COURSE OUTLINE 2012-2013 PROGRAM:
POLICIES AND PROCEDURES
This course has undergone ethical review by The Business School at Humber Institute of Technology and Advanced Learning. Information gathered for the purposes of this course does not involve collection of data from human subjects who are not enrolled in the course.
In the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.) the order, content and/or evaluation may change.
It is the student’s responsibility to be knowledgeable of the Humber Institute of Technology & Advanced Learning Academic Regulations. For information refer to the College’s website:
http://www.humber.ca/academic-regulations.
It is the student’s responsibility to retain course outlines for possible future use in support of applications for transfer credit to other educational institutions.
D6.4 Work Experience Outcomes
Work Experience Outcomes How work experience puts into practice the program outcomes
During their work experience, students may perform some or all of the following types of tasks which support achievement of program outcomes:
Describe the organizational and operational functions of their workplace.
Observe, record and evaluate existing conditions, behaviours and decisions made within the field and/or organization noting the organizational hierarchy and reporting
structures. Assess organizational objectives. Demonstrate and evaluate the components of
professionalism at work.
Adhere to company conduct, dress code and communication styles. Follow protocols with respect to schedules and the roles of the various employees and teams. Maintain standards for the provision of health care services. Adhere to legal and ethical guidelines relating to the provision of health care services.
Synthesize the many facets of the discipline’s decision-making, planning and problem solving.
Function in a workplace setting by working effectively both individually and as a member of a team. Participate in broad level decisions by being a member of a departmental team or work group recording the processes of the discipline. Assist in planning, coordinating, monitoring and/or evaluating programs and services in the delivery of health services. Assist in the completion of data analysis and reports as required.
Solve problems, make decisions and evaluate the outcomes of decisions.
Research and analyze data and make recommendations. Identify and analyze the needs and goals of the discipline. Analyze and interpret health policies. Assess
resources and limitations in a decision making context. Participate in evidence-based
decision making. Assist in formulating plans and concepts to satisfy a particular need or strategy. Assess strategies used.
Communicate clearly, concisely and correctly as appropriate to the requirements of the position.
Participate in meetings. Communicate with managers, supervisors, team colleagues, employees, professional groups or clinical teams, government representatives and/or the public as required. Assist with presentations. Communicate information, interpretations,
Work Experience Outcomes How work experience puts into practice the program outcomes
conclusions and recommendations to all parties involved. Prepare memos, letters, e- mail, reports, or other written documentation. Manage the use of time and other resources
effectively, to attain work goals within established timelines.
Assist in the preparation of schedules, adhering to deadlines and timeframes and monitoring progress. Adjust timeframes if necessary or redesign work assignments to meet deadlines. Complete assigned work on schedule
Demonstrate improvement after receiving constructive feedback and take responsibility for own actions and decisions.
Solicit and respond to supervisor feedback on performance. Refine work output in line with internal managerial and external client feedback.
Interact with others in groups or teams in ways that contribute to effective working
relationships and the achievement of mutual goals.
Meet with managers/supervisors to determine organizational relationships, department functionality and decision-making processes. Participate in and contribute to team meetings. Collaborate with various professional groups and/or representatives of other organizational functions to enhance mutual relationships. Employ current techniques, methods,
technologies and tools supporting the
profession while observing generally accepted working practices.
Use tools, techniques, technologies, software, Internet, etc. to facilitate work requirements, test concepts and articulate recommendations. Use health information systems to support decision making.
Articulate ideas and information
comprehensibly in oral and written forms.
Recognize the importance of the discipline’s practices, program management, schedules and deadlines. Prepare effective written documentation as required and make clear and achievable program suggestions
accordingly. Use charts, tables and diagrams to illustrate facts and ideas.
Apply, consolidate and extend learning in different contextual frameworks and situations.
Apply learning from program on the job to contribute to changes in local and/or global challenges affecting the health sector and/or policy or regulatory requirements.
Generate ideas, concepts, proposals,
solutions or arguments independently and/or collaboratively in response to new challenges or opportunities.
