The Professional Certificate in Public Sector and Non-Profit Marketing 2012

Professional Certificate in Public Sector and Non-Profit Marketing 2012


There is a rising need for highly-skilled marketing professionals in the public and non-profit sectors to effectively bring their organization’s products, services and messages to the marketplace.

In keeping with changing times we have made some alterations to our program. First we reduced it from 10 to 8 days. Second we have expanded our social media segment from 1 to 2 days and third we changed the term project from a full report and study to a 15 minute presentation and executive summary. Also our program will be more interactive, engaging participants to more applied form of learning

The Professional Certificate in Public Sector and Non-Profit Marketing is uniquely designed to equip participants with the information, tools and solutions necessary to skillfully and mindfully navigate their way through the fascinating and complex world of marketing. This program engages participants in a rich learning environment that reinforces theory with practical, real-life examples based upon the extensive experience of the instructors.

Why You Should Attend

•      Develop an action-oriented, strategic marketing plan for your organization

•      Become skilled at setting realistic, practical marketing objectives and goals

•      Learn how to communicate messages effectively to key stakeholders and the public

•      Share experiences with marketers in your sectors and expand your network

Who Should Attend

Managers working for government, crown corporations/agencies, non-profit organization and associations who are responsible for:

  • Marketing programs, products and services targeted to the public, business and government
  • Sponsorship and partnership development
  • Membership development and revenue generation
  • Exhibit and event marketing
  • Social marketing, community outreach and public education programs
  • Strategic communications, media relations and media advocacy
  • Online and web marketing, social media and digital marketing


$3,995 + HST

Deposit of $800 required to reserve a place in the program.

Course fee include:

  • Refreshments
  • Breakfasts & Lunches
  • All text books and course materials
  • Framed certificate of completion from the Sprott School of Business

Course Modules

Module 1: Fundamentals of Public Sector and Non-Profit Marketing

  • An overview of marketing in the public and non-profit sectors.
  • Understand how marketing differs in the private, public and non-profit sectors.
  • The processes to develop and implement an action-oriented, strategic marketing plan.
  • How to develop a client-based mindset in a public sector and non-profit organization
    • Review the format and guidelines for developing a marketing plan for your organization

(See Module 7, Course Project Components, below)

Module 2: Marketing Research and Evaluation

  • Understand how to use market research to support decision-making framework.
  • Key concepts in consumer behaviour.
  • The most effective methods for acquiring and using market intelligence.
  • Develop a system for measuring progress and monitoring performance.

Module 3: Creative Marketing Techniques

  • The latest trends in marketing and how the shift from “transactions” to “relationships” is changing the way organizations are communicating with its stakeholders;
  • The role of various marketing mediums and their impact on moving target audiences along the causal chain of changed behaviour;
  • How other public sector organizations are using innovative approaches to reach and engage their constituents;

Module 4: Social Marketing

  • A step-by-step structured approach to preparing a social marketing plan that is actionable and will have maximum impact.
  • Implement a social marketing program on a very limited budget.
  • How social marketing is different from public education, outreach and other communication strategies.
  • How to use social marketing to give you a single approach for mobilizing communities, influencing the media, lobbying/advocacy, building strategic alliances with business.

Module 5: Partnerships, Strategic Alliances and Collaborative Arrangements

  • Knowledge of  process for establishing strategic alliances and partnerships, assessing challenges and risks, prioritizing and selecting partners, developing “value propositions” and proposals to private sector and other organizations, implementation and managing collaborative arrangements.
  • Knowledge of measuring the impact of strategic alliances, e.g. impact indicators that alliances are working, including objective setting, assessment methods, defining and measuring success, establishing baselines and measuring and  assessing value-for-dollar

Module 6: Strategic Social Media Engagement

  • Incorporate automated social media monitoring activities into your daily schedule.
  • Move away from one-way communication and enter the world of two-way conversation.
  • Mitigate risks in both public sector and non-profit organizational environments
  • Measure your return on effort

Module 7: How to Create and Sustain a Marketing Culture / Presentations Day

  • Examples of organizations that have created a marketing culture in the public and nonprofit sectors.
  • Best practices in creating a marketing culture in public and non-profit organization.

