This year, in light of the pandemic, the organizers decided to move forward using a virtual platform. Nearly teams from leading business schools all over the world enter this competition every year.
Ten of these […]. In addition, the partnership plans to offer summer employment to at least 15 Schulich students. Students will […]. A health tech company founded by a Schulich graduate is helping patients visit doctors online, reducing the need for in-clinic visits during the COVID pandemic. The software is currently free for all physicians and other health […].
Recently, they launched a not-for-profit called GroceryHero, a free delivery matching service to help frontline medical professionals.
The idea started when they became aware that their medical professional friends were having growing […]. Will humans lose jobs to robots in the future? Would you trust a robot nurse to provide proper health care?
Who is accountable if a robot commits a crime?
Using publicly available data […]. The website also includes valuable resources for instructors, especially in light of the enhanced use of online learning as a […]. We are living in an unprecedented and turbulent time — one the modern world has not experienced in over years. Thanks to the hard work and […]. The real-world competition provides future real estate leaders with a unique experiential learning opportunity to hone their skills, test their knowledge and receive feedback from leading industry professionals who act as judges for the presentations […].
All Grades provide students with important feedback on their understanding of the course material and mastery of learning outcomes, and where they need to improve.
Grading also provides instructors with feedback that can be used to make subsequent decisions about teaching, either within the semester, or for following iterations of the course. Effective grading involves a sequence of activities, including:. Grading is a natural source of stress for both students and instructors. The policies and guidelines below are in place to help ensure that the grading practices at Schulich are accurate and transparent and that student performance is fairly assessed regardless of the course, section or instructor.
They are also designed on the premise that effective grading functions as a tool for learning and encourage a focus on the learning process rather than on getting the right grade, thus reducing the likelihood of student complaints. The components of the Schulich course outline template should be included in all course outlines. In addition to the items included in this template, course outlines should include the following information:.
The way in which course grades will be calculated should be clear to students from the start of the term:.
Schulich School of Business. Schulich Home. Effective grading involves a sequence of activities, including: establishing clear expectations through grading policies. Exceptions to this guideline should be supported by a clear rationale.
When presenting an assignment and returning marked work of qualitative nature, it is recommended that students receive a copy of the grading standards or marking rubric to avoid the perception of unfair grading practices and ensure transparency with regards to how marks are assigned.
Rubrics explicitly state grading criteria and link grades to the learning goals of an assignment and course. Instructors are encouraged to provide regular opportunities for formative feedback throughout their course. Formative feedback helps students identify their strengths and target areas to focus on while there is still time remaining in the course for improvement.
If marks are allocated for participationinstructors should be transparent about how these marks will be determined. It is also recommended that instructors provide students with ongoing feedback regarding their participation.
Mid-term check-ins, for example, will ensure students are not surprised by their result at the end of the course. A description of the components attendance, quality and quantity of contributions upon which the participation mark will be based and how these components will be weighted.
A grading scale. If the instructor uses percentage scores, the grading scale must include a translation of the percentage score to a letter grade or index value see examples below. With the exception of courses explicitly required for certification by a professional body, or other exceptions agreed to by Senate, students pass or fail a course on the basis of their final course average, without the additional requirement of having to obtain a passing grade on a final examination.
This policy does not apply to 1. It is strongly recommended that records of contributions be completed right after each class. All class records, including records of class participation, should be retained for a period of twelve months and destroyed thereafter.
As Schulich does not use a standardized percentage grading scale, percentage grades have no automatic letter grade equivalent. However, instructors that choose to use percentage marks must use a fixed translation of percentages to letter grades or index values and make clear the translation in the course outline at the start of the term.
Translations commonly used at York University are shown below. Students should be able to determine their letter grade or index value for each graded component of a course at the time the component is graded. If curving of grades is needed, it should take place at the time each component is graded, not at the time final grades are calculated.
Students should be able, after each graded component is marked, to know their aggregate grade for the course at that time.Lost your password? Please enter your email address. You will receive a link and will create a new password via email.
Got a question about student life? From program comparisons to admission requirements to residence reviews—get real answers from real Canadian students. Why would you presume to think that if you get kicked out of Rotman you'll be accepted automatically to UTSC? UTSC Management takes very few transfers and you need good grades. Bro i am waiting with a 95 average and decent ECs while i got accepted by schulich over march break while doing their supplementary a day before it was due without editing it.
Chances to get into Schulich with a I don't see how you'd get wait listed when they have a ton of people with 88 and 89 wanting to go there as well.
Where else did you get accepted? Marks too low?
