered at the BISC campus? Yes X No

Will all or part of this program be offered via distance learning (e.g. online or blended learning?)

Yes X No

13. Course Information New Courses with new subject code required? X Yes No If yes, suggested Subject Code MMEI


14. Tuition and Student Activity Fees

Tuition Fee $27,500

Fee Assessment Protocol (Annual? Per term Or per course?)

Equally across three terms

Student Activity Fees GRAD - SGPS

SAL, $99.99 Student Activity fees, $955

Non-Tuition Fees $2,500

15. Government Reporting

Proposed FORPOS

Program Weight (BIUs)

Proposed CIP Code

Bachelor's Mechanical Engineering Queen's CANADA 41975 /

Master's Mechanical Engineering Queen's CANADA 51977 /

Doctorate Mechanical Engineering Queen's CANADA 91980 /

Dateyyyy/mm

Queen's

Institution (give address in Appendix A)

Professor

Mechanical and Materials Engineering

TRAINING OF HIGHLY QUALIFIED PERSONNEL

ACADEMIC BACKGROUND

Title of position

APPOINTMENT AT A POSTSECONDARY INSTITUTION

3

1

4

1

1

2

7

2

1

10

3

1

4

7

9

3

1

20

Version française disponibleForm 100 (2009 W)

CompletedPROTECTED WHEN COMPLETED

Personal information collected on this form and appendices will be

stored in the Personal Information Bank for the appropriate program.

FORM 100Personal Data Form

PART I

Date

2014/10/02

Undergraduate

Master's

Doctoral

Postdoctoral

Others

Total

Family name Given name Initial(s) of all given names Personal identification no. (PIN)

BryantTim JT 12959

I do not or will not hold an academic appointment at aCanadian postsecondary institution

Department

Supervised Co-supervised Supervised Co-supervised Total

CurrentlyOver the past six years

(excluding the current year)

InstitutionDegree Name of discipline Country

Indicate the number of students, fellows and other research personnel that you:

•

•

X

XTenured or tenure-track academic appointment

Part-time appointment Full-time appointment

Yes No

Place of employment other than a Canadian postsecondary

I hold a faculty position at an eligible Canadian college (complete Appendices B1 and C)

Canadian postsecondary institution

Campus

For life-time Emeritus Professor and part-time positions, complete Appendix C

For all non-tenured or non tenure-track academic appointment and Emeritus Professors, complete Appendices B & C

Valid

ACADEMIC, RESEARCH AND INDUSTRIAL EXPERIENCE (use one additional page if necessary)

Period (yyyy/mmto yyyy/mm)

OrganizationPosition held (begin with current) Department

BryantPersonal identification no. (PIN) Family name

12959Valid

09/1992Professor Queen's Mechanical and Materials Engineering

Acting Head 2012/2012

0712/to

Queen's University Mechanical and Materials Engineering

Donald and Joan McGeachy Chair in Biomedical Engineering

2011/2016

0503/to

Queen's University

Visiting Professor 2008/2008

0309/to

Universidad Don Bosco

Co-Director 2006/11Queen's University/Kingston General Hospital

Human Mobility Research Centre

Member, Executive Committee 2003/01Queen's University/Kingston General Hospital


Member, Board of Directors 2002/01Queen's University/Kingston General Hospital


Principal Investigator 2000/01Queen's University/Kingston General Hospital


Coordinator 1992/2000

1101/to

Queen's University Clinical Mechanics Group

Professor (Cross Appointment) 1992/09Queen's University School of Kinesiology and Health Studies

PROTECTED WHEN COMPLETED Version française disponibleForm 100 (2009 W), page 2.1 of 4

ACADEMIC, RESEARCH AND INDUSTRIAL EXPERIENCE (use one additional page if necessary)

Period (yyyy/mmto yyyy/mm)

OrganizationPosition held (begin with current) Department

BryantPersonal identification no. (PIN) Family name

12959Valid

Professor (Cross Appointment) 1992/09Queen's University Department of Surgery

Associate Professor 1984/1992

0908/to

Queen's University Mechanical Engineering

Principal Investigator 1983/2001

1110/to

Queen's University Clinical Mechanics Group

Assistant Professor 1980/1984

0908/to

Queen's University Mechanical Engineering

PROTECTED WHEN COMPLETED Version française disponibleForm 100 (2009 W), page 2.2 of 4

RESEARCH SUPPORTYears oftenure(yyyy)

Amountper year

Title of proposal, funding source and program,and time commitment (hours/month)

Family name and initial(s)of applicant

Bryant

Family name

12959

Personal identification no. (PIN)

past four (4) years but now completed; b) support currently held, and c) support applied for. For group grants, indicate the percentage of the

List all sources of support

funding directly applicable to your research. Use additional pages as required.

(including NSERC grants and university start-up funds) held as an applicant or a co-applicant: a) support held in the

Valid

a) Support held in the past 4 years

R. Ellis, 4 others includingJ.T. Bryant

Optimizing Fracture Management withInformation Technology: Planning, Treatmentand Assessment OutcomesCIHR

20052006200720082009

295,589

295,589295,589295,589295,589

New Emerging Team (NET) Grant6 hours/month

J. T. Bryant Design of High Performance OrthopaedicBearingsNSERC

20052006200720082009

(100%)(100%)(100%)(100%)(100%)

44,000

44,00044,00044,00044,000

Discovery Grant20 hours/month

J. Stewart, 4 others includingJ. T. Bryant

Image-guided Technology for Articular CartilageReconstructionNSERC

200720082009

243,969

128,320226,099

Strategic Projects10 hours/month

J. T. Bryant, 9 others NSERC CREATE Training Programme in Boneand Joint Health TechnologiesNSERC

200920102011

150,000

300,000300,000

Collaborative Research and Training Experience16 hours/month

Version française disponiblePROTECTED WHEN COMPLETEDForm 100 (2009 W), page 3 of 4


Amountper year



Bryant

Family name

12959






Valid

a) Support held in the past 4 years

J. Stevenson, 2 othersincluding J.T. Bryant

Phase 6: Biomechanical Research andDevelopment of Soldier Load Carrying Capacity -Face Validation of Queen's and DRDC LCSimulatorsPublic Works and Government Services (Canada)

200938,000

Contract PWGSC-06-79874 hours/month

J.M. Stevenson, 2 othersincluding J.T. Bryant

Completion of the LC Simulator andLCCompliance TesterPWGSC

2011118,265

PWGSC-06-7987 Phase 7 and 84 hours/month

J.M. Stevenson, 2 othersincluding J.T. Bryant

Development of Load Carriage SimulatorEMPA (Switzerland)

