New undergraduate and graduate for-credit degree programs that have been approved by the Quality Council on or after September 1, 2011 are detailed in this database, which can be searched in multiple ways: by university, year, program level and/or keyword.
Program Approvals: York University
The Master of Management (MMgt) is a one-year, 3-term program that will provide a comprehensive understanding of management knowledge to students with non-business backgrounds. The curriculum is designed to be highly experiential, addressing the skills necessary for success in organizations, such as communication, problem solving, and working in diverse, team-based environments. Students will develop an understanding of how the major disciplines of management intersect, understand how to manage the obligation to act in a socially and ethically responsible manner, and apply quantitative and qualitative methods to solve management problems. In the final semester, students will have an opportunity to apply these skills to a real organization through their participation in the culminating “Enterprise Consulting Project.” During the project, students working in teams will use the management foundations studied in the first two terms of the Master of Management program to develop actionable recommendations for the client organization.
The York University PhD program in Nursing will prepare graduates to have the methodological and theoretical expertise to respond to current and projected demographic and health changes in Canadian and global society through a curriculum that demands depth of nursing knowledge in a substantive area of scholarship and high quality research. The three areas of scholarship offered within the PhD program are Health for Persons and Communities, Health Care Services and Systems, and Education in Nursing. In addition, the PhD program embraces and supports philosophical pluralism and multiple theoretical perspectives in the advancement of nursing science and health care.
Students will be required to complete course work on Research Approaches in Nursing Science, Philosophical Foundations of Contemporary Nursing Science, Doctoral Nursing Seminars and two electives. In addition, students will undergo a comprehensive examination in their substantive area of scholarship and defend their dissertation proposal. Finally the students will complete a doctoral dissertation in which they will undertake original research that contributes to nursing scholarship.
Graduates from the York University PhD in Nursing will be prepared to conduct independent research and scholarship, and pursue academic careers and leadership positions in the public/government, private, health care and industry sectors. These careers may include positions such as researcher, administrator, expert nurse clinician, program strategist, knowledge broker, and policy analyst
The Master of Real Estate and Infrastructure (MREI) is a one-year, 3-term program that will provide students with a comprehensive understanding of, and a broad skill base in, real estate and infrastructure management. The curriculum emphasizes leadership as well as development, investment and finance in both the real estate and infrastructure industries. It also provides a set of co-curricular activities, including field trips, mentoring and career planning that supports the curriculum and the student’s professional development. The result is an intense academic and industry interaction, with experiential learning driving the curriculum. Students take a common set of courses in the first two terms and select either real estate or infrastructure electives in the final term. Courses in the final term are scheduled to facilitate an optional internship.
The Master of Leadership and Community Engagement (MLCE) is a professional master’s degree offered by the Faculty of Education. The MLCE will be offered as a four term, part-time degree through blended and on-line courses and community placements that prepare graduates to take on leadership roles in public sector organizations and communities with a focus on community engagement and innovation. The MLCE targets public sector professionals who are interested in developing their professional skills and knowledge to leverage community-based research and practice for social change. The MLCE is designed for professionals in areas related to education, community, and other public sectors, including child and youth workers, community organizers, arts and culture administrators, and related fields. Students will complete eight blended and online courses and participate in two community placements to achieve these outcomes.
The Graduate Diploma in Intermediate Accounting (DIAC) develops students’ academic and intellectual abilities in the core competency areas that constitute the field of accountancy. This includes courses that are fundamental to Accounting as well as basic and intermediate courses in Accounting. The program is suitable for graduates of non-business programs and graduates of business programs not accredited by the CPA. The curriculum is academically rigorous and comprises 30 credits over two terms. After completing the program, graduates will have acquired in-depth learning of all of the field’s competency areas and will have acquired expertise in basic and intermediate accounting, covering the Core 1 and Core 2 of the CPA qualification path. Graduates may proceed to complete their education necessary for professional certification through pursuing Schulich’s Master of Accounting (MAcc; advanced standing will be provided to successful graduates) or enter the CPA’s professional certification stream.
The Type 2 Graduate Diploma in Quantitative Methods is offered by the Quantitative Methods Area in the Department of Psychology. This diploma is designed to supplement graduate students’ training by promoting competency in the application and communication of advanced quantitative methods to psychological and social science data.
The core requirements for this diploma are: (a) 18.0 credits of course work specializing in quantitative methods at the graduate level, (b) presenting at least once in the Quantitative Methods Forum, (c) attending at least a minimum of 8 Quantitative Methods Forums, and (d) completion of a Minor Area Paper, Review Paper or Research Practicum with a focus on quantitative methods.
