Students possess a strong understanding of B2B marketing concepts, including market research, segmentation, and integrated marketing communications. Students can analyze effective B2B marketing plans, assess industrial marketing functions, and navigate global networks and ethical issues. Students can make recommendations on utilizing emerging marketing trends and navigating the dynamic global marketplace.

Our 4th year Marketing students will apply their knowledge of the whole marketing process to a real-life organization with a particular problem/challenge related to their marketing strategy.  A Community Partner project will involve the students creating a marketing strategy. There will also be a 5-6 implementation phase for this project. Please note: Partners must be willing to have a budget that students can work with in the implementation phase. They must also agree that students can publish and/or present their findings. Partners may also be asked to work with two teams.

Collaborating in small groups, students will examine the development and management of building, measuring and sustaining a new product launch. Students will apply course concepts and theories to analyze product concept development, market testing and commercialization, and building and sustaining brand equity.

Collaborating within small teams, 3rd and 4th-year business students will analyze your business and provide recommendations on navigating international trade and commerce. Relevant issues or challenges could be related to global import/export procedures and documentation, foreign exchange pricing and quotations, government and private export assistance, international bank financing, export/import shipping logistics management, etc.

Working in small teams, 4th year business students will study your business and reserach and analyze the best available options for entering a new international market. They will provide an analysis of top options and provide recommendations with an implementation plan

We are seeking project subissions for a course-based WIL project in Managing Organizational Change. Please note that there is no financial cost associated with your participation. Instead, we seek your invaluable commitment in the form of time and expertise. Students will analyze the proposed organizational change issue and apply current change management models and theories to provide recommendations and analysis on how to navigate the proposed change.

Community Engaged Learning at MacEwan University is a project-based, teaching-learning strategy that connects classroom theory to challenges experienced in the “real world” by our Community Partners. Are you interested in contributing more to areas like gender equity, environmental sustainability, and cultural vitality but don’t know where to start? Do you have an idea on how your organization can contribute to a sustainable future but can’t find enough time to get started? Sustainability 301 is a unique interdisciplinary course that allows students from different backgrounds and areas of study to learn about sustainability challenges. Students in Sustainability 301 are developing their skills of systems thinking, project planning, evaluation, and communication as they relate to sustainability challenges. In order to expand their experience, we are looking for community partners who are interested in engaging with sustainability and specifically contributing to the United Nations Sustainable Development Goals (SDGs), but are either unsure of where to start or have limited capacity to get their actions started. To learn more about the UN SDGs, please check out the short video An Introduction to the UN SDGs (1:57) If your project/organization is selected, the students will work to provide you with: ● A project or proposal for your organization to implement to contribute to at least one SDG. Please note, that while general budgets will be considered and documented where possible, the course does not equip students to develop detailed budget plans.

Is your organization seeking some extra support with demand prediction, supplier performance analysis, supply chain mapping, supply chain risk management and inventory optimization of your supply chain? If so, we have 4th year business students that are seeking the opportunity to help you by applied data analytics and predictive modelling to discover what issues might arise in your supply chain. In this course students learn about supply chain mapping, supply chain process improvements, business process re-engineering and integration, lean operations and process flow management, six-sigma quality programs and benchmarking supply chain processes against world class companies.

Is your organization seeking some extra support with analyzing data from a fresh perspective in a controlled manner? If so, we have 4th year business students that are seeking the opportunity to help you by going through a complete model development process to clean data, develop prediction models, and present results using dashboards (Excel or PowerBI). In this course students learn to develop proficiency in data mining techniques and the knowledge discovery process.

Students focus on learning the consulting process by initializing, developing, and implementing a real-world project with a business client. Students will engage in problem diagnosis, learn and undertake different consulting approaches and styles, build client-consultant relationships, manage change, and uphold professional codes of conduct and ethics.  Upon completion of this course, the student will be able to: Work cooperatively and collaboratively in a consulting project team.  Differentiate internal and external consulting in terms of context, characteristics, and challenges. Distinguish between the different types of consultants and explain the differences between stakeholders in each consulting arena.  Analyze an existing organization and apply consulting techniques to diagnose problems, collect information, and prepare a consulting report and implementation plan. Apply the basic principles of proposal development and project management in a consulting project. Identify and discuss ethical considerations and concerns specifically applicable to consultants.

Nonprofit organizations often face issues related to funding, sustainability, volunteer management, and leadership development. The theories and frameworks taught in this course (e.g., nonprofit management, fundraising strategies) are applied in real-world contexts to address funding gaps, build sustainable organizational models, and engage stakeholders. Students will apply their knowledge of the course content and theory to address relevant challenges and propose recommendations.

Fourth-year Human Resources Management students will research, analyze, evaluate and develop strategic responses to a variety of current and emerging HR topics affecting organizations. Students will also develop professional competencies such as problem-solving, technological agility and collaborative teamwork. 

