0 College and Program Information
Seneca College of Applied Arts and Technology http://www.senecacollege.ca
Proposed Degree Nomenclature
Bachelor of Healthcare Management
Location: specific address where the program will be delivered
King Campus 13990 Dufferin St. King City, Ontario L7B 1B3
Person responsible for submission:
Liwana S. Bringelson, PhD
Contact Information:
Liwana S. Bringelson, PhD Director of Program Quality 1750 Finch Ave. East Toronto, Ontario M2J 2X5
416-491-5050 x22397
Name of Site Visit Coordinator:
Same as above
Table of Contents
Table of Contents 0 College and Program Information ...... 2 Section 1 Introduction ...... 7 1.1 Executive Summary ...... 8 1.2 Program Abstract ...... 10 Section 2: Degree Level ...... 12 2.0 Introduction ...... 13 2.1 Depth and Breadth of Knowledge ...... 15 2.2 Conceptual and Methodological Awareness/Research and Scholarship ...... 18 2.3 Communication Skills ...... 20 2.4 Application of Knowledge ...... 21 2.5 Professional Capacity/Autonomy ...... 23 2.6 Awareness of Limits of Knowledge ...... 25 Section 3: Admission, Promotion and Graduation ...... 27 3.1 Admission Standard ...... 28 3.2 Admission Requirements for Direct Entry ...... 29 3.3 Admission Policies and Procedures for Mature Students ...... 30 3.4 Promotion and Graduation Requirements ...... 31 3.5 Advanced Standing Policies and Requirements ...... 32 Section 4: Program Content ...... 34 4.1 Program Overview and Map ...... 35 4.2 Program Advisory Committee ...... 37 4.3 Professional Accreditation ...... 42 4.3 (i) Professional Accreditation ...... 42 4.3 (ii) Letters of Support ...... 44 4.4 Learning Outcomes ...... 45 4.4 (i) Degree Outcomes ...... 45 4.4 (ii) Program Learning Outcomes ...... 49 4.4 (iii) Breadth Learning Outcomes ...... 57 4.5 Course Descriptions ...... 63 4.5 (i) Core Courses ...... 63 4.5 (ii) Non-Core Courses ...... 71 4.5 (iii) Co-op Courses ...... 72 4.6 Course Schedules ...... 73
Table of Contents
4.6 (i) Course Schedule 1 ...... 73 4.6 (ii) Course Schedule 2 ...... 78 4.7 Work-Integrated Learning Experience ...... 83 4.8 Course Outlines ...... 88 4.8 (i) Overview of Seneca’s Course Outline Framework ...... 88 4.8 (ii) Glossary of Instructional Strategies ...... 90 4.8 (iii) Previously Assessed Courses ...... 92 4.8 (iv) Core Course Outlines ...... Core Courses Tab 4.8 (v) Non-core Course Outlines ...... Non-Core Courses Tab 4.8 (vi) Co-op Course Outlines ...... Co-op Courses Tab 4.9 Bridging Course Descriptions ...... 97 4.10 Bridging Course Outlines ...... 98 4.11 Gap Analysis ...... 99 Section 5: Program Delivery ...... 110 5.1 Introduction ...... 111 5.2 Quality Assurance of Delivery ...... 112 5.3 Support for Teaching and Learning and Faculty Development ...... 114 5.4 Student Feedback ...... 115 5.5 Online Delivery ...... 116 Section 6: Capacity to Deliver ...... 118 6.1 Introduction ...... 119 6.2 Library Resources ...... 120 6.3 Resource Renewal and Upgrading ...... 126 6.3 (i) Library ...... 126 6.3 (ii) Seneca IT Plan (2012–2015) ...... 126 6.3 (iii) Campus Expansion ...... 127 6.4 Support Services ...... 129 6.5 Faculty ...... 131 6.6 Curriculum Vitae Release ...... 133 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program ...... 134 6.7 (i) Curriculum Vitae of Faculty Assigned to Deliver the Core Courses and Other Core-Related Requirements ...... 134 6.7 (ii) Curriculum Vitae of Faculty Assigned to Deliver the Non-Core Courses and Any Other Breadth-Related Requirements ...... 263 Section 7: Credential Recognition ...... 277
Table of Contents
7.1 Credential Recognition ...... 278 7.1 (i) Employers ...... 278 7.1 (ii) Postsecondary Institutions ...... 278 7.1 (iii) Professional Associations ...... 281 7.2 Career Progression and Lifelong Learning ...... 283 7.3 Letters of Support ...... 285 Section 8: Regulation and Accreditation ...... 302 Section 9: Nomenclature ...... 310 Section 10: Program Evaluation ...... 313 Section 11: Academic Freedom and Integrity ...... 315 Section 12: Student Protection ...... 317 Section 13: Economic Need ...... 319 13.0 Introduction ...... 319 13.1 Industry Demand ...... 322 13.2 Employment Outlook ...... 324 13.3 Institutional Supply and Demand ...... 326 13.4 Strategic Analysis ...... 336 Section 14: Duplication ...... 339 14.1 Similar/Related College Programs ...... 339 14.2 Similar/Related University Programs ...... 346 Section 15: Optional Material ...... 353 15.1 LEADS in a Caring Environment Framework ...... 354 15.2: Program Advisory Terms of Reference ...... 356 15.3 Program Advisory Committee Additional Material ...... 358 15.4: Co-op Work Term Student Evaluation Rubric ...... 361 15.5: Co-op Work Term ePortfolio ...... 363 15.6: AUPHA Criteria for Undergraduate Program Certification ...... 367 15.7 Seneca College Institutional Plans and Reports ...... 372 Section 16: Policies ...... 374
Section 1: Introduction
Section 1: Introduction
Section 1 Introduction
The following section includes: 1.1 Executive Summary 1.2 Program Abstract
Bachelor of Healthcare Management – 7
Section 1: Introduction
1.1 Executive Summary The Canadian Healthcare system is undergoing significant change. Escalating costs, lower revenues, and outdated funding and management models1 call for innovation and leadership. The proposed Bachelor of Healthcare Management degree program addresses a critical demand for healthcare leaders at the national, provincial, and local levels in a variety of organizations. It provides students with a solid business management foundation, a breadth and depth of proficiency in healthcare administration, and applied knowledge to influence health policy and the delivery of care. This degree program fills a gap in the current job market by preparing graduates who are able to meet the unique challenges of Canada’s complex health system and lead its transformation across public, private, non-profit, and for profit domains of care. The Health Council of Canada has identified the acute necessity for strong leadership to effect meaningful system transformation.2 Ranked as a national priority3 Canada’s healthcare system needs leaders who challenge the status quo and work collaboratively with all stakeholders in order to design solutions amidst a climate of shrinking budgets and fiscal constraint. The degree program delivers theory, knowledge and skills with significant emphasis on practical application and real-world context. The proposed Bachelor of Healthcare Management degree program was developed in response to external trends and environmental factors with input from industry and faculty. To align with national directions in the development of leaders in healthcare, Seneca College has designed the Bachelor of Healthcare Management degree around the LEADS in a Caring Environment Framework4. This framework is a representation of best practice in the key skills, behaviours, abilities and knowledge required by healthcare leaders. To further facilitate the process of leadership development, a peer mentorship program has been designed for healthcare management students starting in the first year of the program. In addition, the proposed degree program will consider credits for short-term study abroad to promote global awareness, discovery, and student benefit from these “high impact” experiences. 5 Economic indicators and labour market projections point to an increased demand for qualified professionals in Health Administration occupations. Based on the economic need study included in Section 13, this degree program will provide graduates with skills that are in high demand by employers including hospitals, long-term care, retirement homes and private sector healthcare occupations. Whether earning a first undergraduate degree or returning to school for career advancement, graduates of the proposed Bachelor of Healthcare Management degree program will have a number of career and employment options including: Medical Records Manager; Healthcare Finance Manager; Program Manager; Healthcare Consultant; Clinic Manager; Project Coordinator; Assistant Administrator, etc.
1 Denise Deveau. Breaking Silos Best Medicine for Inefficient Healthcare System. Financial Post, September 2013. 2 Health Council of Canada. Better health, better care, better value for all: Refocusing health care reform in Canada, 2013, www.healthcouncilcanada.ca 3 The Council of the Federation. From Innovation to Action: The First Report of the Health Care Innovation Working Group, 2012. 4 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014. 5 Shultz, N. Learning Communities as a First Step in an Integrative Learning Curriculum. About Campus, October, 2013.
Bachelor of Healthcare Management – 8
Section 1: Introduction
The Bachelor of Healthcare Management degree program’s balanced curriculum has been designed with content and academic rigor that is expected to facilitate credit transfer to and credential recognition by other postsecondary institutions in Canada, the United States and abroad. It provides solid grounding in theory as well as application that will enable graduates to continue their studies at the Ontario College Graduate Certificate or Master’s Degree level. This degree program maximizes the graduates’ potential for employment and promotion in their field and for further study. It meets the Board’s standard and benchmarks for Credential Recognition. Seneca College’s Bachelor of Healthcare Management degree program will be eligible for application to the Association of University Programs in Health Administration (AUPHA) for undergraduate program certification after graduating its first cohort of students. Careful review of the AUPHA certification criteria has informed curriculum development to ensure program alignment with these rigorous standards. Currently, no other college in the Greater Toronto Area offers a baccalaureate degree-level credential in healthcare management. Seneca College’s existing application demand and the enrollment success of its health and business program clusters attests to the fact that there is a demand for additional training in healthcare management. With its focus on cross-disciplinary education in health studies and business administration, the proposed Bachelor of Healthcare Management degree program will enable graduates to influence the future of the Canadian healthcare system and beyond. The curriculum focus on integrative thinking prepares graduates to tackle the needs and priorities for financial sustainability, evidence-informed decision making, health promotion/illness prevention and management, innovative technology, modern management, leadership and patient-centred care, as outlined by the Conference Board of Canada Health Summit.6
6 The Conference Board of Canad. Health Summit 2014: Aging, Chronic Disease, & Wellness.
Bachelor of Healthcare Management – 9
Section 1: Introduction
1.2 Program Abstract Seneca’s Bachelor of Healthcare Management degree program provides students with a cross- disciplinary education in health studies and business administration. This degree program reflects the combined interests of employers, faculty, and students, who have recognized and voiced the challenges of the management of healthcare delivery within the context of healthcare reforms and the need for individuals prepared to meet these challenges. Program graduates will be equipped for leadership roles in a variety of health sector contexts across public, private, non-profit and for-profit domains including hospitals, long-term care, retirement homes, health insurance agencies, health clinics and health care ministries. The program learning outcomes and unique course offerings reflect Seneca College’s Academic and Strategic Plan initiatives through interdisciplinary, innovative and experiential learning opportunities. The integration of applied research and co-op learning provides students with an opportunity to address real-world problems in partnership with the broader health care community. Program graduates will develop organizational, analytical, intercultural/global and ethical knowledge along with strong self-awareness skills, which are fundamental to a successful, broad-spectrum approach required to address the evolving demands of healthcare environments. Upon completion of the proposed degree, students may continue to postgraduate studies at the Ontario Graduate Certificate or at the Master’s level in Health or Business Administration programs.
Bachelor of Healthcare Management – 10
Section 2: Degree Level
Section 2: Degree Level
Section 2: Degree Level The following section includes a summary of the program’s features and the supporting resources to demonstrate the knowledge and skill expectations in the six elements of the standard will be met. 2.0 Introduction 2.1 Depth and Breadth of Knowledge 2.2 Conceptual & Methodological Awareness/Research and Scholarship 2.3 Communication Skills 2.4 Application of Knowledge 2.5 Professional Capacity/Autonomy 2.6 Awareness of Limits of Knowledge
Bachelor of Healthcare Management – 12
Section 2: Degree Level
2.0 Introduction The Bachelor of Healthcare Management degree program has been designed to ensure graduates acquire the knowledge and skills in business management, the art and science of healthcare, and mindful leadership capacity, to be fully prepared to meet the increasing demands of the multifaceted healthcare sector. The need for “high impact leadership” amidst a languishing Canadian health system has been identified as a national priority.7 To ensure that the Board’s baccalaureate standard is met, the courses and learning outcomes have been developed by faculty members who are familiar with degree-level study in the healthcare management field. This curriculum has been mapped to similar degrees in Canada, and all content has been reviewed and approved by a Program Advisory Committee. The Bachelor of Healthcare Management degree program is aligned with existing baccalaureate degree programs in Canada. Internally, it complements the existing suite of approved baccalaureate degree programs currently offered by the Faculty of Business and the Faculty of Applied Arts and Health Sciences. The proposed Bachelor of Healthcare Management degree program produces graduates who think analytically, understand conceptual thinking, challenge the status quo, identify problems, create solutions and engage others to service the growing global population’s health needs amidst a climate of increasing budgetary and fiscal constraint. The program facilitates graduates entry into the workplace with a timely, practical, cross-disciplinary skill set to ensure they not only meet labour market needs but are also prepared to confront the unique challenges of our complex healthcare systems. The proposed degree program develops theory, knowledge and skills at an undergraduate level, concentrating on the Canadian healthcare system and Canadian management practice within both domestic and global contexts. Its breadth of courses emphasizes practical application and real-world context. The pedagogical foundation for this degree is integrative learning, to ensure students can make meaningful connections within and across disciplines, tying together learning experiences both on and off campus, and synchronizing different perspectives and ways of knowing. Integrative thinking skills are imperative for the success of future health leaders.8 Seneca College has accomplished this by implementing a Program ePortfolio; collaborative teaching across health, business and some liberal studies courses; community engagement opportunities where students work with individuals or groups in the community as a component of course work; and seminar series where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book reviews. The Bachelor of Healthcare Management degree program has adopted the LEADS in a Caring Environment Framework9 in an effort to foster leadership capabilities throughout the program.
7 Canadian Health Leadership Network. Shared Action Towards a Canadian Health Leadership Strategy Framework: A Working Paper, 2014. 8 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014. 9 Ibid.
Bachelor of Healthcare Management – 13
Section 2: Degree Level
The framework outlines the key skills, behaviours, abilities and knowledge required to lead in all sectors and levels of the health system. A central core of the framework is the concept of CARING – for patients, staff, and the health of citizens. The five domains featured in the LEADS framework: Lead Self, Engage Others, Achieve Results, Develop Coalitions, and Systems Transformation represent the competencies needed to maximize the potential for leaders to make meaningful health system change.10 The importance of this framework is underscored by the fact that Accreditation Canada has reformulated their standards for leadership and governance to reflect it. Additional information on the LEADS Framework can be found in the Optional Materials section (Section 15) of this submission. To further facilitate the process of leadership development, a peer mentorship program has been designed for healthcare management students. The student mentor and mentee engage in this mutually beneficial experience starting with their first year of study. Peer mentors advance communication and personal skills; reinforce good study habits and subject knowledge, while developing management qualities. Peer mentees gain practical advice, encouragement, and support; develop strategies for dealing with personal and academic challenges; identify goals and establish a sense of direction. Peer mentorship programs have been recognized as a powerful tool to foster self-direction and optimal engagement.11
10 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014. 11 Ibid.
Bachelor of Healthcare Management – 14
Section 2: Degree Level
2.1 Depth and Breadth of Knowledge
a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline;
b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines;
c. A developed ability to:
i. gather, review, evaluate and interpret information;
ii. compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline;
d. A developed, detailed knowledge of and experience in research in an area of the discipline;
e. Developed critical thinking and analytical skills inside and outside the discipline;
f. The ability to apply learning from one or more areas outside the discipline.
Seneca’s Bachelor of Healthcare Management degree program provides a unique blend of the traditional healthcare management foundations with cutting edge learning focused on health, public policy, business, finance, accounting and management. The overarching focus is on health leadership development, achieved through integrative learning. The proposed degree program provides students with knowledge required for their success in the Healthcare Management profession. It is interdisciplinary at its core. Courses address key healthcare management concepts including leadership, marketing, organizational development, operations management, economics, accounting, finance, statistical analysis, ethical decision making, business planning, strategy formulation and implementation. Through the use of business case studies, major concepts vital to successful healthcare management are introduced and explored. Through this approach business, health and liberal studies subjects all intersect to create strong, integrative, cross-disciplinary learning. A number of courses provide collaborative teaching across business, health, and liberal studies subjects to promote integrative learning (e.g. Writing Strategies; Applied Communication for Business and Administration; Interpersonal Communications; Cross-Cultural Health and Wellness; Microeconomics; Macroeconomics; Healthcare Program Planning and Evaluation; Marketing I and II; Canadian Health Law; Aging Populations and Healthcare: The Canadian Case; Leadership; Organizing Teams for Innovation; Research Methods; Management I, II and III; and Mediation and Negotiation Strategies). Students develop detailed business management and healthcare knowledge to foster the capacity to see issues from multiple perspectives, supporting a broad-based leadership approach to projects and the management of the organization. This degree program provides students with a broad overview of business management and the healthcare sector. Students receive a solid foundation in business management, numeracy,
Bachelor of Healthcare Management – 15
Section 2: Degree Level health information technology, operations management and computer applications (e.g. Management I, Quantitative Decision Making I, Introduction to the Canadian Healthcare System, and Introduction to Health Informatics). The depth of knowledge is acquired through the study of key concepts and specific requirements of the healthcare sector including patient safety, quality assessment and improvement, managerial epidemiology, healthcare law, health policy, community health, health informatics, global healthcare, cultural competence/diversity and applied research. The strong, broad, cross-disciplinary approach to business management and healthcare, challenges students to understand business and management practice and in application to the specifics of the health sector. Each course enables students to develop and apply newly acquired knowledge to a problem or opportunity drawn from real-world examples, generally through the use of business case studies and other experiential practices. Knowledge development and application increases in coverage and complexity throughout the degree program. For example, students first acquire foundational knowledge in Management, Quantitative Decision Making, Management Accounting, Marketing, Introduction to the Canadian Healthcare System, Health Informatics and Cross-Cultural Health and Wellness. Then they coalesce that knowledge when analyzing and designing a health service evaluation plan to address client needs (e.g. the Healthcare Program Planning and Evaluation course, which is part of the community engagement requirement in Semester 3). As students progress through the program, courses such as Introduction to the Canadian Healthcare System, Health Informatics I and II, Business Law and Ethics, Microeconomics, Macroeconomics, Quantitative Decision Making II, Aging Populations and Healthcare, Leadership, and Mediation and Negotiation Strategies build depth and advance the students’ capacity to evaluate and interpret information. The program ePortfolio enables students to make their learning visible through a process of “collect, reflect, and connect” that promotes the ability to gather, compare and evaluate information relevant to business management and health disciplines and beyond. The ePortfolio supports the application of learning across disciplines, academic/co-curricular experiences and courses. Students take courses to develop and hone their ability to synthesize research (e.g. Marketing I, Quantitative Decision Making II, Microeconomics, Macroeconomics, Program Planning and Evaluation, Healthcare Research: Fundamentals of Epidemiology for Health Service Managers, and Research Methods). The research project in Semester 8 brings all of the research methods concepts and skills together by creating a scenario where the students develop recommendations to address a real-life healthcare management issue. Critical thinking is another key component for this degree program. Elements of critical thinking are incorporated throughout the curriculum and are further supported through community engagement opportunities, collaborative teaching across health, business and liberal studies, self-reflection and peer assessment, the seminar series and the program ePortfolio. All non- core courses are designed to develop critical analytical thinking skills. Legal, technological and ethical concepts that impact the business management and healthcare sectors are specifically addressed in courses such as Business Law and Ethics, Health Informatics, Aging Populations and Healthcare: The Canadian Case, Mediation and Negotiation Strategies, and Canadian Health Law. In addition, these concepts are woven into the fabric of all courses. Bachelor of Healthcare Management – 16
Section 2: Degree Level
Learning outcomes have been written with a focus on higher-level learning ideals including synthesis, evaluation and creation. They focus on the essential skills and transferable knowledge required by managers in the healthcare sector, and provide evidence of students’ learning and progression. In addition, all non-core courses are designed to develop the students’ transferable skills in literacy, numeracy, and critical and analytical thinking. Students will develop knowledge of both the theory and its practical applications in the field of healthcare management. The blending of liberal arts and professional curricula also provides the opportunity to develop the employability skills needed for lifelong learning and in today’s workplace. The Liberal Studies Option (LSO) courses offer opportunities for students to broaden their knowledge and gain learning outside the core healthcare management discipline (with at least two courses studied at an advanced level). The LSOs are delivered in addition to the community engagement experiences ensuring breadth of learning. The LSOs, offered through the School of English and Liberal Studies (SELS) are common among all Seneca College degree programs, provide both breadth and depth. In keeping with its vision to promote social responsibility, cultural awareness and communicative competency through unique, responsive, innovative and diverse course offerings, SELS offers courses in economics, communication, psychology, media, natural sciences, Canadian Studies, politics, music, creative writing and modern languages. The LSO courses are designed to fall into the major categories of the communications, humanities, social sciences and natural sciences. Some are organized around a genre or sub- discipline, while others are theme-based around issues such as modern society, historic influences on society and culture, popular culture, and the exploration of self and civic engagement. All LSOs are designated as either lower- or upper-level. In order to be designated as an upper-level LSO, courses must meet the following criteria:
include higher-order learning outcomes, build on previous knowledge, assign more sophisticated assessments with higher expectations, and use primary sources. This degree program has been designed to meet the Board’s Baccalaureate/Bachelor Honours Degree Standard. Courses have been designed to meet the Ontario standard for degree programs and address learning outcomes that create graduates with the degree-level knowledge and skills. To accomplish this, curriculum development has been informed by careful review by subject experts and comparison to the Association of University Programs in Health Administration (AUPHA) certification criteria. It has been benchmarked against comparable programs and courses and reviewed by a Program Advisory Committee with both academic and professional experience in the fields of business and health administration.
Bachelor of Healthcare Management – 17
Section 2: Degree Level
2.2 Conceptual and Methodological Awareness/Research and Scholarship
a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques;
b. Devise and sustain arguments or solve problems using these methods;
c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.
Bachelor of Healthcare Management students research, evaluate and implement effective solutions to problems under study either as part of an interdisciplinary team or on their own. In the Research Project course, students implement a research proposal to investigate a real- world healthcare management issue and formulate recommendations based on their analysis. The investigative approach applied in all courses supports student engagement in a continual process of inquiry, analysis and reflection. Through immersion in the LEADS in a Caring Environment Framework from Semester 1 through to program completion, students learn that in order to keep up with advances in their field, they must commit to lifelong learning, self- reflection and renewal. Students develop and exercise the ability to critically analyze situations, problem-solve and lead. The curriculum exposes students to a variety of projects; case studies; community engagement opportunities; peer mentorship; collaborative teaching across business, health and liberal studies courses; and a seminar series each term where faculty from business, health and liberal studies come together with students from all four years of the degree program for discussions, student/faculty presentations/research fairs and guest speakers; and selected book reviews to support the acquisition of these abilities. The work integrated learning experience and the research project are opportunities for synthesis of learning in the real-world context. Short-term study abroad is also encouraged to foster more of a global mindset in students, and credits will be considered for this form of experiential learning. This diversity of learning experiences develops the students’ capacity for self-reflection. Community Engagement, the Seminar Series, the Program ePortfolio, LEADS Framework application and Mindfulness Awareness techniques taught in courses such as Leadership and Mediation and Negotiation Strategies courses offer students an opportunity to advocate for the needs of patient/client populations through policy, professional/ethical practice and research- informed decision making. The curriculum has been designed to address Canada’s Public Health Agency priorities for excellence and innovation in management, and for leadership in health promotion and disease prevention12 through course offerings and learning experiences such as Healthcare Program Planning and Evaluation; Social and Economic Impact of Chronic Disease; Health and Community Development; Aging Populations and Healthcare: The Canadian Case;
12 Public Health Agency of Canada. Report on Plans & Priorities, 2013-2014.
Bachelor of Healthcare Management – 18
Section 2: Degree Level
Management I, II and III; Leadership; Organizing Teams for Innovation; Community Engagement Opportunities; and the Research Project. Numerous studies and reports have emphasized the need for major healthcare reform amidst funding pressures and changing population health demographics, public expectations and advances in technology.13 Seneca’s Bachelor of Healthcare Management degree program develops leadership capacity for this necessary transformative change by examining pertinent aspects of current health and business management issues and techniques from a number of perspectives. Students are taught how to identify and influence changes that occur at the local, national and international levels stemming from various economic, political, cultural and social environments (e.g. Comparative Global Healthcare Systems, Cross-Cultural Health and Wellness; Healthcare Research: Fundamentals of Epidemiology for Health Service Managers; Patient Safety and Quality of Care; Leadership; Aging Populations and Healthcare: The Canadian Case; Microeconomics; Macroeconomics; Marketing I; and Quantitative Decision Making II).
13 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014.
Bachelor of Healthcare Management – 19
Section 2: Degree Level
2.3 Communication Skills
The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline.
Healthcare managers of the 21st century require sophisticated knowledge and skills, along with the responsible use of technology and social media, to communicate effectively with a broad range of stakeholders (patients/families, employees, medical/nursing/health professionals, board members, financial donors, government, media, regulatory bodies, suppliers, union leadership etc.).14 The proposed Bachelor of Healthcare Management degree program addresses the critical need for graduates to possess the ability to communicate effectively with diverse audiences. Students are required to take communication courses including critical thinking, writing, interpersonal communications, and presentation skills, as well as a specialized course on mediation and negotiation strategies. Each of the courses has a significant practical component to enhance critical thinking and personal/environmental awareness. Students hone their verbal, written, presentation and digital skills as they interact with peers, faculty, community, patients/families, health professionals and agency representatives. They prepare case studies, research reports and proposals, write essays and deliver presentations. The program ePortfolio requires them to find meaningful and creative ways to engage others and communicate their ideas. Significant emphasis is placed on teamwork and team building, reflecting the relevance of this skill in the workplace. The importance of an intercultural understanding and sensitivity in the global context is discussed and reinforced throughout the program with courses dedicated to cross-cultural health and global healthcare. Students in this degree program benefit from the opportunity to select from a wide range of electives offered by the School of English and Liberal Studies that develop transferable skills in literacy, numeracy and critical and analytical thinking while enhancing their understanding of human behaviour within social, historical, cultural, political and global milieu. Although all courses address communication skills, several courses place particular emphasis on these skills including Writing Strategies; Applied Communication for Business and Administration; Interpersonal Communications; Presentation Skills; Mediation and Negotiation Strategies, and all Liberal Studies Options.
14 Parsons, P. Beyond Persuasion: Communication Strategies for Healthcare Managers in the Digital Age, 2013.
Bachelor of Healthcare Management – 20
Section 2: Degree Level
2.4 Application of Knowledge
a. The ability to review, present and critically evaluate quantitative and qualitative information to:
i. develop lines of argument;
ii. make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study;
iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline;
iv. where appropriate, use this knowledge in the creative process;
b. The ability to use a basic range of established techniques to:
i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;
ii. propose solutions;
iii. frame appropriate questions for the purpose of solving a problem;
iv. solve a problem or create a new work;
c. The ability to make use of scholarly reviews and primary sources.
Experiential and applied learning is emphasized throughout the curriculum through the use of community engagement, supervised research, co-op work term, peer mentorship, learning communities, and self-directed and problem-based learning. Students integrate theories and concepts from a variety of courses, disciplines and experiences to demonstrate application of content and concepts, reflect on their practice and adjust their application in the real world. The Seminar Series and the Program ePortfolio foster this process. The Business Law and Ethics, Canadian Health Law, and Mediation and Negotiation Strategies courses teach students how to critically assess information and biases/assumptions. The students also learn how to articulate issues, develop arguments and propose solutions through case study analysis, debate and role play. The co-op work term evaluation rubric has been designed to reflect the required skills and abilities for leadership in healthcare management. It has adopted many of the behavioural descriptors of the LEADS Framework15 including: . Demonstrates understanding/use of statistical and financial methods to set goals/measures for clinical and organizational performance. . Actively consults with experts, specialists and others to learn different perspectives. . Identifies expectations/outcomes relevant to the health needs of target population(s).
15 The Canadian College of Health Leaders. LEADS in a Caring Environment Framework, Behavioural Descriptors.
Bachelor of Healthcare Management – 21
Section 2: Degree Level
. Employs a logical approach to problem solving while maintaining awareness of emotional and political factors. . Seeks creative and innovative solutions to solve problems/issues. . Seeks to identify the root causes of an issue rather than focusing on symptoms. . Identifies relevant professional/regulatory standards, safety and quality considerations for service delivery. . Integrates organizational mission/values and relevant research evidence/best practices to inform decision making. Students evaluate both quantitative and qualitative information (including scholarly reviews and primary sources). They assess practical healthcare management issues that involve consultation and/or work with community members or a health agency to formulate recommendations. Several courses contribute to these outcomes including Introduction to Health Informatics, Cross-Cultural Health and Wellness, Healthcare Program Planning and Evaluation, Healthcare Research: Fundamentals of Epidemiology for Health Service Managers, Social and Economic Impact of Chronic Disease, Health and Community Development, Aging Populations and Healthcare: The Canadian Case, Research Methods, and Research Project.
Bachelor of Healthcare Management – 22
Section 2: Degree Level
2.5 Professional Capacity/Autonomy
a. The qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:
i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts;
ii. working reflectively with others; and
iii. decision-making in complex contexts.
b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study.
c. Behaviour consistent with academic integrity and social responsibility.