These requirements ensure that students obtain: (a) foundational and breadth of knowledge, as well as competency in several advanced quantitative methodologies used in Psychology and the related behavioral sciences, (b) the ability to communicate advanced quantitative methods in terms of concepts and application, (c) an appreciation of new and novel developments in quantitative methodology, and (d) depth of knowledge in the concepts and application of at least one type of advanced quantitative method.
The MASc and PhD programs in Civil Engineering have been designed to train highly-qualified personnel (HQP) by providing in-depth state-of-the-art knowledge through course work and research projects in one or more of the following three strategic research areas: (1) Infrastructure Lifecycle Management, Maintenance and Rehabilitation; (2) Design for Climate-change-driven Extreme Events; and (3) Sustainable Development. These three strategic research areas encompass the traditional Civil Engineering sub-disciplines of Environmental, Geotechnical, Structural, Transportation, and Water Resources Engineering. The MASc and PhD programs also embrace the philosophy of Renaissance EngineeringTM by providing opportunities to students for enhancing their communication skills, awareness of legal, ethical, business and societal issues, environmental stewardship and sustainable engineering practices. Program requirements include advanced-level graduate course work that includes core courses and technical/open electives, and a research project that culminates in the completion and successful defense of a research thesis/dissertation.
The graduate programs in Mechanical Engineering at Master of Applied Science (M.A.Sc) and Doctor of Philosophy (PhD) levels at the Lassonde School of Engineering (LSE) are focused on excellence in learning and professional development for students. These programs aim not only to advance students’ knowledge and expertise beyond the Bachelors’ level in the field of Mechanical Engineering, but also to enable and foster students’ independent research abilities, creative activities and entrepreneurship skills. In addition to the focus placed on original research, students are provided with opportunities for professional development through engaging in complementary education and training in areas such as law, business, ethics, technical writing, and communications. This is achieved via partnerships between the Lassonde School of Engineering and the Schulich School of Business, Osgoode Hall Law School and Teaching Commons at York University. As such, the objectives of the graduate program are designed so that by the time of graduation, the students will obtain and demonstrate the following skills and abilities:
I. Acquisition of advanced knowledge through classroom learning in conventional, specialized and interdisciplinary subjects of Mechanical Engineering and related fields.
II. Ability to independently conduct research through defining, planning and solving of scientific problems to lead and advance knowledge in the field of specialization. Research outcomes will lead to creativity and competence at an international level
III. Diversification of knowledge and experience beyond the immediate research field by engaging in complementary education and training in areas such as teaching/mentoring and commercialization as well as public outreach activities.
IV. Effective delivery and communication of scholarly findings with professionals and society at large in various forms, such as oral presentations (e.g. conferences and industrial forums) and disseminations (e.g. scholarly journals, patents and mass media outlets)
V. Commitment to implementation of professional and ethical standards as well as sustainable practices related to research and professional activities
These experiences ensure that our students are uniquely position as Renaissance Engineers TM in the job market and the academic world.
The Diploma will be awarded to students who, after being admitted to the Master of Accounting (MAcc), elect to leave the program upon successful completion of Term 2 of the MAcc.
The program develops students’ academic and intellectual abilities in the core competency areas that constitute the field of accountancy. Students will deepen their expertise through the selection of electives in at least two areas of professional practice. The program is academically rigorous, involving 30 credit hours over two terms.
The emphasis given to case based instruction in the program’s accounting, audit and tax courses as well as an overall commitment to developing students’ proficiency in case analysis ensure that students graduate with highly developed critical thinking skills and are well prepared for real world situations characterized by imperfect information, ambiguity and complexity. After completing the program graduates will have acquired in-depth learning of all of the field’s competency areas and will have acquired expertise in two fields of professional practice.
Completion of the Diploma satisfies the Chartered Professional Accountants’ (CPA) requirements for its Core and Elective Modules. Graduates may proceed to complete their professional certification with the CPA.
The Graduate Diploma in Professional Accounting is a specialized program designed for graduates of York University’s Bachelor of Administrative Studies’ Accounting Stream. The purpose of the diploma is to prepare students for direct entry into the Capstone 1 module of the Chartered Professional Accountants’ Professional Education program (the CPA PEP program). The diploma program is 12 weeks in length and will be offered twice a year, in the summer and the winter.
The Graduate Diploma consists of five mandatory courses which have been designed to build on the curriculum of the undergraduate Accounting Stream to match the content of the four elective modules of the CPA PEP program. Accordingly, there is one course in each of the four elective areas: one each in Performance Measurement, Assurance, Tax, and Finance, and a capstone course in Integrative Analysis. These five courses build on the Accounting Stream’s undergraduate curriculum to further develop the six technical competencies and five enabling competencies described in the CPA Competency Map. With coverage of all four elective areas, graduates will have more opportunities and choices as they move on in their careers as professional accountants.