201182,005

Contract4 hours/month

b) Support currently held

D. Pichora, 5 others includingJ. T. Bryant

Integrated Technologies for Bone and JointHealth: Multi-centre Infrastructure DevelopmentProgramme Phase 4CFI

2009201020112012

1,741,201

Leading Edge Fund4 hours/month

Version française disponiblePROTECTED WHEN COMPLETEDForm 100 (2009 W), page 3.1 of 4


Amountper year



Bryant

Family name

12959






Valid


J. Stewart, 3 others includingJ.T. Bryant

New Methods for Articular Cartilage Repairthrough Computer-Assisted SurgeryNSERC

201020112012

99,360

101,840140,060

Collaborative Health Research Projects4 hours/month

R. Ellis, 4 others includingJ.T. Bryant

Kinematic-based navigation for reconstructive hipsurgeryNSERC

201020112012

99,290

99,29099,290

Collaborative Healrh Research Projects4 hours/month

D. Pichora, 4 others includingJ.T. Bryant

Advanced Real-time 3D Imaging, Planning andNavigation of Fracture SurgeryNSERC

201120122013

123,990

123,990123,990

Collaborative Health Research Project4 hours/month

J.T. Bryant Donald and Joan McGeachy Chair in BiomedicalEngineering, Queen's UniversityDonald and Joan McGeachy, Queen's University

20112012201320142015

(100%)15,000

15,00015,00015,00015,000

Chair in Biomedical Engineering12 hours/month



Amountper year



Bryant

Family name

12959






Valid


J. T. Bryant, 9 others NSERC CREATE Training Programme in Boneand Joint Health TechnologiesNSERC

201220132014

300,000

300,000300,000300,000

Collaborative Research and Training Experience12 hours/month

D. Heyland, 41 othersincluding J.T. Bryant

Technology Evaluation in the Elderly Network(TECH VALUE NET)Networks of Centres of Excellence

20132014201520162017

10,220,570

7,114,9838,233,9168,953,027

10,220,570

NCE2 hours/month

Tim Bryant Improved friction and wear performance inpolymeric components of orthopaedic bearings.NSERC

20132014201520162017

24,000

24,00024,00024,00024,000

Discovery Grant10 hours/month

c) Support applied for

R.T. Bicknell, 3 othersincluding J.T. Bryant

Shoulder reconstruction using biomechanicalassessment and optimized image guidanceCIHR

201320142015

110,812

96,092110,812

Operating Grant16 hours/month


Highly Qualified Personnel (HQP)Provide personal data about the HQP that you currently, or over the past six years, have supervised or co-supervised.

Years Supervised or Co-supervised

Type of HQP Training and Status

Name Title of Project or Thesis Present Position

Family namePersonal identification no. (PIN)

12959 BryantValid

2012(In Progress) - Greg Esau Master's Supervised Degree in progressOtimization of friction and wear in

prosthetic components

2012(In Progress) - Stacey Hildebrand

Master's Supervised Degree in progressField testing of prosthetic components

2012(In Progress) - Sufujiang Yu Doctoral Supervised Degree in progressDesign and analysis of textured

polymeric surfaces

2011(In Progress) - Lydia North Master's Co-supervised Degree in progressDesign and testing of mechanical

shoulder simulator

2009(In Progress) - Markus Hetzler

Master's Supervised Degree in progressShoulder joint reconstruction and modelling

2011 2012(Completed) - Danielle Starr Undergraduate Supervised M.Sc. Candidate, Biomedical

Engineering, U of TorontoMechanical characterization of the Niagara Foot

2011 2012(Completed) - Greg Esau Undergraduate Supervised M.Sc. Candidate, Mechanical and

Materials EngineeringConnector design and analysis in the Niagara Foot

2011 2012(Completed) - Ryan Budd Undergraduate Supervised M.Sc. Candidate, Mechanical and

Materials EngineeringMechanical testing of modified Niagara Foot

2011 2012(Completed) - Wendy Cox Undergraduate Supervised Mechanical Engineer (EIT)Cyclic testing of modified Niagara

Foot

2010 2011(Completed) - Cody Brown Undergraduate Supervised M.Sc. Candiate, Chemical

EngineeringFriction characteristics of textured polymeric surfaces

2009 2011(Completed) - Allison Clouthier

Master's Co-supervised Research Assistant, SwitzerlandMechanical simulator for shoulder prosthesis testing

2007 2011(Completed) - Laura Towsley

Undergraduate Supervised Chemical Engineer (EIT)Design and testing of the Niagara Foot

2009 2010(Completed) - Heather Melling

Undergraduate Supervised Mechanical Engineer (EIT), United States

Niagara Foot friction analysis

2007 2010(Completed) - Miranda Restorick

Master's Co-supervised Research Associate, SwitzerlandWheelchair suspension design and testing

2005 2010(Completed) - Hala Fam Doctoral Supervised PDF, Chemical Engineering,

Queen'sLubrication and wear in total joint replacement

2008 2009(Completed) - Heinz Trebbin

Master's Co-supervised International Consultant, Professional Prosthetist, Germany

Effect of activity on socket pressures in amputees

2006 2009(Completed) - Tracey Teeple

Master's Supervised Biosciences Officer, Canadian Forces

High demand activities for prosthetic components

2005 2008(Completed) - Andrea Haberman

Master's Supervised Mechanical Engineer, Philips Medical, Toronto

Characterization of modular prosthetic components

2002 2008(Completed) - Mohammad Abdoli

Doctoral Co-supervised Assstant Professor, RyersonDevelopment of a personal lift augmentation device

PROTECTED WHEN COMPLETED

stored in the Personal Information Bank for the appropriate program.Personal information collected on this form and appendices will be Version française disponibleForm 100 (2009 W), page 4 of 4

JT Bryant 12959

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1. Most Significant Contributions to Research and/or to Practical Applications

The applicant has participated in three main research areas over the past 30 years: Friction, Lubrication and Wear in Orthopaedic Bearings; Joint Biomechanics; and Assistive Device Design. All three areas are based on the application of mechanical analysis and measurement methods to practical problems in orthopaedics and ergonomics; most projects also integrate techniques for materials property modelling and optimization and are focused on translatable outcomes.