Student Presentations

During this session all course participants will present their course project for approximately 15 minutes and submit an executive summary report as a supporting document to the presentation

Course Project Components

1)       Final Presentation: 15 minutes, highlight key elements and  sell your marketing strategy

2)       Executive Summary Report: supporting document for the participant’s presentation

Final Exam – Online (no class attendance)

Professional Certificate in Public Sector & Non-Profit Marketing – Faculty

Jim Mintz (Program Director)
Formerly Director of Marketing and Corporate Communications Division at Health Canada, Jim is the Director of the Centre of Excellence for Public Sector Marketing. In addition to being the Program Director of the Professional Certificate in Public Sector and Non-Profit Marketing, he also teaches this subject at the University of South Florida, College of Public Health in Tampa. Jim is Past President of the American Marketing Association (AMA) Ottawa Chapter and served at AMA International in Chicago. He is a recipient of the AMA Ottawa “Marketer of the Year” award. Jim has also served on the Federal Government Communications Policy Committee. A frequent speaker at conferences and workshops in North America and around the world, Jim has also published articles on social marketing, public/private strategic alliances and other related topics. Prior to joining the federal government, he held senior marketing positions in the private sector.

Bernie Colterman (Program Director)
Bernie is Co-Founder and Director of the Centre of Excellence for Public Sector Marketing and President of the Colterman Marketing Group Canada, an Ottawa-based marketing solutions provider whose clients include federal, provincial and municipal governments, national associations and non-profit organizations. Bernie has facilitated numerous marketing campaigns for the government and the non-profit sectors. A master at brokering strategic alliances and partnerships, he has facilitated hundreds of collaborative arrangements for both industry and government – raising over $25 million in sponsorships and spearheading high profile partnership initiatives for Industry Canada, Canadian Heritage, Citizenship and Immigration Canada, Public Safety Canada, Province of Ontario and National Capital Commission. Bernie is Executive Producer of MARCOM, an annual marketing symposium dedicated to the specialized needs of the public and non-profit sectors. He is a regular contributor to publications and speaks at conferences aimed at government and non-profit audiences.

Judith Madill, PhD
Judith Madill is the Paul Desmarais Professor at the Telfer School of Management at the University of Ottawa. She was previously Professor and Coordinator of the Marketing Area at the Sprott School of Business, Carleton University. She has taught in Europe and other parts of the world. She has authored over 40 papers and reports, including From Public Education to Social Marketing: The Evolution of the Heritage Canada Anti-Racism Social Marketing Program. Judith is a frequent speaker on marketing and consults in the areas of public sector/social/relationship marketing and partnerships.

Mike Kujawski
Mike is a passionate marketing & social media strategist, who works solely with public sector and non-profit organizations. He now leads all of the Centre of Excellence for Public Sector Marketing digital marketing projects. Mike’s most recent tasks include the development of strategic digital marketing and social media engagement plans for the Public Safety Canada, National Gallery of Canada, Canadian Air Transport Security Authority and the Foreign Credential Recognition Program at HRSDC. He also worked on the development of comprehensive marketing and communications plans for the Department of National Defence, the Public Service Commission and the City of Burlington. Mike is a distinguished speaker, engaging blogger, and highly praised workshop facilitator in his field. He created Canada’s first national workshop and comprehensive workbook on how to develop a social media marketing strategy in a public sector setting. Mike also created the Government 2.0 Best Practices Wiki, which has garnered international attention as the first collaborative central archive of government social media initiatives in Canada and abroad.


For more information please contact or 613 731 9851 #18 613 520-7507


Are Universities Failing Our Students

I wrote a recent blog quite critical of academic institutions as it relates to Marketing.  As I pointed out  business schools are different than other faculties.  Professors should be obligated to work in business for a number of years before becoming academics in a business school… especially teaching marketing . All the academic research and learning won’t be of much use if you have no experience working in the “real world”.  I feel it is extremely important that the professors have a basic understanding of the “real world.” Although theory is important, the ability to apply the theory to real-life situations is equally important.

We have so called business courses that teach a multitude of theories , many useless,  but very very few  actually provide useful information that could be used by business students once they graduate. Why are students forced to take a whole bunch of courses especially in the first few years that are for the most part useless. While courses which would help them immensely are rarely taught and in most cases are optional programs. The two courses that every business student should be forced to take is 1. Business writing/communications and 2. Presentation skills.  Frankly I don’t care how well you do in your undergraduate business/marketing program if you can’t put your thoughts down on paper and/or can’t present them to clients or management your chances in making in business/marketing are pretty slim.

On the topic of universities, a recent article by Peggy Wente at the Globe and Mail on September 19th was quite controversial and provides some perspective and incites on some of the challenges at academic institutions, particularly undergraduate programs. Her major criticisms include: most students take courses from “itinerant graduate students”, large classes especially in first and second years are not supportive of learning, and use of  multiple-choice tests instead of essay questions is the trend in universities. ( Note I understand why professors with very large classes use multiple choice but professors with small classes should absolutely refrain from using them to evaluate students)

Wente points out that “the  dropout rate at universities in Canada is at an all-time high (56 per cent finish their degrees within six years)”. Universities according to Wente “are rewarded for getting bums in seats, not for educating and graduating them. Educating undergraduates is just about the last thing most professors want to do. They’d rather not have the students around, because they’d rather do research.”

