Business Analysis (Part-time)
- Program Code:
- Continuing Education
About the ProgramUsing curriculum which is consistent with the Business Analysis Body of Knowledge (BABOK®) from the IIBA®, graduates acquire an understanding of the functions, impact and benefits of this important role. Critical insight is gained for how the business analyst supports projects at all stages: from putting together a business case, defining scope and requirements, managing change, communicating with stakeholders and ensuring the requirements have been met in the testing stage.
This online program is designed for business analysts, project managers, operations managers, systems analysts, quality assurance analysts, marketing professionals and anyone whose role is about defining, and analyzing or solving business problems.
Program InformationAll courses must be completed within 5 years of acceptance into the program.
- Ontario Secondary School Diploma (OSSD), or equivalent, OR 19 years of age or older
Note re: Admission Requirements
- Students must be able to receive instruction, respond and research in the English language.
- Final Selection is made following an assessment of the admission requirements.
How to ApplyStudents may obtain a Conestoga College Program Application Form from any Conestoga College campus, OR by writing directly to the Registrar's Office, OR by using the college website at www.conestogac.on.ca/admissions/forms
Send completed applications to:
299 Doon Valley Dr
Canada N2G 4M4
How to Register for CoursesGo to How to Register for detailed registration information.
Prior Learning Assessment and Recognition (PLAR)Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student's Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Learn more about PLAR.
Graduate OpportunitiesFor more details on related occupations, job market information and career opportunities, see the Government of Canada website: https://www.jobbank.gc.ca/home
Program Related Resources
- Explain the roles of Business Analyst and Project Manager in the broader project and organization environment.
- Build a business case that will serve as a key decision support component ensuring the structure and content meet current business criteria.
- Define problems commonly encountered in the business environment and select usable solutions from alternatives.
- Outline concepts of change management in project scope and requirements specific to the business environment.
- Test solutions that are applicable, relevant and usable in the specific business environment.
- Communicate effectively with a wide variety of stakeholders in the development and delivery of business cases and solutions.
- Model business processes using current tools such as diagrams and propose improvement approaches.
Click on the course code or title below for a full description of the course. If available for registration, clicking on "Details" in the status column will open a new browser tab or window in the Student Portal.
|Course Code||Course Title||Status|
|MGMT1045||Business Analysis Introduction
Description: Students are introduced to the fundamental processes and roles and responsibilities of the business analyst. Studies include curriculum consistent with the (BABOK) Business Analysis body of Knowledge from the IIBA International Institute of Business Analysis. Students examine the use of tools and techniques, used by business analysts within the broader context of organizations and their projects. Students review methodologies used to equip the business analyst to better perform as a communication link between all business areas and help them deliver on their key role in project and organizational success. The role of business analyst as a "translator" between information technology and other business units is also highlighted. Students learn to plan, structure, and control the requirements gathering, and management process, in order to maximize success and optimize results. These techniques can be utilized on a wide variety of activities, initiatives and projects and are an important component for success. Additionally studies include the effective use of communication, interviewing and information gathering techniques. Through the combination of lectures, discussions and exercises the course explores insight into the interaction between the business analyst and its surrounding projects and presents methodologies to identify, analyze and resolve business problems.
|MGMT1055||Business Facilitation and Communication
Description: Students are introduced to Business Facilitation and Communication, within the context of the role of the Business Analyst. Students learn about communication and the critical role it plays in achieving successful business analysis outcomes. They explore principles, techniques, and tools they can use to facilitate stakeholders to exchange ideas, solve problems, prioritize issues, reach agreement, make decisions, and resolve conflict when it arises. Students learn principles and techniques to successfully delivering oral presentations and negotiate agreements with stakeholders. This course leverages experiential learning as students participate in numerous presentation and facilitation events.
|MGMT1065||Business Process Modeling and Improvement
Description: Students explore the role of the Business Analyst as they examine process mapping and the modeling of business process improvements. Taking a business process management perspective, students examine process analysis with techniques to map the current state, perform gap analysis, and define the future state with process improvement. Students also explore the use of the Unified Modeling Language (UML) for process modeling and to elicit requirements for technology-enabled process improvements. Modeling activities are performed, including application of selected Six Sigma quality principles and techniques while drawing on the Business Analysis Body of Knowledge (BABOK).
|MGMT1075||Managing Requirements and Engagements
Description: Students examine a holistic approach to business analysis engagement and requirements management. Students learn how to approach, plan, execute, and close a business analysis engagement. Topics include stakeholder analysis, traceability, writing, elicitation, verification, validation, approval, and change. Students explore these topics through discussions and written assignments completed as individuals and groups. A major case study simulates a complete business analysis engagement.
Pre-Requisites: MGMT1045, OLRN1510
|OLRN1510||Introduction to Project Management
Description: Project management practitioners need to understand the established industry norms, methods, and practices for managing all stages of the project life cycle and its related processes. Students are introduced to the fundamental principles of project management, such as project strategy, selection, scheduling, risk management, quality assurance, performance measurement, audit and closure. By participating in discussions, analyzing readings, and conducting preliminary research, students acquire a working understanding of the Project Management Body of Knowledge (PMBOK).
|Electives: Program Option|
Student must complete a minimum of 42 Hours
Select from the list below
Description: Students are introduced to the fundamental concepts and processes of software testing which consists of the verification of implemented solutions against documented specifications. Review various levels of software testing such as black box, white box, regression, static, dynamic, or automated, and learn to create test cases and a test plan. Studies further introduce students to the role of the tester and the business analyst in the quality assurance process. Students may find this course helpful preparation for the (ISTQB) International Standard Testing Certified Qualification Board, Certified Tester Foundation Level exam.
Introduction to Analytics and Big Data
Description: Students examine the organizational goals and value provided by analytics and big data systems and processes. They learn the terminology and operating principles of these powerful technologies, as well as the planning aspects to implement them. Studies include: analytics as it applies to various business needs, predictive analytics and the role of statistical analysis and modelling, visualization, the concepts of business intelligence and decision support. Students also examine aspects of data management to facilitate analytics: data cleansing, the concepts of ETL (Extract, Transform, Load) systems, the role of big data technologies and the new dimensions of data management and insight they provide. Students review the goals and roles of the stakeholders involved in analytics projects as well as key planning aspects for these projects.
Description: Students examine multiple aspects of Agile methodologies with a focus on practices that have evolved since the creation of the Agile values and principles published in 2001. Students begin with an overview of the history of Agile methodologies in order to gain an understanding of where these practices originated and how they are being applied today. A variety of learning tools such as hands-on exercises and group collaboration as well as case studies that examine how organizations have applied Agile methodologies in different settings.
Business Case Development
Description: Students learn to create a business case based on a real-life case study and to communicate in a simulated environment, the business case to decision makers and other stakeholders. Students learn to differentiate between needs, goals and objectives and to set quantifiable objectives. They perform a cost-benefit analysis to calculate key financial metrics, including return on investment (ROI) and payback period. Students apply tasks and techniques from the Enterprise Analysis knowledge area of the BABOK (IIBA Business Analysis Body of Knowledge) including the assessment of capability gaps (gap analysis), the formulation of a problem statement, the definition of the solution scope using a scope model (context diagram), and the creation of a weighted scoring table to support the decision process (decision analysis).
The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons. In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College.
Students actively registered in cohort delivered programs who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.