Friction,LubricationandWearinOrthopaedicBearings. A method for quantifying and reporting of wear in retrieved ultra‐high molecular weight polyethylene (UHMWPE) components of joint replacements was developed in the early 2000s and subsequently used to identify fundamental tribologicial mechanisms in these systems. [G.B.Cornwall, et al., Proc Inst Mech Eng H. 2001;215:95‐106] These projects have led to a direct investigation of the combined effects of combined stress and motion on wear that indicated the importance of understanding joint surface motion in the analysis of degradation of polyethylene in orthopaedic bearing systems that was published in Wear (2011). Investigations of synovial fluid rheology have been undertaken, including a major review article, the development of rheological analogues for wear testing, and new insight regarding the interaction of protein and hyaluronic acid in friction in these bearings. These resulted in a series of three basic studies published in Biorheology (2005, 2007, and 2009)

Studies have also provided fundamental non‐linear viscoelastic material properties of UHMWPE that are recognized by many authors as the basis for modeling TKR bearing systems. [S.D. Waldman and J.T. Bryant, Journal of Applied Biomaterials, 1994; 5:333‐338.] This work has continued, most recently developing a novel ultrasonic method for non‐invasive measurement of contact area at the metal‐polymer interface in IEEE Trans Biomed Eng (2009), as well as the presentation of modelling studies at the 2006 Orthopaedic Research Society Meeting.

This area has involved over 20 trainees, including 5 Ph.D. (1 completed in the past 6 years and 1 in progress), 10 M.Sc. and 5 undergraduate theses (1 completed in the past 6 years). Two PhD trainees currently have university positions, two have research executive responsibilities at major orthopaedic manufacturers, and one is currently a PDF. Approximately half of the M.Sc. trainees advanced to related PhD programs and half are employed the biomedical engineering sector.

JointBiomechanics. Earlier projects that focused on the knee resulted in the identification of the role of the anterior cruciate in preventing inward motion of the tibia with respect to the femur that is now a standard in many orthopaedic biomechanics texts. Based on this, a positioning system for the radiological examination of lower limb alignment was developed and resulted in a small spin off company [OAISYS Ltd., Kingston http://www.oaisysmedical.com/index.html]. The applicant was part of the original research team and participated in technology transfer. Additional studies have included basic anatomical studies of the elbow that have supported the design of the Sorbie Questor ™ elbow prosthesis [C. Sorbie, et al. Long‐term Effectiveness of Sorbie‐QUESTOR Elbow Arthroplasty: Single Surgeon’s Series of 15 Years. Orthopedics, 2011; 32(9):561‐569].

The applicant was part of a research team that examined the fundamental load transfer mechanism of the hip that identified the role of the acetabular labrum in containing pressurized synovial fluid in the joint. The work has been recognized in a series of three papers with over 100 citations each [S.J. Ferguson, J.T. Bryant, R. Ganz, K. Ito: (1) Journal of Biomechanics, 2003; 36(2):171‐178; (2) Journal of Biomechanics, 2000; 33(8):953‐960; and (3) Clinical Biomechanics, 2000; 15(6) 463‐468.] The clinical impact of this is that a healthy labrum is essential in the maintenance of hip joint health and there is a need to recognize the non‐conformity of the joint in its normal mechanism of load

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transfer. These were key elements of an invited workshop for surgeons at the 2011 International Society for Computer Assisted Orthopaedic Surgery Meeting in London, England.

Recently, the applicant is part of a team examining shoulder stability that has developed both modelling and experimental techniques that are being applied to the development of patient‐specific surgical strategies for joint replacement. The impact of the work has been to demonstrate surgical and patient factors that affect stability with a publication strategy to present to both clinical and biomechanics communities through a series of conferences and most recently in a clinical journal article to reach end‐users.

This research area has involved over 15 trainees, including 2 Ph.D. and 8 M.Sc. (1 completed in the past 6 years and 1 in progress) and 5 undergraduate theses (1 completed in the past 6 years). One PhD trainee currently has a university position, and one is the CEO of an engineering analysis consulting firm. Approximately half of the completed M.Sc. trainees advanced to related PhD programs and half are employed the biomedical engineering sector.

AssistiveDeviceDesign.A significant impact of recent research has been the development of the Niagara Foot™, a unique modular component used in lower limb prosthetic systems for highly active amputees. The device was originally developed as part of the Canadian Centre for Mine Action initiative for victim assistance in Thailand in the early 2000s by a not‐for‐profit consortium that now includes Niagara Prosthetics and Orthotics (St. Catharines, ON), DuPont™ Canada, and a number of other institutional, design and manufacturing partners. The applicant has the role as senior scientist in the consortium responsible for developing the underlying scientific principles for design and testing, coordinating and leading international scientific studies, and training students in research involving biomechanical measurement and design.

The keel, which is the structural element of the foot, is a novel single‐piece injection molded component designed to perform in a manner similar to carbon‐fibre dynamic energy return systems, yet be produced at a much lower cost. It was patented under US Patent 6,197,066, referencing work supervised in this laboratory [T. Ziolo. M.Sc, Queen’s, 2002]. Field studies were undertaken in Thailand [M. Beshai, et al., Journal of Mine Action, 2003; 7(1)], followed by a major Canadian International Development Agency (CIDA) technology transfer project in 2005 to further advance the design for post‐conflict El Salvador. Called project Acceso, it was modeled on a community based rehabilitation paradigm in which partners at the Universidad Don Bosco (UDB), San Salvador, helped modify the keel to meet the biomechanical demands of their patients. The collaboration continued post‐project in a number of studies to further refine the device with innovations to control energy storage and release during different phases of foot loading and features that permit the prosthetist to modify its mechanical properties by removing material.

A publication strategy was implemented that engaged end‐users at an early stage. Results were first presented at the International Society for Prosthetics and Orthotics (ISPO) Conference in Vancouver, 2007, in a series of four papers and an invited workshop in Beijing (2008). This provided feedback to further modify the design for presentation in papers in Leipzig at ISPO in 2010 and at the subsequent trade show 2012, ORTHOPÄDIE + REHA‐TECHNIK. The scientific impact of the work derives from an ability to modify the mechanical properties of the prosthetic foot to meet the specific needs of a patient. Initial work on heel modification was presented in 2010 to the Canadian Society of Biomechanics based on collaborative work supervised by our collaborator, J. Lanovaz [V. Wellens. M.Sc, U. Sask., 2011]. Subsequently there have been a number of studies at Queen’s and UDB investigating the relationship between the control of energy management in the keel and patient performance, which are now being submitted for publication.