Success in healthcare management requires solid grounding in essential employability skills, which serve as a foundation for a student’s future success – both academically and professionally. Graduates of the proposed Bachelor of Healthcare Management degree program emerge with:
Leadership and followership skills as members of cross-functional and multi-disciplinary healthcare teams. Strategic business management skills developed through course work, applied research and co-op work term. Advanced communication and negotiation skills. Problem solving and critical thinking skills. Project management, healthcare planning and evaluation. Applied research experience. Self-awareness and accountability. Evidence informed and ethically guided decision making. Cultural competence and sensitivity.
These skills are taught, practiced and evaluated throughout the program using group projects, case-based learning, community engagement, the program ePortfolio, the seminar series, experiential projects and co-op work term.
Courses that place particular emphasis on professionalism, integrity and/or social responsibility include: Introduction to the Canadian Healthcare System; Cross-Cultural Health and Wellness; Business Law and Ethics; Healthcare Program Planning and Evaluation; Health and Community Development; Canadian Health Law; Aging Populations and Healthcare: The Canadian Case; Patient Safety and Quality of Care; Leadership; Mediation and Negotiation Strategies; and Research Project.
Students are expected to exercise personal accountability and decision making by taking increasing responsibility for the content and direction of their work as they progress through the program. The Bachelor of Healthcare Management degree program has been designed to support the progressive acquisition of independent learning skills by promoting the value of additional research, reading and learning experiences both inside and outside of the classroom. Students develop a solid sense of professionalism, ethics, self-governance and leadership
Bachelor of Healthcare Management – 23
Section 2: Degree Level promoted through the LEADS in a Caring Environment Framework16 introduced at the very beginning of their learning journey. Professional capacity and autonomy will be promoted and evaluated through the integration of behavioural descriptors from the LEADS Framework17 throughout the program, including: . Recognizes his/her emotions and their impact on others. . Actively seeks feedback from others. . Accepts responsibility for consequences of his/her decisions and actions. . Demonstrates compassion/caring for patient/client health and well-being. . Makes service to patients/clients a priority in determining leadership actions. . Takes initiative to address issues/concerns regarding patient/client care. . Demonstrates sound professional and business ethics. . Is open, honest and forthright when dealing with issues and concerns. . Shows determination to fulfill commitments required of his/her role. . Employs effective shared decision-making skills. . Understands and acts according to public service standards regarding human resources, risk management and collective agreements. . Develops and maintains productive professional relationships in the health system, commensurate with achievement of his/her role.
16 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014. 17 Ibid.
Bachelor of Healthcare Management – 24
Section 2: Degree Level
2.6 Awareness of Limits of Knowledge
An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analysis and interpretations.
Students develop an appreciation of uncertainty, ambiguity and the limits of their knowledge through a comprehensive process involving self-reflection and feedback from peers, faculty, community members and employers. The program ePortfolio enables them to capture and reflect on their experiences and explore their decisions and subsequent outcomes to inform future practice. Through courses such as Business Law and Ethics; Management I, II and III; Canadian Health Law; and Patient Safety and Quality of Care, students gain insight into the well-established rules, practices and legislative requirements of the business management and healthcare disciplines.
Bachelor of Healthcare Management – 25
Section 3: Admission, Promotion and Graduation
Section 3: Admission, Promotion and Graduation
Section 3: Admission, Promotion and Graduation The following section includes 3.1 Admission Standard 3.2 Admission Requirements for Direct Entry 3.3 Admission Policies and Procedures for Mature Students 3.4 Promotion and Graduation Requirements 3.5 Advanced Standing Policies and Requirements
Bachelor of Healthcare Management – 27
Section 3: Admission, Promotion and Graduation
3.1 Admission Standard The proposed Bachelor of Healthcare Management degree program’s admission requirements align with Seneca College and Ministry policy. Mature students will be considered for admission to the degree program if they are able to demonstrate academic preparedness and possess credits in (or equivalent to) Grade 12 U English and Mathematics and meet other requirements as outlined in the College’s Admission Policies and Procedures for Mature Students. (See the “Policies” section of the submission). Credit Transfer Seneca College’s Credit Transfer/Recognition Policies outline the granting of advanced standing and credit transfer and meet the requirements as detailed in the 2014 PEQAB Handbook for Ontario Colleges. Promotion and Graduation The College’s Promotion and Graduation Policy as well as the grading scheme used are available in Seneca College Academic Policy 2014/15 and included with this submission. Students must maintain a Grade Point Average of 2.50 to remain in the program, with some provisions for extenuating circumstances and probation. Students who do not meet this standard will be withdrawn from the program. Degree Completion The Advanced Diploma in Business Management is a 3-year credential offered by Seneca College that has a high affinity with the proposed degree program. Graduates from this 3-year diploma, with a GPA of 3.0 or better, will be evaluated to receive block credit into the Bachelor of Healthcare Management degree program. These students would receive credit for 19 courses in a block transfer, which falls within the Port Hope Accord, allowing for transfer of 65% of degree-level credit for a 4-year degree program from a completed 3-year advanced diploma. A gap analysis between the proposed degree program-level learning outcomes and the corresponding Business Management advanced diploma vocational outcomes has determined a suitable block credit transfer arrangement for students transferring to the degree program. This transfer is detailed in Section 4.11 Gap Analysis.
Bachelor of Healthcare Management – 28
Section 3: Admission, Promotion and Graduation
3.2 Admission Requirements for Direct Entry Program eligibility:
Ontario Secondary School Diploma with a majority of senior credits at the University Preparation (U) or University/College Preparation (M) level or Mature student status (age 19 or older)
Six Grade 12 (U) or (M) courses with a minimum of 65% average including: o Grade 12 English: ENG4 (U) o Grade 12 Mathematics: any (U) level Mathematics
Mature students (age 19 or older) must submit proof of credits in the above subjects or their equivalent and meet other requirements as outlined in the College’s Admission Policies and Procedures for Matures Students (see the “Policies” section of the submission).
Bachelor of Healthcare Management – 29
Section 3: Admission, Promotion and Graduation
3.3 Admission Policies and Procedures for Mature Students See “Policies” section of the submission for Seneca College’s policies and procedures for admission of mature students.
Bachelor of Healthcare Management – 30
Section 3: Admission, Promotion and Graduation
3.4 Promotion and Graduation Requirements See “Policies” section of the submission for Seneca College’s policies on promotion of students in degree programs. See also the College’s policies regarding students who do not meet the minimum achievement requirements.
Bachelor of Healthcare Management – 31
Section 3: Admission, Promotion and Graduation
3.5 Advanced Standing Policies and Requirements See “Policies” section of the submission for Seneca College’s policies and procedures pertaining to the following:
credit transfer recognition, entrance examinations and advanced placement based on Prior Learning Assessment.
Bachelor of Healthcare Management – 32
Section 4: Program Content
Section 4: Program Content
Section 4: Program Content The following section includes: 4.1 Program Overview and Map 4.2 Program Advisory Committee (i) Composition of the Bachelor of Healthcare Management Ad-Hoc Program Advisory Committee 4.3 Professional Accreditation (i) Professional Accreditation (ii) Letters of Support 4.4 Learning Outcomes (i) Degree Outcomes (ii) Program Learning Outcomes (iii) Breadth Learning Outcomes 4.5 Course Descriptions (i) Core Courses (ii) Non-core Courses 4.6 Course Schedule (i) Schedule 1 (ii) Schedule 2 4.7 Co-op Work Integrated Learning Experience 4.8 Course Outlines (i) Core Courses (ii) Non-Core Courses 4.9 Bridging Course Descriptions 4.10 Bridging Course Outlines 4.11 Gap Analysis
Bachelor of Healthcare Management – 34
Section 4: Program Content
4.1 Program Overview and Map The Bachelor of Healthcare Management degree program provides students with the cross- disciplinary skills and expertise required to practice in a field with a growing labour market demand. This program reflects the combined interests of oversight bodies, employers, faculty and students who have identified the need for innovation in healthcare management education and training. Economic indicators and labour market projections signal an increased demand for qualified professionals in Health Administration occupations at the national, provincial and local levels. Human Resources and Skills Development Canada (HRSDC) projects growing shortages through 2020 at the national level.18 As pressure builds on Ontario’s healthcare system, it is anticipated that there will be a demand for more healthcare professionals. Management positions in health are cited as an occupational area demonstrating labour shortage.19 20 Health and health-related occupations employ over 285 000 people in the Greater Toronto Area serving a population of approximately 6.8 million. The GTA population is expected to grow to 7.9 million by 202621 and will require additional health and health-related employees and managers.
The program learning outcomes and unique course offerings reflect Seneca College’s Academic and Strategic Plan initiatives of interdisciplinary, innovative and experiential learning opportunities. To expose students to real-world problems and provide experience working within a healthcare organization, the Faculties of Business and Applied Arts and Health Sciences have incorporated applied research and co-op learning into the degree program. This further supports the development of organizational, analytical, intercultural and global, ethical and self-awareness knowledge and skills in students so that when they graduate, they are equipped with comprehensive, broad-spectrum tools to address the evolving demands of the vibrant and changing healthcare environments they will be employed within. This degree program was developed with input from industry and faculty, while also taking external trends and environmental factors into consideration. Subject Matter Experts, the Program Advisory Committee (representatives from a cross-section of health and business sectors) and faculty were approached for formal consultation. Industry/healthcare associations and government agencies were consulted informally. The Bachelor of Healthcare Management degree program has a balanced curriculum, which provides solid grounding in theory, as well as application, enabling graduates to develop lasting careers that meet employer needs or to continue their studies at the Ontario College Graduate Certificate or Master’s Degree level. This degree program is consistent with the degree-level standard that graduates will need to influence the future of the Canadian healthcare system. It addresses the needs and priorities for financial sustainability, evidence-informed decision making, health promotion/illness prevention and management, innovative technology, modern management, leadership and patient-centred care.22
18 Human Resources and Skills Development Canada. National Occupation Code, 0311. 19 Tal, Benjamin. The Have and Have Not’s of Canada’s Labour Market. CIBC World Markets, 2012. 20 The Conference Board of Canada. The Need to Make Skills Work the Cost of Ontario’s Skills Gap. 21 The Greater Toronto Marketing Alliance. www.greatertoronto.org 22 The Conference Board of Canada. Health Summit 2014: Aging, Chronic Disease, & Wellness.
Bachelor of Healthcare Management – 35
Section 4: Program Content
Bachelor of Healthcare Management Program Map
CO- Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8 OP MGMT1810 ACCT1820 MGMT2822 MGMT2811 ACCT2822 MRKT2830 MGMT4812 MGMT3811 Management I Management Business Law Management II Corporate Marketing II Leadership Management III Accounting and Ethics Finance
MATH1860 MRKT1830 MATH2860 ORGB1812 ACCT1812 HLTH3820 OPRM1852 ORGB4805 Quantitative Marketing I Quantitative Organizational Macroeconomic Aging Operations Human Decision Making Decision Making Behaviour s Populations and Management I Resources I II Healthcare: The Planning Canadian Case HLTH1810 HLTH1815 ACCT1811 HLTH2815 HLTH3815 HLTH3830 ORGB3850 HLTH4815 Introduction to Cross-Cultural Microeconomics Social and Health and Patient Safety Organizing Comparative
the Canadian Health and Economic Community and Quality of Teams for Global Healthcare Wellness Impact of Development Care Innovation Healthcare System Chronic Systems Disease
HLTH1820 HLTH1821 HLTH2810 LSOXXX HLTH3810 HLTH3840 RSCH4875 Work term HLTH4810 Introduction to Health Healthcare Liberal Studies Canadian Healthcare Research Mediation and Health Informatics II Program Option Health Law Research: Methods Negotiation Informatics Planning and Fundamentals of Strategies Evaluation Epidemiology for Health Service Managers ENGW1801 COMM2801 COMM3801 COMM4802 LSOXXX LSOXXX LSOXXX HLTH4840 Writing Applied Interpersonal Presentation Liberal Studies Liberal Studies Liberal Studies Research Strategies Communication Communications Skills Option Option Option Project for Business and Administration COOP1801 COPT1801 Co-op Co-op Professional Integration and Practice Career Planning
Core courses Non-core courses Work-integrated learning courses
Bachelor of Healthcare Management – 36
Section 4: Program Content
4.2 Program Advisory Committee The Ministry of Training, Colleges and Universities requires an advisory committee for each College program or related program cluster to ensure curriculum quality and student and graduate success. The Program Advisory Committee (PAC) is an important College resource and each PAC reports to the Board of Governors through the College President. Regular meeting updates are given to the Board’s Academic Planning Committee. Committee members are externally selected exceptional leaders in their fields with a diversity of program-related experience and expertise. Collectively the PAC, the Faculty of Business and the Faculty of Applied Arts and Health Sciences ensures that the Bachelor of Healthcare Management degree program is current and relevant to industry, business and society. The program advisors identified current and future industry trends and shifts in the skills and knowledge that graduates need to meet employer requirements. In their initial meeting they have confirmed the need for this degree program and have participated in its development and quality assurance. PAC members also assist in identifying industry resources, including guest speakers, field placement, co-op and graduate employment opportunities. They are key liaisons between the College and industry and between the College and the community, and thus they are key players in the future success of students, graduates and the College. They help to ensure that Seneca College prepares its graduates well for the launch of their careers and for contribution to their field. PAC membership is by invitation and appointment is for one 4-year term, although a second term may be added when applicable. Meetings are normally held once or twice per year. Program Advisory Terms of reference are provided in Optional Materials (Section 15). The Bachelor of Healthcare Management degree program was discussed with the School of Business Management’s Business Administration PAC and the School of Health Science’s Nursing Education PAC. Both PACs reviewed the degree program concept and curriculum, and their input was incorporated into this proposed degree program. Membership and motions from these two PACs are provided in Optional Materials (Section 15). An Ad-Hoc Program Advisory Committee (PAC) was formed with membership across the healthcare management sector. The PAC reviewed the curriculum for the proposed Bachelor of Healthcare Management degree program via email and provided feedback to the development team throughout the planning cycle.
Bachelor of Healthcare Management – 37
Section 4: Program Content
4.2 (i) Composition of the Bachelor of Healthcare Management Ad-Hoc Program Advisory Committee:
Name: Marcy Saxe-Braithwaite Academic Qualifications: BScN; MScN – University of Toronto; MBA – University of Toronto, Rotman School of Management; CHE – Canadian College of Health Leaders; PhD (c) Business Administration and Organizational Leadership Occupation/Title: Lead Healthcare Consultant – Creative Minds Consulting; Adjunct Faculty – Queens University Related Credentials: Certified Health Executive; Certified Leadership Coach Professional Affiliations: Canadian College of Health Leaders Name of Employer: Creative Minds Consulting; Queens University
Name: Candace Chartier Academic Qualifications: RN; MBA – University of Western Ontario, Richard Ivey School of Business; CHE – Canadian College of Health Leaders Occupation/Title: Chief Executive Officer Related Credentials: Certified Health Executive Professional Affiliations: Canadian College of Health Leaders Name of Employer: Ontario Long Term Care Association
Name: Kareen Hall-Clarke Academic Qualifications: BSc (York University), Bachelor of Business Administration Honours, Health Administration (York University), Master of Public Health, Health Policy & Management (Emory University, Atlanta, GA) Occupation/Title: Principal Related Credentials: Candidate, Certified Professional Health Information Management System (CPHIMS); Board Certification: Fellow, American College of Health Care Executive (FACHE), American College of Healthcare Executives Service Award, 2013 Professional Affiliations: Chair/President, Canadian Chapter of the American College of Healthcare Executives (ACHE), Name of Employer: Lough Barnes Consulting Group
Name: Alan Kwong Academic Qualifications: MSc – University of Toronto; MBA – University of Toronto Occupation/Title: President Related Credentials: N/A Professional Affiliations: Past President Association of Chinese Canadian Entrepreneurs Name of Employer: PharmEng Technology
Bachelor of Healthcare Management – 38
Section 4: Program Content
Name: Jeremy Laurin Academic Qualifications: Advertising and Public Relations Diploma – St. Lawrence College; Adjunct Professor – York University, Faculty of Health Occupation/Title: President and CEO Related Credentials: Featured TEDx Speaker; Alumni of Distinction recipient (2000); Entrepreneur of the Year recipient (2001) Professional Affiliations: Past Board Member – York Technology Alliance 2012/2013 Name of Employer: ventureLAB
Name: Glen Randall Academic Qualifications: BA (Hons.) Political Science (McMaster University), MA Public Policy & Administration, Political Science (McMaster University), MBA Health Services Management (McMaster University), PhD Health Policy, Management & Evaluation (University of Toronto) Occupation/Title: Associate Professor, Health Policy & Management Related Credentials: Chair, Health Policy & Management, McMaster University; Associate Editor, Canadian Public Administration Professional Affiliations: The Institute of Public Administration of Canada, The Canadian Political Science Association, The Canadian College of Health Service Executives, Centre for Health Economics & Policy Analysis Name of Employer: DeGroote School of Business, McMaster University
Name: Justin Stone Academic Qualifications: BScN – Ryerson University; Masters of Health Studies in Progress – Athabasca University Occupation/Title: Patient Care Manager Related Credentials: RN Professional Affiliations: College of Nurses of Ontario (CNO) Name of Employer: Sunnybrook Health Sciences Centre
Bachelor of Healthcare Management – 39
Section 4: Program Content
Name: Tom Chan Academic Qualifications: B.A. (Queens University), MD CCFP(EM) (University of Toronto), MBA (Ivey Business School, University of Western Ontario) Occupation/Title: Chief of Staff, The Scarborough Hospital Related Credentials: Assistant Professor, Division of Emergency Medicine, Faculty of Medicine, University of Toronto Professional Affiliations: Treasurer, Canadian Association of Emergency Physicians (CAEP); Director, Board of Directors, CAEP; Co-Chair, Canadian Triage and Acuity Scale (CTAS) National Working Group Name of Employer: The Scarborough Hospital; University of Toronto
Name: Tim Pemberton Academic Qualifications: PBDM (Post Baccalaureate Diploma in Management) – Athabasca University MBA (Masters Business Administration) – 1 course left to complete – Athabasca University Occupation/Title: Chief Information Officer 20 years experience in Healthcare Information Technology Related Credentials: N/A Professional Affiliations: HIMSS (Healthcare Information and Management Systems Society) - Member ID 9065219 Name of Employer: Markham Stouffville Hospital
Bachelor of Healthcare Management – 40
Section 4: Program Content
4.2 (ii) Relevant Motions of the Bachelor of Healthcare Management Program Advisory Committee The following motions were passed unanimously via email on or before, April 30th, 2015: Motion 1: “The Bachelor Healthcare Management (BHM) ad-hoc Program Advisory Committee (PAC) supports the proposed curriculum and proposal for the Bachelor of Healthcare Management”. It was MOVED by Marcy Saxe-Braithwaite, SECONDED by Alan Kwong. CARRIED Motion 2: “The proposed curriculum of the Bachelor Healthcare Management reflects current knowledge in the business and healthcare fields and meets/exceeds the current education/training and relevance to the field of practice”. It was MOVED by Candace Chartier, SECONDED by Alan Kwong. CARRIED
Bachelor of Healthcare Management – 41
Section 4: Program Content
4.3 Professional Accreditation 4.3 (i) Professional Accreditation At the present time accreditation is not required in the field of Healthcare Management. However, the three professional organizations listed below have endorsed the proposed Bachelor of Healthcare Management degree program via their Letters of Support listed in Section 7.3.
The Canadian Institute of Management
The Canadian Institute of Management is Canada's senior management organization dedicated to professional development. It was chartered in 1942 by a group of managers to increase opportunities for professional development. Canadian Institute of Management accredits full- time programs and grants exemption from academic requirements leading to the Certified in Management (C.I.M.) and the Professional Manager (P.Mgr.) professional designations.
The Canadian Institute of Management has certified that the Proposed Bachelor of Healthcare Management is fully eligible for CIM National Accreditation when it is launched. A letter of support is included in Section 7.3.
The Association of University Programs in Health Administration (AUPHA) Careful review of the AUPHA certification criteria has informed curriculum development to ensure program alignment with these rigorous standards. The Bachelor of Healthcare Management degree will be eligible for application to The Association of University Programs in Health Administration (AUPHA) for undergraduate program certification after graduating its first cohort of students. Our students will benefit from co-op integrated learning experiences that well exceed the hours required by AUPHA (420hrs compared with 120hrs). Curriculum content areas provide distinctive learning opportunities and courses (i.e. applied research, community engagement, health informatics and epidemiology labs, impact of chronic illness and aging populations, global health systems, mediation/negotiation) while addressing, AUPHA specifications. The Association of University Programs in Health Administration (AUPHA) is a global network of colleges, universities, faculty, individuals and organizations dedicated to the improvement of healthcare delivery through excellence in healthcare management and policy education. Its mission is to foster excellence and drive innovation in health management and policy education, and promote the value of university-based management education for leadership roles in the health sector. A letter of support is included in Section 7.3.
The Canadian College of Health Leaders (CCHL) The Canadian College of Health Leaders is a national, member-driven, non-profit association dedicated to ensuring that the country’s health system benefits from capable, competent and effective leadership. The College’s Certified Health Executive Program (CHE) is the only Canadian Credential available to health leaders. The CHE program is structured around the
Bachelor of Healthcare Management – 42
Section 4: Program Content
LEADS in a Caring Environment Framework in order to promote the capabilities required for career long learning. 23 Seneca graduates of the Bachelor of Healthcare Management degree will be well positioned for application to the CHE program; having been introduced to the LEADS in a Caring Environment Framework from day one to structure and guide their development and learning. In addition, Seneca College and CCHL are exploring a possible student work collaboration associated with the CHE program. A letter of support is included in Section 7.3.
23 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014.
Bachelor of Healthcare Management – 43
Section 4: Program Content
4.3 (ii) Letters of Support See letters attached in Section 7.3.
Bachelor of Healthcare Management – 44
Section 4: Program Content
4.4 Learning Outcomes 4.4 (i) Degree Outcomes The following summary table identifies the courses that map to each competency in the Board’s degree level standard. Table 4.4 (i): Mapping the Program’s Courses to the Degree Standard
Baccalaureate/Bachelor Honours Standard Ontario Qualification Framework – Degree Outcomes
and
Course cations
Codes kills
readth
S
apacity autonomy
nowledge
B
nowledge
Limits of Limits of
K
C
Depth and
K Knowledge
Conceptual
Scholarship
Professional
Application of
of
Research
and
Methodological
Communi
Awareness the of
Semester 1 MGMT1810 Management I MATH1860 Quantitative Decision Making I HLTH1810 Introduction to the Canadian Healthcare System HLTH1820 Introduction to Health Informatics ENGW1801 Writing Strategies Semester 2 ACCT1820 Management Accounting MRKT1830 Marketing I HLTH1815 Cross-Cultural Health and Wellness HLTH1821 Health Informatics II COMM2801 Applied Communication for Business and Administration
Bachelor of Healthcare Management – 45
Section 4: Program Content
Baccalaureate/Bachelor Honours Standard Ontario Qualification Framework – Degree Outcomes
and
Course cations
Codes kills
readth
S
apacity autonomy
nowledge
B
nowledge
Limits of Limits of
K
C
Depth and
K Knowledge
Conceptual
Scholarship
Professional
Application of
of
Research
and
Methodological
Communi
Awareness the of
Semester 3 MGMT2822 Business Law and Ethics MATH2860 Quantitative Decision Making II ACCT1811 Microeconomics HLTH2810 Healthcare Program Planning and Evaluation COMM3801 Interpersonal Communications Semester 4 MGMT2811 Management II ORGB1812 Organizational Behaviour HLTH2815 Social and Economic Impact of Chronic Disease COMM4802 Presentation Skills
Bachelor of Healthcare Management – 46
Section 4: Program Content
Baccalaureate/Bachelor Honours Standard Ontario Qualification Framework – Degree Outcomes
and
Course cations
Codes kills
readth
S
apacity autonomy
nowledge
B
nowledge
Limits of Limits of
K
C
Depth and
K Knowledge
Conceptual
Scholarship
Professional
Application of
of
Research
and
Methodological
Communi
Awareness the of
Semester 5 ACCT2822 Corporate Finance ACCT1812 Macroeconomics HLTH3815 Health and Community Development HLTH3810 Canadian Health Law Semester 6 MRKT2830 Marketing II HLTH3820 Aging Populations and Healthcare: The Canadian Case HLTH3830 Patient Safety and Quality of Care HLTH3840 Healthcare Research: Fundamentals of Epidemiology for Health Service Managers
Bachelor of Healthcare Management – 47
Section 4: Program Content
Baccalaureate/Bachelor Honours Standard Ontario Qualification Framework – Degree Outcomes
and
Course cations
Codes kills
readth
S
apacity autonomy
nowledge
B
nowledge
Limits of Limits of
K
C
Depth and
K Knowledge
Conceptual
Scholarship
Professional
Application of
of
Research
and
Methodological
Communi
Awareness the of
Semester 7 MGMT4812 Leadership OPRM1852 Operations Management I ORGB3850 Organizing Teams for Innovation RSCH4875 Research Methods Semester 8 MGMT3811 Management III ORGB4805 Human Resources Planning HLTH4815 Comparative Global Healthcare Systems HLTH4810 Mediation and Negotiation Strategies HLTH4840 Research Project LSOXXX Liberal Studies Option
Bachelor of Healthcare Management – 48
Section 4: Program Content
4.4 (ii) Program Learning Outcomes Graduates of the proposed Bachelor of Healthcare Management degree program will demonstrate the ability to consistently:
1. Apply leadership and followership skills as members of cross-functional and multi- disciplinary healthcare management teams.
2. Manage labour and client issues by applying principled mediation and negotiation strategies.
3. Critique financial and managerial concepts of public, non-profit and for-profit healthcare organizations to guide decision making.
4. Analyze social, cultural, environmental, political and economic issues affecting healthcare to facilitate contextual strategic planning.
5. Synthesize research to determine the economic and social impact of healthcare organizations.
6. Allocate human, financial and information resources to assist in the management of operations and specific projects.
7. Guide organizational strategic planning utilizing public policy.
8. Model ethical, legal and professional codes of conduct in healthcare settings.
9. Conduct research relevant to the field of healthcare management.
10. Disseminate healthcare information for a variety of purposes and audiences, using verbal, written and digital communication strategies.
Bachelor of Healthcare Management – 49
Section 4: Program Content
Mapping the Program’s Courses to the Program Learning Outcomes Table 4.4 (ii): Mapping the Program’s Courses to the Program Learning Outcomes
Program Learning Outcomes
nd
Course
Codes n
Apply leadership and followership skills Manage labour and client issues financialCritique a managerial concepts Analyze issues affecting healthcare Synthesize research Allocate resources Guide organizational strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare informatio
Semester 1 MGMT1810 Management I MATH1860 Quantitative Decision Making I HLTH1810 Introduction to the Canadian Healthcare System HLTH1820 Introduction to Health Informatics ENGW1801 Writing Strategies
Bachelor of Healthcare Management – 50
Section 4: Program Content
Program Learning Outcomes
Course
Codes
de organizational
Apply leadership and followership skills Manage labour and client issues financialCritique and managerial concepts Analyze issues affecting healthcare Synthesize research Allocate resources Gui strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare information
Semester 2 ACCT1820 Management Accounting MRKT1830 Marketing I HLTH1815 Cross-Cultural Health and Wellness HLTH1821 Health Informatics II COMM2801 Applied Communication for Business and Administration
Bachelor of Healthcare Management – 51
Section 4: Program Content
Program Learning Outcomes
ls
Course
Codes
Apply leadership and followership skil Manage labour and client issues financialCritique and managerial concepts Analyze issues affecting healthcare Synthesize research Allocate resources Guide organizational strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare information
Semester 3 MGMT2822 Business Law and Ethics MATH2860 Quantitative Decision Making II ACCT1811 Microeconomics HLTH2810 Healthcare Program Planning and Evaluation COMM3801 Interpersonal Communications
Bachelor of Healthcare Management – 52
Section 4: Program Content
Program Learning Outcomes
cting
Course
Codes
Apply leadership and followership skills Manage labour and client issues financialCritique and managerial concepts Analyze issues affe healthcare Synthesize research Allocate resources Guide organizational strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare information
Semester 4 MGMT2811 Management II ORGB1812 Organizational Behaviour HLTH2815 Social and Economic Impact of Chronic Disease COMM4802 Presentation Skills Semester 5 ACCT2822 Corporate Finance ACCT1812 Macroeconomics HLTH3815 Health and Community Development HLTH3810 Canadian Health Law
Bachelor of Healthcare Management – 53
Section 4: Program Content
Program Learning Outcomes
Course
Codes
nagerial concepts
Apply leadership and followership skills Manage labour and client issues financialCritique and ma Analyze issues affecting healthcare Synthesize research Allocate resources Guide organizational strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare information
Semester 6 MRKT2830 Marketing II HLTH3820 Aging Populations and Healthcare: The Canadian Case HLTH3830 Patient Safety and Quality of Care HLTH3840 Healthcare Research: Fundamentals of Epidemiology for Health Service Managers
Bachelor of Healthcare Management – 54
Section 4: Program Content
Program Learning Outcomes
Course
Codes resources
Apply leadership and followership skills Manage labour and client issues financialCritique and managerial concepts Analyze issues affecting healthcare Synthesize research Allocate Guide organizational strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare information
Semester 7 MGMT4812 Leadership OPRM1852 Operations Management I ORGB3850 Organizing Teams for Innovation RSCH4875 Research Methods
Bachelor of Healthcare Management – 55
Section 4: Program Content
Program Learning Outcomes
Course
Codes
nagerial concepts
Apply leadership and followership skills Manage labour and client issues financialCritique and ma Analyze issues affecting healthcare Synthesize research Allocate resources Guide organizational strategic planning codesModel conduct of healthcarein settings Conduct research relevant the to field Disseminate healthcare information
Semester 8 MGMT3811 Management III ORGB4805 Human Resources Planning HLTH4815 Comparative Global Healthcare Systems HLTH4810 Mediation and Negotiation Strategies HLTH4840 Research Project
Bachelor of Healthcare Management – 56
Section 4: Program Content
4.4 (iii) Breadth Learning Outcomes The Seneca General Education Policy24 for degree programs ensures that at least 20% of degree program hours will be in degree-level courses outside the main field of study, a minimum of three of which will be open Liberal Studies Options (LSO).To ensure that more than an introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core field of study is achieved, a minimum of two will be at the advanced level. Thus every Seneca College degree program graduate will be exposed to increasingly complex theory outside her/his main field of study. The LSOs will provide both breadth and depth; they are designed to fall into the major categories of the communications, humanities, social sciences and natural sciences. Some are organized around a genre or sub-discipline, while others are thematic-based around issues such as modern society, historic influences on society and culture, popular culture, exploration of self and civic engagement. The curriculum in the proposed degree program reflects current knowledge in the fields represented in the non-core/breadth offerings. Table 4.4 (iii) identifies the courses that map to each program learning outcome. Table 4.4 (iii): Mapping the Program’s Courses to the Breadth Outcomes
Breadth Outcomes Courses that contribute to this outcome
1. Demonstrate critical thinking, Writing Strategies quantitative reasoning, and written Applied Communication for Business and and oral communication skills. Administration Presentation Skills Liberal Studies Options
2. Demonstrate more than introductory Upper-level Liberal Studies Options knowledge in the humanities, sciences, social sciences, global cultures and/or mathematics.