Fourth-year Human Resources Management students will explore issues and evaluate the impact and efficiency of a proposed HR program toward an organizational objective. Students will compile and present recommendations to inform leaders and other stakeholders about workforce metrics and program evaluation findings. The major learning outcomes of this project could include: Apply methods of program evaluation to determine the impact and/or efficiency of an HR program. Construct communications to disseminate findings and recommendations to key stakeholders. Identify appropriate human resources metrics/analytics to answer HR evaluation questions. Describe ethical and practical issues in HR program evaluation.

For Fall 2024, we have 2nd-year Political Science classes where student teams work with our community partners on their real-world needs. Are you working on a complex public policy issue that has far-reaching impacts on citizens, governments and society? MacEwan’s politics science students can help. Once you select an issue, students break it down into its component parts, identify linkages, and propose different options for addressing it. The students will apply theories and concepts about how public policy is made as well as knowledge and insights about your chosen policy area. The deliverables from this exercise will be a report with recommendations and an in-person presentation that members of your organization can attend.

Political Science Field Placement Program A political science field placement course offers students the opportunity to apply their academic understanding of political systems, public policy, and governance in real-world professional settings. Political science majors are well-prepared to contribute across a range of sectors, including public administration, non-profit advocacy, policy analysis, and international relations. During the placement, students bring strong research and analytical skills, an understanding of governance structures, and the ability to work both independently and collaboratively. Employers can expect students to provide valuable insights, adapt quickly, and bring fresh perspectives to policy and political challenges. Skills: Technical Skills: Policy analysis and research methodology Data analysis and visualization Understanding of governance, political theory, and legislative processes Soft Skills: Critical thinking and problem-solving for policy issues Effective written and verbal communication, particularly in public and policy contexts Team collaboration and project management skills, including deadline management and organization

Students will produce a recruitment plan identifying: A value proposition. Target audience and recommended avenues to reach the target audience. Students also prepare a selection plan including: Recommendations on creating an application form with minimum qualifications. Example interview questions and standard answers on which to rate responses, Provide recommendations on pre-employment testing and assessment tools with the reliability and validity of the methods.

Students will be capable of developing components of training and development modules/workshops/classes for your organization's personnel challenges.

Student Profile:  Students in this course are in their four-year Psychiatric Nursing program. These students can be expected to have an advanced understanding of this project area. Student Profile: Skills already have: Advanced communication skills Regulated professional (registered psychiatric nurses) Completed mental status examination Understand leadership and leadership roles Exposure to research methods Skills to be developed: Community engagement skills Disseminating information  Enhancing the application of working with underrepresented population Promoting health within a community  Commitment: Community Partners should provide a dedicated supervisor for the project team.  The supervisor will be responsible for the following:  present the project to the class,  host an onboarding meeting with their matched student team,  provide ongoing communication, direction, and feedback about the project,  attend the final presentation, and  offboard the student team by providing feedback on the project as well as the student’s competency development. 

Students in their 3rd and 4th years can participate in these placements. Students will be from a wide degree of majors in the Bachelor of Arts and Bachelor of Science programs. You can expect students to have a solid foundation of knowledge in their program discipline and be capable of working at a fairly independent level (with mentorship and feedback regularly provided throughout the placement). Roles offered to students should reflect early-career level work for their discipline. Bachelor of Arts Majors include: anthropology, economics, English, history, philosophy, political science, psychology, sociology  Bachelor of Science Majors include: applied statistics, biological sciences, chemistry, computer science, mathematical sciences, mathematics, physical sciences, psychology

Economics Field Placement Program The Economics Field Placement Program at MacEwan University gives students hands-on experience in applying economic theory and analytical skills within real-world professional environments. Economics majors are prepared to contribute across industries such as finance, public policy, market research, environmental economics, and data analysis. During placements, students bring strong quantitative, analytical, and problem-solving skills, an understanding of economic principles, and the ability to work independently and collaboratively. Employers can expect students to offer valuable insights, conduct data-driven research, and adapt quickly to sector-specific challenges. Skills: Technical Skills: Proficiency in economic modeling and quantitative analysis Data analysis and statistical software skills (e.g., Excel, SPSS, Stata) Ability to conduct market research and financial forecasting Soft Skills: Strong analytical thinking and problem-solving for economic and financial data Effective communication skills for presenting data and reports Team collaboration and project management abilities