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To date, over 40 trainees have participated in the project. These include seven master’s students (3 completed in the past 6 years and 2 currently in progress) and seven undergraduate (B.Sc. Engineering) thesis projects. In addition, one final year design project team of four Mechanical and Materials Engineering students has participated each year since 2005 (24 students). All projects have included direct interaction by consortium members from industry and partner institutions. A number of students have also participated as research assistants in studies with collaborators in El Salvador in a new research training program for bachelor (Licenciatura) projects by UDB prosthetics and orthotics students. Significant training impacts of this work has been the introduction of scientific evidence for prosthetic component selection and design into clinical practice in Central America and experience of Canadian students in developing evidence based user‐centred designs to reduce costs in healthcare delivery systems. Interestingly, the El Salvadoran team has taken leadership in establishing prosthetics and orthotics training in Haiti as part of the relief effort there; Queen’s will now play a support role in assisting with the development of new products suitable for this region.

The Niagara Foot™ was featured on BBC Horizons [Safe Footing‐ BBC vignette produced for DuPont™ Inc. International: http://www.youtube.com/watch?v=YLfo7mJYdnE , originally aired November 2011]. It also won a gold medal in the 2012 Medical Devices Excellence Award (MDEA) competition in Philadelphia [http://www.canontradeshows.com/expo/awards/awards/ ] in the category of Rehabilitation and Assistive‐Technology Products. There is now interest in North America and Europe that has resulted in its Beta Launch in Germany, Spain, and France and in Canada and the US under the trade name Rhythm Foot™ [http://www.rhythmfoot.ca/ ].

2. Research Contributions and Practical Applications

1.Selectedarticlesinrefereedpublications

63. Harrison, M., Bryant, J.T., Sellens, R., Ploeg, H., Vivanco, J., Burgers, T., Garcia‐Rodrigues, S.,

Crookshank, M., and MacIntyre, N. Estimating the Density of Femoral Head Trabecular Bone from Hip

Fracture Patients Using Computed Tomography Scan Data. Proc Inst. Mech. Eng. 2014; 228(6): 616‐

626.

62. A.L. Clouthier, M.A. Hetzler, G. Fedorak, J.T. Bryant, K.J. Deluzio, R.T. Bicknell. Factors affecting the

stability of reverse shoulder arthroplasty: a biomechanical study. J Shoulder Elbow Surg. 2013; 22(4):

439‐44.

61. H. Fam, M. Kontopoulou, J.T. Bryant. Method for friction estimation in reciprocating wear tests.

Wear. 2011; 271:999–1003.

60. R. Zdero, JT Bryant. A mathematical model for predicting ultrasonic measurement of total knee replacement contact areas. IEEE Trans Biomed Eng. 2009; 56:565‐71. 59. T. Teeple, M. Castaneta, K. Deluzio, J.T. Bryant. Pendulum‐based method for determining the temporal accuracy of digital video‐based motion capture systems. Gait & Posture. 2009; 29, 349‐353. 58. H. Fam, M. Kontopoulou, J.T. Bryant. Effect of concentration and molecular weight on the rheology of hyaluronic acid/bovine calf serum solutions. Biorheology. 2009; 46:31‐43. 57. H. Fam, J.T. Bryant, M. Kontopoulou. Rheological properties of synovial fluids: A Review. Biorheology. 2007; 44:59‐74. 56. M. Abdoli‐Eramaki, JM Stevenson, SA Reid, JT Bryant. Mathematical and empirical proof of principle for an on‐body personal lift augmentation device (PLAD). J Biomech. 2007; 40:1694‐700.

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55. G.E. Loeb, R.A. Peck, J. Singh, Y.H. Kim, S. Deshpande, L.L. Baker, J.T. Bryant. Mechanical loading of rigid intramuscular implants. Biomed Microdevices. 2007; 9:901‐10. Research Contract 54. H. Fam, M. Kontopoulou, J.T. Bryant. Development of a rheological analogue to periprosthetic fluid. Biorheology. 2005; 42:295‐306.

2.Otherrefereedcontributions(selected)

205. Brown C., Lai Y., Bryant T. Effect of biomimetic surface texture on friction coefficient in low conformity metal‐UHMWPE bearing systems. The 2nd International Conference on Biotribology; Toronto, Canada, 2014, June. 204. Yu S., Bryant T. Stress distribution in textured metal‐UHMWPE bearing surfaces for joint arthroplasty. The 2nd International Conference on Biotribology; Toronto, Canada, 2014, June. 198. A.L. Clouthier, M.A. Hetzler, G. Fedorak, J.T. Bryant, K.J. Deluzio, R.T. Bicknell. Factors affecting the stability of reverse shoulder arthroplasty. Canadian Society for Biomechanics, 2012, June. 196. Clouthier A, Hetzler M, Vivani S, Fedorak G, Deluzio K, Bryant T, Bicknell RT. Effect of Loading Direction on Force to Dislocation in Reverse Shoulder Arthroplasty: Assessment using a Custom‐designed Shoulder Kinematic Simulator. American Society of Biomechanics, Long Beach, CA, 2011. 195. Clouthier A, Hetzler M, Vivani S, Fedorak G, Deluzio K, Bryant T, Bicknell RT. Design and Development of a Shoulder Kinematic Simulator for Assessment of Stability in Reverse Total Shoulder Arthroplasty. Canadian Orthopaedic Association (COA), St. John’s, NL, 2011. 188. V. Wellens, J. Lanovaz, T.J. Bryant. Heel Compliance and Walking Mechanics using the Niagara Foot Prosthesis. Canadian Society of Biomechanics Conference, Kingston, Ontario, Canada, June 2010 187. H. Trebbin, J.T. Bryant. Device for Calibration of Sensors for Prosthetic Socket Interface Pressure Measurement. ISPO Conference, Leipzig, May 2010 186. M. Restorick, J.T. Bryant, R.J. Anderson, U.P. Wyss. Wheelchair Obstacle Simulator and Instrumentation for Assessing Wheelchair Rider Comfort. ISPO Conference, Leipzig, May 2010 187. J.T. Bryant, H. Trebbin, G. Lemus, R. Martinez Panamana. Scientific Research Skills Training Course for Integration in to P&O Professional Courses. ISPO Conference, Leipzig, May 2010 185. T. Teeple, M. Faris, R. Chisnall, J.T. Bryant. Biomechanics of unilateral transtibial amputee gait on a ramped surface. ISPO Conference, Vancouver, July 2007. 184. A. Haberman, T. Bryant, M. Beshai, R. Gabourie. Mechanical characterization of prosthetic feet. ISPO Conference, Vancouver, July 2007. 183. L. Catana, H. Trebbin, T. Bryant. Quality function deployment approach for mobility devices in high demand regions. ISPO Conference, Vancouver, July 2007. 182. J.T. Bryant, H. Trebbin, W. Boyce, J. Paterson, J. Lemus. Project Acceso: Integration of Community Based Rehabilitation and Prosthetics & Orthotics Technology in El Salvador. ISPO Conference, Vancouver, July 2007. 180. H. Fam, I. Ratanshi. M. Kontopoulou, and T. Bryant. Concentration dependence of the zero shear rate viscosity of Hyaluronic Acid/Bovine Calf Serum Solutions, 12th Annual Canadian Connective Tissue Conference, Ottawa, May 2006. 179. H. Fam, J. Lian, T. Bryant, M. Kontopoulou. Effect of Hyaluronic Acid Molecular Weight on the Rheology of Synovial Fluid Analogues, Society of Biomaterials Annual Meeting, Pittsburgh, May 2006. 178. Lanovaz JL, Edgecombe TL, Elliott CI, Bryant JT Ellis RE. Correlation of basic kinematic contact conditions to in vitro TKR wear. Canadian Society for Biomechanics Conference. Waterloo, 2006. 177. J.L. Lanovaz, T.L. Edgecombe, C.I. Elliott, J.T. Bryant, R.E. Ellis. A dynamic FE model to generate input data for a TKR wear tester. Orthopaedic Research Society Meeting, March 2006.