3. Demonstrate knowledge of society Liberal Studies Options and culture, and skills relevant to civic engagement.
4. Critically analyze and evaluate the Writing Strategies distinctive assumptions and modes of Applied Communication for Business and analysis of a discipline outside the Administration core field(s) of study. Presentation Skills Liberal Studies Options
24 Seneca College – General Education. http://www.senecac.on.ca/fulltime/GENED.html
Bachelor of Healthcare Management – 57
Section 4: Program Content
Seneca College has made a commitment in its Academic Plan (2012-2017) that every Seneca graduate will demonstrate competency in the Seneca Core Literacies25 – “Our graduates will be called upon to extend their knowledge and skills in new directions, think critically, analyze information, comprehend disruptive new ideas, communicate clearly, collaborate in teams, solve problems, and make sound decisions”. Seneca College has embedded the set of Seneca Core Literacies into all of its programs to prepare its graduates for leadership in their professional, social and personal lives. Chart 4.4 (iii) demonstrates how the Bachelor of Healthcare Management degree program’s courses address the Seneca Core Literacies.
25 Seneca Core Literacies can be found online at: http://www.senecacollege.ca/about/reports/academic-plan/committing-to- senecas-core-literacies.html
Bachelor of Healthcare Management – 58
Section 4: Program Content
Chart 4.4 (iii): Mapping the Degree Program’s Courses to the Seneca Core Literacies
Seneca Core Literacies
Course Codes
teracy
Written Written Communication Oral Communication Quantitative Literacy Information Li Creative Thinking ReasoningEthical Responsibilityand Inquiry and Analysis Critical Thinking and Problem Solving Digital Literacy Intercultural Knowledge and Global Perspective Semester 1 MGMT1810 Management I MATH1860 Quantitative Decision Making I HLTH1810 Introduction to the Canadian Healthcare System HLTH1820 Introduction to Health Informatics ENGW1801 Writing Strategies Semester 2 ACCT1820 Management Accounting MRKT1830 Marketing I HLTH1815 Cross-Cultural Health and Wellness HLTH1821 Health Informatics II COMM2801 Applied Communication for Business and Administration
Bachelor of Healthcare Management – 59
Section 4: Program Content
Seneca Core Literacies
Course Codes
teracy
Written Written Communication Oral Communication Quantitative Literacy Information Li Creative Thinking ReasoningEthical Responsibilityand Inquiry and Analysis Critical Thinking and Problem Solving Digital Literacy Intercultural Knowledge and Global Perspective
Semester 3 MGMT2822 Business Law and Ethics MATH2860 Quantitative Decision Making II ACCT1811 Microeconomics HLTH2810 Healthcare Program Planning and Evaluation COMM3801 Interpersonal Communications Semester 4 MGMT2811 Management II ORGB1812 Organizational Behaviour HLTH2815 Social and Economic Impact of Chronic Disease COMM4802 Presentation Skills
Bachelor of Healthcare Management – 60
Section 4: Program Content
Seneca Core Literacies
Course Codes
teracy
Written Written Communication Oral Communication Quantitative Literacy Information Li Creative Thinking ReasoningEthical Responsibilityand Inquiry and Analysis Critical Thinking and Problem Solving Digital Literacy Intercultural Knowledge and Global Perspective
Semester 5 ACCT2822 Corporate Finance ACCT1812 Macroeconomics HLTH3815 Health and Community Development HLTH3810 Canadian Health Law Semester 6 MRKT2830 Marketing II HLTH3820 Aging Populations and Healthcare: The Canadian Case HLTH3830 Patient Safety and Quality of Care HLTH3840 Healthcare Research: Fundamentals of Epidemiology for Health Service Managers
Bachelor of Healthcare Management – 61
Section 4: Program Content
Seneca Core Literacies
Course Codes
teracy
Written Written Communication Oral Communication Quantitative Literacy Information Li Creative Thinking ReasoningEthical Responsibilityand Inquiry and Analysis Critical Thinking and Problem Solving Digital Literacy Intercultural Knowledge and Global Perspective
Semester 7 MGMT4812 Leadership OPRM1852 Operations Management I RSCH4875 Research Methods Semester 8 MGMT3811 Management III ORGB4805 Human Resources Planning HLTH4815 Comparative Global Healthcare Systems HLTH4810 Mediation and Negotiation Strategies HLTH4840 Research Project LSOXXX
Bachelor of Healthcare Management – 62
Section 4: Program Content
4.5 Course Descriptions 4.5 (i) Core Courses Table 4.5 (i): Core Courses Course Code & Course Description Title
Semester 1
This course introduces students to the field of management. Students engage in a global survey of the economic, legal and social systems that support small, medium, and large organizations across key sectors. Students examine and build the skills necessary to identify critical trends, adapt to change, and manage the risks involved in managing and MGMT1810 growing an organization. The roles and responsibilities of managers – Management I from the start-up to the transnational – across each form of ownership and within public and private enterprises will be examined. In the course, students develop the skills to identify the key stakeholders involved in these endeavours and review the important role they play in the global economy. This course provides students with the quantitative foundation required for performing management analytics. The course introduces students to the role of statistics in management analytics and will focus on MATH1860 descriptive analytics—the process of summarizing Big Data into smaller Quantitative and useful chunks of information. Statistical methods include a range of Decision Making I techniques for describing, summarizing, and visualizing statistical data. Students also learn how to use probability distributions to represent and analyze uncertainty in managerial decision making. This course introduces students to the nature and evolution of healthcare in Canada, providing a comprehensive and critical understanding of its development and current challenges. In this course, students explore HLTH1810 the determinants of health; historical development of healthcare systems Introduction to the within federal, provincial, and regional contexts; structure and process of Canadian healthcare funding/health economics; scope of health professions and Healthcare System unregulated providers; healthcare settings (institutions, occupational, environmental, community); healthcare reform; and emerging issues and current influences in healthcare.
In this course, students explore health informatics as the study of the nature, design and application of IT-based innovations in the delivery, HLTH1820 management, and planning of healthcare services. Students learn about Introduction to the fundamental building blocks of health information systems, Health Informatics information and communication systems in healthcare, and the impact of information technology on healthcare and society will be explored.
Bachelor of Healthcare Management – 63
Section 4: Program Content
Semester 2
This course examines how management accounting information is used within organizations to plan, monitor, and control the enterprise. Management across all functional areas is guided by financial data and ACCT1820 the management accounting system of the organization. Students are Management introduced to the following topics: management accounting, cost Accounting accounting terminology, job costing, process costing, activity-based costing, activity-based management, cost-volume-profit analysis, budgeting, standard costing, variance analysis, responsibility accounting, variable costing, and transfer pricing.
In this course, students are introduced to the demands placed on marketing practitioners to manage customer interactions and marketing collateral that is simultaneously persuasive, pervasive, multichannel and fully optimized for the digital, mobile and social channels of today’s tech- MRKT1830 savvy customers. This course introduces leading-edge marketing Marketing I practice in targeting, engaging and converting customers, and the analytic nature of contemporary marketing. The traditional marketing mix of “4Ps” (Price, Product, Promotion, Place) is augmented to “6Ps” with the addition of Presence and Prediction. In this course, students focus on the social aspects of segmentation, data gathering and the predictive nature of analytic modeling and analysis.
This course engages students in an exploration of cultural values about HLTH1815 health, wellness, and illness with a focus on the application of a critically Cross-Cultural reflective approach in healthcare leadership. Students examine cultural Health and competence and safety, worldview, spirituality, illness, suffering, and Wellness healing in relation to health and the delivery of healthcare.
This course explores the management of healthcare organizations and HLTH1821 the requirement for reliable, accurate, secure, and relevant clinical and Health Informatics administrative information. Students build on concepts introduced in II Level 1 and explore the role of electronic records, clinical decision support, and administrative and financial systems in the improvement and support of the patient care process.
Bachelor of Healthcare Management – 64
Section 4: Program Content
Semester 3
This course introduces students to the importance of legal considerations within the organizational context. The emphasis is on the interface of privacy law, intellectual property rights, and government regulation MGMT2822 particularly in relation to competition and consumer protection. Students Business Law & are introduced to ethics and corporate responsibility required to meet Ethics legal obligations, client expectations, and stakeholder requirements. The legal and ethical implications of emerging technology and social trends will be highlighted.
This course develops students’ understanding of the role of predictive and prescriptive analytics in management analytics. Students learn how MATH2860 to use statistical methods to support forecasting in management decision Quantitative making. In this course, students are introduced to the range of predictive Decision Making II and prescriptive analytic techniques, such as, sampling distributions, estimation, hypothesis testing, correlation and regression.
This course explores the exogenous and endogenous influences on consumption and production and how prices are determined and ACCT1811 resources allocated under different market structures and diverse Microeconomics economic environments. Students are introduced to econometric analysis to derive demand curves from market data; game theory and its application to explain the marketing strategy of firms is discussed. In this course, students explore health program planning and evaluation as proactive processes that enable organizations to adapt to pressures imposed by the dynamics of the evolving healthcare environment. The HLTH2810 course introduces students to the planning and evaluation process by Healthcare exploring the frameworks specific to health services. Students examine Program Planning the role of evaluation in the assessment of program effectiveness, and Evaluation program improvement and development, resource allocation, and policy development.
Bachelor of Healthcare Management – 65
Section 4: Program Content
Semester 4
This course prepares students to evaluate and manage organizational assets to support strategic objectives within organizations. The students are introduced to how value is created across the organization and how MGMT2811 evidence-based decision making models enable managers to apply the Management II principles of management science to common management tasks and outcomes through the use of standardized frameworks. The students undertake a detailed investigation of the four functions of management: planning, organizing, leading and controlling.
This course examines organizational behaviour (OB) within the context of the learning organization and its ability to manage knowledge. Organizational theories such as personality, values, motivation, teams, power, and leadership are at the core of this course. Organizational ORGB1812 behaviour improvements are framed within models that ensure theories Organizational can be applied to high performance organizations. The additional Behaviour dimension of knowledge management enhances organizational capacity by using data-driven and evidence-based continuous improvement techniques.
In this course, students explore the impact of chronic disease on Canadians and the health system expenditures that are adversely HLTH2815 affected. The course explores the medical context of chronic disease Social and and chronic illness, and the social context experienced within the family, Economic Impact community, and society. Students learn to assess the impact of chronic of Chronic Disease illness within the Canadian healthcare system while exploring the role of leadership, prevention, innovation, and health policy.
Bachelor of Healthcare Management – 66
Section 4: Program Content
Semester 5
This course provides an integrated overview of finance including the requirement for, and the acquisition and administration of, the financial resources of the organization. Short-term and intermediate needs for ACCT2822 funds in the operation of a business enterprise are examined, as well as Corporate Finance long-term financing options, capital structures, mergers, and acquisitions. In this course, students explore the principles of management that underlie the finance manager’s role.
This course concentrates on the branch of economics dealing with the performance, structure, behaviour, and decision making of the economy as a whole. Students are introduced to measurement of economic ACCT1812 performance at the regional, national and global levels, fiscal and Macroeconomics monetary policy, and key international trade organizations. In this course, macroeconomic analyses and techniques are applied in various sectors to examine complex issues and inform strategy. This course is designed to provide an overview of the theory and practice of community development in promoting health. Students explore the HLTH3815 history of community development, contemporary issues and debates, Health and theories for social change, and examples of current community health Community development initiatives. This course introduces students to how to Development assess local community programs and apply principles/strategies of health promotion and community development.
This course provides an introduction to Canadian Health Law, preparing learners to assess risks and make decisions with respect to the HLTH3810 management of healthcare services. Students examine legislation Canadian Health relevant to acute, long-term care, retirement, and private clinics. The Law course includes discussion about court decisions, provincial and federal laws, codes of conduct, and relevant policy.
Bachelor of Healthcare Management – 67
Section 4: Program Content
Semester 6
This course focuses on the client and provides the background, concepts, and skills required by professional salespeople to create customer perceived value. Students learn how technology-enabled MRKT2830 sales practices are leveraged to establish trust-based relationships. In Marketing II the course, students use Sales Force Automation and Client Relationship Management (CRM) software, and social listening applications to understand how client interactions are managed, created and measured. This course explores the social, political, ethical, and economic dilemmas faced by the Canadian healthcare system in relation to our HLTH3820 aging population. Students explore access to care, ageism, and the Aging Populations challenges faced by formal/informal healthcare providers. In the course, and Healthcare: students examine the impact of medicalization and the pharmaceutical The Canadian Case industry on older adults’ healthcare needs and behaviours, and the challenges to policy, programs, and services.
This course explores how quality and safety improvement initiatives are critical to the success of healthcare delivery. In this course, students
HLTH3830 discuss how patient experience of preventable harm has informed the Patient science of safety. Relevant approaches to measuring healthcare quality Safety and and safety are introduced through the exploration of safety culture; Quality of human factors and system errors; high risk clinical processes; monitoring Care and evaluating interventions; change management; health policy and the clinical microsystem.
This course introduces students to the fundamentals of epidemiological HLTH3840 research in healthcare with a focus on understanding the application of Healthcare epidemiological principles to the delivery and management of health Research: services. Students explores dynamics of disease transmission, Fundamentals of epidemiological measures, validity & reliability, observational and Epidemiology for interventional studies, derivation of inferences from epidemiological Health Service research, ethical and professional issues in epidemiology, and policy and Managers program evaluation.
Bachelor of Healthcare Management – 68
Section 4: Program Content
Semester 7
In this course, three themes of leadership are explored: the personal side of leadership, the evolution of leadership theory, and the social side of leadership. For each, a variety of experiential learning techniques MGMT4812 including personal reflection, simulations, and problem-solving engage Leadership the students as theory is introduced. Students develop personal effectiveness skills that will assist them in their group and leadership roles. This course approaches the discipline of operations management from the perspective of the general manager rather than the operations specialist. Students are introduced to the concepts and tools required to OPRM1852 execute the organization’s strategy, achieve its performance targets, and Operations map operational performance and issues to the outcomes of the firm. Management I The students learn frameworks, methods, and models for business operations that are equally applicable to manufacturing or services. In this experiential course, students develop an understanding that effective teams are a pre-requisite for organizational success. Students will develop the skills necessary to manage teams and to function as ORGB3850 good team members. In this course, students will examine designing a Organizing Teams team, evaluating performance, handling conflict, collaborative team for Innovation decision making, and establishing an environment of creative and innovative thinking. This research methods course will examine the various components of the research process including the formulation of research questions or a research hypothesis; the review of the literature; qualitative, quantitative RSCH4875 and mixed method research designs; research ethics; data collection; Research Methods analysis of data; and ethical protocol. Students will develop the elements of a research proposal based on a problem relevant to the students’ professional practice.
Bachelor of Healthcare Management – 69
Section 4: Program Content
Semester 8
This course introduces students to deliberate and emergent strategy development to guide organizational direction. Industry and market MGMT3811 structures are examined, with the emphasis on evaluating the Management effectiveness of business and organizational strategy across different III types of firms and industries. Students create strategic plan proposals based on real-world case studies and clients. This course introduces the strategic human resources planning approaches that Human Resources professionals take in organizations. ORGB4805 Students will learn how human resources strategies link with the Human business strategies, how to forecast the human resources needs of an Resources organization, and the success and lessons learned when implementing Planning HR Planning in growth and downsizing business situations. Quantitative and qualitative techniques are used when assessing human resource
supply and demand requirements. This course examines the structure of global healthcare systems, the impact on population health outcomes, and the role of health HLTH4815 administrators. The course focuses on the developmental history of Comparative national healthcare systems, financing, and delivery infrastructure. Global Students explore environmental, social, economic, and political Healthcare influences on the development of national healthcare systems. Selection of global healthcare systems for evaluation is determined by the Systems instructor.
In this course, students study the importance of the use of alternative HLTH4810 dispute resolution processes in both public and private sectors as a less Mediation formal, cost-effective strategy to resolve problems, improve working and relationships, and enhance productivity. This course introduces students Negotiation to the theory and practice of mediation with a strong emphasis on the Strategies practical application of problem solving and negotiation skills. In this course, students build on the knowledge and skills acquired in Research Methods. In consultation with a healthcare agency of their HLTH4840 choice, students will implement their research proposal investigating a Research real life healthcare management issue. Upon completion of the research Project report, students will present their study findings to a panel including Deans, Program Chairs, faculty, students, and the health agency client.
Bachelor of Healthcare Management – 70
Section 4: Program Content
4.5 (ii) Non-Core Courses Table 4.5 (ii): Non-Core Courses
Course Code & Title Course Description This course focuses on critical thinking and the rhetorical elements of both persuasive and evaluative forms of writing. Students will learn to differentiate between shades of fact and opinion, objectivity and bias, and apply the techniques of sound ENGW1801 argument for a variety of purposes. The main elements of Writing Strategies effective communication, listening and research techniques are also examined. Techniques explored and skills developed in this course are applied throughout the four years of the program.
This course focuses on the knowledge and skills required for writing pertinent administrative correspondence, technical proposals and reports, as appropriate for the audience/context. Case examples will be evaluated for their effectiveness, and COMM2801 students will learn to write abstracts and executive summaries. Applied Communication Common software packages (Word, Excel, PowerPoint) are for Business and utilized to communicate material in a variety of print formats. Administration Effective use of e-mail within an e-learning system is examined and incorporated throughout the course. Students will participate in individual and group presentations for a variety of purposes and audiences.
This course is an introduction to the skills required to consciously and effectively relate to others. Students will be expected to demonstrate an appropriate level of competence in interpersonal communication skills and self- awareness. This COMM3801 course enables students to explore the impact that one’s Interpersonal interpersonal skills and attitude has on their careers. Through Communications self-assessments, skill building exercises and practice, participants will develop a variety of interpersonal skills such as active listening, assertive communications, stress management, negotiating skills, and conflict management.
This course prepares students to make professional oral presentations to diverse audiences in a variety of settings. The fundamentals of public speaking and speech writing are covered, as well as the production and use of presentational COMM4802 aids. Students will be introduced to Microsoft PowerPoint and Presentation Skills Adobe Photoshop. They will familiarize themselves with presentation techniques using both PowerPoint and Photoshop's raster based imaging manipulation and other presentation aids.
Bachelor of Healthcare Management – 71
Section 4: Program Content
4.5 (iii) Co-op Courses Table 4.5 (iii): Co-op Courses
Course Code &Title Course Description
Co-op education provides students with the opportunity to integrate academic learning with relevant work experience and to COOP1801 learn more about themselves and their chosen field of study. Co-op Professional The purpose of this work term is to enable the student to make a Practice smooth transition from the academic setting to a work environment.
The integration of classroom activities with work term experience is vital for the complete and successful learning and COPT1801 understanding of co-op work term experiences. This structured Co-op Integration and integration and reflective learning with peers provides the Career Planning opportunity to evaluate work experience in a broader context. Guest speakers from the industry give students further employment exposure and an opportunity to network.
Bachelor of Healthcare Management – 72
Section 4: Program Content
4.6 (ii) Course Schedule 2 Chart 4.6 (ii): Course Schedule 2 – Bachelor of Healthcare Management
Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 1 MGMT1810 Management I 42 PhD (General Management) MATH1860 Quantitative Decision 42 PhD (Mathematics) Making I HLTH1810 Introduction to the 42 DNSc (Nursing); Semester Canadian Healthcare PhD (Public Health) 1 System HLTH1820 Introduction to Health 42 PhD (Computer Informatics Engineering) ENGW1801 Writing 42 PhD (English Literature) Strategies ACCT1820 Management 42 MATH1860 PhD (Accounting) Accounting MRKT1830 Marketing I 42 PhD (Marketing)
HLTH1815 Cross-Cultural Health 42 Masters in related Semester and Wellness discipline 2 HLTH1821 Health Informatics II 42 HLTH1820 PhD (Computer Engineering) COMM2801 Applied 56 ENGW1801 PhD (Canadian Communication for Literature) Business and Administration
Bachelor of Healthcare Management – 78
Section 4: Program Content
Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 2 MGMT2822 Business Law and 42 MGMT1810 LLB Ethics MATH2860 Quantitative Decision 42 MATH1860 PhD (Mathematics) Making II
Semester ACCT1811 Microeconomics 42 MATH2860 PhD (Economics) 3 HLTH2810 Healthcare Program 42 HLTH1815 MSc (Nursing) Planning and Evaluation COMM3801 Interpersonal 42 PhD (Education) Communications MGMT2811 Management II 42 PhD (General Management) ORGB1812 Organizational 42 PhD (Industrial/ Behaviour Organizational Psychology) Semester HLTH2815 Social and Economic 42 HLTH1810 PhD (Philosophy) 4 Impact of Chronic Disease LSO XXX Liberal Studies Option 42
COMM4802 Presentation Skills 42 PhD (History)
Bachelor of Healthcare Management – 79
Section 4: Program Content
Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 3 ACCT2822 Corporate Finance 42 MATH1860 PhD (Accounting and MGMT2811 Finance) ACCT1812 Macroeconomics 42 ACCT1811 PhD (Economics) MATH2860 Semester HLTH3815 Health and Community 42 HLTH2815 DNSc (Nursing); 5 Development PhD (Public Health) HLTH3810 Canadian Health Law 42 MGMT2822 LLB with Specialization in Health Law LSO XXX Liberal Studies Option 42
MRKT2830 Marketing II 42 MRKT1830 PhD (Marketing)
HLTH3820 Aging Populations and 42 HLTH2815 PhD (Philosophy) Healthcare: The Canadian Case HLTH3830 Patient Safety and 42 HLTH3810 MSc (Nursing) Semester Quality of Care 6 HLTH3840 Healthcare Research: 42 HLTH3815 Masters in Fundamentals of Epidemiology Epidemiology for Health Service Managers LSO XXX Liberal Studies Option 42
Bachelor of Healthcare Management – 80
Section 4: Program Content
Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites YEAR 4 MGMT4812 Leadership 42 ORGB1812 Masters (Leadership)
OPRM1852 Operations 42 MGMT1810 PhD (Operations) Management I MATH2860 ORGB3850 Organizing Teams for 42 MGMT4812 DNSc (Nursing); Semester Innovation PhD (Public Health) 7 RSCH4875 Research Methods 42 PhD (General Management) LSOXXX Liberal Studies Option 42
COOP1801 Co-op Professional Practice Co-op Work Term MGMT3811 Management III 42 MGMT2811 PhD (General ACCT1812 Management) ORGB4805 Human Resources 42 ORGB1812 PhD (HR Management Planning and Labour Relations) HLTH4815 Comparative Global 42 HLTH1815 Masters in related Semester Healthcare Systems discipline 8 HLTH4810 Mediation and 42 MGMT4812 MSc (Nursing) Negotiation Strategies HLTH4840 Research Project 42 RSCH4875 PhD (General Management) COPT1801 Co-op Integration and COOP1801 Career Planning
Bachelor of Healthcare Management – 81
Section 4: Program Content
Total Non- Course Total Core Core Pre- Highest Qualification Year and Course Course Course Title Course requisites and Discipline of Semester Code Semester Semester and Co- Study (or Required) Hours Hours Requisites
Subtotal Course Hours 1344 350
Total Program Hours 1694
Percentage of Core to Non-Core 79% 21%
Bachelor of Healthcare Management – 82
Section 4: Program Content
4.7 Work-Integrated Learning Experience Chart 4.7: Program Structure Requirements
September January May Year Semester 1 Semester 2 Semester 3
Year One On-Campus Studies On-Campus Studies Vacation
Year Two On-Campus Studies On-Campus Studies Vacation
Year Three On-Campus Studies On-Campus Studies On-Campus Studies
Year Four Work term* On-Campus Studies GRADUATION
* Full-time work term = 14 weeks of full-time equivalent work (minimum 420 hours)
Rationale for Unpaid Work Experience Traditionally, programs with a work integrated learning experience in health services do not receive payment. The majority of placement sites are in the not-for-profit sector. A reasonable comparison can be made with nursing, where placements are unpaid. More commonly paid co- ops are in the for-profit sector.
Co-Operative Education Requirements Seneca College’s co-operative learning experiences are supported through the Department of Co-Operative (Co-op) Education. A co-op experience combines preparatory classroom-based education with a semester-long work experience, which gives a student credit for structured job experience. Co-op provides an opportunity to apply theoretical knowledge and consolidate learning in an applied setting. In today’s marketplace, co-operative education is important in helping students make the school-to-work transition successfully. A Seneca College Co-op Coordinator works closely with each student. The College ensures a high degree of support is provided to students throughout the co-op process. The Co-operative Education program has three major components, which take place before, during and after a work term experience. Students are required to complete three components to complete the co-op experience for graduation from the proposed degree program:
Bachelor of Healthcare Management – 83
Section 4: Program Content
1) COOP1801 – Co-op Professional Practice This course focuses on preparing students for their co-op work experience. Key topics addressed in this course include:
career goals and employment-related skills, labour market research, resume and cover letter writing, job search techniques, and interviewing. Additional topics may include workplace safety, networking, professionalism, transitioning from school to work and social media. 2) Co-op Experience (Co-op Work Term) A co-op learning experience is provided through a 14-week full-time equivalent work experience, which is in a field related to the student’s specific academic program. Students receive feedback on their work term experience from the program’s Co-op Coordinator and employer throughout the work term. 3) COPT1801 – Co-op Integration and Career Planning After completing the co-op integrated learning experience, students are provided with an opportunity to reflect on their work experience in this course. They prepare a presentation about their work experience, which they share with their Co-op Coordinator and peers. Students also benefit from learning from their peers about breadth in their field by listening to presentations. Co-op education provides:
integration of theory and practice, career exploration and development, progressive skill acquisition, professional socialization, workplace literacy, and workforce readiness. Students may apply for Prior Learning Assessment (PLA) of COOP1801 and the Co-Operative Education Work Experience. (See “Policies” section of the submission for Seneca College’s policies and procedures.)
Bachelor of Healthcare Management – 84
Section 4: Program Content
Outcomes and Evaluation of Work-Integrated Learning Upon successful completion of the work-integrated learning experience (including the co-op work term) at a general level, the student will be able to:
Document healthcare management issues and propose resolutions to support inquiry- based, evidence-informed best practices. Apply time management skills to meet assigned deadlines. Maintain a log journal to record progress on the work-term learning contract. Demonstrate effective interpersonal and team building skills. Conduct demonstrations and presentations as required by management. Conduct an informative interview with a professional in the field. Appraise the structure of the organization and its established practices. Demonstrate fulfillment of additional requirements identified in collaboration with the employer. In addition to the generic co-op work term learning outcomes a specialized evaluation rubric has been designed to reflect the required skills and abilities of healthcare managers by adapting the LEADS Framework, with permission from the Canadian College of Health Leaders.26 Refer to Chart 15.4 in Section 15, Optional Material for the evaluation rubric and to Chart 15.5 for Co-op Work Term ePortfolio requirements for Bachelor of Healthcare Management students. How Work Experience Puts Program Learning into Practice The primary goals of the work-integrated learning experience are to provide students with an opportunity to:
Apply the skills and theoretical knowledge they have acquired in the context of healthcare management. Develop critical professional skills (e.g. leadership, self-management and development, and communication/conflict resolution).
Specifically, upon successful completion of the work-integrated learning experience, healthcare management students will be able to: 1. Resolve healthcare management issues through the application of inquiry-based, evidence-informed best practices. 2. Research and develop reports for organizational projects. 3. Utilize current workplace technologies to measure outcomes and to improve quality and efficiency of service. 4. Reflect on personal values, behaviours and assumptions in order to conduct oneself with awareness, sensitivity and respect. 5. Model sound professional and business ethics in the workplace. 6. Use appropriate communication methods with employees, clients, patients and professionals to meet organizational needs.
26 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014.
