The School of Nursing at York University currently offers a Master of Science in Nursing (MScN)-Primary Health Care Nurse Practitioner (PHCNP) Program which combines two components: 1. A master’s degree and 2. The NP component. To allow for applicants with previous master’s degrees to pursue the NP program in Ontario (without needing to repeat a second master’s degree), several Schools of Nursing, which are a part of the nine-school consortium, began offering a Graduate Diploma. Thus, we propose to introduce a Graduate Diploma with the identical curriculum, content, and learning objectives of the current nurse practitioner program that York already delivers as a part of the MScN-PHCNP program, but without the MScN courses. The PHCNP curriculum is developed as a part of the consortium, and as a member of that consortium, York University School of Nursing participates in, but does not solely create or modify its content. Students will engage in clinical placements as they progress through their five clinical courses. Each PHCNP university site has its own clinical placement catchment area, and placement coordinators for each university organize student placements within the university-specific area. Placements include primary care, acute care, long-term care, as well as specialty and sub-specialty medicine. All these activities already occur at York University.

The Advanced Management Diploma (AMD) is a two-term (18 credit) graduate diploma that expands access to high-quality experiential education by enabling more of Schulich’s professional master’s students to graduate having completed an internship. The Diploma features coursework selected from existing courses in Schulich’s professional master programs (9 credits), a choice of professional development course (3 credits), and a graduate placement (6 credits). Students will build their professional skills in the placement course as well as apply and synthesize the management principles they learn within their master’s degree program

As the frequency, intensity, and impact of disasters accelerates around the world, the PhD program in Disaster and Emergency Management (DEM) at York University will prepare the next generation of leaders in DEM. The program is designed to support both the development of innovative academic researchers and the leadership of practitioners on the cutting edge of emergency management.

The PhD program in Disaster and Emergency Management draws on York University’s leading expertise on this topic. The only university in Canada to offer both an undergraduate and graduate degree in DEM, York is also home to the new Emergency Mitigation, Response, Engagement, and Governance Institute (Y-EMERGE) that brings together an interdisciplinary community of disaster and emergency management researchers.

The PhD program is designed to support a diverse community of students as they develop the skills to produce rigorous research and translate this into improved practice. Students will engage with different disciplinary traditions in DEM scholarship through the core program seminar; enhance their skills at teaching and communicating to diverse audiences; and develop dissertations that are both academically rigorous and practically important. PhD students will be encouraged to work closely with real-world emergency management partners and stakeholders, and to engage with issues of equity, vulnerability, and justice both locally and abroad.

Global Health, PhD

The PhD Program in the School of Global Health will prepare the next generation of leaders needed to address global health challenges of the 21^st century. The program will cultivate critical and solutions-focused scholarship, enabling students to engage in interdisciplinary, original research that provides a foundation for advancing transformational changes in global health research, practice, and policy.

The program is based within an innovative and exciting research and training environment at the School of Global Health. Here, challenges such as climate change, infectious disease, pandemics, and chronic non-communicable diseases are addressed in light of their intersection with socioeconomic, political, and legal issues, and through partnerships that are rooted in global allyship, respect and anticolonial practice.​

The four-year PhD is uniquely designed to be student-centered, with in-built flexibility and individualization. Every PhD will centre around an independent learning plan comprising student-specific learning objectives and time-bound strategies, including courses and fieldwork. Requirements include a modular course building student skills and capacity for critical and transformative problem-solving (GH 6000), and a seminar course on interdisciplinary approaches and scientific and technological innovations in global health (GH 6100). Other courses are governed by students’ learning plans. PhD projects will begin upon successful completion of a comprehensive examination in year 2, though partnerships with project stakeholders will expectedly begin sooner. Doctoral project products may take the form of monographs, journal article manuscripts, multimodal professional portfolios, or other suitable materials. Mid-career professionals may explicitly address or be inspired by their employers’ needs. Cotutelles with another university and – unique to this program – internal cotutelles between the School of Global Health and another Faculty/department at York University may also be supported.

With explicit focus on interdisciplinarity, critical inquiry, equity, and problem-solving, the PhD program in Global Health is anticipatory of emerging visions of global health. Graduates will be agents of change fulfilling policy, leadership, and advocacy roles in education, research, health systems, government, multilateral organizations and industry, locally, nationally, and internationally.

The Graduate Diploma in Accounting Analytics, a 15-credit, two-term, standalone (Type 3) part-time online program, will be the first of its kind in Eastern Canada, aimed at producing graduates who are well-versed (but not experts) in the interface between the broad areas of accounting (including, financial and managerial accounting, auditing, taxation etc.), information technology, data analytics and data visualization. The proposed program will be cutting-edge, incorporating current best practices in the industry and offering students experiential opportunities. The curriculum of the program will be constantly revised to incorporate the latest trends in and the needs of the accounting industry. The program learning outcomes and the assessment of those outcomes have been developed by Schulich accounting faculty members and instructors, with input from other Schulich and York faculty, alumni, industry experts and senior leaders in the industry including partners in accounting firms.

Students are required to complete GDAN 5600 1.50 Consulting Project. In this course, students will undertake a comprehensive project at an organization and provide data-based, actionable strategic and business insights in response to a client problem. At the conclusion of the project, the group will be required to distil and synthesize these diverse points of view and opinions into a single actionable item that makes business sense, which they will then have to present to the client for implementation.

The proposed Master of Health Industry Administration (MHIA) program is designed to address an unfilled need in post-graduate management education – to increase the available pool of highly capable professionals to fill the growing demand in the burgeoning healthcare industry. Combining Schulich’s strength of high-quality management education with specialized expertise in the field of healthcare administration, the proposed 12-month (3-term) full-time program will be unique in both Ontario and Canada and will offer explicitly designed courses for a changing healthcare industry.