Invitation to Partner with MacEwan University 3rd Year Community Nursing Students Invitation: We are seeking community agencies to partner with the MacEwan Bachelor of Science in Nursing Program in the third year community health nursing course. Our course focuses on health promotion and population health. We are looking for community agencies that have education, health promotion/project needs, or perhaps just need a few extra helping hands! While working with you to accomplish some of the goals of your agency, students will gain an understanding of how working with people from other sectors, disciplines, and associations enhance population health. We would love the opportunity to work with you. Student Role: In consultation with faculty and in collaboration with your community agency, students will utilize relevant decision-making tools and may develop and implement a health promotion project dependent on the needs of your agency. Students are required to understand the mandate of your group or agency and the population(s) you serve. The students will conduct a situational assessment to identify or confirm the needs of your population. The results of the situational assessment may be used to implement a health promotion project or serve as the basis for service learning. Your Role: We would like you to designate a lead person(s) to provide an orientation to your agency, the work you do, and the population you serve. Students will then link with the designated staff to communicate and plan throughout the rotation. Our Role Faculty members will meet with the project lead to clarify goals and expectations. To facilitate communication and accessibility, instructors will be available by phone and email throughout the 5 week time period. Students are required to update and consult with their instructors on a regular basis. Commitment: Each clinical course is 5 weeks and is split between agency time and clinical time. The students are allocated half of their time to their work with your agency (approximately 6-9 shifts). This time can be utilized on site, off site, or a combination of both. We have a total of 6 rotations per academic year (September to April). Our goal is to foster sustainable partnerships. We are open to partnering for as many rotations as you need throughout the year Contact: We hope you will be interested and look forward to hearing from you.If you have further questions, please contact Nichole Jubinville@rhuden@macewan.ca or Catherine Shepherd-Finlin@shepherdfinlinc@macewan.ca.

Students will apply an international global perspective lens. Students will examine how global policies, migration patterns, cross-cultural practices and therapies, holistic care, and the role of Child and Youth Care practitioners in various contexts impact and implications while completing the project while also developing/engaging in identifying strengths and challenges communities face regarding child and youth care;  build on understandings and implementation of various theoretical lenses (i.e.., feminist intersectionality) that enhance practice across cultures.

A biology field placement course offers students the opportunity to apply their academic knowledge and practical skills in a real-world professional setting. Biology majors are well-prepared to work across a wide range of career paths, including environmental conservation, biotechnology, healthcare, research, and education. During the placement, students bring strong analytical and research abilities, a solid foundation in laboratory and field techniques, and the ability to work both independently and as part of a team. Employers can expect students to contribute meaningfully to ongoing projects, adapt quickly to new environments, and bring fresh perspectives to challenges in the biological sciences. Skills: Technical Skills: Proficient in various laboratory techniques depending on their area of focus: PCR, gel electrophoresis, microscopy, DNA sequencing, spectrophotometry. Data analysis skills. Fieldwork experience, including data collection, ecological surveys, and species identification. Soft Skills: Strong critical thinking and problem-solving abilities for analyzing complex biological issues. Effective communication skills for conveying scientific findings in written reports and presentations. Team collaboration experience in labs and group projects. Project management skills, including time management, data organization, and maintaining research documentation.

While we cannot guarantee a final functional project, the community partner organization will receive some type of final project deliverables by the end of the Fall term. The expected deliverable will vary depending on community partners needs. Example of Projects: ● Create a pamphlet, presentation or other materials related to healthcare topics ● Organize an event that focuses on healthcare topics ● Support community projects related to healthcare topics ● Produce content for your organization related to community nursing

Student Profile: Students in this course are in their 3rd or 4th year of B Commerce program. These students can be expected to have advanced understanding in this project area. Skills to be developed: ·      Use of Panel Analysis. ·      Practice the data preparation. ·      Learn the fundamentals of Data Visualization with specialized software.

Student Profile: Students in this course are in their 4th year of the Bachelor of Science, Computer Science program. These students can be expected to generally have intermediate to advanced understanding in computer science related topics. Skills already have: Creative and analytical thinking Research and information management abilities Ability to apply knowledge of basic project management skills to computer science activities.  Work as part of a team to communicate and collaborate effectively with colleagues, team members, employers, and technical and non-technical personnel.  Demonstrate professional and ethical responsibility in the information technology field and workplace.  Understanding of current technologies and trends Skills to be developed: Consulting and understanding specific needs of a client Developing project plan to complete client projects Building experience in completing prototypes/pitches/small scale end deliverables for real organizational needs and challenges Students will come with a wide range of computer science skills and depending on their degree focus will also have specialized skills in different areas. Students can complete their Computer Science degree in the following 4 streams: General Databases and Interactive Visualization Systems and Information Security Video Gaming

Student Profile: Students in this course are in their X year of X program. These students can be expected to have (foundational, intermediate, advanced) understanding in this project area. Skills already have: Skills to be developed: Add student profile as per template

 Interested students and teachers (Mari Alice Conrad and Kent Sangster) would work with proposed community partner: Ardrossan Jr/Sr High School Band Program, Elk Island Public School District, band director Raymond Basaraba, to create a short (3 - 4 mins) piece for high school concert band.

Working with the Mitchell Art Gallery, Students will be creating and presenting a workshop to students at Greenfield elementary about the architecture and history of their school building.

Each year the Arts & Cultural Management Bachelor of Arts students work with an organization on a Market Research project that enables them to put their Audience and Resource (Fund) Development learning into practice. The market research involves a quantitative survey of an organization’s current audience or stakeholder group (or a segment of it) so that the student can implement an effective research project. As Arts Administrators we know everyone’s audience is different, and having information specific to your audience, donors, volunteers, etc. can provide the information you need to make important decisions.  Requires quantitative market research of an existing segment(s) of a stakeholder group or audience Can be defined in terms of a distinct problem or research question .