Bachelor of Healthcare Management – 85
Section 4: Program Content
7. Demonstrate collaborative teamwork and leadership skills to solve problems and advance ideas.
Method of Evaluating Student during Work Experience The three components of the work-integrated learning experience (see Co-operative Education Requirements above) are evaluated as Satisfactory or Unsatisfactory and, therefore, are not included in the calculation of the student’s Grade Point Average (GPA). Although they are not categorized as either core or non-core courses, they are considered requirements for graduation. Their evaluation is completed by the program Co-op Coordinator initially, and then discussed with and, ultimately, decided on by the academic faculty (including the Program Coordinator and Chair). The program Co-op Coordinator evaluates the learning outcomes and the satisfactory course completion of the pre- and post-courses (COOP1801 and COPT1801, respectively), which are delivered by the Department of Co-operative Education. The program Co-op Coordinator’s role includes facilitating these courses. The full-time (or equivalent) work term experience assessment is completed with information from three sources: Co-op Coordinator, supervising (workplace) Manager and student. Co-op Coordinators perform a midterm site-visit (and additional visits as required) to assess the relationships between the employee/employer, workload, working conditions, and to provide/receive feedback and support. Upon completion of the work term, the supervising Manager is asked to complete an evaluation form. Students develop a learning plan in consultation with the Co-op Coordinator and supervising Manager, create a work term ePortfolio (refer to Chart 15.5, Section 15 Optional Material), and complete a midterm/final self- assessment. Input from the Co-op Coordinator, student’s Supervisor and the student are used to evaluate the student’s successful completion of the learning outcomes. Summary of Anticipated Work Term Opportunities Students in the Bachelor of Healthcare Management degree program could potentially obtain work-integrated learning experiences in areas such as: long-term care homes, retirement homes, private health clinics, health insurance agencies, rehabilitation centres, mental health organizations and consulting firms. Seneca College currently has existing relationships with the following employers:
Baycrest North York General Hospital Carefree Lodge Long Term Care Seven Oaks Long Term Care Cummer Lodge Southlake Regional Health Centre Humber River Regional Hospital Sunnybrook Health Sciences Centre Kipling Acres Long Term Care Tendercare Long Term Care Mackenzie Health The Princess Margaret Hospital Markham Stouffville Hospital The Scarborough Hospital Mount Sinai Hospital Trillium Health Partners William Osler Health System
Bachelor of Healthcare Management – 86
Section 4: Program Content
The co-op business development team will work closely with the School of Health Sciences and the School of Business Management to identify opportunities where the College can expand into new areas of employment related to healthcare management. Support for Co-op Students The Co-operative Education Department at Seneca College consists of 22 staff members across all campuses and provides comprehensive support to all co-op students. The department strives to develop long-term relationships with employers to generate a steady stream of relevant co-op opportunities for students. Co-op students receive a wide range of supports to help them achieve success, including personal service from a Co-op Coordinator that goes beyond facilitating the COOP1801/COPT1801 classes. The Co-op Coordinators are career professionals with industry connections who are available for personal mentoring with students. They conduct a site visit to each student on a work term, thus supporting both the student and the employer. They often act as mediators in workplace misunderstandings to find resolutions in support of student success. In addition, the Seneca Co-op Department has a business development team that plays a key role supporting the development of new co-op opportunities. The business developers generate new co-op opportunities through various activities such as creating and delivering strategic outreach initiatives, maximizing social media, connecting with association/organizations, attending industry-specific trade shows/events and cold calling employers.
Bachelor of Healthcare Management – 87
Section 4: Program Content
4.8 Course Outlines 4.8 (i) Overview of Seneca’s Course Outline Framework According to Academic Policy, Seneca College has three areas of the course outline: the college-common, the school-specific, and the addendum. The college-common course outline is aligned to the calendar description and contains elements that are only modifiable with consultation with the Chair, Dean, and Program Quality Unit. The common elements are specific to the course code and title, course description, vocational learning outcomes, Essential Employability Skills (EES), and policy about academic integrity, accommodation, and discrimination and harassment. The school-specific area of the course outline contains elements that are particular to the delivery of the course at the departmental/program level. Content found within the school- specific area must continue to meet the course description and the learning outcomes. This level of specificity supports addressing current and emerging trends with modification of the topic outline, the mode of instruction, the prescribed text(s), reference material(s), and supplies, and the detailed evaluation framework. The addendum communicates to the student the faculty-specific elements that supports the students' success in the course. This may include the grading policy, attendance, participation, or late submission guidelines, due dates and deadlines, and a detailed course schedule. For the purpose of the development of the Bachelor of Healthcare Management degree, PEQAB's documentation requirements for the course outlines, contained herein, contains elements of Seneca’s college-common and school-specific elements. A central and guiding focus for this degree program is the promotion of integrative thinking to ensure students can make meaningful connections within and across disciplines, tying together learning experiences both on and off campus and synchronizing different perspectives and ways of knowing. To address this distinctive focus, Seneca College has implemented a Program ePortfolio; collaborative teaching practice across health, business, and some liberal studies courses; community engagement opportunities where students work with individuals or groups in the community as a component of course work; and a seminar series where faculty from business, health, and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book reviews. The following courses include collaborative teaching and integration of the health, business and/or liberal studies context through case studies, tutorials, assignments and learning exercises dedicated to this purpose: o Management I o Writing Strategies o Management Accounting o Marketing I o Cross-Cultural Health and Wellness o Applied Communication for Business and Administration o Microeconomics
Bachelor of Healthcare Management – 88
Section 4: Program Content o Healthcare Program Planning and Evaluation o Interpersonal Communications o Corporate Finance o Management II o Macroeconomics o Canadian Health Law o Marketing II o Aging Populations and Healthcare: The Canadian Case o Leadership o Research Methods o Management III o Human Resources Planning o Mediation and Negotiation Strategies
Bachelor of Healthcare Management – 89
Section 4: Program Content
4.8 (ii) Glossary of Instructional Strategies Case Study An instructional strategy that provides learners with detailed information about a real-life situation and relies on learners to participate in discussions. Learners analyze the presented situation, decide what has been done correctly, and what mistakes might have been made in terms of principles and accepted practices within their field of specialization. Group discussions allow learners to explain, justify and defend their own analysis of the case situation. It is important to structure multi-logical case studies (messy, real world scenarios with information missing and extraneous information) to encourage higher order problem solving. Collaborative Teaching Throughout the program a number of courses from business, health, and liberal studies will be taught in collaboration among faculty from these schools. The intent of this approach is to further support the development of integrative thinking, encouraging students to make connections between disciplines while fostering a climate of fluid learning communities.27 Community Engagement To facilitate integrative learning, students engage with individuals and/or groups in the community as part of their course work in order to: learn about real world challenges from a variety of perspectives; make connections between theoretical knowledge and practical application; and promote problem-solving and critical thinking. Cooperative Learning An instructional strategy that integrates group activity with the overall learning process. Activities are designed to promote both learning and social skills development through the incorporation of three concepts: (a) group rewards, (b) individual accountability, and (c) equal opportunity for success. Cooperative learning is specifically effective when used as a supplement for review, practice, remediation or enrichment. ePortfolio Throughout the program, students will build an ePortfolio to foster integrative learning, making connections between their courses, professional career goals, community engagement, work experiences, co-curricular activities, and personal interests. This learner centred methodology enables the student to showcase their achievements and receive feedback/assessment from faculty, peers, potential employers, or graduate programs. ePortfolio content will be organized using the LEADS in a Caring Environment (LEADS) Framework28 as a foundation for student development in health leadership. Courses throughout the program have been linked to the framework, to strengthen student development of leadership capabilities that will be captured in the ePortfolio from the introductory year.
27 Shultz, N. Learning Communities as a First Step in an Integrative Learning Curriculum. About Campus, October, 2013. 28 Dickson & Tholl. Bringing Leadership to Life in Health: Leads in a Caring Environment, A New Perspective, 2014.
Bachelor of Healthcare Management – 90
Section 4: Program Content
Guided Design (Problem Based Learning/Problem Solving) An instructional strategy applied in problem-based learning that focuses on developing the learners' decision-making skills through solving open-ended problems that require extensive gathering of information outside the traditional classroom. This method assists learners in thinking logically, communicating ideas, and applying specific steps in a decision making process. The instructor acts as a consultant while the learners apply the subject matter learned, exchange ideas, and reflect on solutions developed within their groups. Interactive media-rich lectures An instructional strategy that utilizes one or more media forms (audio, video, and live computer demonstrations) to bring classroom topics to life. Learners will be engaged in the lecture and their input will be used to develop examples. Panel Discussions An instructional strategy that incorporates three to six qualified persons who present information or their views on a specific topic to the participants in the form of a panel. Alternatively, learners may research a topic and comprise the panel themselves to present their findings. Learners participate in either format through prior research on the topic and asking questions following the presentations. Role-playing An instructional strategy that utilizes spontaneous dramatization of real-life situations to promote problem solving and understanding of individual positions/attitudes. When the performance ends, the group discusses the feelings expressed, actions observed, and the implications. Simulations An instructional strategy that requires learners or teams to solve complex problems represented as an abstraction of a real-life situation. Learners perform manipulations, make responses, and take actions to correct deficiencies. At the conclusion of the simulation the instructor discusses and evaluates the results of the activity with the learners. Socratic Teaching An instructional method used to foster critical thinking where faculty focus on giving students thought provoking questions to engage inquiry and analysis. Socratic inquiry may include a variety of dimensions: questioning goals and objectives; evaluating the nature of the problem; assessing whether or not we have enough relevant information; considering alternative interpretations; analyzing concepts/ideas; questioning assumptions; and discerning the implications and consequences of various views.
Bachelor of Healthcare Management – 91
Section 4: Program Content
4.8 (iii) Previously Assessed Courses Previously Assessed Core Courses
Consent Course Title Consent Program Granted (Year)
Leadership Bachelor of Commerce – Business Management 2011
Previously Assessed Non-Core Courses
Consent Course Title Consent Program Granted (Year) Renewal of Bachelor of Commerce – Financial Writing Strategies 2014 Services Management Renewal of Bachelor of Commerce – Financial Presentation Skills 2014 Services Management
Previously Assessed Liberal Studies Options Consent Course Title Consent Program Granted (Year) Approaches to Canadian B.A.T. – Software Development 2003 Literature Conversational Spanish B.A.T. – Control Systems Technology 2006
Canadian Political Economy B.A.B. – Municipal and Corporate Administration 2006 Canadian Politics and B.A.T. – Control Systems Technology 2006 Government Canadian Short Story B.A.T. – Informatics and Security 2005
Canadians and Americans B.A.T. – Informatics and Security 2005 B.A.B. – Human Resources Strategy and Cities and Civilizations 2005 Technology Creative Writing B.A.T. – Informatics and Security 2005
Critical Thinking I B.A.T. – Software Development 2003
Critical Thinking II B.A.T. – Software Development 2003
Current Issues in Canada B.A.B. – Municipal and Corporate Administration 2006
Bachelor of Healthcare Management – 92
Section 4: Program Content
Consent Course Title Consent Program Granted (Year) Digital Dilemmas B.A.T. – Informatics and Security 2005
Food for Thought B.A.T. – Software Development 2003 Introduction to Political B.A.B. – Municipal and Corporate Administration 2006 Science Introduction to Psychology B.A.T. – Informatics and Security 2005
Introduction to Sociology B.A.T. – Software Development 2003
Introduction to World Literature B.A.T. – Flight 2003 Introduction to World Literature B.A.T. – Flight 2003 II Introduction to French I B.A.T. – Informatics and Security 2005
Introduction to French II B.A.T. – Informatics and Security 2005
Introductory Spanish I B.A.T. – Software Development 2003
Introductory Spanish II B.A.T. – Software Development 2003
Media and the Information Age B.A.T. – Control Systems Technology 2006
Media as Art Form B.A.T. – Software Development 2003
Middle Eastern Societies B.A.T. - Environmental Site Remediation 2003
Municipal Issues B.A.B. – Municipal and Corporate Administration 2006
Physical Geography B.A.T. – Software Development 2003
Popular Literature B.A.T. – Software Development 2003
Principles of Psychology B.A.T. – Control Systems Technology 2006
Science Fiction B.A.T. – Control Systems Technology 2006
The Biology of Aging B.A.T. – Software Development 2003 B.A.B. – Human Resources Strategy and Themes in Canadian History 2005 Technology
Bachelor of Healthcare Management – 93
Section 4: Program Content
Consent Course Title Consent Program Granted (Year) Urban Studies B.A.B. – Municipal and Corporate Administration 2006
Work in Canada B.A.T. – Software Development 2003
Economics – An Overview B.A.B. – Municipal and Corporate Administration 2006 Modern Social and Political B.A.B. – Human Resources Strategy and 2005 Thought Technology The Short Story B.A.T. – Software Development 2003 Asian/North American B.A.T. – Software Development 2003 Literature Understanding Science and B.A.T. – Software Development 2003 Technology Canada: The Rise of the B.A.B. – Municipal and Corporate Administration 2006 Modern Nation Canadian Autobiography B.A.T. – Control Systems Technology 2006
Canadian Popular Music B.A.T. – Informatics and Security 2005 Cultural Trash: Waste, Excess B.A.T. – Control Systems Technology 2006 and Repression Globalization in the 20th B.A.T. – Control Systems Technology 2006 Century and Beyond Movies and Meaning B.A.T. – Control Systems Technology 2006
The Culture of Image B.A.T. – Informatics and Security 2005
Global Politics Bachelor of Interdisciplinary Studies 2012 The History of the United Bachelor of Interdisciplinary Studies 2012 States How Things Work Bachelor of Interdisciplinary Studies 2012
Introduction to Astronomy Bachelor of Interdisciplinary Studies 2012
Introduction to Geometry Bachelor of Interdisciplinary Studies 2012 Art, Science, and Technology: Bachelor of Interdisciplinary Studies 2012 Intersections Contemporary Issues in Bachelor of Interdisciplinary Studies 2012 Abnormal Psychology
Bachelor of Healthcare Management – 94
Section 4: Program Content
Consent Course Title Consent Program Granted (Year) Narrative, Drama and the Bachelor of Interdisciplinary Studies 2012 Visual Arts Economics of Immigration Bachelor of Interdisciplinary Studies 2012 Women and Gender in Bachelor of Interdisciplinary Studies 2012 European History Film and Philosophy Bachelor of Interdisciplinary Studies 2012 Heroes and Heroines in Bachelor of Interdisciplinary Studies 2012 Western Literature Nutrition Through the Life Bachelor of Interdisciplinary Studies 2012 Span Scientific Revolutions Bachelor of Interdisciplinary Studies 2012 The Global Financial Crisis: Bachelor of Interdisciplinary Studies 2012 2008-2009 The Television Age Bachelor of Interdisciplinary Studies 2012 Consent Renewal for Bachelor of Software Poetry 2014 Development Social Consciousness: Equity Consent Renewal for Bachelor of Software 2014 and Social Justice Development Consent Renewal for Bachelor of Software Social History of Modern Asia 2014 Development Murder and Memories: Consent Renewal for Bachelor of Software 2014 Researching History Development Consent Renewal for Bachelor of Software Utopia Fictions (Online) 2014 Development Consent Renewal for Bachelor of Software Film, Form and Culture 2014 Development Consent Renewal for Bachelor of Software Introduction to World Drama 2014 Development Consent Renewal for Bachelor of Software Film and Politics 2014 Development Consent Renewal for Bachelor of Software The Graphic Novel 2014 Development Consent Renewal for Bachelor of Software Sociology of the Family 2014 Development Film Wars: Warner Brothers Consent Renewal for Bachelor of Software 2014 vs. MGM Development Buy, Use, Toss: The Future of Consent Renewal for Bachelor of Software 2014 Consumption Development
Bachelor of Healthcare Management – 95
Section 4: Program Content
Consent Course Title Consent Program Granted (Year) Scholarly Research and Consent Renewal for Bachelor of Child Pending Writing I Development Social Media and Professional Consent Renewal for Bachelor of Child Pending Identity: The Web of Influence Development Cheering for the Home Team: Consent Renewal for Bachelor of Child The Contradictions of Modern Pending Development Sport Gender and Sexuality in World Consent Renewal for Bachelor of Child Pending History Development Introduction to Political Consent Renewal for Bachelor of Child Pending Ideology: Theory and Practice Development Love: Historical and Consent Renewal for Bachelor of Child Pending Philosophical Development Smart Phones, Talking Apes, and Baby Geniuses: An Consent Renewal for Bachelor of Child Pending Introduction to Cognitive Development Sciences Consent Renewal for Bachelor of Child Introductory to Astronomy Pending Development
Bachelor of Healthcare Management – 96
Section 4: Program Content
4.9 Bridging Course Descriptions This section is not applicable.
Bachelor of Healthcare Management – 97
Section 4: Program Content
4.10 Bridging Course Outlines This section is not applicable.
Bachelor of Healthcare Management – 98
Section 4: Program Content
4.11 Gap Analysis Seneca College anticipates that some graduates from 2- and 3-year business diploma programs will be interested in transferring into the Bachelor of Healthcare Management degree program. The Bachelor of Healthcare Management program learning outcomes were compared to the MTCU program standards of the highest affinity related program, a 3-year advanced diploma in Business Administration (MTCU 60200). Graduates of the proposed Bachelor of Healthcare Management degree program are prepared with relevant and practical skills to work in diverse team settings and lead projects. They are equipped with a broad range of knowledge and skills in areas such as finance, accounting, human resources, operations management, marketing, sales, and information and communication technology. Graduates are prepared with presentation and research skills and are able to leverage their functional knowledge in many areas of an organization and develop strategies for cross-functional teams. This degree program is general in nature, thus opening graduates to a wide range of career opportunities. An analysis of the gap between the proposed degree and the corresponding advanced diploma in Business Administration was conducted by comparing the proposed learning outcomes of the degree to the vocational learning outcomes (MCTU 60200). This analysis identifies a suitable block credit transfer arrangement for graduates from the advanced diploma in Business Administration transferring to the degree program. Graduates of the 3-year advanced diploma in Business Management must reliably demonstrate the ability to: 1. Evaluate the impact of global issues on an organization’s business opportunities by using an environmental scan. 2. Apply principles of corporate sustainability, corporate social responsibility and ethics to support an organization’s business initiatives. 3. Assess and use current concepts/systems and technologies to support an organization's business initiatives. 4. Conduct and present research to support business decision making. 5. Plan, implement and evaluate projects by applying project management principles. 6. Perform work in compliance with relevant statutes, regulations and business practices. 7. Apply human resource practices to support management objectives and the organization’s goals. 8. Use accounting and financial principles to support the management and operations of an organization. 9. Assess marketing and sales concepts and strategies, and apply them to the needs of an organization. 10. Outline principles of supply chain management and operations management and assess their impact on the operations of an organization. 11. Participate in the development of a business plan. 12. Develop strategies for ongoing personal and professional development to enhance work performance in the business field. 13. Outline strategies used to manage risks in an organization's business activities. Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing or weighting of significance.
Bachelor of Healthcare Management – 99
Section 4: Program Content
Table 4.11 summarizes the assessment of the gaps between program learning outcomes of Seneca College’s proposed Bachelor of Healthcare Management degree program and the corresponding vocational outcomes of the high-affinity advanced diploma program in Business Administration and identifies the remediation required to fill those gaps. It creates pathways from the 3-year advanced diploma program in Business Administration to the degree. (Description of the vocational outcomes for the 3-year advanced diploma program in Business Administration is located on the previous page.)
Table 4.11: Gap Analysis
Degree Program Business Gap Analysis Remediation of Gap Learning Administration MTCU Outcomes 60200 Apply leadership and 5. Plan, implement and Diploma graduates develop effective Specialized healthcare courses to followership skills as a evaluate projects by leadership and fellowship skills to be a remediate the gap: member of cross- applying project productive member of cross-functional Cross-Cultural Health and Wellness, functional and multi- management principles. and multi-disciplinary teams but lack Introduction to the Canadian disciplinary healthcare 7. Apply human resource the context of the healthcare Healthcare System, management teams. practices to support environment. Interpersonal Communications, management objectives Human Resources Planning, and the organization’s Health and Community goals. Development, 12. Develop strategies for Healthcare Program Planning and ongoing personal and Evaluation, and professional development Organizing Teams for Innovation. to enhance work performance in the business field. Manage labour and Diploma graduates will not have met Specialized course to remediate the client issues by this outcome. gap: applying principled Mediation and Negotiation mediation and Strategies. negotiation strategies. Critique financial and 3. Assess and use current Diploma graduates have the Specialized courses in healthcare to managerial concepts concepts/systems and accounting, financial and management remediate the gap: of public, non-profit technologies to support an tools for strategic and operational Introduction to the Canadian and for-profit organization’s business decision making. Healthcare System, healthcare initiatives. Healthcare Program Planning and
Bachelor of Healthcare Management – 100
Section 4: Program Content
Degree Program Business Gap Analysis Remediation of Gap Learning Administration MTCU Outcomes 60200 organizations to guide 8. Use accounting and Graduates lack specific healthcare Evaluation, decision making. financial principles to sector knowledge and the research Health and Community support the management methods and analytical skills to Development, and operations of an analyze and evaluate business Healthcare Research: organization. problems with the rigour expected of Fundamentals of Epidemiology for 10. Outline principles of degree graduates. Health Service Managers, and supply chain management Management III. and operations management and assess their impact on the operations of an organization. 13. Outline strategies used to manage risks in an organization's business activities. Analyze social, 1. Evaluate the impact of Diploma graduates have the ability to Specialized courses in healthcare to cultural, global issues on an analyze social, cultural, environmental, remediate the gap: environmental, organization’s business political and economic issues to Introduction to the Canadian political and economic opportunities by using an facilitate contextual strategic planning. Healthcare System, issues affecting environmental scan. Cross-Cultural Health and Wellness, healthcare to facilitate 2. Apply principles of Graduates lack specific healthcare Social and Economic Impact of contextual strategic corporate sustainability, sector knowledge and the research Chronic Disease, planning. corporate social methods and analytical skills to Patient Safety and Quality of Care, responsibility, and ethics to analyze and evaluate business Aging Populations and Healthcare: support an organization’s problems with the rigour expected of The Canadian Case, and business initiatives. degree graduates. Comparative Global Healthcare 4. Conduct and present Systems. research to support business decision making. Specialized courses in analytical and 6. Perform work in methodological rigour to remediate the compliance with relevant gap. statutes, regulations and Healthcare Research:
Bachelor of Healthcare Management – 101
Section 4: Program Content
Degree Program Business Gap Analysis Remediation of Gap Learning Administration MTCU Outcomes 60200 business practices. Fundamentals of Epidemiology for 11. Participate in the Health Service Managers, development of a business Research Methods, and plan. Research Project. Synthesize research 1. Evaluate the impact of Diploma graduates lack the specific Specialized courses in healthcare to to determine the global issues on an healthcare sector knowledge and the remediate the gap: economic and social organization’s business research methods and analytical skills Introduction to the Canadian impact of healthcare opportunities by using an to analyze and evaluate business Healthcare System, organizations. environmental scan. problems with the rigor expected of Cross-Cultural Health and Wellness, 2. Apply principles of degree graduates. Social and Economic Impact of corporate sustainability, . Chronic Disease, corporate social Patient Safety and Quality of Care, responsibility and ethics to Aging Populations and Healthcare: support an organization’s The Canadian Case, and business initiatives. Comparative Global Healthcare 4. Conduct and present Systems, and research to support Health and Community business decision making. Development. 9. Assess marketing and sales concepts and Specialized courses in analytical and strategies, and apply them methodological rigour to remediate the to the needs of an gap. organization. Healthcare Research: Fundamentals of Epidemiology for Health Service Managers, Research Methods, and Research Project. Allocate human, 3. Assess and use current Diploma graduates are able to apply Specialized courses in administration financial and concepts/systems and tools and techniques to effectively and healthcare to remediate the gap: information resources technologies to support an allocate human, financial, and Introduction to Health Informatics, to assist in the organization’s business information resources to assist in the Management III, management of initiatives. management of operations and Human Resources Planning, operations and 5. Plan, implement and specific projects but lack the rigour
Bachelor of Healthcare Management – 102
Section 4: Program Content
Degree Program Business Gap Analysis Remediation of Gap Learning Administration MTCU Outcomes 60200 specific projects. evaluate projects by expected of degree graduates. Health Informatics II, applying project Healthcare Program Planning and management principles. Evaluation, and 7. Apply human resource Organizing Teams for Innovation. practices to support management objectives and the organization’s goals. 8. Use accounting and financial principles to support the management and operations of an organization. 10. Outline principles of supply chain management and operations management and assess their impact on the operations of an organization. 13. Outline strategies used to manage risks in an organization's business activities. Guide organizational 1. Evaluate the impact of Diploma graduates have largely met Specialized courses in healthcare to strategic planning global issues on an this outcome, however, they lack some remediate the gap: utilizing public policy. organization’s business specific healthcare sector knowledge. Healthcare Program Planning and opportunities by using an Evaluation, environmental scan. Social and Economic Impact of 5. Plan, implement and Chronic Disease, evaluate projects by Health and Community applying project Development, management principles.
Bachelor of Healthcare Management – 103
Section 4: Program Content
Degree Program Business Gap Analysis Remediation of Gap Learning Administration MTCU Outcomes 60200 6. Perform work in Canadian Health Law, compliance with relevant Aging Populations and Healthcare: statutes, regulations and The Canadian Case, business practices. Healthcare Research: Fundamentals of Epidemiology for Health Service Managers, and Patient Safety and Quality of Care, and Comparative Global Healthcare Systems. Model ethical, legal 2. Apply principles of Diploma graduates have basic abilities Specialized courses in administration and professional corporate sustainability, to model ethical and legal behaviour and healthcare to remediate the gap: codes of conduct in corporate social but lack specific healthcare sector Cross-Cultural Health and Wellness, healthcare settings. responsibility and ethics to knowledge. Management III, support an organization’s Human Resources Planning, business initiatives. Healthcare Program Planning and 6. Perform work in Evaluation, compliance with relevant Organizing Teams for Innovation, statutes, regulations and Canadian Health Law, business practices. Patient Safety and Quality of Care, 12. Develop strategies for Interpersonal Communications, and ongoing personal and Mediation and Negotiation professional development Strategies. to enhance work performance in the business field. Conduct research 4. Conduct and present Diploma graduates lack the research Specialized courses in analytical and relevant to the field of research to support methods and analytical skills to methodological rigour to remediate the healthcare business decision making. analyze and evaluate business gap: management. 11. Participate in the problems with the rigour expected of Healthcare Research: development of a business degree graduates. Fundamentals of Epidemiology for plan. Health Service Managers, Research Methods, and
Bachelor of Healthcare Management – 104
Section 4: Program Content
Degree Program Business Gap Analysis Remediation of Gap Learning Administration MTCU Outcomes 60200 Research Project. Disseminate 4. Conduct and present Diploma graduates have largely met Specialized courses in analytical and healthcare information research to support this outcome, however, additional methodological rigour to remediate the for a variety of business decision making. development is required to meet the gap: purposes and degree-level standard. Presentation Skills, audiences, using Healthcare Research: verbal, written, and Fundamentals of Epidemiology for digital communication Health Service Managers, and strategies. Research Project.
Bachelor of Healthcare Management – 105
Section 4: Program Content
Gap Analysis – Summary The analysis demonstrates that the Business Administration Advanced Ontario College Diploma graduates transferring to the Bachelor of Healthcare Management degree program, with a minimum GPA of 3.0, will have knowledge in various functional areas of business. Gaps tend to be in the knowledge of research methods and the analytical skills to 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 healthcare specialization. The gap will be remediated by having graduates complete an additional four semesters of degree-level study, with the emphasis on courses with specialization in healthcare administration. Any gaps in depth and breadth of study will be addressed in the completion of senior courses, those in the final two years of the degree program, in combination with the learning experiences, volume of reading, and the assignments associated with the degree-level courses. Graduates will receive 19 courses in a block transfer. Transfer students will start in Semester 5, with a modified curriculum, accounting for the block transfer. This allows them to complete a 4- year degree in 4 semesters, in addition to a work-integrated learning term. 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. Chart 4.11(i) (below) provides a schematic of the block transfer credit and the required courses. The green boxes indicate courses that graduates of the advanced diploma program in Business Administration will receive credit. White boxes indicate courses that students will need to complete. Students will pathway into the degree program by following a prescribed program map and will be integrated with existing degree program students as outlined in Chart 4.11(ii).