Conduct research, analyze and prepare reports, proposals and recommendations. Assist in the planning, programming, and facilitation of programs or special projects as required. Interact with the professional team to achieve goals.
Methods of Evaluating Student During Placement All on-the-job performance will be evaluated as follows:
A letter of agreement outlining types of work and expected outcomes will be agreed upon by the employer, student and Humber.
The employer will (using a format provided by Humber):
review the agreed upon outcomes and the records maintained by the student and evaluate the student’s performance against each of those outcomes, providing specific examples of tasks the student performed related to each objective and a rating of how well he/she performed them;
complete a checklist evaluating basic characteristics such as punctuality, willingness to take on different tasks, contribution to the team, etc.; and
provide an overall rating using a scale provided by Humber which highlights the student’s strengths and weaknesses.
The student will prepare a journal on the work experience to include: a summary of major job responsibilities;
a summary of agreed upon work outcomes and an analysis of the extent to which each outcome was accomplished;
a record of job tasks completed during the work experience and an assessment of how they contributed to achieving the learning outcomes;
an assessment of classroom learning used to complete job-related tasks during the work experience;
a list of new learning acquired on the job;
a discussion of problems encountered on the job and how they were resolved;
a self-assessment of performance on the job based on the agreed upon work outcomes; and identification of personal strengths and competency areas needing additional development
in the final year of study.
Both employer and student reports will be reviewed and evaluated by college staff and a final grade will be assigned.
Each student will be assigned an advisor for their work term. The advisor will be the student’s point of contact for the work experience. The advisor will monitor the student during the work term. In addition to discussing expectations and performance with the student, the advisor holds similar discussions with the employer. The advisor serves as a mediator in the event of problems with the work experience and ensures that the experience is meaningful and at an appropriate level.
D7.4 Identification of Previously Assessed Subjects
D7.4.1 Core Courses
Core Course Title Previously Assessed
Introductory Financial Accounting Yes
Microeconomics Yes Marketing Yes
Business Law Yes
Macroeconomics Yes
Statistics for Business Yes
Organizational Behaviour Yes
Business Communications Yes
Human Resources Management Yes
Business Information Systems Yes
Ethics and Values Yes
Quantitative Methods for Business Yes
e-Commerce Yes
Customer Service Yes
Financial Management Yes
Operations Management Yes
Healthcare Management: Policy Formulation, Implementation and Evaluation 1
No
Introductory Management Accounting Yes
Business Research Methods Yes
Healthcare Management: Data and Analysis No
Healthcare Management: Population Health No
Health Economics No
Healthcare Financial Management No
Strategic Management Yes
Health Informatics No
Healthcare Strategy: Markets and Information No
Healthcare Management: Senior Level Business Project No
Healthcare Strategy: Organizations No
Healthcare Management: Organization Design and Behaviour
No Healthcare Management: Policy Formulation,
Implementation and Evaluation 2
No
D7.4.2 Non-Core Courses
Non-Core Course Title Previously Assessed
D8 Bridging Courses
D8.1 Bridging Course Descriptions
Not applicable to this submission
D8.2 Bridging Course Outlines
D9 Gap Analysis – Diploma to Degree Transfer
D9.1 Summary of Gaps
It is anticipated that some graduates from two and three business diploma programs will be interested in transferring into the Bachelor of Commerce (Healthcare Management).
Humber’s methodology for identifying and bridging the learning gaps that inevitably exist between parallel diploma and degree programs has been well documented in its earlier submissions for degree level study. Following this established practice, the Bachelor of
Commerce (Healthcare Management) program learning outcomes were compared to the MTCU program standards of related two and three year diploma programs. Outlined below are the degree and diploma learning outcomes, skill and knowledge gaps, and a summary of the learning required to bridge those gaps.
Gaps Identified
Graduates of three-year business administration diploma programs will have studied the various functional areas of business addressed in the first two years of the degree. Gaps tend to be found in knowledge of research methods and the level of analytical skills to analyze and evaluate business problems with the expected depth of criticism and rigour of degree-level education, as well as in depth and breadth of knowledge in the specialization. Some students may be missing skills in statistical analysis.
