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: McMaster University
The proposed PhD program in Global Health builds on the award winning master’s program (Canadian Bureau for International Education (CBIE) Panorama Award for Outstanding International Education Program). The MSc. in Global Health has built a strong partnership with Maastricht University and our associate partner Manipal University in India. It is a transdisciplinary, transcontinental program that extends across the faculties of health sciences, social sciences and business at McMaster University and concomitant faculties at Maastricht. As a result, students will be exposed not only to local research experts but also to a diverse international faculty in the area of global health.
The goal of the proposed program is to offer students a high-quality research doctoral program that will develop and enhance their understanding of the current and emerging principles and practices of global health. In doing so, it will prepare students to deal with the complex problems they will face in health systems, undertaking research in global health, and analyzing complex policy and regulatory issues that shape the field of global health.
Students will complete coursework in global health research methods, and elective courses selected based on their substantive area of interest and methodological approach to their research study. Global Health PhD students will pursue original research for their thesis projects.
PhD students will be prepared at the local, national and international level for academic employment as well as research jobs, senior management and leadership positions in a range of global public, private, and non-profit organizations. They will develop leadership and high-level skills in community-engaged research and critical theory, and be able to participate constructively in public policy debates. Graduates will be well equipped with an in-depth transdisciplinary knowledge and professional skill-set, which will allow them to succeed across various sectors and remain influential in a rapidly diversifying global health labour market.
The Master of Science in Psychotherapy is a professional, course-based, clinically-focused graduate degree. The Psychotherapy Program is offered through the Department of Psychiatry and Behavioural Neurosciences in the Faculty of Health Sciences at McMaster University. The aim of Psychotherapy Program is to offer students a clinical learning experience that includes theory, applied clinical skill development, and direct supervision and that will prepare them for a career as an independent psychotherapy practitioner.
Students in the Psychotherapy Program will be enrolled full-time and will complete 7 required graduate-level courses, 2 graduate-level elective courses and 2 clinical practicum placements over 5 terms (20 months). The required courses will cover introductory concepts as well as advanced training in psychotherapy theory, fundamentals of clinical research and applied clinical skills. The clinical training will be rooted in empirically-support therapies with a principal focus on Cognitive Behavioural Therapy (CBT). CBT is a short-term, goal-oriented, skills-based psychotherapy. The practicum courses will provide students with the opportunity to apply the skills they are learning in a clinical setting and receive ongoing support from a supervisor who is a registered clinician. Overall, the Psychotherapy Program is designed to provide students with a variety of training opportunities to gain theoretical knowledge and competency in the delivery of psychotherapy.
The Blended Learning Part-Time MBA (BLPT) Program offers a unique combination of in-class and online learning, providing a convenient and flexible way for working professionals to complete their MBA degree. Whether they are seeking to advance their career or hoping to change industries entirely, the BLPT program will support their learning journey.
Online learning will be complemented with face-to-face instruction during three weekend residencies per term, resulting in a strong cohort experience. Graduates from this program will be able to respond to significant changes taking place in the global economy and will be prepared to adapt to ongoing workplace changes with innovation and strategic foresight.
The Blended Learning Part-Time MBA program will integrate knowledge from all functional areas of business, with an emphasis on personal development and leadership. Students will enhance their problem solving capabilities within a program that heavily promotes collaboration, interdisciplinary thinking and working with external partners. Students will also develop and enhance their professional skills, such as communication and persuasion, through the practical application of knowledge. The BLPT MBA program will conclude with a Strategic Integration Project, which allow students to synthesize and demonstrate learning outcomes.
All students admitted to the Blended Learning Part-Time MBA program will ideally possess a minimum of 4 years of relevant work experience, in order to contribute to an active and engaging program experience.
This intensive 12 month coursework program is the natural culmination of a sequence of program developments in this dynamic and important field that started with “PhiMac”, the Math department’s research group in financial mathematics. The new MFM program will build on the strength, experience and reputation of PhiMac featuring a focused set of core technical and professional outcomes. The program will provide incoming students with a broad range of quantitative problem solving skills which will lead to promising career paths in the finance industry. It begins with two four-month terms focused on coursework and ends with a four month “major industrial project” whose requirements to learn industry practice by direct interaction with industry professionals may be completed in one of several different ways. The resulting credential, the MFM degree, will be valued and respected as a confirmation of both the high quality training and the integrity of the graduate.
The PhD in Communication, New Media, and Cultural Studies (CNMCS) brings together three interdisciplinary fields that all originated in attempts to understand and debate big problems using tools from the arts, humanities, and social sciences. Cultural studies began by trying to articulate the significance of culture beyond the privileged space of the university, communication studies wanted to understand how mass media was changing modern society, and new media scholars and artists wanted to probe how computing and digital communications were changing human knowledge and creativity. Each of these fields understands that the problems society faces today, with all their varied technological, economic, ecological, and political implications, are, fundamentally, problems of communication and culture. Learning to read, critique, and create culture, media, and communication is critical to seeing things, and doing things, in new ways.
Students will have the option of completing a traditional academic thesis, a research-creation project, or a “sandwich” thesis comprised of student’s published or to-be-published articles. The students will gain training in a minimum of two fields and create interdisciplinary research.
Graduates of the program will be equipped with advanced research skills that are in wide demand in the labour market: the policy, not-for-profit, private and education sectors. The program’s emphasis on rigorous interdisciplinary training and professionalization will equip students with advanced cultural, social, and digital literacies; the ability to navigate and innovate in multiple modes of communication; and the capacity for analyzing and engaging complex systems and problems. In particular, this training will make students competitive in the growing academic job market in communication and new media.