Bachelor of Healthcare Management – 106
Section 4: Program Content
Chart 4.11 (i): Gap Analysis – Summary of Courses Depicted on Full Program Map
. Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Co-op Semester 8 MGMT1810 ACCT1820 MGMT2822 MGMT2811 ACCT2822 MRKT2830 MGMT4812 MGMT3811 Management I Management Business Law Management II Corporate Marketing II Leadership Management Accounting and Ethics Finance III MATH1860 MRKT1830 MATH2860 ORGB1812 ACCT1812 HLTH3820 OPRM1852 ORGB4805 Quantitative Marketing I Quantitative Organizational Macroeconomics Aging Operations Human Decision Decision Making Behaviour Populations and Management I Resources Making I II Healthcare: The Planning Canadian Case HLTH1810 HLTH1815 ACCT1811 HLTH2815 HLTH3815 HLTH3830 ORGB3850 HLTH4815 Introduction to Cross-Cultural Microeconomics Social and Health and Patient Safety Organizing Comparative
the Canadian Health and Economic Community and Quality of Teams for Global Healthcare Wellness Impact of Development Care Innovation Healthcare System Chronic Systems Disease
HLTH1820 HLTH1821 HLTH2810 LSOXXX HLTH3810 HLTH3840 RSCH4875 Work term HLTH4810 Introduction to Health Healthcare Liberal Studies Canadian Health Healthcare Research Mediation and Health Informatics II Program Option Law Research: Methods Negotiation Informatics Planning and Fundamentals of Strategies Evaluation Epidemiology for Health Service Managers ENGW1801 COMM2801 COMM3801 COMM4802 LSOXXX LSOXXX LSOXXX HLTH4840 Writing Applied Interpersonal Presentation Liberal Studies Liberal Studies Liberal Studies Research Strategies Communication Communications Skills Option Option Option Project for Business and Administration COOP1801 COPT1801 Co-op Co-op Professional Integration and Practice Career Planning
Block transfer credit Courses required to graduate
Bachelor of Healthcare Management – 107
Section 4: Program Content
Chart 4.11 (ii): Program Map Depicting Program Completion Plan for Transfer Students (Modified Curriculum Sequence)
SEMESTER 5 SEMESTER 6 CO-OP SEMESTER 7 SEMESTER 8
HLTH1820 HLTH3840 HLTH3810 HLTH3830 Introduction to Health Healthcare Canadian Health Law Patient Safety and Informatics Research: Quality of Care Fundamentals of Epidemiology for Health Service Managers
HLTH1810 ORGB4805 RSCH4875 HLTH4840 Introduction to the Human Resources Research Methods Research Project Canadian Healthcare Planning System
HLTH3815 HLTH2815 HLTH2810 HLTH4815 Health and Social and Economic Healthcare Program Comparative Global
Community Impact of Chronic Planning and Healthcare Systems Development Disease Evaluation
ORGB3850 HLTH1821 HLTH4810 HLTH3820
Organizing Teams for Health Informatics II Work term Mediation and Aging Populations Innovation Negotiation and Healthcare: The Strategies Canadian Case
COMM3801 HLTH1815 LSOXXX LSOXXX Interpersonal Cross-Cultural Health Liberal Studies Liberal Studies Communications and Wellness Option Option
COMM4802 COPT1801 Presentation Skills Co-op Integration and Career Planning
COOP1801 Co-op Professional Practice
Core courses Non-core courses Work-integrated learning courses
Bachelor of Healthcare Management – 108
Section 5: Program Delivery
Section 5: Program Delivery
Section 5: Program Delivery
The following section includes: 5.1 Introduction 5.2 Quality Assurance of Delivery 5.3 Support for Teaching and Learning/Faculty Development 5.4 Student Feedback 5.5 Online Delivery
Bachelor of Healthcare Management – 110
Section 5: Program Delivery
5.1 Introduction The proposed Bachelor of Healthcare Management degree program will be delivered using a variety of teaching methods that engage the student in applied learning. These include lecture, interactive learning, group projects, guest speakers, role play, student presentations, online learning and research activities. As a Bachelor's Degree program in an applied area of study, each course is delivered in a manner to enable the student to achieve the learning outcomes. At a minimum, the delivery includes professor-led discussion, student-driven study and activity-based learning, which together enable the student to apply the concepts, knowledge and techniques learned through discussion and study. As a result, there is an abundance of learning that is guided, hands-on and then evaluated by faculty. All courses are one semester in length, which is fourteen weeks, usually meeting three hours per week. The discipline's material adapts well to this timeframe, because it provides a suitable amount of time to learn and apply the material, and to demonstrate competence with a completion milestone (typically an exam or major assignment).
Bachelor of Healthcare Management – 111
Section 5: Program Delivery
5.2 Quality Assurance of Delivery Seneca College conducts sustained, evidence-based and participatory inquiry to ensure that courses and programs (whether delivered using traditional, web facilitated, blended, hybrid or online methods) are achieving the intended learning outcomes. Curriculum design and delivery are assessed throughout the program life cycle, with more in- depth analysis taking place during: a) the program proposal process (prior to approval), b) formative reviews (every second year), and c) summative reviews (every five to seven years).
A number of Seneca College committees and councils are involved in program approvals and quality assurance measures. The table below outlines the various committees and their roles in ensuring quality measures and outcomes are met. Table 5.2: Seneca Quality Assurance Measures and Outcomes
Quality Measure Participants/Purpose/Outcomes Frequency
Institutional/Program Committees Program Advisory Industry and external professionals in the specific Typically twice Committee (PAC) field, selected to advise the College regarding per year industry trends, desired program changes to maintain currency, graduate skills and knowledge required in the industry, and employment opportunities. Academic Planning Sub-committee of the Board of Governors, 5-7 meetings and Student Affairs responsible for discussion and recommendations to per year (APSA) sub- ensure the academic health of the College and the committee of the quality of the programs and services it offers. Board of Governors Degree activity and highlights are reported to APSA and the Board. Academic Council Council of representative faculty, chairs and deans to 8-9 meetings review and recommend changes to academic policy. per year Revisions to academic degree policies are endorsed by Academic Council for approval by the Vice- President, Academic. Advisory to the Office of the Vice-President, Academic. Degree Council Standing committee of Academic Council responsible 4-5 meetings for creation, review and recommendations for per year (Council mandate is degree-related academic policies, sharing best currently under practices, and marketing of degrees. review) Promotion Program faculty and chair meetings held to review Every semester Committee individual student achievement and mastery of learning outcomes.
Bachelor of Healthcare Management – 112
Section 5: Program Delivery
Program-specific Reviews Formative program Chair provides a high-level review of program data Biennial review including: applications, enrolment, retention, co-op placement rates, KPI surveys and course assessment surveys. Summative program Program review team conducts an in-depth analysis Every 5-7 years review of cumulative quantitative and qualitative data aligned with the formative review process, including Program Context, Infrastructure, Curriculum and Effectiveness to inform recommendations for program changes. Recommended Action Plan is presented by Chair and Dean to Vice-President, Academic. External program External team of academic peers reviews Self- Every 5-7 years evaluation Study/Summative Review and conducts a site visit – aligned with committee (EPEC) during which members of the external committee summative site visit meet with faculty members, students, employers and program review administrators to gather information with the purpose and consent of assessing the program. renewal cycle. PEQAB site visit Quality Assessment Panel, selected by PEQAB, Every 5-7 years review Degree Consent Renewal materials and meet as required for with faculty members, students, employers and consent administrators to assess program alignment with renewal. Board standards.
Contained in the “Policies” section of this submission is Seneca College’s policy on Quality Assurance, which describes the College’s commitment to regular academic program review and the College’s capacity to provide college-wide infrastructure and student support services such as libraries, learning centres, computer labs, appropriately equipped classrooms, student services and student work space.
Bachelor of Healthcare Management – 113
Section 5: Program Delivery
5.3 Support for Teaching and Learning and Faculty Development The Centre for Academic Quality (CAQ, formerly known as CAE) was envisioned in June 2010 and announced to the Seneca community in December 2010. The mandate of the Centre is to provide vision, leadership and support to further the College’s quality and innovation mission relative to teaching and learning. The focus is on program development, program review, degree development and renewal, instructional design, innovative curriculum, e-learning and faculty support in educational technologies and pedagogy. The Centre’s goals are to enrich student experience at Seneca by providing faculty and academic leaders with access to expertise in exemplary teaching practice, program development and review, and e-learning. It provides opportunities for exploration, collaboration and innovation in teaching strategies and supports and celebrates excellence in teaching. In collaboration with the Office of Leadership and Employee Development, the Office of Institutional Research, Information Technology Services, and the academic faculties and Schools, the CAQ assists faculty in engaging their students through active learning. It draws on the expertise of the Project Management Office (PMO) for assistance with establishing tracking and monitoring systems for quality processes (program planning and review) and on the Office of Leadership and Employee Development for registration and tracking of faculty development and joint programming ventures to support faculty and academic leaders. The CAQ is comprised of two units, Teaching and Learning and Program Quality, under the leadership of the Vice-President, Academic:
Program Quality Unit – program planning and development, program review, degree planning and development, and quality assurance initiatives; and Teaching and Learning Unit – faculty development, e-learning, and new technologies in teaching and learning.
CAQ staff include full time and seconded faculty, full-time administrators, and temporary staff (including co-op students). Visiting faculty lend their expertise to project teams as required. In addition to driving quality assurance relative to academic programs, Centre staff engage in applied research to inform decisions related to curriculum and pedagogy.
Bachelor of Healthcare Management – 114
Section 5: Program Delivery
5.4 Student Feedback Student feedback is collected through an online survey that is distributed during the Fall and Winter Semesters for all classes. Students in classes taught by part-time instructors during the Spring Semester also receive an opportunity to provide feedback. See “Policies” section of the submission for Seneca College’s policies on student feedback.
Bachelor of Healthcare Management – 115
Section 5: Program Delivery
5.5 Online Delivery Seneca College expects all courses to have an online presence through the Blackboard Learning Management System or other equivalent Learning or Course Management System. Academic community among students and between students and faculty is achieved through synchronous and asynchronous discussion tools, which promote enhanced discussion. Blackboard provides tools that allow for the sub-groupings of learners, who have their own online space for small-group learning activities and group project collaboration. The collaboration tools used for live chat help to build community and extend learning. Synchronous conferencing enables a wide range of students to interact and build community. E-mail is a tool for enhanced and timely feedback. Course Management Systems localize and organize course material creating a virtual learning environment. Learners are able to share ideas through listservs, newsgroups, e-mail and document exchange. Many courses are supported by distributing iPads to students allowing for access to courses developed for the iTunes University delivery platform. The College’s plans, policies and practices pertaining to technology and to computer- and web- based learning (see “Policies” section of this submission) demonstrate how all benchmarks listed in the 2014 PEQAB Handbook for Ontario Colleges will be met, including safeguards to protect the student’s identity and the integrity of the student’s work. For example, all Seneca College online degree courses must include at least 30% of proctored evaluation. Academic Information Technology Policies are in place to protect students in both classroom- and web- based courses, including protecting students’ confidentiality and privacy. Personal data is destroyed securely when no longer needed, and students’ identification for coursework and examinations is verified. A selection of courses in the proposed Bachelor of Healthcare Management degree program will be offered in hybrid mode to provide flexible options for students. Hybrid mode combines synchronous, face-to-face instruction with asynchronous, online instruction. Hybrid courses enable instructors to implement more active-learning tasks and incorporate rich, online resources. For example, students work together online to develop case solutions and to improve their interpersonal, communication and professional skills. Seneca College embraces multiple learning modalities, of which hybrid learning is one. The College has developed a Hybrid Guide to help professors design, develop and teach hybrid curricula. The College has an active hybrid teaching and learning community, which it supports by offering ongoing professional development. Technology is incorporated to meet students’ learning outcomes through videos, real-world research examples, problem solving exercises and hands-on training.
Bachelor of Healthcare Management – 116
Section 6: Capacity to Deliver
Section 6: Capacity to Deliver
Section 6: Capacity to Deliver The following section includes: 6.1 Introduction 6.2 Learning and Physical Resources 6.3 Resource Renewal and Upgrading 6.4 Support Services 6.5 Faculty 6.6 Curriculum Vitae Release 6.7 Curriculum Vitae of Faculty Assigned to the Degree Program (i) Curriculum Vitae of Faculty Assigned to Deliver the Core Courses and Other Core-Related Requirements (ii) Curriculum Vitae of Faculty Assigned to Deliver the Non-Core Courses and Any Other Breadth-Related Requirements
Bachelor of Healthcare Management – 118
Section 6: Capacity to Deliver
6.1 Introduction Seneca College’s Quality Assurance Policy ensures the “College’s capacity to deliver college- wide services, such as: infrastructure and supporting services such as libraries, learning centres, computer labs, appropriately equipped classrooms, cafeterias, student services and student work areas, human resources policies and practices, donor accountabilities and stewardship, financial practices, marketing, and institutional communications.” The proposed Bachelor of Healthcare Management degree program will be delivered at Seneca College’s King Campus. This campus houses the Faculty of Applied Arts and Health Sciences. On the 282 hectares, there is a 233-bed residence, bookstore, library, Learning Centre, cafeteria, 24-hour security, and an athletic and recreation centre. The campus bus service provides transportation for students and employees between King, Markham, Newnham and Seneca@York campuses weekdays during the Fall, Winter, Spring and Summer Semesters. A much-anticipated expansion and modernization project at Seneca College’s King Campus is expected to be complete in less than three years, creating new and expanded opportunities for exceptional programming to more students. The King Campus is home to approximately 3500 full-time students. The proposed Bachelor of Healthcare Management degree program adds to the suite of programs at King Campus, which include three degrees programs—Bachelor of Child Development, Bachelor of Therapeutic Recreation, and the Collaborative Bachelor of Science in Nursing with York University/Seneca College—as well as 21 certificate and diploma programs. Over the last decade, Seneca College has been building its capacity to deliver degrees programs. Systems, policies and procedures are in place for the ongoing development, delivery and review of the following 12 degree programs: 1. Bachelor of Aviation Technology 2. Bachelor of Child Development (King Campus) 3. Bachelor of Commerce – Business Management 4. Bachelor of Commerce – Financial Services Management 5. Bachelor of Commerce – Human Resources Strategy and Technology 6. Bachelor of Commerce – International Accounting and Finance 7. Bachelor of Commerce – International Business Management 8. Bachelor of Interdisciplinary Studies 9. Bachelor of Technology (Informatics and Security) 10. Bachelor of Technology (Software Development) 11. Bachelor of Therapeutic Recreation (King Campus) 12. Nursing (Collaborative BScN Degree with York University/Seneca College King Campus)
The following sections (6.2, 6.3, 6.4 and 6.5) provide further evidence of Seneca College’s capacity to deliver the proposed program.
Bachelor of Healthcare Management – 119
Section 6: Capacity to Deliver
6.2 Library Resources
Number of Print Number of Electronic Number of Media Holdings Holdings Holdings
Seneca Libraries Books: Research Databases3: Audio-Visual DVDs: Resources All Campuses: 11 Primary: 18 All Campuses: 534 Relevant to the 1 435 Secondary: 12 King Campus: 615 Field of Study King Campus: 1867 E-Books: Audio-Visual Periodicals: Streamed Films: All Campuses: 33 All Campuses: 52 7982 All campuses: figure not available. King Campus: 1 Newnham Campus: 26
Reference Service Other Library CAAT Interlibrary Video streamed Electronic: Seneca Resources and Loan Agreement with films: 32 785 Libraries offer both Services 24 Ontario email and live chat community colleges reference services Universities during peak hours, Interlibrary Loan as well as 24/7 Agreements access to “Ask Us”
– a searchable Reference Service online FAQ In-Person & knowledge base for Telephone students. Research Online Tutorials: Consultations: 25 one-on-one
research appointments with subject librarians. 1 The above figures do not include resources available to support the Liberal Studies options. Liberal Studies would have access to the entire collection of over 84 050 print volumes, of which 18 104 are at King. 2 The above figures do not include resources available to support the Liberal Studies options. Liberal Studies would have access to the entire collection of over 208 462 eBook titles. 3 Seneca Libraries’ eJournal collection includes approximately 78 329 titles. 4 Seneca Libraries’ DVD collection includes approximately 4928 titles.
Bachelor of Healthcare Management – 120
Section 6: Capacity to Deliver
Program-Specific Databases: Primary
ABI/Inform Alt Healthwatch Business Source Premier
CBCA Business CINAHL with Full Text Health & Wellness Resource Centre Health Source Consumer HRdownloads.com OVID Nursing Journals, Education Edition Medline, EBM Reviews ProQuest Nursing & Allied PubMed; PubMed central SAGE Journals Health Source ScienceDirect (Elsevier Scotts Directories Small Business Collection journals in all fields) SocioIndex with Full text Ultimate HR Manual Wiley Journals Program Specific Databases: Secondary
Academic OneFile Academic Search Premier Canada in Context Canadian NewsStand Major Canadian Reference Centre Canadian Periodical Index Dailies (C.P.I.Q.) Diversity Studies Collection InfoTrac NewsStand Lexis-Nexis Academic Universe Regional Business News Vocational Studies Complete Online Tutorials Online Training Videos Creating Videos: Research, Citation and Research Success Searching: Tutorials Scripting Academic Honesty Creating Animated Why Research? Plagiarism Tutorial PowerPoint Videos Choosing Your APA & MLA Citation Style Filming Live Action Keywords Tutorials Screencasting Searching for Articles Editing Using Library Search Introduction to the Presentations, Pitches and Library Catalogue Storytelling: Introduction to Searching Individual Storytelling Databases Finding Literary Copyright: Criticism Finding Articles on Copyright in "Mashups" Current Issues Popular vs Scholarly Sources Evaluating Websites Integrating Research Into Your Paper
Bachelor of Healthcare Management – 121
Section 6: Capacity to Deliver
Why Cite? Identifying Citation Information for an APA Reference Identifying Citation Information for an MLA Citation Building a Works Cited List Using MLA
Additional Information for Library Support for Applied Degrees Information Literacy Seneca Libraries provides its clients with the skills necessary to access, evaluate and ethically use the information they need to complete their studies and be successful in their chosen career. To achieve this goal, Seneca Libraries has initiated an Information Literacy Mapping Plan to coordinate library instruction for all Seneca degree programs across all campuses. Library staff, in conjunction with degree program coordinators, plan a scaffolded sequence of instructional classes, workshops and online tutorials that occur throughout the degree program. As part of this initiative, students in the proposed Bachelor of Healthcare Management degree program can expect to receive multiple topical and assignment-directed in-class research sessions, including support for their final applied research project. In addition, they will have access to a range of online tools, tutorials and research resources. Library Facilities Seneca Libraries has four campus locations (King, Markham, Newnham and Seneca@York). Each library facility has a variety of student spaces, including individual study carrels, group study areas, bookable study rooms, group media pods, desktop computers and leisure reading areas. All library locations are open Monday to Friday, with Newnham and Seneca@York remaining open 9-5 on Saturday and Sunday. During the exam period, Seneca Libraries offers extended 24/7 Study Hall available to all students. Library Service desks offer research and borrowing assistance to students in-person, while AskUS and AskON services reach students virtually.
Subject Guides Seneca Libraries is committed to supporting degree programs by ensuring that registered students have adequate, relevant and current resources easily available to them. Staff direct students to available resources by providing a comprehensive starting point – a Subject Guide page on the Seneca Libraries website. These resources may include databases, magazines, journals, newspapers, print sources, audio-visual materials, RRS feeds and other valued and reviewed sites on the Internet related to healthcare management.
Bachelor of Healthcare Management – 122
Section 6: Capacity to Deliver
Currently, there are 11 Subject Guide pages to support students enrolled in the proposed Bachelor of Healthcare Management degree program:
http://seneca.libguides.com/nursing http://seneca.libguides.com/Accounting-FinancialServices http://seneca.libguides.com/advertising http://seneca.libguides.com/marketsegmentation http://seneca.libguides.com/business http://seneca.libguides.com/cases http://seneca.libguides.com/companyindustry http://seneca.libguides.com/corpcomm http://seneca.libguides.com/humanresources http://seneca.libguides.com/business/management http://seneca.libguides.com/business/nonprofit
Bachelor of Healthcare Management – 123
Section 6: Capacity to Deliver
On- and Off-Site Computer Resources and Web Access
Number of Number of Computers with Location of Number of Computers Internet Access Computers Year Students Available to Available to (Cumulative) Students in Students in Proposed Program Proposed Other Program On Site (Specify)
2016/2017 55 222 222 King
2017/2018 100 312 312 King
2018/2019 167 312 312 King
2019/2020 221 312 312 King
The computers at all campuses are on a 4-year renewal cycle. Student Help Desk services are available in Computer Labs, Computing Commons, Library, and Student Services. By phone: (416) 491-5050 By e-mail: [email protected] In person at King, Markham, Newnham and Seneca@York The Service Desk hours of operation at King Campus are:
Monday to Friday 7:30 a.m. – 7:30 p.m. Saturday and Sunday – closed
Bachelor of Healthcare Management – 124
Section 6: Capacity to Deliver
Classroom Space and Seating Capacity
Number of Average Extra Location Large Year Students (~40 Large Other (40-60) On Site (Cumulative) Seats) (>70) (Specify)
2016/2017 55 26 13 4 King
2017/2018 100 29 19 10 King
2018/2019 167 29 19 10 King
2019/2020 221 29 19 10 King
Specialized Equipment, Workstations and Laboratory Space In September 2017, King Campus will add five active classrooms. The Academic IT policy (included in the “Policies” section of this document in Section 16) outlines the specifications for active classrooms.
Bachelor of Healthcare Management – 125
Section 6: Capacity to Deliver
6.3 Resource Renewal and Upgrading 6.3 (i) Library Collections Funding Seneca Libraries utilizes an ongoing and comprehensive plan for curriculum-driven library collection development. Long-term “collection profiles” are used to develop up-to-date, relevant and faculty-supported collections. The number of items collected or made available is proportionate to the number of students in the program as well as the average cost of materials, and is based on known usage of the collection. Seneca College has committed to funding of approximately $1,220,000 annually in support of the development and renewal of print and electronic learning resources in all subject areas.
6.3 (ii) Seneca IT Plan (2012–2015) The goal of Seneca College’s Academic IT Plan (2012–2105) was to move the College to a fully student-centred learning community by 2015/2016, where technology (including mobile technology) is a major feature of the learning environment. In order to accomplish this goal, an awareness of technology trends related to education was necessary. The guiding principles of the plan include: 1. To develop an overarching strategy to support the eLearning plan, which will focus on Academic IT in the future: mobile computing, social networking and blended learning, as well as providing students with activity-based, problem-based and experience-based approaches. 2. To allocate resources to support needs based on new program development and applied research needs. 3. To provide accountability and flexibility for greater transparency to stakeholders and enable more strategic spending through regular reporting to allow adjustments to be made based on identified needs. 4. To provide support for innovation in new learning environments and the professional development to support its rollout. 5. Ensure that the Academic IT Plan exists to support the academic process and is an investment to support teaching and learning.
See “Policies” section of the submission for the College’s policies and procedures for the complete Academic IT Plan (2012–2015).
Bachelor of Healthcare Management – 126
Section 6: Capacity to Deliver
6.3 (iii) Campus Expansion Infrastructure Ontario (IO) and Seneca College have shortlisted three teams to design, build and finance the Seneca College King Campus Phase 1 expansion project in King City. The shortlisted teams, each of which includes a developer/builder, designer and a financial advisor, will be invited to respond to a Request for Proposals in the near future. Phase 1 of the expansion will create space for an additional 1450 students, on top of the existing space for approximately 3500 full-time students, while enhancing the quality of student learning and campus life. When this project is complete, the King Campus location will provide teaching and learning opportunities for approximately 5000 full-time students. The King Campus Phase 1 expansion project includes: • A new academic facility to accommodate approximately 25 new classrooms, computer labs, specialty labs for training healthcare practitioners, library, learning commons and student study space. • A new Student Centre, which will include a multi-purpose athletic and recreation space featuring a gymnasium, fitness centre, informal study areas and event spaces, partially funded by the Seneca Student Federation and the Student Athletic Association. • Minor renovation to Garriock Hall—the main academic facility—and to existing site services.
Seneca's expansion plans for King campus The expansion will allow the College to run more programs at King Campus with cross- disciplinary components, marrying health and community studies with business, for example. All construction will take place within a strictly-defined footprint to safeguard Seneca College’s privileged setting on the Oak Ridges Moraine. The College has been careful to ensure sustainability on campus – the new build provides an opportunity to modernize and do more. The objective is having a very green building, including efficient use of water and other resources. King Campus is located in one of the fastest growing regions in the country; more than one million people already live within a half-hour drive of the College. The community need for postsecondary education in the area is increasing, as is the need for employers to find graduates with the skills and knowledge gained from King Campus programs. With the support of the Ontario government, the community and the students, Seneca College will be ready to respond to these educational and labour market needs. Below are statements from Ontario provincial government officials in endorsement of the King Campus expansion:
Bachelor of Healthcare Management – 127
Section 6: Capacity to Deliver
Honourable Reza Moridi, Minister of Training, Colleges and Universities “The demand for innovative programs and additional student services at Seneca College’s King Campus is growing. This expansion will help meet our government’s commitment to ensuring access to a quality postsecondary education here in Ontario.”
Honourable Brad Duguid, Minister of Economic Development, Employment and Infrastructure “The Seneca College King Campus expansion demonstrates our government’s commitment to long-term investment in infrastructure, which is part of Ontario’s economic plan to strengthen our education system. The state-of-the-art facilities at Seneca will ensure that students continue to have access to high-quality postsecondary education.”
Bachelor of Healthcare Management – 128
Section 6: Capacity to Deliver
6.4 Support Services Seneca College’s size and diversity means that students have access to an unparalleled selection of services and resources to support them in their chosen field of study. Support Service Brief Description of Service Academic advising is routinely provided by coordinators and advisors in each School. In addition, the Library/Learning Commons provides both academic and Academic technical services and resources at each of the campuses. The academic Advising support includes one-on-one tutoring, skills development workshops, computer help desks and special needs services. The information and technical resources include microcomputer stations; e-mail access; books, magazines and periodicals; audio-visual materials and equipment; online reference service; and online access to research databases. Career Services is responsive to student needs by providing co-operative Career education opportunities, career and vocational counselling, and job Counselling placement advice and resources. Personal, academic and vocational counselling is provided by Counselling and Accessibility Services. Personal concerns, relationship and gender issues as well as support in clarifying interests, aptitudes, needs and values as students make vocational and academic decisions are addressed by Personal professional counsellors. Psychoeducational and vocational assessments Counselling are also provided. Counselling and special needs services are available. How to access them is articulated on the unit’s website http://www.senecacollege.ca/students/counselling/. This type of assistance is provided to students through classes, workshops, special events, resources and individual consultation. Student advising includes clarification of interests and skills, job search strategies, and resume and interview preparation. Students can access resources in the Placement/Career Career Centre at each campus or online through the Career Services Services website http://careerservices.senecac.on.ca. Career Link (https://www.senecacareerlink.com) is Seneca College’s exclusive job posting website, providing students and recent graduates access to on-campus, part-time, Summer and full-time job openings. Services for Students with disabilities are accommodated through a variety of services Students with and resources provided by the Counselling and Accessibility Services Disabilities Department. The Learning Centres provide tutoring to all Seneca College students. Faculty provide the academic leadership and direction that have made the Tutoring Learning Centres key resources that enhance student success and retention. The Centres offer both one-on-one and small group tutoring in Math, English and specific subject areas. They also offer workshops and individual sessions in time management, study skills and oral fluency.
Bachelor of Healthcare Management – 129
Section 6: Capacity to Deliver
Although most tutors are from Seneca College, students from other post- secondary institutions are also hired to provide this type of academic support. Seneca College’s Learning Centres provide one-on-one and small group tutoring for degree, diploma and certificate programs. They assist students with their English, Math, general education and program-specific subjects. Students can analyze their learning styles; get specific help in their field of study or other related subjects and learn how to get the most out of their Seneca degree. Other(s): Financial Aid Services assists students to manage the financial aspects of Financial Aid their education through government loans, scholarships, bursaries and a Services work-study program. In addition to the residences at the Newnham and King Campuses, which Residence accommodate over 1300 Seneca students, there is an internet-based, off- campus housing registry to assist students who are commuting to the College. Participation in the Seneca Student Federation Inc. and the Seneca Student Student Athletics Association help students develop leadership and Government teambuilding skills. The athletic, social and cultural programming Services organized by the student organizations provides students with a holistic educational experience. The cultural diversity at Seneca College provides rich experiences for students to learn about many different cultures and to develop awareness and tolerance of differences.
Student Life The Student Life Centre at each campus provides a full range of services Services and resources, including advocacy and advisement, student insurance, legal aid clinic and student success initiatives. Numerous opportunities exist for Seneca graduates to transfer credits to University Canadian and international universities. The services of the University Transfer Office Transfer Office (http://www.senecac.on.ca/degreetransfer/) include coordination of the degree transfer guide (http://www.senecac.on.ca/degreetransfer/guide/), student advisement and on-campus university fairs. Seneca College has a comprehensive set of policies and procedures to ensure the safety and security of its students and staff. Given the size and Health and Safety complexity of the organization, the potential for serious incidents is significant, although there are few incidents because of the proactive and highly effective manner in which issues are addressed. Professional and dedicated staff provide high quality childcare to infants, toddlers, preschool- and kindergarten-aged children of students and Child Care graduates. Childcare centres are located at the Newnham and King campuses.
Bachelor of Healthcare Management – 130
Section 6: Capacity to Deliver
6.5 Faculty See “Policies” file for Seneca College’s policies, guidelines and practices pertaining to faculty and staff. Table 6.5 (i): 4-year Enrolment Projection Plan and Staffing Implications
Cumulative Cumulative Full-Time Ratio of FT Year Semester Enrolment Full- Faculty Students to FT Time Equivalents Faculty (F.T.E.)
Fall 55 1.0 55:1 1 Winter 48 1.0 48:1 2016/17 Summer
Fall 100 2.0 50:1 2 Winter 91 2.0 45:1 2017/18 Summer
Fall 167 4.0 42:1 3 Winter 156 4.0 39:1 2018/19 Summer 42 1.0 42:1
Fall 190 5.0 38:1 4 Winter 221 6.0 37:1 2019/20 Summer 42 1.0 42:1
Note: calculations are based on faculty teaching 15 hours in Fall and Winter semesters and 12 in the summer. All faculty teaching in the Bachelor of Healthcare Management degree program meet the Board requirements. All faculty have relevant professional credentials and related work experience. They hold at least a Master’s Degree in a closely related field or discipline and engage in a level of scholarship, research or creative activity sufficient to ensure their currency in the field. No less than 50 percent of faculty teaching in the core courses, as well as those teaching in non- core courses, hold the terminal academic credential in the field or in a closely related field of study. Faculty credentials are verified and documentation is maintained by the College.