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Dude, you got into Brock Accounting coop and failed to mention this on the outset? It is a very high caliber program that attracts some top talent, and definitely well respected by recruiters in the field the Big 4 actively hires from there. Along with Waterloo AFM, it offers the fastest pathway to attaining your CPA designation, along with a legitimately respectable coop program. Why is this program not on your radar?
When was any of U of T's campuses considered "low tier schools? Could you possibly give feedback on Laurier if you know if I stand a chance? Probably the same as Schulich. But idk, I really put in the effort to the essays and interview, as well as Lauriers ABS form, but you do have a point; the marks are very well more important. Yea my initial plan was to take night school calculus, but the teacher was honestly not worth it, and it would have been better off simply taking the class in day school.
The night school would have brought my average up to a 90, if the original teacher stayed, however, kids that are still in that class are getting 50s and 60s.
Thanks for your reassurance, do you think waitlist is something that will not happen at all? EDIT: Two friends of mine got in with 90 and another with a I was surprised, but I'm still feeling hopeful. Marks are way too low. The cutoff has been a 92 for a few years now. People have reported getting in with and maybe even the occasional 89 as the lowest accepted average though I don't know how true this is. There is no way you're getting in with an Both my sister and cousin went to Schulich, and I have a couple of friends there.
To be honest, if Schulich was your top choice you should have easily attained this information as it's posted everywhere online and anyone in the program could have told you this. Then, you could have taken a course or two in private school, virtual school, or night school to bump your average above a My parents also want me to attend McMaster so I can stay home.The Schulich School of Business receives thousands of applications each year for several hundred spaces.
No more than two 4M courses will be considered for admission. For Direct Entry academic requirements outside of Ontario, visit futurestudents. Complete requirements and prerequisite course information, as well as the application packages, are available below:. The supplementary application is used to provide the admissions team with a better understanding of the complete student.
While academic performance is important, Schulich is looking for well-rounded students who can also demonstrate leadership potential, integrity, resourcefulness, resilience, and an understanding of collaboration. Academic Performance The Schulich School of Business receives thousands of applications each year for several hundred spaces.
Complete requirements and prerequisite course information, as well as the application packages, are available below: BBA Delayed Entry Information Package and Application Form iBBA Delayed Entry Information Package and Application Form Supplementary Application The supplementary application is used to provide the admissions team with a better understanding of the complete student. Program Information.The program level for each course in the catalog is indicated by the course code.
Please see below:. In addition to taking regular Schulich elective courses, a student may also work with an individual faculty member on a topic of mutual interest. The purpose is not to replace existing courses and should be designed to have minimal overlap with existing or previously taken courses.
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These courses must be supervised by a faculty member who is are responsible for evaluation and grading of the study.
Students are responsible for requesting participation from faculty. NOTE: Not all courses listed are currently offered, or offered every term. For full course details and offerings, please view the Schulich Course Database by selecting your program level below:. This course builds on the previous case courses, and further develops students' problem-solving and decision making skills.
Cases include both multi-competency and comprehensive examples, incorporating all technical competency areas financial reporting, strategy and governance, management accounting, audit and assurance finance, and taxation and enabling. Students work on their communication skills and teamwork through both written reports and presentations.
Prerequisite: MACC 3. This is the capstone case course for the MACC. This course requires students to integrate knowledge obtained in the courses taken throughout the program and apply that knowledge to multi-competency and comprehensive cases.
Prerequisite: ACTG 3. This course focuses on managerial planning, performance, and control systems in organizations that direct the behaviour of corporate officers and managers, in order to achieve a specific goal.
Different tools and techniques are reviewed including methods of incentivizing employee productivity, compliance, and overall performance assessment. The course emphasizes decision-making through the analysis of case studies and discussions.
Prerequisites: ACTG 3. This course focuses on both strategic leadership and strategic management, including critical thinking, and ethical and professional behaviour. This course is highly participatory and interactive, and helps candidates ensure an integrative perspective is brought to decision-making. Explores advanced topics in financial accounting research. It provides an overview of selected topics in financial accounting and related areas, and enhances students' applied skills in analyzing financial accounting data.
The course covers classic papers, methodology papers, and papers that represent some of the most recent developments in the field. The rapidly changing global digital media economy is creating new business models for the Arts, Media and Entertainment sector.
This course examines how such models draw on management, creative and policy resources in radically different ways.The Career Development Centre can work with you to help you achieve your on-campus recruitment goals. Students graduate from the Schulich School of Business during two convocation periods throughout the course of the academic school year:.
The majority of New Grad recruitment activity takes place between September and November. You are able to organize information sessions, job postings and on-campus first round interviews when coordinating your New Grad recruitment needs. Internship and Summer recruitment also offers you an excellent opportunity to assess potential candidates for New Grad employment following their graduation.
