MS Health Care Administration ( )

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MS Health Care Administration

(20132014)

Program Information

Point of Contact

Alberto Coustasse (coustassehen@marshall.edu)

Support for University and College Missions

Marshall University is a multicampus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge.

— University Mission

Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have.

College Mission

The mission of the COB is to be a leading state institution for the education of business students, and a contributor to the region's economic development. The college is committed to an overall balance among teaching, scholarly activity, and service. The COB is dedicated to graduating individuals who possess the communication, critical thinking, and problem solving skills necessary to meet the TriState area's needs for the demands of the global marketplace.

Program Mission

The mission of the MS in Health Care Administration is to prepare students for careers in the management of healthcare related organizations.

Support for College Mission

Our mission supports the mission of the Graduate College in that we provide quality education, disseminate knowledge of technical tools and provide opportunities to students in order to develop their personal growth and enhance their intellectual and professional skills. Our mission supports the mission of the College of Business in that we provide students with communication, critical thinking, and problem solving skills that allow them to think clearly and independently.

Support for University Mission

This graduate program prepares quality practitioners committed to health and healthcare, which contributes to the development of the individual and the society as a whole. The program facilitate learning and disseminate knowledge through advanced and specialized study providing them with the tools and skills that they will need supporting the university mission.

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Learning Outcomes

Oral Communication: The student will communicate orally in an effective and professional manner in a healthcare environment/organization.

Assessment Point 1 Embedded Assessment Expected Benchmark Level HCA 695 Healthcare Research project Capstone

Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 699 Organizational strategic plan Advanced

Written Communication: The student will be able to communicate effectively in writing within a business environment/ organization.

Assessment Point 1 Embedded Assessment Expected Benchmark Level HCA 695 Healthcare Research Project Capstone

Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 699 Organizational Strategic Plan Advanced

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Finance: The student will be able to use financial criteria and employ alternative solutions in order to make healthcare financial decisions.

Assessment Point 1 Embedded Assessment Expected Benchmark Level HCA 610 Healthcare Research Project Capstone

Assessment Point 2 Embedded Assessment Expected Benchmark Level MGT 699 Organizational Strategic Plan Advanced

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Rubrics

Oral Communication: The student will communicate orally in an effective and professional

manner in a healthcare environment/organization.

Trait Introductory Milestone Capstone Advanced

Organization The speaker fails to use an introduction or conclusion and fails to provide a reasonably clear and logical progression within and between ideas. The structure of the presentation interferes with the clarity and logic of the ideas being presented. The speaker uses an appropriate introduction and conclusion and provides a reasonably clear and logical progression within and between ideas. The speaker uses an exceptional introduction and conclusion and provides an exceptionally clear and logical progression within and between ideas. Audience Appropriateness The speaker uses unclear or inappropriate language that would result in substantial miscommunication with the intended audience. The speaker uses some inappropriate language that would distract the intended audience. The speaker uses language that is reasonably clear and appropriate for the intended audience. The speaker uses language that is exceptionally clear and appropriate for the intended audience. Voice Quality Presenter mumbles or speaks too quietly for all audience members to hear. Delivery is forced with little or no vocal variety. Delivery contains significant instances where speaker could not be heard or understood. Voice quality is erratic. Delivery is mostly clear and natural. Limited instances where speaker could not be heard or understood. With few exceptions, voice quality is used to emphasize points. Delivery is clear, natural, conversational, and enhanced by good vocal variety. Vocal quality is used effectively to emphasize points and reinforce structure. Grammar/Word Choice Listeners are distracted by grammatical errors. Inappropriate word choice. Sentences do not flow well. Frequent grammatical errors, incomplete sentences, and run on sentences; Frequent poor word choice. Some grammatical errors; some incomplete sentences or run on sentences; some poor word choice. Insignificant grammatical errors and appropriate word choice. Sentences flow together well. Eye Contact & Body Language Distracting body language and lack of eye contact prevent effective communications with audience. Body language and lack of eye contact reflect reluctance to interact with audience. Body language and eye contact reflect some discomfort interacting with audience. Body language and eye contact reflect comfort interacting with audience. Communication Aids Communication aids distract or are used inappropriately, are difficult to read, and contain unimportant information. Communication aids have numerous errors that interfere with effectiveness of presentation. Communication aids contribute overall but have errors, are difficult to read, or include too much or too little information Communication aids enhance presentation. Aids appear professional and important information is included. Personal Appearance Inappropriate for audience and/or topic. Questionable for audience and/or topic. Appropriate for audience and/or topic. Highly professional appearance. Clear Topic Coverage The speaker presents a topic and a focus that are inappropriate for the purpose, time constraints, or intended audience. The speaker presents a topic or a focus that is inappropriate for the purpose, time constraints, or intended audience. The speaker presents a topic and a focus that are approporiate for the purpose, time constraints, and audience. The speaker presents a topic and a focus that are exceptionally appropriate for the purpose, time constraints, and audience.