Bachelor of Healthcare Management – 131
Section 6: Capacity to Deliver
Table 6.5 (ii): Enrolment Plan
Bachelor of Healthcare Management Enrolment Plan Year 1 (2017) Year 2 (2018) Year 3 (2019) Year 4 (2020)
Sem F W S Total F W S Total F W S Total F W S Total
1 55 0 0 55 55 0 0 55 55 0 0 55 55 0 0 55
2 0 48 0 48 0 48 0 48 0 48 0 48 0 48 0 48
3 0 0 0 0 45 0 0 45 45 0 0 45 45 0 0 45
4 0 0 0 0 0 43 0 43 25 43 0 68 25 43 0 68
5 0 0 0 0 0 0 0 0 42 23 0 65 42 23 0 65
6 0 0 0 0 0 0 0 0 0 42 0 42 23 42 0 65
7 0 0 0 0 0 0 0 0 0 0 42 42 0 23 42 65
Coop 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
8 0 0 0 0 0 0 0 0 0 0 0 0 0 42 0 42
Totals 55 48 0 103 100 91 0 191 167 156 42 365 190 221 42 453
Assumptions: Students entering the program after completing a 3-year advanced diploma in Business Management are shown as new students in Semester 4, beginning in the third year of the program delivery.
Bachelor of Healthcare Management – 132
Section 6: Capacity to Deliver
6.6 Curriculum Vitae Release The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their CV in any documents/websites associated with the submission, review and final status of the degree program application.
Bachelor of Healthcare Management – 133
Section 7: Credential Recognition
Section 7: Credential Recognition
Section 7: Credential Recognition
The following section includes:
7.1 Credential Recognition (i) Employers (ii) Postsecondary Institutions (iii) Professional Associations 7.2 Career Progression and Lifelong Learning 7.3 Letters of Support
Bachelor of Healthcare Management – 277
Section 7: Credential Recognition
7.1 Credential Recognition 7.1 (i) Employers Consultation with the Bachelor of Health Management Program Advisory Committee (PAC) and other employers in the field resulted in a strong endorsement of the need for, and quality of, the proposed Bachelor of Healthcare Management degree program. Their Letters of Support are included in Section 7.3. Over the course of the development of this degree program, faculty and management consulted with a wide variety of healthcare management professionals, academics and employers. Feedback from the consultations reconfirms the findings of the research conducted to support this degree proposal - that there is a need for this degree program and that the curriculum will be recognized and valued in the marketplace as well as by other postsecondary institutions. One-to-one discussions with potential employers were held; many employers indicated their support for this degree program by writing letters confirming their belief in the curriculum and the opportunities for graduates. This broad-based consultation then guided the development of the specifics of the curriculum within this proposal. The curriculum of the proposed Bachelor of Healthcare Management degree program provides graduates with the skills necessary to work in healthcare, and with the adaptive capacity required to maintain their career plans. Organizations require competent professionals who possess not only the skills and theory used in daily activity but also understand legal, ethical and communication principles as they relate to their services. The convergence of these areas is vital to the healthcare management professional, and the proposed degree program provides students with the opportunity to explore these key topics and apply their knowledge in a constructive manner. The proposed Bachelor of Healthcare Management degree program maximizes the graduates’ potential for employment and promotion in their field. 7.1 (ii) Postsecondary Institutions The proposed Bachelor of Healthcare Management degree program meets the Board’s standard and benchmarks for Credential Recognition, maximizing the graduates’ potential for promotion in their field. It has been designed with content and academic rigour that is expected to facilitate credit transfer to and credential recognition by other postsecondary institutions in Canada, the United States and abroad. Issues of transferability and credit transfer have been a focus of Seneca College’s attention in order to facilitate the mobility needs of its graduates in a global economy. Efforts have been made to ensure that courses are commensurate with undergraduate instruction (both at the lower and upper levels) at other postsecondary institutions. Students from Seneca College’s Baccalaureate Degree programs have been considered and admitted to countless Master’s Degree programs domestically and internationally. The College’s rigorous curriculum has prepared a number of its students for further education at the graduate studies level, resulting in an increased amount of students successfully pursuing graduate degrees. Seneca College alumni have been admitted to local programs at the University of Toronto, Ryerson University and York University and have pursued graduate level studies at programs outside of the province such as Royal Roads University and as far as Griffith University in Australia.
Bachelor of Healthcare Management – 278
Section 7: Credential Recognition
Dr. Naresh Agarwal, Associate Dean of Graduate Studies and Research at McMaster University’s Degroote School of Business, has stated that McMaster would welcome applications from graduates of Seneca College’s proposed Bachelor of Healthcare Management degree program into the Health Services Management Specialization in McMaster’s MBA program. This speaks to the quality and standard that Seneca College has embedded into its degree program. Dr. Agarwal’s Letter of Support is found in section 7.3. The following universities have given written confirmation that graduates of Seneca College’s Baccalaureate Degree programs are eligible to apply to their Master’s Degree program and will be considered, provided they meet their outlined admission criteria:
Armstrong State University Northwood University Birmingham City University Royal Melbourne Institute of Technology British Columbia Institute of Technology Royal Roads University Centenary College Schiller International University Davenport University St. Mary’s University Embry-Riddle Aeronautical University – Thompson Rivers University Prescott Arizona Campus University Canada West Griffith University University of Cape Breton Hawaii Pacific University University of New Brunswick – Fredericton McMaster University University of New Brunswick – St. John Memorial University of Newfoundland
In addition to the list outlined above, students from a number of Ontario College’s offering baccalaureate degrees have successfully been admitted to graduate studies programs at Brock, Carleton, Waterloo, Western, Windsor, and OCAD in addition to a variety of professional degree programs such as teacher’s college and law school. Some students have also gone on to pursue PhD’s after completion of their Master’s Degree. These examples further demonstrate that the standards which Ontario Colleges have met when developing their baccalaureate degrees are not only preparing our students for a higher level of education, should they wish to pursue it, but are also preparing them to excel within these Graduate studies programs once they have been admitted. As the Council of Ontario Universities (COU) Statement on Advanced Study at Provincially Assisted Universities29 states, “Each applicant is considered on his or her own merits, according to standards set by each institution, program by program.” Graduates of Seneca degree programs have demonstrated, through their graduate work, the quality of the preparation they received from Seneca.
29 http://cou.on.ca/about/pdfs/cou-statement-on-advanced-study
Bachelor of Healthcare Management – 279
Section 7: Credential Recognition
Specific to the Bachelor of Healthcare Management, the programs at eight postsecondary institutions (listed below) have been identified as desirable credentials for graduates to pursue. Communication with these programs has been initiated and endorsements will be collected to be shared during the consent approval process. As of the submission date, we have attached letters in Section 7.3 from the following three universities: Armstrong State University, McMaster University’s Degroote School of Business, and British Columbia Institute of Technology (BCIT).
1. Armstrong State University – Masters of Health Services Administration 2. McMaster University - MBA with specialization in Health Services Management (HSM) 3. British Columbia Institute of Technology (BCIT) – Graduate Certificate in Business Administration (MBA Pathway) 4. University of British Columbia (UBC) - Master of Health Administration (MHA) 5. York University - MBA with specialization in Health Industry Management 6. University of Ottawa - Master of Health Administration (MHA) 7. University of Ottawa - Master of Science in Health Systems (MSc) 8. Dalhousie University - Master of Health Administration (MHA)
Bachelor of Healthcare Management – 280
Section 7: Credential Recognition
7.1 (iii) Professional Associations The proposed Bachelor of Healthcare Management degree program has been reviewed by three professional organizations related to the field of healthcare management; the feedback from these organizations reconfirms Seneca College’s research that there is a need for this degree program and that the curriculum will be recognized by key professional organizations.
The Association of University Programs in Health Administration The Association of University Programs in Health Administration (AUPHA) is a global network of colleges, universities, faculty, individuals and organizations dedicated to the improvement of healthcare delivery through excellence in healthcare management and policy education. Its mission is to foster excellence and drive innovation in health management and policy education, and to promote the value of university-based management education for leadership roles in the health sector. The Bachelor of Healthcare Management degree program will be eligible for application to AUPHA for undergraduate program certification after graduating its first cohort of students. Careful review of the AUPHA certification criteria has informed curriculum development to ensure program alignment with these rigorous standards. Students benefit from co-op integrated learning experiences that well exceed the hours required by AUPHA (420 hours vs. 120 hours). Curriculum content areas address AUPHA specifications through a variety of learning opportunities and courses (i.e. applied research, community engagement, health informatics and epidemiology labs, impact of chronic illness and aging populations, global health systems and mediation/negotiation).
The Canadian College of Health Leaders The Canadian College of Health Leaders (CCHL) is a national, member-driven, non-profit association dedicated to ensuring that the country’s health system benefits from capable, competent and effective leadership. The CCHL’s Certified Health Executive Program (CHE) is the only Canadian Credential available to health leaders. The CHE program is structured around the LEADS in a Caring Environment Framework in order to promote the capabilities required for career-long learning.30 Seneca College graduates of the Bachelor of Healthcare Management degree program will be well positioned for application to the CHE program, having been introduced to the LEADS in a Caring Environment Framework from Day 1. The framework structures and guides their development and learning. In addition, Seneca College and CCHL are exploring a possible student work collaboration associated with the CHE program.
30 The Canadian College of Health Leaders. Certified Health Executive Program Overview, 2013.
Bachelor of Healthcare Management – 281
Section 7: Credential Recognition
The Canadian Institute of Management The Canadian Institute of Management (CIM) is Canada's senior management organization dedicated to professional development. It was chartered in 1942 by a group of managers to increase opportunities for professional development. CIM accredits full-time programs and grants exemption from academic requirements leading to the Certified in Management (C.I.M.) and the Professional Manager (P.Mgr.) professional designations. The Canadian Institute of Management has certified that the proposed Bachelor of Healthcare Management is fully eligible for CIM National Accreditation when it is launched.
Bachelor of Healthcare Management – 282
Section 7: Credential Recognition
7.2 Career Progression and Lifelong Learning The importance of lifelong learning for career advancement and professional designation maintenance is central to the proposed Bachelor of Healthcare Management degree program and is accentuated by the adoption of the LEADS in a Caring Environment Framework. Designed to promote the capabilities required for career-long learning,31 the LEADS Framework is introduced in Semester 1 of the degree program and woven throughout its entire duration. Course learning outcomes and assessments promote self-reflection and a solid sense of professionalism, ethics, self-governance and leadership. The balance of theoretical, laboratory and practical experience provides a “skills passport” to gain entry into a number of opportunities, including additional postsecondary education, professional development courses and seminars. Graduates of the proposed degree program will be well-suited for graduate studies in Business or Health Administration, and for Health Studies, including: University of Toronto’s MHSc in Health Administration and its MBA major in Health Sector Management; York University’s MA in Health (with a focus on Health Policy and Equity); and McMaster University’s MBA with specialization in Health Services Management. Seneca College’s practical, career-focused undergraduate degree, combined with a Master of Health or a Master of Health/Business Administration degree, will position graduates for long-term career success. McMaster University’s MBA with a specialization in Health Services Management would be an excellent option for Seneca College’s Bachelor of Healthcare Management graduates. This degree program is offered with a co-op option, which may be of particular appeal to new degree program graduates who do not yet have significant work experience. In addition, McMaster University has a strategic alliance with the CCHL, enabling students in the Health Services Management specialization to fast-track their CHE designation while earning their MBA. The posted admission criteria for this program include:
completion of a 4-year Bachelor’s Degree in any discipline (recommended B average); GMAT score of 600; minimum one year of full-time, continuous professional, managerial or technical work experience (not required for co-op program applicants); two letters of recommendation; and Admissions Interview (selected applicants and co-op program applicants).
Further details can be found on the McMaster University website http://mbarecruit.degroote.mcmaster.ca/admissions.
A Letter of Support from McMaster University’s Associate Dean of Graduate Studies and Research is included in section 7.3.
For graduates interested in becoming Certified Health Executives, the CCHL has posted the following criteria:
member of the College in good standing;
31 The Canadian College of Health Leaders. Certified Health Executive Program Overview, 2013.
Bachelor of Healthcare Management – 283
Section 7: Credential Recognition
hold a Master’s Degree (copies of degrees, diplomas, certificates, etc. required) with a minimum of two consecutive years' experience in Canadian health leadership within the last three years; or hold a Baccalaureate Degree (copies of degrees, diplomas, certificates, etc. required) with a minimum of five consecutive years' experience in Canadian health leadership within the last seven years and be able to demonstrate progressive and cumulative educational/professional advancement in health leadership by applying for a Prior Learning Assessment Recognition (PLAR).
Further details can be found on the Canadian College of Health Leaders website http://www.cchl-ccls.ca/site/cert_che.
The CCHL offers a wide range of services including a forum for the exchange of information and best practices, a career network, the only peer-reviewed journal covering issues in health services management, and an extensive national program of professional development resources and opportunities. The designations of Certified Health Executive (CHE) and Fellow of the Canadian College of Health Leaders (FCCHL) have established Seneca College at the forefront of continuing education for health leaders.32
32 The Canadian College of Health Leaders. Certified Health Executive Program Overview, 2013.
Bachelor of Healthcare Management – 284
Section 7: Credential Recognition
7.3 Letters of Support The Bachelor of Healthcare Management degree program maximizes the graduates’ potential for employment and promotion in their field and for further study, as evidenced by the following communications from employers, professional associations and academic institutions. Included in this section are Letters of Support from the following agencies and organizations:
Association of University Programs in Health Administration (AUPHA) Canadian College of Health Leaders (CCHL) Canadian Institute of Management Creative Minds Consulting Economic Development – City of Markham Ontario Long Term Care Association (OLTCA) Southlake Regional Healthcare Centre Sunnybrook Health Sciences Centre SRT Med Staff The following post-secondary institutions have written Letters of Support in endorsement of the proposed degree program:
McMaster University’s Degroote School of Business British Columbia Institute of Technology (BCIT) Armstrong State University
Bachelor of Healthcare Management – 285
Section 7: Credential Recognition
Bachelor of Healthcare Management – 286
Section 7: Credential Recognition
Bachelor of Healthcare Management – 287
Section 7: Credential Recognition
Bachelor of Healthcare Management – 288
Section 7: Credential Recognition
Bachelor of Healthcare Management – 289
Section 7: Credential Recognition
Bachelor of Healthcare Management – 290
Section 7: Credential Recognition
Bachelor of Healthcare Management – 291
Section 7: Credential Recognition
Record of Support
I understand that Seneca College is preparing an application for the Ontario Ministry of Training, Colleges and Universities to offer a Bachelor of Healthcare Management, with an anticipated start date of September 2015.
This letter is to acknowledge that based on the information provided, my organization supports the development of the Bachelor of Healthcare Management at Seneca.
Additionally, once the program is approved, my organization would consider supporting the program in the following ways (please click directly on the boxes to select all that apply):
☐ Hire a graduate ☐ Provide scholarships
☐ Serve as a guest lecturer ☐ Act as a student mentor
☐ Provide a 14-week work placement opportunity
☒ Other: Support the Bachelor of healthcare management
Contact Information
Name: Marcy Saxe-Braithwaite
Title: Healthcare Consultant
Organization: Creative Minds Consulting
Phone: 416 574 3094
Email: [email protected]
Signature:
Date: November 1, 2014
Additional Comments: I am very supportive of the development of this program and congratulate Seneca for their educational endeavor.
Bachelor of Healthcare Management – 292
Section 7: Credential Recognition
Bachelor of Healthcare Management – 293
Section 7: Credential Recognition
Bachelor of Healthcare Management – 294
Section 7: Credential Recognition
Bachelor of Healthcare Management – 295
Section 7: Credential Recognition
Bachelor of Healthcare Management – 296
Section 7: Credential Recognition
Bachelor of Healthcare Management – 297
Section 7: Credential Recognition
Bachelor of Healthcare Management – 298
Section 7: Credential Recognition
Bachelor of Healthcare Management – 299
Section 7: Credential Recognition
Bachelor of Healthcare Management – 300
Section 8: Regulation and Accreditation
Section 8: Regulation and Accreditation
Section 8: Regulation and Accreditation
Where licensing or certification is required by legislation for entry to practice in the profession or trade, the Ministry of Training, Colleges and Universities requires that colleges ensure that their programs will meet the requirements of the regulatory body in order to be approved for funding. Alternatively, colleges may choose to have a program accredited or recognized by a voluntary membership organization or association. Graduate eligibility for association recognition or adherence to standards imposed by the body is not a requirement for program funding approval by the Ministry of Training, Colleges and Universities.
☐ There is legislative requirement that the program graduates must be certified or licensed by a regulatory authority to practice or work in the occupation.
Recognition of the program by a voluntary professional body is being sought.
☐ Recognition is not being sought.
Currently, there are no Canadian requirements for accrediting healthcare managers. The Canadian College of Health Leaders (CCHL) offers the only Canadian credential available to health leaders, a Certified Health Executive (CHE) capabilities-based certification program to eligible applicants. The CHE program is structured around the LEADS framework which promotes the capabilities required for career long learning.33 The framework has been adopted for the development of the Bachelor of Healthcare Management in an effort to foster leadership throughout the program. The framework represents the key skills, behaviours, abilities, and knowledge required to lead in all sectors and levels of the healthcare system. CHE Program Eligibility Criteria:
Hold an undergraduate degree (with a minimum of five consecutive years of experience in Canadian health leadership); or Hold a master’s degree (with a minimum of two consecutive years of experience in Canadian health leadership); and Member in good standing with the Canadian College of Health Leaders; and Be able to demonstrate progressive and cumulative educational/professional advancement in health leadership.
33 The Canadian College of Health Leaders. Certified Health Executive Program Overview, 2013.
Bachelor of Healthcare Management – 302
Section 8: Regulation and Accreditation
The Canadian College of Health Leaders (CCHL) has developed strategic alliances with educational programs that complement the CHE Program. After the Bachelor of Healthcare Management degree is established, CCHL has expressed interest in exploring a work collaboration associated with the CHE program. Seneca graduates of the Bachelor of Healthcare Management degree will be well positioned for application to the CHE program as a result of utilizing the LEADS in a Caring Environment Framework to guide students’ development and learning. When the Bachelor of Healthcare Management degree is formally launched, the potential for a strategic alliance with CCHL will further strengthen graduate eligibility for the CHE designation. A Letter of support from CCHL is included in section 7.3. Undergraduate Program Certification The Bachelor of Healthcare Management degree will be eligible for application to The Association of University Programs in Health Administration (AUPHA) for undergraduate program certification after graduating its first cohort of students. AUPHA is a global network of colleges, universities, faculty, individuals, and organizations dedicated to the improvement of health care delivery through excellence in health care management and policy education. Careful review of the AUPHA certification criteria has informed the curriculum development of the degree to ensure program alignment with these rigorous standards (refer to section 15, Chart 15.6 for the AUPHA program certification criteria). The table on the following page was developed to demonstrate program alignment with AUPHA certification criteria.
Bachelor of Healthcare Management – 303
Section 8: Regulation and Accreditation
AUPHA Undergraduate Program Certification Criteria & Alignment with the Bachelor of Healthcare Management Degree
AUPHA Criterion Bachelor of Healthcare Management Components that contribute to AUPHA Criteria
Eligibility . Currently seeking ministerial consent through the Ministry of Training, Colleges, and Universities . Proposed degree approved by the Seneca Board of Governors . Students will receive greater than 25% of instruction from full-time faculty . Exceed AUPHA faculty-supervised required internship by 400 hours Program Structure, . Mission and values reflected in program learning outcomes, focus on integrative learning and Faculty, & leadership development, curriculum, and faculty composition. Resources . Program ePortfolio, collaborative teaching, interdisciplinary learning, community engagement, seminar series, self & peer assessment, peer mentorship, LEADS in a Caring Environment Framework, hybrid courses along with traditional classroom delivery, lab instruction, co-op work term, and an applied research project. . Dedicated program chairs from healthcare management and business; the program coordinator will have health administration expertise and demonstrate continued professional development and contribution to the healthcare management profession. . Full-time faculty with demonstrated scholarly and professional activity in healthcare management/administration; with a focus on hiring additional full-time faculty with healthcare management expertise. . Interdisciplinary complement of faculty across health, business, and liberal studies specializations to promote integrative thinking/learning and the application of knowledge and skills in healthcare management. . In addition to the comprehensive selection of library and learning resources available to Seneca students, the program has identified additional specialized journals to be acquired for the Bachelor of Healthcare Management Program: o Healthcare Management Forum (peer reviewed journal of the Canadian College of Health Leaders) o Journal of Healthcare Management o Frontiers of Health Services Management o Healthcare Executive . College-wide services include: libraries, learning centers, computer labs, appropriately equipped classrooms, cafeterias, student services and student work areas, human resources policies and practices, donor accountabilities and stewardship, financial practices, marketing, and institutional communications.
Bachelor of Healthcare Management – 304
Section 8: Regulation and Accreditation
AUPHA Criterion Bachelor of Healthcare Management Components that contribute to AUPHA Criteria
Program Learning Outcomes 1. Apply leadership and followership skills as a member of cross-functional and multi-disciplinary healthcare management teams.
2. Manage labour and client issues by applying principled mediation and negotiation strategies.
3. Critique financial and managerial concepts of public, non-profit, and for profit healthcare organizations to guide decision making.
4. Analyze social, cultural, environmental, political and economic issues affecting healthcare to facilitate contextual strategic planning.
5. Synthesize research to determine the economic and social impact of healthcare organizations.
6. Allocate human, financial and information resources to assist in the management of operations and specific projects.
7. Guide organizational strategic planning utilizing public policy.
8. Model ethical, legal and professional codes of conduct in healthcare settings.
9. Conduct research relevant to the field of healthcare management.
10. Disseminate healthcare information for a variety of purposes and audiences, using verbal, written and digital communication strategies. Student Support . Academic advisement is routinely provided by program coordinators and advisement staff in each Systems school. . The Library/Learning Commons provides both academic and technical services and resources at each of the campuses (i.e. one-on-one tutoring, skills development workshops, computer help desks, special needs services, online reference service, online research databases). . The Healthcare Management program will be establishing an online learning community in addition to the interdisciplinary seminar series to support student leadership development and establish connections with professionals and peers both on and off campus. . Student government services promote leadership and teambuilding.
Bachelor of Healthcare Management – 305
Section 8: Regulation and Accreditation
AUPHA Criterion Bachelor of Healthcare Management Components that contribute to AUPHA Criteria
. The athletic, social, and cultural programming organized by student organizations provide students with a holistic educational experience. . The Student Life Centre at each campus provides a number of services including: advocacy and advisement, student insurance, legal aid clinic, student success initiatives. . Career services include career and vocational counselling, job placement advice and resources, job search strategies, resume and interview preparation. . Students may address their concerns at an informal level through consultation with the professor, program coordinator, and/or chair. Academic policy outlines a formal process to address concerns.
Professional & . The Healthcare Management program has a dedicated Program Advisory Committee with Alumni Linkages professionals from both healthcare management/administration and business. Two of the committee members hold the Certified Health Executive designation from the Canadian College of Health Leaders (CCHL). The committee will meet twice annually, and more frequently as needed. . The program seminar series will provide students with the opportunity for professional socialization and leadership development. Guest speakers will be invited from CCHL, The Canadian Institute of Management (CIM), health and business organizations, AUPHA certified graduate programs, and the alumni association (after the program is established). . Prior to graduating the first cohort, the program will establish an alumni association to further support professional mentoring, internships, and learning activities.
Curriculum & . The program incorporates a variety of teaching/learning methodologies consistent with integrative Teaching learning (pedagogical foundation of the degree) including: Program ePortfolio, collaborative teaching, interdisciplinary learning, community engagement, seminar series, self & peer assessment, peer mentorship, adaptation of the LEADS in a Caring Environment Framework to evaluate student co-op work placement, a blend of hybrid courses and traditional classroom delivery, lab instruction, co-op work term, and an applied research project. . Program admission criteria (refer to section 3.2) ensure students will have the required communication, numeracy, critical thinking, and societal/cultural skills and context. . Course syllabi have a uniform format including: course description, methods of instruction and evaluation, topic outlines, learning outcomes, and textbook and resource requirements. . All content areas listed in the AUPHA criteria are addressed (refer to section 4.8, course outlines).
Experiential & . The co-op work term provides students with 420 hours of experience in a healthcare organization. Applied Learning . Procedures for the selection, orientation, and evaluation of practicum/internship sites and
Bachelor of Healthcare Management – 306
Section 8: Regulation and Accreditation
AUPHA Criterion Bachelor of Healthcare Management Components that contribute to AUPHA Criteria
preceptors will be established when the degree is underway. In addition, the program will establish criteria specific to healthcare sites and preceptors that reflect the program focus on leadership development and the LEADS Framework from the Canadian College of Health Leaders . Experiential and applied learning is emphasized throughout the curriculum through the use of community engagement, supervised research, co-op work placement, peer mentorship, learning communities, self-directed and problem-based learning. Students are required to integrate theories and concepts from a variety of courses, disciplines, and experiences to demonstrate application of content and concepts; reflect on their practice and adjust their application in the “real world”. The Seminar Series and Program ePortfolio foster this process. . In addition, the co-op placement evaluation rubric has been designed to reflect the required skills and abilities of healthcare managers as leaders by adopting many of the behavioural descriptors of the LEADS Framework such as: o Demonstrates understanding/use of statistical and financial methods to set goals/measures for clinical and organizational performance. o Actively consults with experts, specialists, and others to learn different perspectives. o Identifies expectations/outcomes relevant to the health needs of target population(s). o Employs a logical approach to problem solving while maintaining awareness of emotional and political factors. o Seeks creative and innovative solutions to solve problems/issues. o Seeks to identify the root causes of an issue rather than focusing on symptoms. o Identifies relevant professional/regulatory standards, safety and quality considerations for service delivery. o Integrates organizational mission/values and relevant research evidence/best practices to inform decision making.
Program Seneca conducts sustained, evidence-based and participatory inquiry to ensure that courses and programs Evaluation & (whether delivered using traditional, web facilitated, blended, hybrid, or online methods) are achieving the Improvement intended learning outcomes. Curriculum design and delivery are assessed throughout the program life cycle, with more in-depth analysis taking place during: a) The program proposal process (prior to approval), b) Formative reviews (every second year), and
Bachelor of Healthcare Management – 307
Section 8: Regulation and Accreditation
AUPHA Criterion Bachelor of Healthcare Management Components that contribute to AUPHA Criteria
c) Summative reviews (every five to seven years). A number of college committees and councils are involved in program approvals and quality assurance measures (refer to the table in section 5.2)
Bachelor of Healthcare Management – 308
Section 9: Nomenclature
Section 9: Nomenclature
Section 9: Nomenclature The proposed title for this degree program is Bachelor of Healthcare Management, which reflects the nature of the postsecondary education achieved and the underlying focus on an interdisciplinary and integrative approach to learning. The program is a 4-year Baccalaureate Degree that provides students with a fully integrated curriculum with health, business management and liberal studies subject content. As indicated in the 2014 PEQAB Handbook for Ontario Colleges, colleges may use the terminology ‘Bachelor of’ Subject. Seneca College has chosen the nomenclature Bachelor of Healthcare Management because it best represents the integration of business management, health and liberal studies options (LSO), which provide students with the foundational skills and knowledge for leadership in healthcare environments. There are four degree programs in Canada offered at the baccalaureate level in healthcare management. The nomenclature varies among institutions – Bachelor of Health Administration, Bachelor of Arts (Health Administration) and Bachelor of Health Studies (Health Management). Humber College has proposed a degree program named Bachelor of Commerce (Health Management). Each of the degree programs vary in their approach; some programs offer a combination of business management and health courses (i.e. Ryerson’s Bachelor of Health Administration, Laurier’s Bachelor of Arts (Health Administration) and Humber’s proposed Bachelor of Commerce (Health Management), in addition to LSOs. Others focus purely on health and health administration courses (i.e. York University’s Bachelor of Health Studies (Health Management) and Athabasca University’s Bachelor of Health Administration). Seneca College’s proposed Bachelor of Healthcare Management degree program is unique among colleges and universities in both the Greater Toronto Area and in Ontario. Although Humber College has submitted an application to PEQAB for a proposed Bachelor of Commerce (Healthcare Management) program, the first two years in Humber’s program are devoted to business courses, with the remaining two years focused on courses related to healthcare.34 Seneca College’s proposed degree program offers a different approach – one that integrates health and business courses throughout each year of the program to ensure the continuous application of business knowledge and practices specific to the healthcare industry. Seneca College would therefore become the first college in Ontario to offer a fully integrated, cross- disciplinary degree program in business and health studies. Seneca College’s proposed Bachelor of Healthcare Management is the only degree program offered as an integrated curriculum among health, business, and liberal studies subjects, including: Collaborative teaching across disciplines. Seminar Series each term where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers, and selected book reviews.
34 Humber. “Proposal Submission to the Ontario Postsecondary Education Quality Assessment Board: Application for Ministerial Consent, Ontario Colleges of Applied Arts and Technology,” July 2013, http://www.peqab.ca/Publications/Consents/HumberBCommHealthcareWeb.pdf
Bachelor of Healthcare Management – 310
Section 9: Nomenclature
Community Engagement Opportunities where students engage with individuals and/or groups in the community as part of their course work in order to: learn about real-world challenges from a variety of perspectives; make connections between theoretical knowledge and practical application; and promote problem-solving, critical thinking and leadership/followership skills. Students build an ePortfolio throughout the program to foster integrative learning, making connections between their courses, professional career goals, community engagement, work experiences, co-curricular activities and personal interests. This learner-centred methodology is an opportunity for the student to showcase their achievements and receive feedback/assessment from faculty, peers, potential employers or graduate programs. The selected nomenclature addresses the Board’s requirements to clearly identify the education achieved (Bachelor of Healthcare Management) while facilitating public understanding of the qualification. Seneca College expects members of the public, students and employers will more readily identify with the terminology of healthcare management in recognizing the level, nature and discipline of health administration.