The mission of the program is to prepare students with the leadership and management skills needed to thrive and make a difference in a transformational industry, in both the public and private spheres, and to help build the next generation of healthcare leaders for emerging global challenges and the workforce of tomorrow. Students will receive training in health informatics, supply chain management, epidemiology, quality of healthcare, performance metrics, public policy, and strategy, all in addition to the traditional foundational disciplines such as accounting, finance, marketing, strategy, organizational behavior, and management of information systems.

The MHIA will serve two sets of potential students. Apart from the traditional direct entry undergraduate, the program will be open to healthcare practitioners who are currently working in entry-level facets of healthcare administration but who wish to progress to higher and broader organizational leadership roles in health administration. The MHIA can therefore be seen as an intermediate step on a path of lifelong learning that may, at a later stage, include enrolment in an MBA or EMBA program to complement graduates’ skills with those required for senior and more generalized leadership positions.

Every MHIA student will take a 12-week 3.00 credit capstone course in which they will consult with a real-world organization in teams of five students to address an issue of strategic importance to the organization. The course, titled Strategy Consulting Study in Healthcare (HIMP 6100 3.00), consists of a single-deliverable consulting assignment in which students engage with a real private or public sector healthcare-focused organization to analyze an existing organizational issue and prepare a report containing detailed analysis and recommendations.

Additionally, students may opt to complete a competitive internship with one of the School’s partner organizations.

The MBA program in Leading Technology-Enabled Organizations (MBAt) is designed to develop graduates with managerial and leadership skills and competencies in the context of technology and digital transformation initiatives. It will produce graduates who will bring leading-edge technological and managerial knowledge to develop proactive organizational responses to technological disruptions. Program graduates will also foster silo-breaking intra-organizational collaborations to create innovative solutions to ongoing business challenges. They will champion clarity of business.

The 16-month MBAt program is unique in Canada and will offer explicitly designed courses and experiential education components (mandatory internship in technology leadership, professional development core, and a capstone integrated field study (startup studio/product lab experience)) for students interested in leadership roles in the technology-based industries. The program will require students to complete 49.5 credits over four consecutive terms of full-time study.

The program makes an explicit commitment to experiential learning in the following ways: 1) Every course will commit 30% of the total time to experiential learning initiatives (guest lectures, simulations, case studies, etc.), 2) every course will be encouraged to have an ongoing relationship with an industry leader who will offer experiential insights to the students, 3) the program has a required internship component, and 4) the program will require students to work with real-world clients to develop technology solutions for their business needs and to work with the client to ensure the implementation of these solutions.

The Graduate Diploma in Global Metals and Minerals Management is an innovative, blended-learning program that seeks to develop leaders who can successfully navigate the complexities of an industry that is driven by increased government and legal scrutiny, changing consumer expectations, increasing stakeholder pressures, and emerging societal needs related to a sustainable, low carbon future. Graduates of the GMM Diploma will contribute to the responsible development and use of metals and minerals globally.

The program spans all sectors of the broad metals and minerals value chain, including junior and major mining companies, investors, shareholders, financial institutions, EPC/EPCMs, refineries, smelters, transportation and logistics companies, suppliers, manufacturers of semi-products and consumer products. The GMM program is delivered in a combination of in-person residences, online seminars and workshops, and self-directed asynchronous material such as pre-recorded lectures and readings, making it accessible to future and current leaders from around the globe. An integrated and experiential approach to teaching allows students to connect concepts and frameworks in realistic industry contexts.

MBA students can earn a Graduate Diploma in Global Metals and Mineral Management in conjunction with the MBA degree by completing 16.5 credit hours of required core Diploma courses as well as a 601 Strategy Field Study or a 10-week internship in metals and minerals or a related industry. The Graduate Diploma in GMM is also offered as a standalone graduate diploma for students not registered in a graduate program. This option requires 16.5 credit hours as well as a 10-week internship in the Metals & Minerals or related Industry. The Diploma program is taught over the duration of three semesters.”

The Master of Biotechnology Management is a course-based professional graduate program designed to provide students who hold a Bachelor of Science degree in biology, biological sciences, biotechnology, life science, or a related discipline, and have little/no work experience in biotechnology, with practical interdisciplinary training in biotechnology and management to enhance their competitiveness and employability in the biotechnology management related sectors. Students that complete this program are awarded two credentials upon completion of the program requirements: a Master’s in Biotechnology Management, and a Graduate Diploma in Management.

The program provides students with graduate courses in biotechnology designed in collaboration with industry leaders; practical laboratory training in biotechnology; graduate studies in management offered through the Graduate Diploma in Management; paid internships in biotechnology management; a culminating capstone experience with the opportunity to propose solutions and implementation plans bridging biotechnology and management; courses in science writing and communication; and opportunities for interaction with biotechnology professionals

The Graduate Diploma in Biotechnology (GDB) is a graduate certification designed for students who hold a Bachelor of Science degree in biology, biological sciences, biotechnology, life science, or a related discipline, and have little/no work experience in biotechnology, to enhance their competitiveness and employability in the biotechnology sector.  The program provides students with graduate courses in biotechnology designed in collaboration with industry leaders; practical laboratory training in biotechnology; and opportunities for interaction with biotechnology professionals.  The Graduate Diploma in Biotechnology is designed to increase the available pool of trained talent for the biotechnology industry and strengthen the biotechnology eco-system.