Transfer students will receive block transfer for 50% of the courses in the degree (four semesters). The gap will be remediated by having graduates complete an additional four semesters of degree-level study, with the emphasis on courses in the specialization. Any gaps in depth and breadth of study will be addressed in the completion of senior courses in the final two years of the degree in combination with the learning experiences, volume of reading and the nature of assignments associated with the degree level courses. This transfer would fall within the Port Hope Accord, which allows for transfer of 65% of degree-level credit for a 4-year degree program from a completed 3-year diploma (see table below).
Graduates of most two-year business diploma programs will have a basic understanding of some functional areas of business, sufficient to receive block transfer for two semesters of degree-level study. Gaps are found in some functional areas such as operations management, knowledge of statistics and research methods, the level of analytical skills to analyze and evaluate business problems with the expected depth of criticism and rigour of degree level education, as well as in depth and breadth of knowledge in the specialization. The exception is graduates of two-year Business Finance/Financial Services who exhibit a much greater gap in foundational business courses.
Transfer students from two-year business diploma program with the exception of Business Finance/Financial Services will receive block transfer for 25% of the courses in the degree (two semesters). The gap will be remediated by having graduates complete an additional six
semesters of degree-level study, with the emphasis on courses in the specialization. Any gaps in depth and breadth of study will be addressed in one year of lower-level courses and the completion of senior courses in the final two years of the degree in combination with the learning experiences, volume of reading and the nature of assignments associated with the degree level courses. This transfer would fall within the Port Hope Accord, which allows for transfer of 40% of degree-level credit for a 4-year degree program from a completed 3-year
diploma (see table below). Transfer students from two-year Business Finance/Financial Services programs will receive block transfer for 12.5% of the courses in the degree (one semester).
In summary, the Port Hope Accord allows for:
Transfer of 65% of degree-level credit for a 4-year degree program from a completed 3- year diploma. For a degree with 120 credits/40 courses, this means a maximum transfer of 78 credits/26 courses.
Transfer of 40% of degree level credit for a 4-year degree program from a completed 2-year diploma program. For a degree with 120 credits/40 courses, this means a maximum
transfer of 48 credits/16 courses. In the case of this gap analysis:
Students who have successfully completed a 3-year business administration diploma with a GPA of 70% or above may be granted a maximum block transfer credit of 20 out of 40 courses (core and non-core).
Students who have successfully completed a 2-year business diploma program with a GPA of 75% or above (except Business Finance/Financial Services) may be granted a maximum block credit of 10 out of 40 courses (core and non-core).
Students who have successfully completed a two-year Business Finance/Financial Services diploma program with a GPA of 75% or above may be granted a maximum block credit of 5 out of 40 courses (core and non-core).
1Otherwise qualified graduates of the above diploma programs who exhibit a greater gap in either breadth or professional core courses may be required to take additional coursework to complete requirements for graduation from the degree.
Non-Core Courses:
Humber graduates of the three year advanced diploma will have taken one general education course (“Humanities”) and 3 general education elective courses. If graduates of the advanced diploma program have met the 75% grade requirement, they will receive credit for 4 breadth courses towards the degree.
Humber graduates of the two year diploma will have taken one designated general education course and 2 general education elective courses. If graduates of the diploma program have met the 75% grade requirement, they will receive credit for 3 breadth courses towards the degree.
D9.2 Gap Analysis
Note: comparisons were made with the MTCU program standards for Business Administration and specifically with the Humber 3-year advanced diploma in mind. Graduates of the advanced diploma from other Colleges may not have sufficient non-core courses for transfer and/or may be asked to complete additional “reach back” core courses.
