This graduate seminar offers an introduction to the principles of research in the history of science, medicine, and technology (HSMT). Through a close examination of classic texts and recent publications in the field, it focuses on sources, methods, and approaches in the practice of HSMT. We will explore the major genres — history of ideas, individuals, institutions, disciplines, and networks — as well as the main modes of analysis — intellectual, social, and cultural — employed in the field. The seminar will emphasize the development of skills essential to the profession — good writing, attentive reading, analytical thinking, concise presentation, academic debate, and historiographic and methodological knowledge. Each week, we will examine in depth a particular genre or level of analysis based on assigned readings and book presentations, focusing on the "Whats," "Whys," and "Hows" of historical research and writing.

Around two hundreds years ago philosophers and scientists began to think about thought experiments. Hans-Christian Ørsted introduced the technical term thought experiments in 1811. But it was Ernst Mach who coined the term "Gedankenexperiment" for philosophical debate at the beginning of the 20th century. Serious investigation into thought experiments began only in the 1980s. In this course the different epistemologies of thought experiments will be explored and many of the paradigmatic thought experiments will be discussed.

This course comprises a survey of current issues in the general philosophy of science. General philosophy of science is concerned with (inter alia) questions about how science works, what it purports to tell us about the world, how scientific theories and models reveal the nature of the world, if and how scientific knowledge claims are justified, and how science manages to explain the world to us.

In this course, students will engage in the theory and practice of qualitative research. Students will be introduced to the philosophical underpinnings of qualitative research, traditional approaches to and methods used for qualitative inquiry. This course will place specific emphasis on applied, pragmatic approaches to qualitative research. Coursework will draw upon strategies embedded within traditional approaches to qualitative inquiry and apply them alongside a design logic that has disciplinary relevance and is action-oriented for "practitioners" in a field (e.g., nursing, education, policy studies). Throughout the course a range of qualitative research approaches will be discussed with examples that draw from health, health services, and health policy research. Students will work through hands-on exercises to develop proficiencies using methodological tools that are used to conduct qualitative research.

Objectives: by the end of term, students will be able to: 1) Describe the principles of qualitative research and key qualitative research traditions. 2) Be familiar with applied, pragmatic approaches to qualitative research. 3) Describe and apply core techniques for qualitative data collection, analysis, ensuring rigour and critical appraisal. 4) Design a qualitative research project.

This course will critically explore the ideologies, institutions, and practices that constitute the field of development policymaking, implementation, and contention with the goal of understanding the complex historical processes and power dynamics that underpin all development policy domains.

This course is intended to introduce the student to the field and practices of forensic accounting by presenting a set of foundational topics that will underpin the rest of the MFAcc program. The course begins with a review of the history of forensic accounting, followed by an introduction to definitional terms commonly applicable to forensic investigations. That leads to an examination of various aspects and types of fraud. Upon reaching this point of the course students are introduced to the core course objective of learning, being the use and application of the Universal Structured Investigative Framework approach to all investigations. Specific coverage will include: different types of fraud. Lastly, the course will introduce and consider various loss quantification claims including damages claims which involve an overview of the litigation process. Cybercrime will be introduced, as will the risks and security issues it represents. The course will conclude with consideration of the role of the forensic accountant as experts

Students will examine and consider the professional and practical issues inherent in an investigative and forensic accounting "practice" in the context of the current business and standard practices environment. This Practice Issues course expands coverage on many of the topics that were introduced in earlier courses. This course builds on this foundation through a more comprehensive and detailed examination of the main stages of an IFA engagement. These stages, ranging from engagement acceptance to ultimate reporting, and their most significant underlying issues, are explored through class discussion of relevant scenarios and the assigned readings. Students are expected to participate in the weekly online classes, prepare an individual assignment, and contribute to a group assignment. Course instructors may be contacted by email as required.

The first half of the course will be devoted to an examination of the use of computers for data analysis and analytics in forensic matters, as well as their use in cybercrime, and how computer systems security can be protected and maintained. The understanding and the roles required of a forensic accountant in these matters will be considered. Using the internationally accepted COSO framework, the second half of the course will provide a continuation of the examination of fraud and its investigation, as well as rubrics for the assessment of fraud, fraud risk, and approaches to fraud prevention.