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3.Non‐refereedcontributions(selected)

Text: C. Sorbie, J.T. Bryant, R. Zdero (2007). Normal and prosthetic hip biomechanics. In: Biomechanics and Biomaterials in Orthopaedics and Traumatology. D. Poitout (Ed), Masson Publishers, Paris, France Invited Workshop: Bryant, J.T. Biomechanics of the labrum. Advanced Workshop II – Morphology and Kinematics of the Arthritic Hip. International Society for Computer Assisted Orthopaedic Surgery Meeting, London, 16 June, 2011. Invited Workshop: J.T. Bryant. The Niagara Foot: High performance, low cost. Canada‐China Accessibility Showcase Program, Beijing, China, August 2008.

4.Othercontributionstopracticalapplicationsofknowledge

Studies with the Ergonomics Research Group at Queen’s have focused on assistive device design, fitness, lifting, and load carriage that have helped establish Canada as a world leader in military load carriage system design and evaluation. [Stevenson, JM, et al., Soldier Systems Technology Roadmap, Human and Systems Integration Workshop. Ottawa, ON, Canada, May 2010]. This has attracted interest for the transfer of this testing technology to other research laboratories in Switzerland, Australia, and the United States. In addition, this work was critical to the design of the most recent load carriage system for the Canadian Forces that is now in production and under limited issue. The applicant was also part of the development team for the Personal Load Assist Device (PLAD), an assistive device that limits the load transmitted through the back during sustained lifting in occupational settings and published in the Journal of Biomechanics (2007). The technology has generated considerable interest from the automotive industry and is now part of a technology transfer to a safety products company in Toronto and is the subject of Beta Testing in Canadian and German assembly plants.

3. Other Evidence of Impact and Contributions

Natural Sciences and Engineering Research Council: CHRP Grant Review Committee Chair 2006 Canadian Institute for Health Research: Grant Review Committee 2009, 2011 Canadian Society for Biomechanics: Conference Committee 2010 Professional Engineers of Ontario: Member 1979‐ Human Mobility Research Centre (HMRC), Queen’s University and Kingston General Hospital: Member

Board of Directors and Executive Committee 2005‐

5. Contributions to the Training of Highly Qualified Personnel (HQP)

In addition to the direct supervision of graduate and undergraduate students, the applicant is the leader of the NSERC CREATE Program in Bone and Joint Health Technologies, awarded in 2009. The program includes 17 trainees across a number of collaborating investigators that is designed to develop multidisciplinary research skills that will facilitate transition to the workforce. The framework for an Integrated Research Team (IRT) facilitates frequent interaction among key team members and provides effective participation of scientific and clinical professionals that is essential to successful research outcomes. These teams also facilitate an increasing trainee interaction with the biomedical device industry both in research and product development. The program has resulted in an instructional framework that was presented to educational audience in 2010 [Lam P, Stockley D, Bryant JT, Ploeg L. Professional Development for Biomedical Engineers: Designing a Multi‐Disciplinary, Competency‐Based Program. AAACE Conference, 2010, Clearwater Beach, FL.]

NEW GRADUATE PROGRAM REVIEW

External Reviewers’ Report Form

External Reviewers are asked to submit a joint report which addresses the following criteria that appraises the standards and quality of the proposed new Graduate Program at the conclusion of the site visit or within one month. The completed report should be submitted to: Office of the Provost and Vice-Principal (Academic), Suite 353 Richardson Hall, Queen’s University, Kingston, ON, K7L 3N6, Attention Peggy Watkin, or email [email protected]

NOTE: this a “fillable” template and each textbox will expand as needed.

External Reviewer No. 1:

Surname Given Name Middle

Initial(s) Title

Ensign Scot C. X Dr. Mr. Mrs. Ms. Prof.

Institution Mailing Address

Wilfrid Laurier University Scott C. Ensign 570 Leighland Drive Waterloo, ON N2T2K2

Current Position

Associate Professor Tel. E-mail URL (if available) (519)884-0710 x2622 [email protected]

External Reviewer No. 2:


Initial(s) Title

Shukla Dhirendra X Dr. Mr. Mrs. Ms. Prof.


University of New Brunswick Dhirendra Shukla 35 Carter Court Fredericton, NB E3B 6Y1

Current Position

Associate Professor Tel E-mail URL (if available) (506)453-3587 [email protected]

Name of Proposed Program(s):

Master of Entrepreneurship and Innovation

Faculty(ies)/School(s):

Queen’s School of Business Faculty of Engineering and Applied Science

Date(s) of Site Visit:

11-12 December 2014

Last Revised: December 18, 2014 Page 1 of 11

mailto:[email protected]

External Reviewer No. 3: (if applicable)


Initial(s) Title

Dr. Mr. Mrs. Ms. Prof.


Current Position

Tel E-mail URL (if available)

Outline of the Review

A description of the Site Visit should be provided below. Provide the names of individual and/or groups who were interviewed. See attached itinerary.