D9.2.1 Business Administration Advanced Diploma to B.Comm. (Healthcare Management) Degree Program Level Learning Outcomes Business Administration MCU 60200
Gap Analysis Remediation of Gap
1. Analyze the impact and long- range global challenges of economic, environmental, ethical, legal, political, sociological and technological factors upon the strategy, management and behaviour of organizations, with particular emphasis on health services organizations. 2. Work in a manner consistent with law and professional standards, practices, and protocols. 4. Apply strategies to creatively organize, lead, and assume the risks of an organization. 5. Apply knowledge of the human resources function to the management of an organization. 6. Apply knowledge of the marketing function to the management of an organization. 7. Apply accounting and financial knowledge to the management of an organization 8. Apply knowledge of operations management to the management of an organization. 10. Take into account
the
Diploma graduates will have the economic, legal, human resource, market environment and technological understanding to contextualize the strategic and management behaviour of organizations. Students will lack specific knowledge about the health sector and health service organizations. The degree demands a higher level of critical analysis and research rigour.
Specialization courses in years 3 and 4 will remediate the gap.
Degree Program Level Learning Outcomes Business Administration MCU 60200
Gap Analysis Remediation of Gap
interrelationship among the functional areas of a business. 16. Take into account
the impact of the economic, social, political, and cultural variables which affect a business operation. 2. Discuss contemporary health policy issues from political, social and economic perspectives and analyze current debates in health policy. Graduates of a business administration
program will not have met this outcome.
Courses in years 3 and 4 will provide the requisite knowledge and skills to allow students to attain this outcome. 3. Compare and contrast the structure of the Canadian healthcare system with systems in other countries. Graduates of a business administration
program will not have met this outcome.
Courses in years 3 and 4 will provide the requisite knowledge and skills to allow students to attain this outcome.
4. Critically analyze the forces that shape values, ideas, personal and societal circumstances, and business decisions.
16. Take into account the impact of the economic, social, political, and cultural variables which affect a business operation.
Students will have developed basic abilities in this area, although degree study places a greater emphasis on
structured and sustained written argument.
Years 3 and 4 of the degree will further develop graduates’ skills. The breadth electives will significantly contribute to the achievement of this outcome. 5. Evaluate the contribution of human resources management to organizational effectiveness and to other key 5. Apply knowledge of the human resources function to the management of an organization. 12. Apply research The diploma curriculum addresses this outcome through courses such as ‘Business Law’, ‘Labour Relations’, ‘Statistics’, ‘Principles No remediation required. This outcome has been met. Courses in the third and fourth years will provide students with additional
Degree Program Level Learning Outcomes Business Administration MCU 60200
Gap Analysis Remediation of Gap
functions within
the organization. skills to gather, interpret, analyze, and evaluate data from primary and secondary sources. of Management’, ‘Human Resource Administration’, ‘Organizational Behaviour’ experience in applying the concepts to the health sector. 6. Evaluate marketing strategies and assess their impact on consumers and the achievement of business goals. 3. Develop customer-service strategies to meet the needs of internal and external customers. 4. Apply strategies to creatively organize, lead, and assume the risks of an organization. 6. Apply knowledge of the marketing function to the management of an organization. Diploma graduates will have the marketing and consumer sales frameworks to analyze marketing strategies and their impact on the
achievement of sales, market penetration and profitability goals.
No remediation required. This outcome has been met. Courses in the third and fourth years will provide students with additional
experience in applying the concepts to the health sector. 7. Explain the management and use of business information systems, including health informatics, for personal and organizational success. 4. Apply computer skills and knowledge of technology to support the management of an organization. Generic Skills Objective: 4. Use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks. Diploma graduates understand business information systems and e-business strategies and their relevance to
business and personal success, but will lack knowledge about health specific systems and processes.
This will be further refined through upper level courses such as
Health Informatics and Healthcare Management: Data and Analysis. 8. Assess strategies of operations management and 8. Apply knowledge of operations management to Diploma graduates have experience in assessing the No remediation required, although the specialization courses
Degree Program Level Learning Outcomes Business Administration MCU 60200
Gap Analysis Remediation of Gap
their impact on domestic and international organizations. the management