This course will cover the recovery of proceeds of crime, the recovery of assets that "disappeared," and the international aspects of fraud. Topics will include: Related regulatory and legal matters including use of Mareva injunctions, Anton Piller and the Norwich Pharmacal orders; data gathering, tracing, and recovery methods; bribery and corruption of foreign officials; avenues of recovery under criminal and civil processes including insurance claims; cryptocurrency investigations; and the use of the Bankruptcy and Insolvency Act. A class will also be dedicated to the development of expert report writing skills.

Forensic accountants are called upon to investigate possible breaches of contracts, laws, or regulations, and to prepare reports that could be actionable in court, if necessary. IFA1907H will review relevant laws and court related procedures to prepare the forensic accountant to fulfil their duties without offending legal expectations. Specific topics that will be covered will include: employment or labour law; family law; electronic commerce and intellectual property law; rules of civil procedure, trial and alternative dispute resolution processes; remedies and measures of damages, fraudulent conveyances, and assignments; criminal law and procedure; and administrative law. In addition, a review of corporate governance, and the duties and rights of boards of directors, majority and minority shareholders and others, will be provided.

This course is intended to familiarize participants with economic loss quantification. Participants will obtain the knowledge and skills needed to calculate damages in claims involving lost profits and lost earnings, and to recognize some of the practical issues involved. Participants will learn to apply basic economic loss quantification principles to the various types of commercial and/or personal injury litigation in which a forensic accountant may be called upon to intervene.

This course provides an opportunity for students to research and learn about an emerging issue or area of IFA specialty that is of particular interest to them. It also covers specific topics at advanced levels, such as Identity Fraud, that have yet to be incorporated into other MFAcc courses.

Building on the MFAcc program over the last two years, this final course will focus on high-level professional knowledge and skills, including: professional ethics and practices, how to handle a face-to-face meeting with a client, interviewing skills, and testifying in court as an expert witness. Students will learn about the human dynamics as well as the techniques involved. Students will have the opportunity to practice their skills and will be evaluated in each of these areas. In addition, students will be evaluated on their ability to articulate their approach to an engagement and the issues to be considered, and several industry leaders will speak to the students about their role/experiences.

Building upon the introduction to investigative techniques in earlier courses, IFA2905H will continue the coverage and introduce topics germane to forensic accountants in the future. In addition, to build an understanding of the psychology and practices of financial/white collar criminals, current research findings, studies, and examples will be examined.

This course builds on the Loss Quantification Course (IFA2900H) and introduces the areas of Bankruptcy and Insolvency and Business Valuation.

In this course, students will begin by looking at the concept of innovation, particularly those that arise from deep knowledge, such as what could arise from university research. By examining the movement from research results to products and services that benefit society, students will get an appreciation of the potential impact of knowledge, be it from their own results or from others. Through workshops and office hours, students will examine ideas and refine them with consideration of the needs of society, and organize into teams of their choice to tackle a project that has been identified and refined. Ideally, students from research will work with those from business, but this is not required. Lectures and workshops will introduce entrepreneurial topics in a practical way, with students applying the concepts to specifically examine the feasibility of creating a startup or an organization, for profit or not-for-profit.

In this course, students will learn how entrepreneurs create organizations that address social problems using innovative, sustainable approaches. Students will examine a variety of social venture forms and consider how such ventures can be evaluated, managed, and financed. Social Entrepreneurship has three primary components. First, students will discuss and debate the principles of social entrepreneurship and apply them to cases of for-profit, not-for-profit, and hybrid organizations. Second, students will analyze how the goals, structures, and practices of those ventures contribute to their success — or failure. Third, students will put their knowledge into action by contributing to a consulting project for a social venture. The course is hands-on and project-based. Those who enjoy critically discussing ideas — and then acting on those ideas — will enjoy this course. The course content has a broad international reach as many of the innovations in the field come from the Global South.

This course provides an opportunity for students to pursue a specific topic of interest relevant to their professional graduate program at the Institute for Management & Innovation. Under the supervision of an IMI-appointed faculty member, students explore an interdisciplinary issue, question, or challenge within management and innovation. A comprehensive final submission at the end of the course is expected to make up the majority assessment. The nature of the assessment will vary by project and can include (but is not limited to) a research paper, presentation, or manuscript. Students are responsible for finding a supervisor before enrolling in the course. Supervisors and projects must be approved by the IMI Director before the start of the course.

