CANADIAN PROFESSIONAL ACADEMY (CPA) is an educational institution that has been built upon a vision which allows individuals from different nationalities and cultures to find the best international professional and executive education. CPA seeks to make its programs easily accessible, regardless of location or financial means. CPA aspires to ensure professional success by helping students develop the skills and talents necessary to excel in a fast-paced and changing world.
About Us



Vision
Mission
CANADIAN PROFESSIONAL ACADEMY provides accessible professional education programs for students wanting to be effective managers in the increasingly complex and changing global organizational environment. CPA is committed to providing quality on-Campus and distance programs.
Philosophy and Founding Principles
CPA was formed upon the initiative of a number of professional and business scholars who were motivated by a desire to create a global, competency-based management educational system. This system is intended to provide a wide range of answers to the changing needs of companies and government operating within different economic and political systems. Competency-based management education is defined as learning how to understand emerging business knowledge and technology, as well as the importance of sustainable management techniques.
CPA was founded upon the following set of principles:
1 – To be able to offer professional and executive on-campus and on-line business programs that take the cultural diversity and location and of its students into account. We are an professional and educational institution that has been built upon a vision which allows individuals from different nationalities and cultures to find the best in international education. This means that programs, courses, curricula and professors reflect an understanding and appreciation of these aspects and ensure that they are included in the overall student learning experience.
2 – To enrich the learning environment by training students in both theory and practice by recommending learning materials that are backed up by proper research, are as current as possible, and allow regular communication of ideas and personal experience between students and professors.
3 – To make its programs easily accessible regardless of location or financial means.
CPA Business Programs
1 – To provide students with advanced skills and knowledge so that they may combine theory and practice regarding concepts and issues generally faced by business managers.
2 – To ensure that our professors are qualified in their subject areas and that they have a sound grasp of the latest in business issues.
3 – To provide business training that encourages students to critically and creatively analyze, evaluate and execute and to teach them to develop independent thinking.
4 – To keep abreast of the newest in educational content and techniques with respect to international business practices and globalization issues.
5 – To make competency-based executive education fully accessible to as many as possible in the emerging economies.
6 – To stimulate cross-cultural communication and understanding.
Expected Learning Outcomes of CPA Programs
1 – The development of effective written, oral, and interpersonal communication skills.
2 – The development of the ability to seek, select, organize, and synthesize data into a coherent, presentable and deliverable form.
3 – The development the ability to evaluate information, think critically and develop sound judgment.
4 – The ability to apply theoretical concepts to practical situations.
5 – The ability to take initiative and be able to work constructively through collaboration by independent effort.
6 – The maintenance and promotion of ethical business practices.
CPA E-Libraray
CPA E-Library is accesible only by registered students.
Please login to our E-Learning system, use your student ID number, and click on "ebrary", then, on: "Link to CPA's ebrary site".
The company was founded in 1983 as University Microfilms, and then changed to several names during the period, finally changed to ProQuest Information and Learning in 2001. The Proquest Research Library includes more than 5,500 titles – more than 4,000 in full text with the coverage from 1971 to present. Its content is estimated at 125 billion digital pages. It provides access to a wide range of the core academic titles, from business and the sciences to literature and politics. Proquest is ranked 65th in the nation's most innovative users of business technology.
CPA Faculty: Regulation
All faculty members teach at a degree level appropriate to their qualifications, and have graduated from accredited universities from around the world.
Faculty members develop their own syllabus for each course, select the textbooks and other materials to be used, and this is reviewed by at least one administrator who is a senior faculty member, to ensure overall quality. All faculty members also participate in the process of academic planning.
The mission, purpose, and goals of the Institution are a major part of each faculty member's teaching, as this relates to how they teach, how they grade, and how they interact with students. In the annual academic meetings, each faculty member participates in accomplishing the CPA mission, purpose and goals.
Students are awarded a degree upon completion of all courses in that degree program. The Registrar at each campus coordinates this with the CPA administration to ensure both organizations are recognized on the award.
Certified copies of transcripts as well as full curriculum vitae are obtained prior to subcontracting any faculty members, and the administrator in charge also contacts the degree-granting institution to verify the person's qualifications and degrees. This is always done with authorization from the candidate.
The number of hours needed for direct interaction between students and faculty per term vary according to the type of programs and mode of delivery, but it is expected that a minimum of three hours interaction is provided regardless of online or face-to-face mode.
The number of hours faculty are required to spend on student evaluation vary widely depending on the type and length of assignment, as well as the ability/speed of the faculty member to read each assignment. It is expected that at least 15 minutes per weekly assignment per student will be spent, with a maximum of 45 minutes per student weekly assignment.
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