She points out that universities are unaccountable for results, if, by results, we mean successfully educating students. In the reward system of universities, it’s research, not teaching, that matters. Professors are rewarded not for turning out high-quality graduates, but for turning out books and papers – even if they are unread. ( As I mentioned in my previous blog, much of the research in the field of marketing is irrelevant according to some experts).  This perverse system stubbornly persists, despite the fact that everyone knows it’s absurd. Some research, especially in the sciences and medicine, matters a great deal to the advancement of society. But a vast amount of it does not.”

Richard K. Vedder professor of economics at Ohio University and an adjunct scholar of the Ludwig von Mises Institute and  a leading U.S. critic, has argued that “the higher education system has pawned off the responsibility of educating students  in favour of pursuing a whole lot of self-interested research. Their job is now done by an itinerant class of ill-paid academic serfs, who cobble together a living teaching sessional courses as they strive to churn out yet another scholarly article that might help them land a steady job. But the full professors whom they subsidize have a very pleasant life. ”

Wente points out “that professors typically devote only 40 per cent of their time to teaching. And the effectiveness, efficiency and productivity of that teaching are almost an afterthought. Funding and incentives need to change so that departments are rewarded for graduating students efficiently and fast and not producing journal articles that nobody reads” (except other academics) .

“Publish or Perish” is often heard in the halls of academia. Deans want to know your publishing records although in recent years student evaluations of professors are being used to evaluate professors. But as one professor mentioned to me the professors who might have poor  evaluations may be the best teachers as they may be tougher on the students don’t hand out A’s and are very demanding (a recipe for poor student evaluations )

Richard Vedder argues that we should spend less time worrying about university access for all, and more time on the “scandal” of the billions we waste on unsuccessful efforts to educate students who fail to graduate. “The focus of higher education reform should be on increasing the quality of our college graduates,” he writes. And that will never happen until students count for more than articles in unread quarterlies.

So what are we to deduce from all this:

Universities pay scant attention to the needs of the undergraduate students who typically are their bread and butter. This is especially true in business schools where MBA and other Graduate programs tend to get a much higher priority .

Students  need knowledge and skills more than ever, but alternative forms of providing those skills, such as community colleges and on-the-job training are often superior and lower cost options. At least students learn stuff that is practical. For example, a trend in marketing is for students taking courses at a  community college after they graduate university to pick up hard skills that employers require. Most of these skills are not taught in universities.

Finally, we spend a heck of a lot of money on universities, but you really have to wonder what we are getting for our return on investment.

“Are universities failing students?”

“Should we be rethinking how universities are run”?

“Are business schools doing a good job teaching marketing”?

What do you think?


Are Business Schools Losing their Relevance for Marketers?

Well it is that time of year. School is about to start. As a practitioner who has spent close to 25 years teaching in business schools I thought I would reflect on my experience teaching marketing at two business schools . Business schools are different than other faculties. Professors should be obligated to work in business for a number of years before becoming academics in a business school… especially teaching marketing . All the academic research and learning won’t be of much use if you have no experience working in the “real world”. I feel it is extremely important that the professors have a basic understanding of the “real world.” Although theory is important, the ability to apply the theory to real-life situations is equally important.

“If the institution places research-focused faculty or graduate students in front of students, and the students lack any perspective gained through experience, the outcome will do little to enhance the managerial skill sets of the graduates.” states Lisa Marks Dolan, a business school dean, who also feels that much of the problem lies in the way teachers are trained. She states, “We’re being asked to produce graduates who can integrate, adapt, manage global diversity, work in teams, and bring out the best in others, yet these are not the skills that most doctoral candidates are asked to master as part of their training.”

Currently, most promotion and tenure decisions at Universities depend on articles published in leading journals and, to a lesser degree, on teaching and service.  Shouldn’t promotion and tenure  decisions also take the contributions to the advancement of marketing practice into consideration. If it is accepted that part of the purpose of business schools is to advance the  practice of business and marketing, including its impact on business strategy, business success, and society’s ability to address its challenges, this should be part of the consideration for tenure, salary increases, and recognition. But rarely does this happen. In fact , the opposite is true.