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Written Communication: The student will be able to communicate effectively in writing within a

business environment/ organization.

Organization Writing lacks logical organization. Reader cannot identify a line of reasoning. Writing is not arranged logically. Frequently, ideas fail to make sense together and are not linked. By thinking hard, reader can usually figure out the line of reasoning. Ideas are arranged to support the writer’s purpose, but order is sometimes questionable. Ideas are usually clearly linked to each other. Reader can usually follow line of reasoning. Ideas are arranged logically to support the purpose. Ideas flow smoothly from one to another and are clearly linked to each other. Reader can follow the line of reasoning. Purpose Purpose is generally unclear and/or not even apparent. Purpose is not clear, nor is it easy to find an implied purpose. Writing has a clear purpose, but may occasionally digress. Writer’s purpose is readily apparent to the selected audience and is clear. Grammar and mechanics (sentence structure, punctuation, spelling) Sentence structure and grammar errors are so numerous that the reader stops reading. Confusing sentences. Numerous errors distract reader. Sentences are functional. Errors are present but do not distract from the meaning. Sentences are well constructed. They vary in length and structure, and flow well. Writing is almost error free, and reads well. Relevance No reference made to current practice. Poor understanding of the topic. Good understanding of topic and covering of issues. Communicate through understanding of topic and provides insight to topic. Use of Research Evidence is not cited to support claims. No citation present. Poor evidence to support statement of the study. Existences of some inconsistencies in format of citation are present. Evidence to support claims is generally present. Attribution is often clearly given. Some inconsistencies in format of citation. Compelling evidence is given to support claims. Attribution is clear and fairly presented. Consistently correct and appropriate format of citation. Content Neither purpose nor hypothesis clearly present. Information seems random. Analysis is vague or not evident. Reader is confused or misinformed. Poorly presented purpose or hypothesis. Poor analysis is presented. The reader sometimes gets confused. Information provides firm support for hypothesis and displays evidence of a basic analysis of a sufficiently limited topic. Reader gains some insights. Even, balanced information effectively supports a central purpose or hypothesis and displays a thoughtful indepth analysis of a topic. Reader gains insights.

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Finance: The student will be able to use financial criteria and employ alternative solutions in

order to make healthcare financial decisions.

Identification & Summarization

Does not recognize any issues or mentions issues unrelated to financial facts

Recognizes 1 financial issue but does not elaborate OR provides a poor description

Recognizes 1 financial issue and provides a summary of the issue

Recognizes 2 or more financial issues and thoroughly summarizes each of the issues

Interpretation

Copies ratio(s)/ financial terms from source but fails to interpret its importance

Copies ratio(s)/financial terms from source and attempts to interpret its importance

Describes 1 relevant ratio/financial term with technical jargon

Interprets 1 relevant ratio/financial term so a layperson can understand Calculation Fails to calculate any

ratio/financial item

Miscalculates the ratio(s)/financial item

Accurately calculates at least 1 ratio/financial item

Accurately calculates 2 or more ratios/financial item

Assumptions Does not ID any assumptions Recognizes 1 assumption, but does not elaborate

Identifies 2 or more assumptions necessary for analysis

Identifies 2 or more assumptions and explains these key assumptions

Knowledge

Repeats facts and does not discuss the relevance of these facts.

Repeats facts and provides unrelated information or knowledge.

Cites facts and related knowledge from theoretical or real life experience.

Discusses and cites facts and related knowledge; Adds knowledge from personal experience.

MS Health Care Administration ( )