Bachelor of Healthcare Management – 311
Section 10: Program Evaluation
Section 10: Program Evaluation Section 10: Program Evaluation
See “Policies” section of submission for Seneca College’s policy regarding program evaluation.
Bachelor of Healthcare Management – 313
Section 11: Academic Freedom and Integrity
Section 11: Academic Freedom and Integrity Section 11: Academic Freedom and Integrity
See “Policies” section of submission for Seneca College’s policy regarding academic freedom and integrity.
Bachelor of Healthcare Management – 315
Section 12: Student Protection
Section 12: Student Protection Section 12: Student Protection
See “Policies” section of submission for Seneca College’s policy regarding student protection.
Bachelor of Healthcare Management – 317
Section 13: Economic Need
Section 13: Economic Need
Section 13: Economic Need 13.0 Introduction The distinctive features of Seneca College’s proposed Bachelor of Healthcare Management degree program include its cross-disciplinary and integrative nature, collaborative approach to teaching supported by the use of technology, the program ePortfolio, the seminar series and experiential learning opportunities. The program’s design is based on industry analysis, student interest and employer support to meet a clear economic need and gap in the labour force. The assessment included: study of the growing interest in and need for a degree program for a number of positions in the healthcare management field; analysis of related programs offered by other Ontario postsecondary degree-granting institutions; opportunity to build on a program area of strength at Seneca College; and employer and program advisory committee support for the degree program.
Social and Economic Need The healthcare sector has played a critical role in Canada’s economy. However, unprecedented challenges such as rising health costs, new medical technologies, an aging population and fiscal constraints challenge the capacity of healthcare institutions to sustain quality services over the long term. As the Canadian College of Health Service Executives reports, “healthcare renewal and sustainability in Canada cannot occur without highly competent people in leadership positions influencing health policy and the delivery of care.”35Canada’s healthcare system is in transition – there are concerted efforts underway to foster a more integrated model of healthcare delivery, one that is more patient-centred rather than system- driven.36 A report by the Health Council of Canada37 emphasizes, strong leadership is an absolute necessity if meaningful system transformation is to occur.38 There is a critical need for employers to build a skilled management pool within an increasingly integrated network of healthcare services.39 The complex and changing nature of the healthcare system requires greater emphasis on the education and training of health managers.40 Effective healthcare management is a cornerstone of the system’s capacity for change. Seneca College’s proposed Bachelor of Healthcare Management degree program meets this systemic need by providing students with a cross-disciplinary education in health studies as well as business administration.
35 Annette Hewitt, Health Leaders and Managers in Canada: The Human Resources Dilemma, Canadian College of Health Service Executives, September 2006, p. 7, http://www.cchl-ccls.ca/document/592/CCHL_HumanResourceDilemma-2006_EN.pdf 36 The Change Foundation, Patient/Family Advisory Councils in Ontario Hospitals – At Work, in Play, April 2014, http://www.changefoundation.ca/library/patientfamily-advisory-councils-ontario-hospitals-work-play/ 37 The Health Council of Canada was created as a result of the 2003 First Ministers’ Accord on Health Care Renewal, to report publicly on the progress of health care renewal in Canada. 38 Health Council of Canada, Better health, better care, better value for all: Refocusing health care reform in Canada, 2013, www.healthcouncilcanada.ca 39 Health Council of Canada, Modernizing the Management of Health Human Resources in Canada: Identifying Areas for Accelerated Change. Report from National Summit on June 23, 2005, Nov. 2005, http://www.healthcouncilcanada.ca/rpt_det.php?id=134 Note: the Health Council of Canada is no longer operating. 40 C. Bennett, Are we there yet? A journey of health reform in Australia (Darlinghurst: The University of Notre Dame Australia, 2013), http://www.achr.com.au/pdfs/Paper-Are-we-there-yet-A-journey-of-health-reform- in-Australia-18-March-2013.pdf
Bachelor of Healthcare Management – 319
Section 13: Economic Need
Students of this program learn how to be effective healthcare managers in a highly dynamic, complex and evolving sector. Under the North American Industry Classification System (NAICS), the healthcare sector falls under the industry category “Healthcare and Social Assistance” (NAICS 62). This industry comprises establishments primarily engaged in providing healthcare by diagnosis and treatment, providing residential care for medical and social reasons, and providing social assistance, such as counselling, welfare, child protection, community housing and food services, and vocational rehabilitation and child care to those requiring such assistance.41 NOC 0311: Managers in Healthcare Canada’s National Occupational Classification (NOC) system classifies employees in the field of healthcare management under the rubric “Managers in Healthcare” (NOC 0311). This unit group includes managers who plan, organize, direct, control and evaluate the delivery of healthcare services – such as diagnosis and treatment, nursing and therapy – within institutions that provide healthcare services. They are employed in hospitals, medical clinics, nursing homes and other healthcare establishments.42 Managers in healthcare perform some or all of the following duties: plan, organize, direct, control and evaluate the delivery of healthcare services within a department or establishment; consult with boards of directors and senior managers to maintain and establish standards for the provision of healthcare services; develop evaluation systems to monitor the quality of healthcare given to patients; monitor the use of diagnostic services, in-patient beds and facilities to ensure effective use of resources; develop and implement plans for new programs, special projects, new material and equipment acquisitions and future staffing levels in their department or establishment; plan and control departmental or establishment budget; represent the department or establishment at meetings with government officials, the public, the media and other organizations; supervise healthcare supervisors and professionals; and recruit healthcare staff of the department or establishment.43
Typical job titles under this NOC code are: Chief of Anesthesia; Chief of Emergency Medicine; Chief of Medical Staff; Director of Clinical Medicine; Director of Dietetics;
41 Statistics Canada, “North American Industry Classification System (NAICS) Canada 2012: 62 -- Health Care and Social Assistance,” http://www23.statcan.gc.ca/imdb/p3VD.pl?Function=getVD&TVD=118464&CVD=118465&CPV=62&CST=01012012&CLV=1&M LV=5 42 Government of Canada, “Job Bank, Managers in Health Care (0311),” http://www.jobbank.gc.ca/report- eng.do?area=9219&lang=eng&noc=0311&action=final&ln=n®ionKeyword=Toronto%2C+Ontario&s=3&titleKeyword=directo r%2C+public+health+nursing+services#report_tabs_container2 43 Government of Canada, “Job Bank, Managers in Health Care (0311),” http://www.jobbank.gc.ca/report- eng.do?area=9219&lang=eng&noc=0311&action=final&ln=n®ionKeyword=Toronto%2C+Ontario&s=3&titleKeyword=directo r%2C+public+health+nursing+services#report_tabs_container2
Bachelor of Healthcare Management – 320
Section 13: Economic Need
Director of Laboratory Medicine; Director of Nursing – Medical Services; Director of Occupational Therapy; Director of Physiotherapy; Director of Surgery; Director, Home Care Services; Director, Rehabilitation Services; Medical Clinic Director; and Mental Health Residential Care Program Manager.44
The current NOC code system has not kept pace with the evolution of occupational roles. In today’s healthcare settings, it is more prevalent for non-medical professionals to assume leadership/managerial roles – the healthcare manager is increasing recognized as a professional with skills and training specific to the role. As a study of nurses in Ontario shows, “hospitals and healthcare facilities are hiring for leadership positions rather than healthcare provision jobs.”45 The occupation of Managers in Healthcare (NOC 0311) does not require certification in Ontario.46 In the past, administrators of departments such as surgery, clinical medicine or laboratory medicine were usually required to have the education and training of a specialist physician. Several years of experience in the relevant profession, including supervisory experience, was usually required. Today, however, this is no longer the case. While professional certification is not mandatory, the Canadian College of Health Leaders (CCHL) offers “capabilities-based credentialing,” i.e. the Certified Health Executive (CHE) or Fellow of the Canadian College of Health Leaders (FCCHL) designation, recognized “as a national standard of professionalism.”47 Results from the 2011 National Household Survey show that 81% of Managers in Healthcare (NOC 0311) in Ontario are employed full-time; 77% of workers in this occupation are female. Average annual employment income for Managers in Healthcare (Ontario) is $85,778, compared to $61,495 for all occupations.48 Managers in Healthcare (NOC 0311) are part of a larger occupational group called Managers in Health, Education, Social and Community Services (NOC 031), which also includes: Administrators – Post-Secondary Education and Vocational Training; School Principals and Administrators of Elementary and Secondary Education; and Managers in Social, Community and Correctional Services. In 2010, there were 105 905 workers employed in this larger occupational group.49
44 Ibid. 45 Toronto Workforce Innovation Group, Top Report: Toronto’s Opportunities and Priorities, 2010-2011: Investing in our Local Labour Market, p. 23, http://www.workforceinnovation.ca/sites/default/files/TOP%20Report%202010.pdf 46 Government of Canada, “Job Bank, Managers in Health Care (0311),” http://www.jobbank.gc.ca/report- eng.do?area=9219&lang=eng&noc=0311&action=final&ln=n®ionKeyword=Toronto%2C+Ontario&s=3&titleKeyword=directo r%2C+public+health+nursing+services#report_tabs_container2 47 Canadian College of Health Leaders, “About the College,” http://www.cchl-ccls.ca/site/about 48 Employment Ontario, “0311 Managers in Health Care,” http://www.tcu.gov.on.ca/eng/labourmarket/ojf/pdf/0311_e.pdf 49 Government of Canada, “Job Bank, Managers in Health Care (0311),” http://www.jobbank.gc.ca/report- eng.do?area=9219&lang=eng&noc=0311&action=final&ln=n®ionKeyword=Toronto%2C+Ontario&s=3&titleKeyword=directo r%2C+public+health+nursing+services#report_tabs_container2
Bachelor of Healthcare Management – 321
Section 13: Economic Need
13.1 Industry Demand On average, provincial and territorial governments in Canada spend almost 40% of their annual budgets on healthcare. Canada is among the five OECD50 countries with the highest proportion of GDP spending on healthcare (below the United States, the Netherlands, France and Germany), and is among the top quartile of 30 comparator countries in terms of health spending per person.51 According to Statistics Canada, Ontario has the highest distribution of establishments in Healthcare and Social Assistance (NAICS 62) of any province/territory in Canada – a total of 49 230 enterprises, representing 37.4% of the Canadian total.52 Ambulatory Healthcare (NAISC 621), a subsector comprised of establishments primarily engaged in providing healthcare services (i.e. outpatient), has grown considerably in Toronto over the last 10 years. As of June 2009, this sector had the highest rates of employment growth among small and medium enterprises (SMEs) in the city.53 The Ontario Ministry of Labour notes that the healthcare sector faces numerous human resources challenges including recruitment and retention, an aging workforce and a shortage of skilled professional staff.54 CIBC’s 2012 labour market analysis affirms that healthcare managers are one of 25 occupations that have recently demonstrated consistent signs of labour shortage.55 The Conference Board of Canada warns that the health sector will be “grappling with skills supply shortages to sustain operations while needing to attract additional skilled workers in order to grow to meet the rising demand for its services among the elderly.”56 Provision of services to older Canadians is a particularly worrisome management and policy concern. Seniors are the fastest growing age group and will comprise an increasing portion of the population over the next several decades. In 2011, an estimated 5 million Canadians were 65 years or older.57 The Canadian Institute for Health Information (CIHI) estimates that between 2011 and 2031, all members of the baby boom generation – Canada’s largest birth cohort (born between 1946 and 1965) – will turn 65. By 2036, this figure is expected to reach 10.4 million; and by 2051, one in four Canadians will be over the age of 65. Citing OECD data, CIHI notes that the aging of the Canadian population is expected to occur faster than in many other countries, not including Japan, with the proportion of seniors (age 65 and older) increasing from 12% to 22% in 33
50 Organisation for Economic Co-operation and Development (OECD). 51 Canadian Institute for Health Information, National Health Expenditures, 1975 to 2013, http://www.cihi.ca/CIHI-ext- portal/pdf/internet/NHEX_EXEC_SUM_2013_EN 52 Industry Canada, “Canadian Industry Statistics: Health Care and Social Assistance (NAICS 62): Establishments,” https://www.ic.gc.ca/app/scr/sbms/sbb/cis/establishments.html?code=62&lang=eng 53 Toronto Workforce Innovation Group, Top Report: Toronto’s Opportunities and Priorities, 2010-2011: Investing in our Local Labour Market, http://www.workforceinnovation.ca/sites/default/files/TOP%20Report%202010.pdf 54 Ontario Ministry of Labour, Occupational Health and Safety Branch, Health Care Sector Plan 2012-2013, p. 4, http://www.labour.gov.on.ca/english/hs/pdf/sp_12hc.pdf 55 The CIBC study lists the 25 occupational areas that show “rapidly rising wages and low or falling unemployment rates,” indicators which point to growing shortages in the field. See: Benjamin Tal, “The Have and Have Nots of Canada’s Labour Market,” In FOCUS (Dec. 3, 2012), CIBC World Markets, http://research.cibcwm.com/economic_public/download/if_2012- 1203.pdf 56 James Stuckey and Daniel Munro, The Need to Make Skills Work: The Cost of Ontario’s Skills Gap, The Conference Board of Canada, June 2013, p. 7, http://www.collegesontario.org/Need_to_Make_Skills_Work_Report_June_2013.pdf 57 Employment and Social Development Canada, “Indicators of Well-Being in Canada. Canadians in Context – Aging Population,” http://www4.hrsdc.gc.ca/[email protected]?iid=33
Bachelor of Healthcare Management – 322
Section 13: Economic Need years; the same transition will take 69 years in the United Kingdom, 61 years in France, 54 years in Germany and more than 50 years in the US.58 As the number and proportion of seniors in Canada’s population grows, the impact of population aging on public healthcare expenditures will likely also grow. A key challenge for the healthcare system will be how to remain responsive to seniors’ needs while also mitigating the effects of this aging population on the system’s resources.59 This is a timely concern, as the 2004 First Ministers’ 10-Year Plan to Strengthen Healthcare, a federal-jurisdictional agreement, expired in 2014. The health sector needs to fully consider the evolving needs and care preferences of older Canadians, and translate that knowledge into sound healthcare management strategy and practice. That objective points to the need to develop a new generation of healthcare managers who have the right combination of health knowledge and business skills. A study by CIHI shows that the impact of an aging population on increases in public-sector health expenditures (over the decade 1988–2008) was greatest in the area of long-term institutional care – more than double the amount of increases in expenditures each for hospitals, physicians and drugs.60 Long-term care is known by various names across Canada, and therefore statistical reporting can be inconsistent. Facility-based long-term care does not include group homes, retirement residences, assisted living or supportive housing because these do not provide daily, around-the-clock professional nursing care. According to Statistics Canada data for 2008–2009, there are 4845 residential care facilities in Canada, of which 46% are “homes for the aged.”61 A 2007 survey by the Canadian Health Association (CHA) put the number of long term care facilities (public and private) at 2577.62 In Ontario, the number of long-term care facilities is estimated at 862.63 In Ontario, more than 76 000 people live in long- term care homes, many of them with complex health conditions requiring specialized 24-hour care.64 Today, seniors in residential care are more likely to be age 85 or older,65 representing the fastest growing cohort of seniors, with approximately 500 000 Canadians. By 2026, their number will nearly double to some 900 000.66 The CHA advises that the current health system must prepare for the future by ensuring “enlightened leadership” and “progressive management practices,” as the next cohort of seniors “are expected to live longer, experience a compressed period of morbidity at the end of life, and will have definite ideas on the types of services they require and the methods of delivery.”67
58 Canadian Institute for Health Information, Health Care in Canada, 2011: Focus on Seniors and Aging, https://secure.cihi.ca/free_products/HCIC_2011_seniors_report_en.pdf 59 Ibid. 60 Canadian Institute for Health Information, Health Care in Canada, 2011: Focus on Seniors and Aging, https://secure.cihi.ca/free_products/HCIC_2011_seniors_report_en.pdf 61 Long-term care is known by various names across Canada. Facility-based long-term care does not include group homes, retirement residences, assisted living or supportive housing, because these do not provide daily, around-the-clock professional nursing care. See: Canadian Health Association, New Directions for Facility-based Long Term Care, http://www.cha.ca/wp- content/uploads/2012/11/CHA_LTC_9-22-09_eng.pdf 62 Canadian Health Association, New Directions for Facility-based Long Term Care, http://www.cha.ca/wp- content/uploads/2012/11/CHA_LTC_9-22-09_eng.pdf 63 Canadian Healthcare Association, Guide to Canadian Healthcare Facilities, 2007-2008, Vol. 15, 2008. 64 Health Quality Ontario, “Long-Term Care,” http://www.hqontario.ca/public-reporting/long-term-care 65 Canadian Institute for Health Information, Health Care in Canada, 2011: Focus on Seniors and Aging, https://secure.cihi.ca/free_products/HCIC_2011_seniors_report_en.pdf 66 Canadian Health Association, New Directions for Facility-based Long Term Care, http://www.cha.ca/wp- content/uploads/2012/11/CHA_LTC_9-22-09_eng.pdf 67 Ibid.
Bachelor of Healthcare Management – 323
Section 13: Economic Need
13.2 Employment Outlook National labour market projections to 2020 point to a shortage of Managers in Health, Education, Social and Community Services (NOC 031). There will be 52 247 job seekers, of which 11 221 (21%) will be school leavers, to fill a total of 66 981 jobs. Job openings will arise primarily from retirements (68%) and expansion demand (23%).68 In Ontario, the employment prospects of Managers in Healthcare (NOC 0311) are considered to be above average.69 Results from Statistics Canada’s Labour Force Survey (2011) show that over the 2001–2011 period, employment growth for Ontario workers in this occupation increased significantly (see Chart 13.2 (i)) compared to employment growth for workers in management occupations (53% vs.14%).70 Chart 13.2 (i): Employment Growth for Managers in Health Care, Management Occupations and All Occupations – Ontario, 2001–2011
Among the larger Toronto employers, Healthcare and Social Assistance (NAISC 62) experienced strong labour increases over the previous two five-year periods (2001–2006 and 2006–2011), and in 2006 moved from fourth to second place out of 20 in the NAISC ranking of industries. In 2013, Healthcare and Social Assistance jobs grew 11.7% (13 210 jobs) from the
68 Government of Canada, Job Bank, “Managers in Health Care (0311),” http://www.jobbank.gc.ca/report- eng.do?area=9219&lang=eng&noc=0311&action=final&ln=n®ionKeyword=Toronto%2C+Ontario&s=3&titleKeyword=directo r%2C+public+health+nursing+services#report_tabs_container2 69 Employment Ontario, “0311 Managers in Health Care,” http://www.tcu.gov.on.ca/eng/labourmarket/ojf/pdf/0311_e.pdf 70 Ibid.
Bachelor of Healthcare Management – 324
Section 13: Economic Need
2006 level, adding 5110 jobs in hospitals and 2450 jobs in nursing homes and residential care facilities.71 Results from Statistic Canada’s National Household Survey (2012) show that in Ontario, the highest concentrations of Managers in Healthcare are located in the Toronto region (44%), followed by Ottawa (11%), Hamilton/Niagara Peninsula (11%) and Kitchener/Waterloo/Barrie (8%).72
71 Toronto Workforce Innovation Group, Local Labour Market Update 2013: Toronto’s Opportunities and Priorities, http://www.workforceinnovation.ca/sites/default/files/TOP2013_WebVersion.pdf 72 Employment Ontario, “0311 Managers in Health Care,” http://www.tcu.gov.on.ca/eng/labourmarket/ojf/pdf/0311_e.pdf
Bachelor of Healthcare Management – 325
Section 13: Economic Need
13.3 Institutional Supply and Demand Only three postsecondary institutions in Ontario offer a Bachelor Degree program in healthcare management: Wilfred Laurier University has a Bachelor of Arts Degree in Health Administration,73 Ryerson University has a Bachelor of Health Services Management74 and York University offers a Bachelor of Health Studies with a major in Health Management.75 York University also offers certificates in Health Informatics76 and Health Services Financial Management,77 and a graduate diploma in Health Industry Management, available to students in the MBA program.78 Graduate degree programs in healthcare management are available at two universities in the region: University of Toronto offers a Master of Health Science in Health Administration79 and an MBA major in Health Sector Management;80 McMaster University offers an MBA in Health Services Management.81 Advanced degrees in Health Policy are available at York University.82 St. Lawrence College launched a new 1-year graduate certificate program (Fall 2014) in Healthcare Administration, described as “a business program that will provide healthcare practitioners with business and leadership fundamentals.” The program is geared toward students who have previous education and work experience in healthcare who wish to develop their managerial and leaderships skills.83 Ontario College Application Service (OCAS) data show a high demand for this program in its first year, with 37 applications and 11 confirmations, representing a conversion rate of 30%.84 Seneca College’s proposed Bachelor of Healthcare Management degree program would be unique among colleges in both the Toronto region and the province. Although Humber College has submitted an application to PEQAB for a proposed Bachelor of Commerce (Healthcare Management) program, the first two years are devoted to business courses, with the remaining two years focused on courses related to healthcare.85 Seneca College’s proposed program offers a different approach, one that integrates health and business courses throughout each year of the program to ensure the continuous application of business knowledge and practices
73 Laurier, “Health Administration,” https://www.wlu.ca/page.php?grp_id=1983&p=10041 74 Ryerson’s program is designed as a diploma-to-degree pathway for health professionals (e.g. nurses). See: Ryerson University, “Health Services Management,” http://www.ryerson.ca/tedrogersschool/hsm/about/history.html 75 York University, “Health Management,” http://shpm.info.yorku.ca/health-management/ 76 York University, “Health Informatics,” http://futurestudents.yorku.ca/program/certificates/health-informatics 77 York University, “Health Services Financial Management,” http://futurestudents.yorku.ca/program/certificates/health- services-financial-management 78 York University, “Health Industry Management Graduate Diploma,” http://futurestudents.yorku.ca/graduate/programs/diplomas/health-industry-management 79 University of Toronto School of Graduate Studies, “Health Administration,” http://www.sgs.utoronto.ca/prospectivestudents/Pages/Programs/Health-Administration.aspx 80 Rotman School of Management, “MBA Major in Health Sector Management,” https://www.rotman.utoronto.ca/FacultyAndResearch/ResearchCentres/CentreforHealthSectorStrategy/MBAMajorinHealthSe ctorManagement.aspx 81 McMaster University, “Health Services Management,” http://mbastudent.degroote.mcmaster.ca/program- information/specializations/health-services-management/ 82 York University, “Health,” http://futurestudents.yorku.ca/graduate/programs/health 83 St. Lawrence College, “Health Care Administration,” http://www.stlawrencecollege.ca/programs-and-courses/full- time/programs/a_m/health-care-administration/kingston/ 84 Ontario College Application Service (2014), http://www.ocas.ca/home.html 85 Humber, “Proposal Submission to the Ontario Postsecondary Education Quality Assessment Board: Application for Ministerial Consent, Ontario Colleges of Applied Arts and Technology,” July 2013, http://www.peqab.ca/Publications/Consents/HumberBCommHealthcareWeb.pdf
Bachelor of Healthcare Management – 326
Section 13: Economic Need specific to the health industry. Seneca College would therefore become the first college in Ontario to offer a fully integrated, cross-disciplinary degree program in business and health studies. For the purposes of gauging student demand, the following section of the analysis provides data on college degree programs in the Toronto region that are most directly related to Seneca College’s proposed degree program, as well as non-degree programs in the area that have strong transfer potential (Seneca College and external). Conestoga College: Bachelor of Applied Health Information Science The most comparable college degree program to Seneca College’s proposed degree program is Conestoga College’s 4-year Bachelor of Applied Information Science degree program, offered through the School of Health and Life Sciences and Community Service. The program focuses on preparing graduates for careers in the health sector – as Data Analysts, Clinical Analysts, Project Managers, Software Developers, Privacy Officers, Implementation Coordinators and Consultants.86 Graduates acquire knowledge and skills in health informatics and information management for the purpose of making improvements to the healthcare system. OCAS data suggest that Conestoga’s degree program has been successful in the prospective Seneca applicant market (see Chart 13.3 (i)). Applications and confirmations over the 2010– 2014 period show strong growth: from 96 applications and 17 confirmations in 2010 to 163 applications and 40 confirmations in 2014. Conversion rates for the 5-year period were high, peaking at 28% in 2013.87 Chart 13.3 (i): Application and Confirmation Trending, Conestoga College, Bachelor of Applied Health Information Science, 2010–2014
180 163 160 137 140 116 120 96 94 100 80 60 38 40 40 23 24 17 20 0 2010 2011 2012 2013 2014 Program choices 96 94 116 137 163 Confirmations 17 23 24 38 40 Conversion Rate 18% 24% 21% 28% 25%
86 Conestoga College, “Applied Health Information Science (Bachelor of) (Co-op),” http://www.conestogac.on.ca/fulltime/1131C.jsp 87 Ontario College Application Service (2014), http://www.ocas.ca/home.html
Bachelor of Healthcare Management – 327
Section 13: Economic Need
Seneca College: Feeder Programs Seneca College’s 3-year diploma in Business Administration (Management) shows consistently high student demand and offers excellent potential as a feeder program. Qualified graduates from this diploma program are eligible to transfer into the proposed Bachelor of Healthcare Management degree program, receiving block transfer credit for 17 courses. Graduates of the College’s 2-year diploma program in Practical Nursing (PND) and 1-year certificates in Pre- Health Science and Pre-Business also qualify for internal transfer into the first year of the proposed degree program.
Business Administration – Diploma
Seneca College’s 3-year Business Administration diploma program (BAG) is among the College’s most successful business programs and offers excellent potential for internal transfer. Qualified graduates of this diploma program would be accepted into the third year of the proposed Bachelor of Healthcare Management degree program. The program typically receives strong applications per cycle (see Chart 13.3 (ii)). Annual confirmations over the 2010–2014 period ranged between 82 and 127; conversion rates each year have been high, between 19% and 27%.88 Chart 13.3 (ii): Application and Confirmation Trending, Seneca College, Business Administration (Management) Diploma, 2010–2014
700 652 545 600 517 500 447 390 400
300 136 200 127 110 119 82 100
0 2010 2011 2012 2013 2014 Program choices 652 517 545 447 390 Confirmations 127 110 136 119 82 Conversion Rate 19% 21% 25% 27% 21%
88 Ibid.
Bachelor of Healthcare Management – 328
Section 13: Economic Need
Practical Nursing Diploma (PND)
OCAS data for Seneca’s 2-year PND program show consistently high demand (see Chart 13.3 (iii)).89 The diploma program has received more than 900 applications per cycle since 2010, with the 2014 cycle exceeding 1200 applications. Confirmations increased steadily from 164 in 2010 to 209 in 2014, with annual conversion rates over the five cycles ranging between 16% and 22%.
Chart 13.3 (iii): Application and Confirmation Trending, Seneca College, 2-Year Practical Nursing Diploma, 2010–2014
1400 1221 1200 1037 979 954 921 1000 800 600 400 209 164 157 196 200 200 0 2010 2011 2012 2013 2014 Program choices 1037 954 979 921 1221 Confirmations 164 157 196 200 209 Conversion Rate 16% 16% 20% 22% 17%
89 Ibid
Bachelor of Healthcare Management – 329
Section 13: Economic Need
Pre-Health Science Certificate Program
Seneca College’s 1-year certificate program in Pre-Health Science offers students the science, mathematics and English courses required to be eligible for application to the Nursing – Collaborative BScN degree program at Seneca College/York University, or the Practical Nursing Diploma program.90 As is the case for most areas of Health Sciences at Seneca College, this foundational program is oversubscribed, which suggests that prospective students recognize its value as an entry path to a nursing credential and ultimately a career in the health sector. The proposed Bachelor of Healthcare Management degree program would offer these graduates an additional pathway. OCAS data show high demand for this program over the period 2010–2014, with four of the five fall cycles each exceeding 500 applications (see Chart 13.3 (iv)). Annual confirmations have been high – more than 100 each year for four of the five cycles. Conversion rates also have been strong, between 19% and 23% annually.91 Chart 13.3 (iv): Application and Confirmation Trending, Seneca College, Pre-Health Science 1-Year Certificate, 2010–2014
800 695 700 605 598 533 600 473 500 400 300 141 134 200 92 121 119 100 0 2010 2011 2012 2013 2014 Program choices 605 473 533 598 695 Confirmations 141 92 121 119 134 Conversion Rate 23% 19% 23% 20% 19%
90 Seneca College, “Pre-Health Science,” http://www.senecac.on.ca/fulltime/PHS.html 91 Ontario College Application Service (2014), http://www.ocas.ca/home.html
Bachelor of Healthcare Management – 330
Section 13: Economic Need
Pre-Business Certificate Program
Seneca College’s 2-semester Pre-Business certificate program serves as a foundational program for students who wish to continue business studies at the degree level.92 OCAS data show high demand for and commitment to the program (see Chart 13.3 (v)). Annual applications for the 2012–2014 cycles exceeded 100 per cycle, with annual confirmations between 67 and 75. Annual conversion rates over the 2011–2014 cycles were extremely high, between 59% and 73%, well above the College average.93
Chart 13.3 (v): Application and Confirmation Trending, Seneca College, Pre-Business Certificate Program, 2011–2014
113 114 120 103 100 75 80 67 68 60 40 26 20 16 0 2011 2012 2013 2014 Program choices 26 103 113 114 Confirmations 16 75 67 68 Conversion Rate 62% 73% 59% 60%
External Feeder Programs A scan of business programs offered at Ontario colleges shows there are currently 365 business programs in operation: 128 of these are 2-year, 125 are 3-year, and 19 are 4-year. This level of activity affirms that business programs in the region are in high demand. Similarly, programs in nursing are numerous and in high demand. Seneca College’s proposed Bachelor of Healthcare Management degree program offers excellent potential to attract students from both of these areas of study, while also providing a diploma-to-degree pathway for the College’s diverse peer market. This section of the analysis provides data on selected college programs in the Toronto region, including those at Conestoga, George Brown, Centennial, Humber, Fleming and St. Lawrence.