Speech-Language Pathologists (SLPs) are autonomous rehabilitation health professionals with specialized knowledge, skills, and clinical training in the prevention, screening, identification, assessment, and management of congenital and acquired communication and swallowing disorders. Service is provided to individuals of all ages in a variety of health care, education, and private settings. SLPs are in demand due to changing demographics, in particular due to increased needs among children and seniors.
With respect to professional training, SLPs in Canada are educated through professional course-based Master’s programs. A Speech-Language Pathology Master’s Program within the School of Rehabilitation Sciences (SRS) at McMaster University will complement the existing professional rehabilitation programs in Physiotherapy and Occupational Therapy and add to the interprofessional mix of health care disciplines within the Faculty of Health Sciences. The SRS is internationally renowned for its innovative educational programs. With its problem-based learning curriculum, the proposed SLP Program will be unique within Canada.
Specifically, the SLP Program will consist of five units of full-time study disbursed over 24-months. The curriculum will focus on the core fundamental knowledge and skills required for clinical practice and l gradually introduce students to increasingly complex clinical content while following a lifespan approach. Each unit will consist of an academic component followed by an integrated, community-based practicum. Each academic unit will consist of four integrated courses: a problem based tutorial course; a clinical and professional skills course; a seminar course; and either a course focused on foundational concepts and knowledge in SLP or an evidence-based practice course focused on developing life-long skills needed to seek out, critically appraise, and integrate research knowledge into client/patient management. Consistent with a problem-based learning approach, self-directed learning will be supported throughout the program via online e-learning resources that will be provided to supplement and reinforce knowledge and skills.
The Executive MBA in Digital Transformation (EMBA in DT) is an interdisciplinary program designed to expose students to the core topics covered in traditional EMBA programs together with the more technical content associated with master-level courses in fields such as data science and business analytics. With this unique combination, EMBA in DT graduates will leave the program well-positioned to further their careers as mid- to senior-level executives in organizations that see the potential associated with digitally-driven innovations, technologies and “Big Data” insights.
The 13-month EMBA in DT will be based primarily around four intensive residencies, including a two-week long international module in Silicon Valley, comprised of in-class coursework, site-visits, lectures from leading practitioners and mini-residences at key digital technology and data firms. Residency periods will be interconnected with online activities and integrative Capstone Projects focusing on real-world digital strategy and leadership challenges.
All students admitted to the EMBA in DT program will ideally possess a minimum of 10 years of work experience with at least 5 in a managerial role, ensuring ample co-learning opportunities through facilitated group discussions and projects.
The Graduate Diploma in Critical Leadership in Social Services and Communities aims to enhance progressive leadership in the community and social service sectors. This Graduate Diploma is grounded in a recognition of the contemporary conditions of social service and community work, and in expansive and critical definitions of leadership.
Students who complete the program will deepen their understanding of how contemporary social, political and economic forces are (re)shaping social services and communities, and particularly how these forces shape leadership and leadership practices, including practices of research and evaluation. They will engage a range of theories of critical leadership and of social / organizational change and demonstrate a capacity and identify, analyze and convey how leaders (can) create space for justice-oriented social service and community work.
Students will take one of two courses that consider specific contexts of practice (institutional contexts or community contexts). They will take two courses focused explicitly on aspects of leadership: a theory and practice course, and a course focused on leadership specifically in contemporary social services and community settings. Their final course considers critical approaches to evidence and evaluation, a key feature of contemporary leadership
All students admitted will have experience as leaders in community or social service settings. The Graduate Diploma enhances critical leadership practicethrough an academic exploration of issues that deliberately and consistently draws on students’ own leadership experiences.
The Graduate Diploma in Community-Engaged Research and Evaluation aims to foster critical and ethical practice in community-engaged research and evaluation. Students who complete the program will understand and be able to apply critical conceptual frameworks to evaluation practices in social services and communities, and identify justice-oriented alternatives or improvements; understand the historical, theoretical and ethical bases of community-based research (CBR) and be able to apply and communicate CBR principles; demonstrate a capacity to undertake a research-related community engagement process; and understand, and be able to communicate and apply, knowledge mobilization (KM) concepts
Students will take courses on critical approaches to evidence and evaluation, on community-based research, and approaches to knowledge mobilization in the social sciences. A seminar course will support students to initiate an engagement process with community stakeholders, towards the refinement or early implementation of a community-engaged research or evaluation project.
The Graduate Diploma in Community-Engaged Research and Evaluation will build capacity among local practitioners in social science research frameworks and methods, and participatory community engagement processes. The knowledge and skills developed through the program will enable students to craft locally relevant research questions; strengthen programs, policies and community initiatives; and build and sustain process of community and agency learning.
The MSc in Child Life and Pediatric Psychosocial Care will be a professional and practice- focused graduate degree. Stream 1 of this program will provide academic and clinical training (2 internships) to prepare students with knowledge, clinical skills, and professional behaviours to practice as entry level child life specialists. Stream 2 will provide child life specialists or practicing health professionals with advanced practice skills in pediatric psychosocial care in a course-based format (no internships required).
Students will be provided with opportunities to learn about pediatric psychosocial assessment and interventions, critically examine ethical issues, and apply theoretical knowledge and patient and family-centred care principles to diverse pediatric clinical settings. Students will also understand the foundations of clinical research, engage in critical reflection, and incorporate the appraisal of evidence to improve reasoning and clinical decision-making skills.
A blended delivery model will be provided with courses offered online to provide a flexible and accessible learning schedule. Opportunities for both real-time and asynchronous sessions in addition to two one-week residency periods held on campus will provide learners with opportunities for self-directed learning, guided instruction as well as hands on application of theory to practice throughout the curriculum.
Graduates will be prepared to incorporate and advocate for pediatric psychosocial needs and patient and family-centred care to address the diverse needs of infants, children, youth and families in pediatric health and community settings.