Indicate which facilities were visited. School of Business: student meeting/breakout rooms; classroom; boardroom; common lounge for students Beamish Munro Hall: student break out rooms; maker space, 3-D printers; design lab; student project bays McLaughlin Hall: machine shop; rapid prototyping lab/space

Describe any other activities relevant to the appraisal. N/A


Evaluation Criteria Provide a brief analysis of the proposed Program against the evaluation criteria outlined below 1. Program Objectives

Comment on the consistency of the proposed Program with the academic goals of the Faculty(ies) and Academic

Unit(s).

The proposed program seems very well aligned with the academic goals of the Queen’s School of Business and Faculty of Engineering and Applied Science.* The objectives of the joint QSB and FEAS Masters degree include developing entrepreneurs with business and design skills to succeed in a career driven by innovation. The proposed program draws from existing and complementary strengths and would deliver a novel degree that appears well targeted and for which a market exists. Corroborating evidence was demonstrated by both student demand as well as interest by industry in utilizing such graduates. We believe that degrees such as this will and should become more prevalent in the future. QSB and FEAS have a reputation of ‘being out front’ and this is in keeping with that proactive stance. *These two entities have collaborated successfully in the past (Queen’s Summer Innovation Initiative). The message of synergy and cooperation was echoed by faculty and staff of both QSB and FEAS, as well as various Queen’s University administrators at arm’s length to both entities. The participants of the Summer program also spoke very highly of the Summer Program and indicated their interest in the Masters degree.

Provide comments on the clarity, appropriateness and alignment of the program objectives, requirements and learning outcomes with the Graduate Degree Level Expectations (GDLEs). [refer pp 34-35 QUQAPs]

The proposed program has substantial academic and experiential requirements. While likely not in equal parts, the elements (classroom and practical hands-on) are balanced. If our understanding is correct, the students will go back and forth among the components as well as have overlapping assignments (academic and experiential). This approach is necessary to reach the stated objectives. While the issue of distance or blended-learning as well as part-time studies was raised, we do not envision the program succeeding to the same degree if offered in that format. We questioned the authors of the proposed program and are satisfied that the decision reached was well informed. For a high-calibre, ‘high-touch’ program such as this to succeed, a full-time, in-residence Masters degree with the necessary requirements is in order. This is in keeping the few Masters degrees in Entrepreneurship/Innovation identified in Canada and in Europe. The program will be delivered in cohorts of sufficient size to permit significant learning by engaging with others. A substantial component of the process will be working alongside peers. We feel that the nature (subject matter), level (graduate only) and amount (30 credits) of coursework as well as the quantity and quality of practical work is sufficient for the awarding of a Master in Entrepreneurship and Innovation. We have every indication that this will require a rigorous and intensive 10 months of effort given by the admitted students.


http://www.queensu.ca/provost/responsibilities/qualityassurance/QUQAPsFinal2.pdf

Comment on the appropriateness of the proposed degree nomenclature (e.g. MA, MSc, MEng).

Master of Entrepreneurship and Innovation is an accurate and informative name for the proposed program. The name is comparable to the offerings of the few universities that offer a similar degree. It conveys to the prospective student and employer the nature of the studies. The existing MBA and MIB students we spoke with felt that the proposed degree had substantial requirements for the Master’s degree status and sufficient content/expertise to warrant the Entrepreneurship and Innovation distinction.

2. Admission Requirements

Comment on whether the admission requirements are appropriately aligned with the learning outcomes established for completion of the new Program. If applicable, indicate if there is sufficient explanation about alternative requirements, if any, above those set by the School of Graduate Studies (SGS) such as minimum grade point average, additional languages or portfolios, recognition of prior work or learning experience, etc. If applicable, comment on any language requirements that exceed the minimum set by the SGS.

The admissions requirements include a minimum grade point average currently being used across graduate programs at Queen’s University as well as demonstrated proficiency in English (also in keeping with Queen’s University School of Graduate Studies requirements). Prospective students would include a video describing and “pitching” themselves as part of their application. This appears to be both novel and necessary to ascertain the necessary characteristics of students to be admitted. Students would also be screened though a live interview (face-to-face in person or via Skype). Students would be selected based on academic, personal, and professional characteristics (e.g., passion, drive, enthusiasm, entrepreneurial potential, and ability to work individually and/or in teams).

3. Program Requirements and Structure

Comment on the appropriateness of the Program’s requirements and structure (including monitoring of student progress) to meet specified program learning outcomes and degree level expectations.


http://queensu.ca/sgs/prospective-students/preparing-graduate-studies

The 10-month duration seems an appropriate length in which to realize the program objectives. The students accepted into the Master’s program will move at a quick pace and will be kept on track as milestones are met. The sequence of the courses is designed to introduce relevant material for the practical/hands-on portion of the degree—building and launching a venture—at the time when the material is most likely to be needed. The structure was describe by faculty and staff as in keeping with the accelerated pace that professional masters programs at QSB progress. This pace is also familiar to FEAS faculty and staff that have contributed to the Queen’s Summer Innovation Initiative: pedagogical material is delivered via ‘boot camp’ (intensive, round-the-clock, weekend seminar format), expedited team building and group dynamics exercises, and just-in-time material delivered by guest speakers on topics of immediate relevance to teams. The proposal calls for a program supervisor, project supervisor, and the creation of an administrative role to monitor the cohort of Master of Entrepreneurship and Innovation students. In addition to classroom instructor and other formal elements, the students will have industry advisors and mentors. Some of this will be one-off assistance to get over a hurdle (e.g., solve a physical, financial, or market problem) or perhaps some coaching on a personal matter (e.g., directed at enthusiasm or motivating a team member). Students will be admitted based on their likely ability to successful meet expectations and thrive in an environment that was described as being a mixture of cooperation and competition. Given the dynamic nature of innovation and entrepreneurship how Intellectual Property will be managed between the different stakeholders would be important to address. The relationship with PARTEQ would be important.

Comment on the rationale for the program length, plans to monitor student progress and whether they ensure that the program requirements can be reasonably completed within the proposed time period.

The duration of the program (10 months) seems appropriate. Strategic partners (advisors, mentors, coaches, funders). People and space during and after the program are well positioned/placed. A novel feature of this degree is that ties are not severed when the degree is awarded. Graduates will be encouraged to have their companies and teams take residence locally or elsewhere to keep working on their venture. For the academic coursework (which includes a significant experiential component) systems are in place to monitor student progress.