You are able to organize information sessions, job postings and on-campus first round interviews when coordinating your Internship and Summer recruitment needs. In all instances, to properly address year round internships, or internships lasting longer than 4 months, we recommend posting opportunities 6 months prior to the employment start date to allow students time to make the appropriate arrangements and to ensure success in your recruitment efforts. For this reason, we are able to help you fill Internship opportunities that take place at any point throughout the year, with durations from 2 to 16 months.
We recommend posting year round internships early to allow students to make the necessary arrangements. International Business Internships in Canada and Abroad. International MBA IMBA students complete international internships as part of their program of study, which also includes international business courses, a second language specialization, and a regional specialization.
In preparation for the planned Ontario legislation see BillYork University no longer endorses unpaid Internships unless they are a compulsory component of a formalized study program.
The majority of internships are 4 months in duration and tend to take place during the summer term May to August. The posting of summer internships begins during the Fall term and continues through to the beginning of the Summer term the following year. Experienced hiring is focused on recruiting mid to senior-level immediate opportunities you currently have available. These opportunities are made available to Schulich alumni and working professionals who may be suitable candidates for your experienced recruitment needs.
As a recruiting organization, you are able to post and target your part-time roles to Schulich business students to meet your recruitment needs. Additionally, we welcome on-campus jobs from York University Departments to be posted for Schulich students. Recruitment Programs The Career Development Centre can work with you to help you achieve your on-campus recruitment goals.
Internship Recruitment Timetable In all instances, to properly address year round internships, or internships lasting longer than 4 months, we recommend posting opportunities 6 months prior to the employment start date to allow students time to make the appropriate arrangements and to ensure success in your recruitment efforts. International Business Internships in Canada and Abroad International MBA IMBA students complete international internships as part of their program of study, which also includes international business courses, a second language specialization, and a regional specialization.
Unpaid Internships In preparation for the planned Ontario legislation see BillYork University no longer endorses unpaid Internships unless they are a compulsory component of a formalized study program.Studying with one of the top Accounting faculties in the country, students not only acquire a diverse and detailed education in the subject matter, but also develop transferable skills and analytical acumen. This course situates corporate activity within the wider context of Sustainability.
The course also helps understand the interactions between stakeholders and the inherent issues related to their conflicting demands. Many Schulich accounting graduates have used their degree as a stepping stone to professional accounting designations, going on to earn their Master of Accounting MAcc degree and qualify as a Chartered Professional Accountant CPA. Schulich graduates specializing in accounting have found careers in public accounting firms, law, investment banking, international corporations and non-profit organizations.
They have excelled in the positions of chief financial officer; partner; taxation, business acquisitions, consulting; auditor; public accounting firm; financial analyst; pension administrator; chief executive officer; professor; underwriter; investigative accountant and more. Your career is top priority at Schulich. To make career decisions that are right for you, the CDC will help you identify strengths, determine career objectives, develop career plans, hone skills for career management and put your professional development plan into action.
The Schulich Accounting Society SAS is an independent, student-run organization that aims to enhance learning experiences of the student body via-real world exposure to the field of accounting. We are committed to fostering relationships between our members and practicing professionals, as well as other accounting-affiliated organizations.
Our mandate is to enlighten students on the various career paths available to them, and provide them with the skills and network enhancing opportunities that can be leveraged well towards a career in accounting. Email: schulichaccountingsociety gmail. Study Options View details Hide details. The completion of specific courses within the required Students with a cumulative GPA of 7.
Courses taken in the summer following Year 4 will not be counted towards the degree requirements or used to calculate the overall GPA.
SCHULICH BBA OR LAURIER BBA?
View Full Program Details. Courses View details Hide details. Requirements To specialize in Accounting, enrol in However, the statements are based on management's financial reporting objectives e. Statements based on GAAP do not usually reflect the needs of the individual user. In this course, students will learn to apply diagnostic, analytical and judgmental skills to understanding financial statements from the point of view of external users who need to make various types of decisions such as performance evaluation, loan decisions, and stock valuation.
Note: Not available to exchange students visiting Schulich. This course examines the concepts, objectives and techniques underlying asset valuation and income determination, including alternative asset measurement bases and accounting for changing prices. The course has a decision orientation. Special emphasis is placed on accounting policy choices and the criteria by which such choices are made, as well as on analyzing financial statements prepared under differing accounting policy alternatives.
Prerequisite: ACTG 3. Major topics include current, long-term and contingent liabilities; leases; pensions; corporate income tax allocation; capital transactions, earnings per share and analysis of financial statements under differing accounting policies. The criteria by which both preparers and users make decisions are emphasized.