This course provides an in-depth and critical examination of a specific, contemporary topic or question relevant to students enrolled in professional graduate programs at the Institute for Management & Innovation. Students will engage in the exploration of interdisciplinary perspectives on the topic or question, with an emphasis on experiential learning opportunities and engagement with professional practice. Students will also evaluate and examine business cases or case studies related to the topic. Assessments will normally include a report and presentation.

The current state of the world demands exploring new models of leadership. The prevalent dominant models of leadership are driven by mechanistic and extractive worldviews, short-term gains, outer-self, and extrinsic motivations. Leadership for a sustainable future must be rooted in the paradigm of living systems, living in harmony with the planet earth, long-term vision, inner-self, and intrinsic motivations. The planet earth and its living systems have many properties, such as adaptivity, equity, interdependence, evolution, renewal, relations, and resiliency, which should be integral part of the models of future leadership.

The course critically examines the current leadership models and theories, develops the foundations of the models for a sustainable future, examines emerging and potential models for a sustainable future, and guides students to develop their related capabilities and competencies in leadership for a sustainable future. The personal, interpersonal, organizational, social, and planetary dimensions of leadership for a sustainable future are addressed.

The course uses various readings and cases for discussion. You will gain practical knowledge of leadership for sustainable futures through self-examination and action planning.

The Project Management Institute (PMI) defines project management as "the use of specific knowledge, skills, tools and techniques to deliver something of value to people." They go further, stating "All projects are a temporary effort to create value through a unique product, service or result. All projects have a beginning and an end. They have a team, a budget, a schedule, and a set of expectations (scope and quality) that the team needs to meet. Each project is unique and differs from routine operations — the ongoing activities of an organization — because projects reach a conclusion once the goal is achieved." Through a series of lectures, case discussions and a final project, students will learn about the practice of project management and the complimentary tools. They will also gain experience participating in the designing, execution and tracking a real project on- or off-campus.

This course provides an in-depth and critical examination of a specific, contemporary topic or question relevant to students enrolled in professional graduate programs at the Institute for Management & Innovation. Students will engage in the exploration of interdisciplinary perspectives on the topic or question, with an emphasis on experiential learning opportunities and engagement with professional practice. Students will also evaluate and examine business cases or case studies related to the topic. Assessments will normally include a report and presentation.

This course provides an in-depth and critical examination of a specific, contemporary topic or question relevant to students enrolled in professional graduate programs at the Institute for Management & Innovation. Students will engage in the exploration of interdisciplinary perspectives on the topic or question, with an emphasis on experiential learning opportunities and engagement with professional practice. Students will also evaluate and examine business cases or case studies related to the topic. Assessments will normally include a report and presentation.

In this course through a series of lectures and case discussions, students learn about the formation, financing, and management of early-stage ventures especially as it relates to the (bio) technology and associated medical device space. Topics include opportunity identification and assessment, preclinical and clinical phases, regulatory procedures and pathways, legal issues including patents and venture finance. Students will also be required to work in teams on select work packages negotiated with a commercial early-stage company.

The course has two objectives: 1) to introduce you to the field of organization change management and 2) to enhance your analytic and implementation skills. It focuses on understanding organizational change, aligning human resources to organizational change, and implementing organizational change.

Our class process will be participative. As much of your learning will come from discussions and experiential exercises with your peers, it's vital you come prepared to make contributions of quality to the content and process of our classes. In our discussions, we'll practice both critical and appreciative inquiry skills.

In IMI3003H, student teams are given the opportunity to learn more about the issues and opportunities facing early-stage (bio)technology ventures through direct experiences working on real projects for select early-stage firms within the community. Each team selects a 'client' company to work with and a number of defined 'work packages' to tackle. These work packages typically involve market and competitive research, intellectual property, regulatory questions, new product investigation, or financial planning and fundraising. The teams are mentored by both the 'client' company senior management and the course instructors on a weekly to biweekly basis as required. At the conclusion of the course, a report to the client company is to be completed along with class presentation.

The course lectures explore analytical tools and evaluation frameworks that can be applied to such analysis and problem-solving.

This course is complimentary course to the IMI3001H, building on the lecture series and case-based material. Students who have not completed IMI3001H may still take this course providing they have some previous commercial biotechnology knowledge upon approval by the instructors.