For a research-focused Program, comment on the nature and suitability of the major research requirements for degree completion.

N/A

Comment on the evidence that students in the new Graduate Program are required to pass a minimum of two-thirds of their course requirements from among graduate-only level courses.

As indicated in the proposal, all of the courses are graduate-level only (no undergraduate enrolment allowed).


4. Program Content and Delivery As appropriate, provide comments on (i) how the curriculum addresses the current state of the discipline or area

of study; (ii) any special matters, innovations and/or creative components of the Program; (iii) appropriateness of modes of delivery to meet identified learning outcomes;(iv) other issues considered relevant to the proposed Program content and delivery.

Those who have designed the program are building on a previous pilot program. That successful program (QSSI) has allowed them to experiment, refine, and select the necessary elements to continue forward. This includes methods of delivery and content relevant for an experiential-driven entrepreneurship and innovation program. The admissions process is creative (video pitch submitted by applicant and personal interview of applicants), it is also necessary for a program like this. Guest speakers, mentors, coaches, advisors, banker, lawyer, investor, etc. all will be brought in as necessary and this may change from cohort to cohort. Some of these individuals and institutions/agencies will be for specific students and their particular circumstances. The program delivery allows some flexibility in timing to ensure students successfully complete the degree and launch vibrant enterprises. Academic material (and outside partners) are introduced as necessary and needed.

If post-doctoral fellows are a component of the proposed Program, provide comments on plans for mentorship, development of professional and transferrable skills, and financial support.

N/A

Comment on how the Program will educate students on the importance and role of academic integrity.

The proposal authors have noted that the School’s Academic Integrity will be adhered to and students

will be made aware of it. The program director for the proposed degree will, “as part of the

orientation for each incoming class,” make students aware of the importance and role of academic

integrity.

We have been assured that the new online module for graduate students regarding Academic and

Research Integrity (developed by the Ontario Consortium of Research Universities) will be utilized.

Comment on evidence that the Program will address the University’s equity and accessibility goal . Refer to: Senate Educational Equity Policy; Employment Equity Policy; Federal Contractor’s Program; Accessibility for Ontarians with Disability Act (2005).

During our site visit, we were given assurances that students from diverse academic training (humanities and arts, health/medicine, etc.) would be recruited and admitted to this program. This was corroborated upon meeting the Queen’s Summer Innovation Initiative graduates who represented a wide range in disciplinary training, and existing professional masters degree students at Queen’s School of Business. The QSII graduates as well as the current MBA and MIB students were of various backgrounds (by nationality and ethnicity). Such diversity has been a strength of Queen’s University and we expect that to continue with this program.

5. Assessment of Teaching and Learning Last Revised: December 18, 2014 Page 6 of 11

http://www.queensu.ca/secretariat/policies/senateandtrustees/educationalequity.html

http://www.queensu.ca/humanresources/policies/employment/employmentequity.html

http://www.queensu.ca/equity/employment/fcp.html

http://www.queensu.ca/equity/accessibility/aoda.html

http://www.queensu.ca/equity/accessibility/aoda.html

6. Resources

Human - Comment on the adequacy and appropriateness of (i) faculty to deliver the proposed Program, and (ii) staff to support the Program

As our itinerary (see attached) shows, we met an array of faculty and staff that will be involved in the proposed degree program. There was universal support and strong enthusiasm from all we met. We are confident that the necessary faculty abound within QSB and FEAS. In fact, we are led to believe that there are very likely additional capable individuals that could be called upon if necessary. Faculty offered a variety of academic and real-world experience (often this combination of assets was embodied in the same individual). We became aware from speaking with faculty and potential students (for which QSII graduates serve as a proxy) that a significant component of this program’s success is reliant upon generous outsiders – those who will serve as mentors, advisors, and partners for the Master of Entrepreneurship and Innovation students. We met many such individuals (and organizations that they represent) and were made aware of many more that have already committed to this endeavour. These individuals represented industry (public and private enterprises in a variety of sectors) and regional and federal government agencies.

Support Services - Comment on the appropriateness and adequacy of other academic support services (e.g. Library, Information technology, etc.) to support the Program.

The support services personnel we met with were enthusiastic in their regard for existing and new programs. They are committed to delivering a first-rate student experience. It was indicated that resources were sufficient to meet this increased demand (50 students by year 3). The only exception being the program administrator position – which is sought in the proposal.

Comment on the appropriateness and effectiveness of the methods proposed to assess student achievement of the intended learning outcomes and Degree Level Expectations (p.34 of QUQAPs).

The submission form that we were provided contains such details (pages 9 and 10 of the program proposal). We are thus confident that the methods proposed to assesses student achievement of the intended learning outcomes and degree level expectations are appropriate will proved effective. See Degree Level Expectations (column “DLE” in Table 3 on pages 9 and 10 of the submitted proposal) and the column “Learning Outcomes” for particulars. Methods of assessment include: exams, case analysis, written and oral presentations, application of knowledge, evaluation of communication skills, projects. Students will be assessed individually and in teams.

Comment on the plans for documenting and demonstrating the level of performance of students and their consistency with the Degree Level Expectations.

“Indicators of Achievement” (Table 3 on pages 9 and 10 of the New Graduate Program Proposal Submission Form documents the criteria that students are expected to meet. The 30 credits (8 courses) will be assessed using assignments, exams, presentations, and projects.


http://www.queensu.ca/provost/responsibilities/qualityassurance/QUQAPsFinal2.pdf

Physical Resources - Comment on the appropriateness and adequacy of the physical resources (e.g. space, laboratory access, offices, etc) to support the new Program (as applicable).

We were given tours of Queen’s Business School and Faculty of Engineering and Applied Science facilities. We were impressed with the quality and quantity of space that was and would be available (future construction was alluded to). The space (offices, classroom, break-out rooms, various labs, common lounge space, workshop and mock-up benches) were all sufficient for the proposed program.

Institutional Commitment - Comment on the appropriateness and adequacy of institutional commitment for the Program.

Institutional commitment was demonstrated by the affirmation received from the Dean of Business and Dean of Engineering and Applied Science. Commitment was also demonstrated by individual faculty members and various other ‘partners’ in the delivery of the program – that is, individuals from industry and various agencies on and off campus.

Research Funding – Comment on evidence of adequate research funding to sustain the research activities of faculty and graduate students (as applicable).

N/A

Student Funding – If appropriate to the Program, comment on evidence that financial support for students will be sufficient to ensure quality and numbers of students.