Most of the doctoral marketing programs today provide rigorous training in research methodology and theory.  Candidates must declare which track they are in i.e. behavioral or quantitative, not the substantive issues they are addressing, and then dive deeper into their respective disciplines. This provides a good foundation for conducting research. “What is of concern is what is missing—namely, marketers’ problems and the understanding of and passion for business.  Little, if any, time is spent on understanding the context of business and the day-to-day and strategic issues confronting managers.”

I cannot tell you how many times I have been told by students how surprised they are by the amount of theory they have to learn in business school but rarely take courses that actually deal with business. We have so called business courses that teach a multitude of theories , many useless,  but very very few  actually provide useful information that could be used by business students once they graduate.  I was once told by a senior academic that Universities are not Colleges where practical skills are taught.

My favourite example of the lack of practical information for business students was an incident I experienced a few years ago. I was assigning a case to my non profit marketing class and decided to assign them the The Mutual Fund Dealers Association of Canada case. One of the major challenges that my fourth year business students had with the case was that virtually none of the these students knew anything about  mutual funds, many never even  heard of mutual funds… all of these students had taken courses in Finance. Hard to believe but true.  This begs the question , what do students learn in Intro Finance aside from  mathematical formulas? Are these the same mathematical formulas that brought Wall Street and the world economy to its knees in the past year?

JEFFREY E. GARTEN,  former dean of the Yale School of Management, says he does not think business schools are doing a good enough job. Here are excerpts from a conversation with Mr. Garten, who became the dean after a career on Wall Street specializing in debt restructuring abroad and a stint as under secretary of commerce for international trade. (Issue Date: ARMCHAIR M.B.A., Posted On: 6/19/2005)

I think the current model of business school education needs to change dramatically. I think there should be different criteria for tenuring faculty. Right now, a professor would get tenure on the same qualifications as he or she would if they were in a department of economics or a department of history. What business schools need to do is add some criteria for promotion. One of them should be some real-world experience, in the same way that a doctor teaching at a medical school would have had to see patients.

Q. What percentage of business school professors have had experience in real companies?

A. I would say it’s minuscule. This is a very radical proposal. But let me give you a second. Business schools need to have a two-track faculty, with the second track being a clinical faculty, that is, people who may not have the academic qualifications to get tenure or even do real academic research, but who would bring into the classroom the world of practice and experience.

Yes practical experience. But what happens is the exact opposite. For example, if a business school is looking to become accredited the main criteria for its teaching staff is the amount and quality of its PhD’s , not the teachers who are practitioners with  practical experience.

Most professors , in my experience, focus their efforts not on teaching students but on academic research ( this is why many of them become academics and how they get promotions. i.e. publishing in prestigious journals.) But has anyone ever asked if any of this academic research is relevant?  According to Wharton professors David J. Reibstein, George Day, & Jerry Wind in their Guest Editorial: Is Marketing Academia Losing Its Way? (Journal of Marketing (01-JUL-09) “There is an alarming and growing gap between the interests, standards, and priorities of academic marketers and the needs of marketing executives operating in an ambiguous, uncertain, fast-changing, and complex market-space.

They go on to say “Why do marketing academics have little to say about critical strategic marketing issues and emerging issues, such as the impact of networked organizations, the impact and marketing of emerging technologies, the value of open innovation, the blurring of value chains, unethical marketing practices, the role of brands in global markets, the role of marketing when the customers are empowered, and the constant struggle of marketing practitioners to get a seat at the corporate strategy table? (see my previous July 28th 2009  blog Marketers Gets No  Respect)

The authors “contend that the gulf between marketing academics and senior marketing and corporate officers has widened. Academics are not listening to marketers’ needs and the issues they confront. The number of academics attending chief marketing officer and other chief-executive officer forums or paying attention to the output is  negligible.” ( kind of ironic that marketing academics are out of touch with the potential clients for their information)

Finally they suggest “It would be desirable to solicit input from chief executive officers and chief financial officers as to what they need from marketing that is not being adequately addressed. They  believe that this will yield research priorities that will help advance the discipline and its impact.

Imagine three top academics in marketing from Wharton -a top business school- recommending that it might be a good idea to solicit business people to ensure their research is relevant to the world of business, not to mention marketing in other sectors like non profits and public sector. … breathtaking!!!

I would be interested in hearing from academics, practitioners and yes from students in business schools.

Post script : An article: Marketing education doesn’t have to be this bad by David Finch, John Nadeau, Norm O’Reilly , the authors state:Unless there are fundamental changes in how undergrads are taught, tomorrow’s talent will enter the workforce disillusioned, ill-prepared and saddled with student debt for years.