The proposal indicates Queen’s School of Business Dean’s Entrance Scholarship Fun will be utilized based on academic merit (10 scholarships at $5,000 each). BIU funding should allow students to apply for OSAP.


7. Quality Indicators

Comment on the qualifications of the faculty (e.g., their recent research, innovation, and scholarly records and/or professional/clinical expertise, proportion of program delivered by core (tenured, tenure-track, emeriti) faculty, qualifications of participating adjunct faculty, commitment to professional and transferable skills, etc). Comment on the overall quality and availability of graduate supervision and mentorship in the program(s). If applicable, comment on how supervisory responsibilities (‘loads’) will be distributed. Note: Reviewers are urged to avoid using references to individuals. Rather, they are asked to assess the ability of the faculty as a whole to deliver the Program and to comment on the appropriateness of the expertise and scholarly productivity of the faculty.

Faculty teaching in the program were selected based on years of service within QSB and FEAS and excellence in teaching. The instructors chosen represent an array of skills in research as well as practice – with a number straddling the two realms. All instructors chosen have prior experience in teaching at the masters level. Many have relevant domain expertise, having launched a venture themselves or having been directly involved with such activity. Formal and informal relationships will be a key ingredient to student success in this program. Individuals and organizations will play a role in shaping the students and their outcomes (the venture). Strong evidence was provided during the site visit that a supportive community will nurture the students (as can be hoped for with any graduate program), but that those involved in delivery of this Master of Entrepreneurship and Innovation degree will nurture and support the students and their ideas as they design, build, and execute a business venture. This may even call for a dose or two of ‘tough love’ as the reality of market forces are introduced by instructor or external entity. The proponents of this program are committed to a fail-safe (but not fail proof) environment, one that is as risk-free as possible but that is not blind to reality. Their collective experience with Queens Summer Innovation Initiative assures us that they will keep an eye on participants mental, social, and physical well-being while economic forces and interpersonal group dynamics are at work.

Comment on the aspects of the Program’s structure and faculty research that contribute to the intellectual quality of the student experience (e.g. program symposia, conferences, seminars). Refer to evidence that faculty have the recent research or professional/clinical expertise needed to sustain the Program, promote innovation and foster an appropriate intellectual environment.

The masters degree is course based with a practical project requirement. Faculty are engaged in the state of the art for this field by living the reality (consulting, research, design, development, and execution processes of new venture creation). Faculty have expertise in specific subjects that will be taught to students as they progress or need assistance (advising). Such help will be tailored to students depending on their background and situational requirements (e.g., a physical product vs. a software service).


Summary and Recommendations Provide a summary with recommendations that addresses the quality of the Program

We recommend without reservation that the proposed Master of Entrepreneurship and Innovation be commenced without delay. This conclusion is reached based upon the written materials we were provided in advance of our visit as well as the confirmation we received during the two days we spent meeting various stakeholders involved in the delivery of the proposed Master of Entrepreneurship and Innovation. Passion was shown by all those involved. In particular, the faculty and various contributors who will play a vital role. These contributors are paramount to the students’ success. These contributors may be in official or unofficial capacity; their relationships are already established and ongoing. We were encouraged by the recognition that there continued support is important and that efforts will be made to retain existing and recruit additional partners. The Deans of Business and Engineering/Applied Science both mentioned the importance of this professional masters degree program and their own commitment to its success. Faculty from Queen’s School of Business were quite excited about this program. A program that recognizes a ‘new normal’ in the competitive arena. Young innovative and entrepreneurial talent is vital to one’s own livelihood, but also the wellbeing of the community, region, and country these individuals call home. Faculty from Engineering and Applied Science shared this same enthusiasm. It was recognized that both had something valuable to contribute and impart to the program’s students. QSB and FEAS each offers academic and practical training; both will contribute to coursework as well as the experiential component. It is understood and appreciated that student quality will have a direct bearing on the program’s success and even the dedication that instructors as well as volunteers from industry and government show. The nature of teaching and deeper engagement necessitates a fully engaged cadre delivering the program. Building off of the Queen’s Summer Innovation Initiative is vital. It has evolved iteratively and its current strengths are to be emphasized and retained in this endeavour (successful elements identified by graduates of the QSII: a final pitch competition; 1/2/3 pitches). Graduates of QSII mentioned the leadership skills that they developed by having gone through it. Courage was seen as both an ingredient and an outcome to the experience. A stronger relationship with PARTEQ would be very valuable. IP with regards to students, faculty, PARTEQ, mentors, advisors and corporate partners would need to be clarified, as it could cause issues. This includes content, process, and individuals (including those on salary as well as those participating out of their own benevolence – such as mentors).

Authorization

External Reviewer No. 1

Signature

16 December 2014 Date


External Reviewer No. 2

Signature

16 December 2014 Date

External Reviewer No. 3 (if applicable)

Signature

Date


P R E P A R I N G L E A D E R S A N D C I T I Z E N S F O R A G L O B A L S O C I E T Y

S C H O O L O F G R A D U A T E S T U D I E S

Gordon Hall, Room 425

Queen’s University

Kingston, Ontario, Canada K7L 3N6

Tel 613-533-6100

Fax 613-533-6015

www.queensu.ca/sgsr

December 18, 2014

Dr. Jill Scott

Vice-Provost

Queen’s University

Dear Dr. Scott,

I write in response to the Review Team’s report on the proposed new Master in

Entrepreneurship and Innovation (MEI) to be offered through the School of Business (QSB) in

collaboration with the Faculty of Engineering and Applied Science (FEAS).

The reviewers are extremely knowledgeable about the field, were exceptionally well-prepared

and thorough in their evaluation and assessment of the program, facilities, available support and

the demand for graduates of the MEI program. Their review was comprehensive and positive.

The report touched upon the need for a program administrator position. This has been accounted

for in the proposed budget which has been reviewed by the Budget and Planning Office. The

report included the recommendation that all stakeholders (students, instructors and partners)

understand the policies and practices around intellectual property. Given the nature of the

program it is important that individuals are knowledgeable at the outset. Members of the QSB

and FEAS appreciate and understand these matters and have in place practices to ensure clarity

on IP ownership and will also engage the expertise of PARTEQ.

The proposed MEI program is relevant, timely and consistent with the Queen’s Strategic

Mandate. We look forward to its launch in September 2015.

Sincerely,

Brenda Brouwer, PhD

Vice-Provost and Dean, School of Graduate Studies

cc. E. Murray, QSB

K. Woodhouse, FEAS

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