92 Seneca, “Pre-Business,” http://www.senecac.on.ca/fulltime/PBS.html 93 Ontario College Application Service (2014), http://www.ocas.ca/home.html
Bachelor of Healthcare Management – 331
Section 13: Economic Need
Conestoga College: Health Office Administration diploma
Conestoga College’s 2-year diploma in Health Office Administration includes courses in medical and dental office management, hospital unit administration, insurance practices and medical transcription, coupled with current business computing applications, bookkeeping and office management procedures.94 OCAS data show high demand for this program over the period 2010–2014 (see Chart 13.3 (vi)). The number of applications increased from 196 in 2010 to 312 in 2014. Annual confirmations more than doubled over this period, from 40 in 2010 to 82 in 2014. Conversions rates were also high, between 20% and 32% annually.95
Chart 13.3 (vi): Application and Confirmation Trending, Conestoga College, Health Office Administration 2-Year Diploma, 2010–2014
350 312 300 266 276 228 250 196 200 150 83 82 100 72 74 40 50 0 2010 2011 2012 2013 2014 Program choices 196 266 228 276 312 Confirmations 40 72 74 83 82 Conversion Rate 20% 27% 32% 30% 26%
George Brown College: Office Administration (Medical) diploma
OCAS data for George Brown College’s 2-year diploma program in Office Administration (Medical)96 show a high level of student demand (see Chart 13.3 (vii)). Over the 2010–2014 cycles, annual applications ranged between 377 and 490. Annual confirmations rose from 74 in 2011 to 140 in 2014. Conversion rates were very high, between 18% (2011) and 29% (2014).97
94 Conestoga College, “Health Office Administration,” http://www.conestogac.on.ca/fulltime/1047.jsp 95 Ontario College Application Service (2014), http://www.ocas.ca/home.html 96 George Brown College, “Office Administration Program – Medical,” http://www.georgebrown.ca/C115-2013-2014/ 97 Ontario College Application Service (2014), http://www.ocas.ca/home.html
Bachelor of Healthcare Management – 332
Section 13: Economic Need
Chart 13.3 (vii): Application and Confirmation Trending, George Brown College, Office Administration (Medical) 2-Year Diploma, 2010–2014
600 490 500 430 430 402 377 400
300
200 140 88 74 86 80 100
0 2010 2011 2012 2013 2014 Program choices 430 402 430 377 490 Confirmations 88 74 86 80 140 Conversion Rate 20% 18% 20% 21% 29%
George Brown, Fleming, St. Lawrence: Health Information Management
George Brown College,98 Fleming College99 and St. Lawrence College100 offer diploma programs in Health Information Management. The management of health information is critical to effective healthcare system management and planning, for example, of streamlining and integration of service delivery. Students and graduates of these programs would likely be interested in Seneca College’s proposed Bachelor of Healthcare Management degree program as an advanced-level credential and complementary career pathway. OCAS data show high demand for these three programs over the 2010–2014 cycles.101 George Brown received between 266 and 365 applications each year, with annual confirmations between 58 and 95 (see Chart 13.3 (vii)).102 Fleming College received between 89 and 96 applications annually, with conversion rates between 22% and 30% each cycle except for 2013 (see Chart 13.3 (viii)).103 St. Lawrence College experienced extremely high conversion rates for each cycle (between 36% and 44%), with annual applications ranging between 77 and 111 and confirmations between 28 and 47 annually (see Chart 13.3 (ix)).
98 George Brown College, “Health Information Management Program,” http://www.georgebrown.ca/C139-2014-2015/ 99 Fleming College, Health Information Management,” http://flemingcollege.ca/programs/health-information- management 100 St. Lawrence College, “Health Information Management,” http://www.stlawrencecollege.ca/programs-and- courses/full-time/programs/a_m/health-information-management/kingston/ 101 Ontario College Application Service (2014), http://www.ocas.ca/home.html 102 Ibid. 103 Ibid.
Bachelor of Healthcare Management – 333
Section 13: Economic Need
Chart 13.3 (viii): Application and Confirmation Trending, George Brown College, Health Information Management Diploma Program, 2010–2014
400 365 320 350 286 296 300 266 250 200 150 95 87 76 100 58 63 50 0 2010 2011 2012 2013 2014 Program choices 286 296 320 266 365 Confirmations 87 58 63 95 76 Conversion Rate 30% 20% 20% 36% 21%
Chart 13.3 (ix): Application and Confirmation Trending, Fleming College, Health Information Management Diploma Program, 2010–2014
120 96 89 93 100 82 80 60 40 25 25 21 25 15 20 0 0 2010 2011 2012 2013 2014 Program choices 89 82 96 15 93 Confirmations 25 25 21 0 25 Conversion Rate 28% 30% 22% 0% 27%
Bachelor of Healthcare Management – 334
Section 13: Economic Need
Chart 13.3 (x): Application and Confirmation Trending, St. Lawrence, Health Information Management Diploma Program, 2010–2014
120 105 111 94 86 100 77 80 60 47 41 35 35 40 28 20 0 2010 2011 2012 2013 2014 Program choices 94 105 86 77 111 Confirmations 41 35 35 28 47 Conversion Rate 44% 33% 41% 36% 42%
Centennial and Humber: Practical Nursing
OCAS data show that the combined number of applications for the PND program at Humber College and Centennial College ranges between 1303 and 1603 per cycle over the 2010–2014 period (see Chart 13.3 (x)).104 This high student demand bodes well for Seneca College’s proposed degree program, as it represents a large base for potential transfers.
Chart 13.3 (xi): Application Trending, Centennial College and Humber College, Practical Nursing Diploma, 2010–2014
1800 1627 1636 1503 1600 1375 1303 1400 1200 1370 1378 1325 1309 1000 1142 800 600 400 200 0 2010 2011 2012 2013 2014 Centennial 1370 1378 1325 1309 1142 Humber 1627 1375 1503 1303 1636
104 Ibid.
Bachelor of Healthcare Management – 335
Section 13: Economic Need
13.4 Strategic Analysis No other college in Seneca College’s peer market offers a program that fully integrates business administration and health studies. The proposed Bachelor of Healthcare Management degree program will produce qualified healthcare managers at a time when demand for such specialists is both needed and expected to grow. Rising health costs, new medical technologies, an aging population and fiscal constraints call for innovation, vision and leadership if Canada’s healthcare system is to be truly responsive and sustainable. The proposed degree program enables prospective students to gain the skills and knowledge required to contribute to system change. Not only does it offer a unique diploma-to-degree pathway option for graduates to enter the healthcare sector, but it also provides a valuable prerequisite for graduate studies in related fields. Wilfred Laurier University, Ryerson University and York University offer undergraduate programs in Health Administration, Health Service Management, and Health Studies (Health Management) respectively, but their foci are different. They serve a different demographic, and in the case of Ryerson’s Bachelor of Heath Administration, they have higher eligibility criteria – entry requirements for Ryerson’s program include a 3-year advanced diploma in applied health science or a Bachelor's Degree in a field related to health sciences, plus professional experience in the health services field. Seneca College’s proposed degree program has no such requirements and would therefore appeal to a broader market. Humber College’s proposed program is not as integrated as Seneca College’s. Prospective Humber students would not begin courses related to healthcare until the second half of the program. Students in Seneca College’s program would experience a fully integrated approach, beginning at the very onset of the program and continuing throughout its duration. Students applying from high schools in Seneca College’s catchment area will comprise the majority of the first-year demand. Additional students will primarily come from two internal Seneca College programs: the 2-year Practical Nursing Diploma (PND) program, and the 3-year diploma in Business Administration – Management. Most applications to Seneca College’s PND program come from northern Toronto and the York Region. OCAS data show a high demand for this program – graduates would constitute ideal candidates for Seneca College’s proposed degree program. For the 2014 cycle, 522 applications were from Toronto and 231 from the York Region; the combined applications from these two regions accounted for 62.3% of applications to Seneca’s PND program that year. Seneca College’s first-year cohort will likely be drawn from these two geographic areas.105 Likewise, the majority of applications to Seneca College’s 3-year diploma in Business Administration – Management are from northern Toronto and the York Region. For the 2014 cycle, the program received 158 applications from Toronto and 139 applications from the York Region. Considered together, Toronto and York Region accounted for 77.5% of applications to Seneca College’s program.106 The proposed program provides an additional pathway of study for graduates of Seneca College’s Pre-Health Science certificate and Pre-Business diplomas. Current entry-level postings generally list a Bachelor’s Degree in Business Administration, Health Studies, Health Administration or a science-related field as standard qualification for
105 Ontario College Application Service (2014), http://www.ocas.ca/home.html 106 Ibid.
Bachelor of Healthcare Management – 336
Section 13: Economic Need entry into the profession. Senior-level positions tend to require a Master’s Degree in Health Administration or a Master of Business Administration. Graduates of the proposed program would be well-prepared for graduate studies in Business Administration or Health Studies, including: University of Toronto’s MHSc in Health Administration and its MBA major in Health Sector Management; York University’s MA in Health (with a focus on Health Policy and Equity); and McMaster University’s Health Services Management MBA. Seneca College’s practical, career-focused undergraduate degree program Bachelor of Healthcare Management, combined with a Master of Health or an MBA, positions graduates for long-term career success.
Bachelor of Healthcare Management – 337
Section 14: Duplication
Section 14: Duplication Section 14: Duplication 14.1 Similar/Related College Programs Seneca College has on file (available upon request) the research undertaken to complete Section 14. The College found three similar/related existing Ontario college programs: Humber College has submitted an application to PEQAB (pending approval) for a proposed Bachelor of Commerce (Healthcare Management).
St. Lawrence College has a newly developed Ontario Graduate Certificate in Healthcare Administration.
Conestoga College offers a Bachelor of Applied Health Information Science. There are currently no diploma (2-year) or advanced diploma (3-year) programs in Healthcare Management offered by Ontario colleges.
Bachelor of Healthcare Management – 339
Section 14: Duplication
Table 14.1 (i): Similar/Related College Programs
Institution: Humber College Institute of Technology and Advanced Learning
Program Name & Credential: PEQAB Application for – Bachelor of Commerce (Healthcare Management)
Program Description: The proposed Bachelor of Commerce (Healthcare Management) will provide knowledge and skills in planning and administering the delivery of health services.
The program will apply the principles of business to the unique issues and demands of the health sector.
The first two years of the program will develop foundational business knowledge in such areas as organizational behaviour, law, economics, finance and accounting, marketing and operations.
The last two years of the program will focus on the Canadian healthcare system and the specialized knowledge required to effectively respond to today's complex health care environment”.107
Analysis of Similarities: Both programs offer a co-op experience Both programs offer an applied research project Both programs provide foundational business education courses Both programs prepare students to seek professional certification with the Canadian Institute of Management Both programs offer Business Law and Ethics courses
Analysis of Differences:
Humber’s degree program is a Bachelor of Commerce (Healthcare Management), where business courses are offered in the first two years of the program, followed by health courses offered in the last two years.
The guiding focus for Seneca College’s Bachelor of Healthcare Management degree program is integrative learning, where health and business courses are offered throughout all four years of the program, including collaborative teaching across health, business and liberal studies courses.
Seneca College’s degree program places an emphasis on leadership development through:
a) Adoption of the Canadian College of Health Leaders “LEADS in a Caring
107 Humber College Proposal Submission to PEQAB. http://www.peqab.ca/Publications/Consents/HumberBCommHealthcareWeb.pdf
Bachelor of Healthcare Management – 340
Section 14: Duplication
Environment Framework”, which is integrated throughout all four years of the program, including behavioural descriptors for co-op work term evaluation.
b) Peer Mentorship Program.
c) Seminar Series each term where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book reviews.
d) Community Engagement Opportunities: students engage with individuals and/or groups in the community as part of their course work in order to learn about real-world challenges from a variety of perspectives, make connections between theoretical knowledge and practical application, and promote problem-solving and critical thinking and leadership/followership skills.
Seneca College has incorporated the Association of University Programs in Health Administration (AUPHA) certification criteria into curriculum development in order to pursue undergraduate program certification in healthcare management.
Seneca College is in collaboration with the Canadian College of Health Leaders (CCHL) to explore possible student work alliance associated with the Certified Health Executive Program (a credential that recognizes effective leadership in Canadian health leadership services).
Seneca College’s degree program integrates the health context into existing economics, management, marketing, human resources, organizational behaviour, leadership, finance and accounting courses through tutorials, case studies, assignments/presentations, collaborative teaching and guest lectures. Humber College offers separate courses on business and health to address these areas.
Several courses are unique to Seneca College’s Healthcare Management degree program:
o Introduction to the Canadian Healthcare System o Cross-Cultural Health and Wellness o Two Health Informatics courses with a 2-hour computer lab for hands-on application o Healthcare Program Planning and Evaluation o Social and Economic Impact of Chronic Disease o Health and Community Development o Canadian Health Law o Aging Populations and Healthcare o Patient Safety and Quality of Care o Healthcare Research (managerial epidemiology with a lab component for hands-on application) o Leadership o Organizing Teams for Innovation o Comparative Global Healthcare Systems o Mediation and Negotiation Strategies
Bachelor of Healthcare Management – 341
Section 14: Duplication
Humber offers separate e-Commerce and Health Policy courses. Seneca College integrates health policy and ethics throughout a number of program courses. E- Commerce is addressed in Seneca College’s two marketing courses.
Seneca College places significant emphasis on pedagogy that enhances critical reflection through self and peer assessment, community engagement, program ePortfolio, seminar series, peer mentorship and integrative learning.
Bachelor of Healthcare Management – 342
Section 14: Duplication
Institution: St. Lawrence College of Applied Arts and Technology
Program Name & Credential: Healthcare Administration, Ontario College Graduate Degree Certificate
Program Description: “The Healthcare administration program is a business program that will provide healthcare practitioners with business and leadership fundamentals. The program is geared toward students who have previous education and work experience in healthcare who wish to develop their managerial skills in a healthcare context such as financial, communication, human resources, leadership, operations, and critical thinking. Graduates of the program would be suited for careers in entry or middle management positions in a wide variety of healthcare settings such as clinics, hospitals, and private facilities”.108
Analysis of Similarities:
Both programs offer courses in health law, ethics, communications, leadership, human resources and statistics.
Analysis of Differences:
Seneca College’s program is a 4-year degree program; St. Lawrence College’s program is a 1-year Ontario College Graduate Degree Certificate.
The St. Lawrence program is geared toward individuals who have previous education and work experience in health care and wish to develop their managerial and leadership skills. Applicants must possess a 2- or 3-year college diploma or university degree.
Seneca College’s degree program is available to high school graduates in addition to offering a diploma-to-degree pathway.
Seneca College offers a co-op, applied research project and comprehensive degree- level education in healthcare management.
Seneca College prepares students to seek professional certifications.
108 St. Lawrence College. Healthcare Administration, https://www.stlawrencecollege.ca/programs-and-courses/full-time/programs/a_m/health-care-administration/kingston/
Bachelor of Healthcare Management – 343
Section 14: Duplication
Institution: Conestoga College Institute of Technology and Advanced Learning
Program Name & Credential: Bachelor of Applied Health Information Science (Co-op)
Program Description: The Bachelor of Applied Health Information Science (BAHIS) degree program “provides students with the knowledge and skills in health informatics and information management to enable them to make a difference in healthcare. As health informaticians, graduates contribute to the quality of care that people receive by providing essential information to both individuals receiving care and to health-care professionals. They also help ensure the best use of health-care resources by facilitating the tracking of health-care services and the evaluation of better ways to provide service. They can contribute to improving the usefulness of new e-health software within health-care organizations”.109
Analysis of Similarities: Both programs are 4-year bachelors’ degrees Both programs offer an introductory level informatics and healthcare system course Both programs focus on applied learning through: field placements and lab based courses (Conestoga); or community engagement opportunities, research project, and lab based courses (Seneca College). Both programs provide a co-op and career planning course Both programs offer an epidemiology course, although Seneca’s course has a lab component and focuses on managerial epidemiology
Analysis of Differences:
Conestoga’s program is designed to prepare students for a career in health information management, resulting in employment as data analysts, software developers and privacy officers.
Seneca’s program is designed to prepare students for a career in healthcare management, resulting in entry level management roles such as Healthcare Finance Manager, Program Manager, Healthcare Consultant, and Assistant Administrator.
Seneca’s program will be accredited by the Association for University Programs in Health Administration (AUPHA).
Conestoga’s program is accredited by the Canadian Health Information Management Association (CHIMA).
Seneca College’s degree program places an emphasis on leadership development through:
Adoption of the Canadian College of Health Leaders “LEADS in a Caring Environment
109 Conestoga College College. Bachelor of Applied Information Science http://www.conestogac.on.ca/fulltime/1131C.jsp#program-courses
Bachelor of Healthcare Management – 344
Section 14: Duplication
Framework”, which is integrated throughout all four years of the program, including behavioural descriptors for co-op work term evaluation.
Peer Mentorship Program.
Seminar Series each term where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book reviews.
Community Engagement Opportunities: students engage with individuals and/or groups in the community as part of their course work in order to learn about real-world challenges from a variety of perspectives, make connections between theoretical knowledge and practical application, and promote problem-solving and critical thinking and leadership/followership skills.
Seneca College places significant emphasis on pedagogy that enhances critical reflection through self and peer assessment, community engagement, program ePortfolio, seminar series, peer mentorship and integrative learning.
Bachelor of Healthcare Management – 345
Section 14: Duplication
14.2 Similar/Related University Programs
There are three undergraduate programs in healthcare management offered at Ontario Universities.
Table 14.2 (i): Similar/Related University Programs
Institution: York University
Program Name & Credential: Health Management Major, Bachelor of Health Studies
Program Description:
The York program is constructed around a core business administration curriculum and health management. Students take courses in organizational behaviour, health services management, healthcare quality and safety, health system performance, information management systems and healthcare leadership.110
Analysis of Similarities:
Both programs offer a 4-year degree. Both programs offer health law, leadership and microeconomics courses.
Analysis of Differences:
Seneca College offers a Bachelor of Healthcare Management; York offers a Bachelor of Health Studies with a Major in Health Management. Seneca College’s program offers both health and business courses. Its business courses integrate health concepts and context; York’s courses are health- and health administration-specific. York offers an optional health internship; Seneca College provides a co-op experience and applied research project involving work with a healthcare organization. The guiding focus for Seneca College’s Bachelor of Healthcare Management degree program is integrative learning, where health and business courses are offered throughout all four years of the program, including collaborative teaching across health, business and liberal studies courses. Seneca College’s degree program places an emphasis on leadership development through: a) Adoption of the Canadian College of Health Leaders “LEADS in a Caring Environment Framework”, which is integrated throughout all four years of the program, including behavioural descriptors for co-op work term evaluation. b) Peer Mentorship Program. c) Seminar Series each term where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book
110 York University. School of Health Policy & Management, http://shpm.info.yorku.ca/health-management/
Bachelor of Healthcare Management – 346
Section 14: Duplication
reviews. d) Community Engagement Opportunities: students engage with individuals and/or groups in the community as part of their course work in order to learn about real- world challenges from a variety of perspectives, make connections between theoretical knowledge and practical application, and promote problem-solving and critical thinking and leadership/followership skills. Seneca College has incorporated the Association of University Programs in Health Administration (AUPHA) certification criteria into curriculum development in order to pursue undergraduate program certification in healthcare management. Seneca College is in collaboration with the Canadian College of Health Leaders (CCHL) to explore possible student work alliance associated with the Certified Health Executive Program (a credential that recognizes effective leadership in Canadian health leadership services). Several courses are unique to Seneca College’s Healthcare Management degree program: o Management I o Quantitative Decision Making I o Cross-Cultural Health and Wellness o Two Health Informatics courses with a 2-hour computer lab for hands-on application o Healthcare Program Planning and Evaluation o Social and Economic Impact of Chronic Disease o Health and Community Development o Management Accounting o Marketing o Business Law and Ethics o Quantitative Decision Making II o Aging Populations and Healthcare o Patient Safety and Quality of Care o Healthcare Research (managerial epidemiology with a lab component for hands-on application) o Comparative Global Healthcare Systems o Mediation and Negotiation Strategies o Organizing Teams for Innovation Seneca College places significant emphasis on pedagogy that enhances critical reflection through self and peer assessment, community engagement, program ePortfolio, seminar series, peer mentorship, integrative learning and direct application of theoretical concepts in the lab and out in the community throughout the degree program.
Bachelor of Healthcare Management – 347
Section 14: Duplication
Institution: Ryerson University
Program Name & Credential: Health Services Management, Bachelor of Health Administration
Program Description: “Health Services Managers play a meaningful role in making Canada’s health system one of the best in the world. Ryerson introduces you to a dynamic and growing field that involves planning and directing the delivery of nursing, therapy, treatment and other services at hospitals and other health organizations”.111
Analysis of Similarities:
Both programs offer courses in health law, leadership, managerial epidemiology, program planning and evaluation, business statistics, financial accounting and the Canadian health system. Analysis of Differences:
Ryerson offers a degree completion program for students with a 3-year advanced diploma in health sciences and a minimum of two years’ work experience in the health field, and for students with a Bachelor’s Degree in Health Sciences and a minimum of two years’ work experience in the health field. Seneca College’s program is a 4-year degree available to high school graduates in addition to offering a diploma-to-degree pathway.
Ryerson offers a “practicum” in the form of a final research project; Seneca College offers a co-op work term and applied research project.
Seneca College’s degree program offers a greater number of business courses and very distinctive health courses.
Ryerson’s program is part-time.
The guiding focus for Seneca College’s Bachelor of Healthcare Management degree program is integrative learning, where health and business courses are offered throughout all four years of the program, including collaborative teaching across health, business and liberal studies courses.
Seneca College’s degree program places an emphasis on leadership development through:
a) Adoption of the Canadian College of Health Leaders “LEADS in a Caring Environment Framework”, which is integrated throughout all four years of the program, including behavioural descriptors for co-op work term evaluation.
111 Ryerson University. Ted Rogers School of Management, http://www.ryerson.ca/undergraduate/admission/programs/health.html
Bachelor of Healthcare Management – 348
Section 14: Duplication
b) Peer Mentorship Program.
c) Seminar Series each term where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book reviews.
d) Community Engagement Opportunities: students engage with individuals and/or groups in the community as part of their course work in order to: learn about real- world challenges from a variety of perspectives, make connections between theoretical knowledge and practical application, and promote problem-solving and critical thinking and leadership/followership skills.
Seneca College has incorporated the Association of University Programs in Health Administration (AUPHA) certification criteria into curriculum development in order to pursue undergraduate program certification in healthcare management.
Seneca College is in collaboration with the Canadian College of Health Leaders (CCHL) to explore possible student work alliance associated with the Certified Health Executive Program (a credential that recognizes effective leadership in Canadian health leadership services).
Several courses are unique to Seneca’s Bachelor of Healthcare Management degree program: o Management I o Quantitative Decision Making I o Cross-Cultural Health and Wellness o Two Health Informatics courses with a 2-hour computer lab for hands-on application o Social and Economic Impact of Chronic Disease o Health and Community Development o Marketing o Business Law and Ethics o Aging Populations and Healthcare o Patient Safety and Quality of Care o Comparative Global Healthcare Systems o Mediation and Negotiation Strategies o Organizing Teams for Innovation
Seneca College places significant emphasis on pedagogy that enhances critical reflection through self and peer assessment, community engagement, program ePortfolio, seminar series, peer mentorship, integrative learning, and direct application of theoretical concepts in the lab and out in the community throughout the degree program.
Bachelor of Healthcare Management – 349
Section 14: Duplication
Institution: Wilfred Laurier University
Program Name & Credential: Health Administration Program, Honours BA
Program Description: “The Health Administration program provides students with a broad understanding of the diverse factors affecting the development and delivery of health care. This program includes courses from disciplines such as contemporary studies, health studies, leadership and business. Graduates of the program will be prepared to assume integral roles in the health care sector in Canada”.1
Analysis of Similarities:
Both programs offer courses on the Canadian health care system, negotiation, leadership, business management, interpersonal communications, finance, and organizational behaviour Both programs are 4-year degrees.
Analysis of Differences:
Laurier offers a “practicum” where students integrate academic learning with “observation of health care activities” in the final year. Seneca College offers a co-op work term and applied research project.
Seneca College’s degree program offers a greater number of business courses and very distinctive health courses.
The guiding focus for Seneca College’s Bachelor of Healthcare Management degree program is integrative learning, where health and business courses are offered throughout all four years of the program, including collaborative teaching across health, business and liberal studies courses.
Seneca College’s degree program places an emphasis on leadership development through:
. Adoption of the Canadian College of Health Leaders “LEADS in a Caring Environment Framework”, which is integrated throughout all four years of the program, including behavioural descriptors for co-op work term evaluation.
. Peer Mentorship Program.
. Seminar Series each term where faculty from business, health and liberal studies come together with students from all four years of the program for discussions, student/faculty presentations/research fairs, guest speakers and selected book reviews.
. Community Engagement Opportunities: students engage with individuals and/or groups in the community as part of their course work
Bachelor of Healthcare Management – 350
Section 14: Duplication
in order to: learn about real world challenges from a variety of perspectives, make connections between theoretical knowledge and practical application, and promote problem-solving and critical thinking and leadership/followership skills.
Laurier offers a number of leadership specialization courses. Seneca College’s degree program offers specialized leadership courses, in conjunction with direct application through case study, role play, community engagement and the above cited items under leadership development.
Seneca has incorporated The Association of University Programs in Health Administration (AUPHA) certification criteria into curriculum development in order to pursue undergraduate program certification in healthcare management.
Seneca is in collaboration with the Canadian College of Health Leaders to explore possible student work alliance associated with the Certified Health Executive Program (a credential that recognizes effective leadership in Canadian health leadership services).
Several courses are unique to Seneca’s Healthcare Management degree program: o Quantitative Decision Making I o Cross-Cultural Health and Wellness o Two Health Informatics courses with a 2-hour computer lab for hands-on application o Social and Economic Impact of Chronic Disease o Health and Community Development o Marketing o Business Law and Ethics o Quantitative Decision Making II o Microeconomics and Macroeconomics o Healthcare Program Planning and Evaluation o Two Business Management Courses o Canadian Health Law o Aging Populations and Healthcare o Patient Safety and Quality of Care o Comparative Global Healthcare Systems o Healthcare Research (managerial epidemiology) with lab application
Seneca College places significant emphasis on pedagogy that enhances critical reflection through self and peer assessment, community engagement, program ePortfolio, seminar series, peer mentorship, integrative learning, and direct application of theoretical concepts in the lab and out in the community throughout the degree program.
Bachelor of Healthcare Management – 351
Section 15: Optional Material
Section 15: Optional Materials
Section 15: Optional Material The following section includes: 15.1: LEADS in a Caring Environment Framework 15.2: Program Advisory Terms of Reference 15.3: Program Advisory Committee Additional Material 15.4: Co-op Work Term Student Evaluation Rubric 15.5: Co-op Work Term ePortfolio 15.6: AUPHA Criteria for Undergraduate Program Certification 15.7 Seneca College Institutional Plans and Reports
Bachelor of Healthcare Management – 353
Section 15: Optional Materials
15.1 LEADS in a Caring Environment Framework
Bachelor of Healthcare Management – 354
Section 15: Optional Materials
Bachelor of Healthcare Management – 355
Section 15: Optional Materials
15.2: Program Advisory Terms of Reference
Bachelor of Healthcare Management – 356
Section 15: Optional Materials
Bachelor of Healthcare Management – 357
Section 15: Optional Materials
15.3 Program Advisory Committee Additional Material The Bachelor of Healthcare Management degree program was discussed with the School of Business Management’s Business Administration Program Advisory Committee (PAC) and the School of Health Science’s Nursing Education PAC. Both PACs reviewed the degree program concept and curriculum, and their input was incorporated into this proposed degree program. Membership and motions from these two PACs are provided in Table 15.3 (i) and 15.3 (ii), respectively. School of Business Management Program Advisory Committee The School of Business Management Program Advisory Committee is an active committee that meets two to three times a year on a regular basis to provide input on industry trends. This Bachelor of Healthcare Management degree program was discussed at the Business Management Program Advisory Committee meeting January 22nd, 2014, where the motion to support the program was passed and the committee confirmed that the program meets or exceeds the requirements of the field of study. At that time, the working title of the degree program was “Bachelor of Commerce Health Management”. The committee passed the following two motions unanimously on January 22nd, 2014. Motion 1: “The School of Business Management Advisory Committee supports the proposed curriculum and proposal for the Bachelor of Commerce – Health Management Degree.” It was MOVED by Alan Kwong, SECONDED by Gregory Gilpin. Motion 2: “The proposed curriculum of the Bachelor of Commerce Health Management degree reflects current knowledge in Business and Health fields and meets/exceeds the current education/training and relevance to the field of practice.” It was MOVED by Russ Laird, SECONDED by Sue Taylor.
Bachelor of Healthcare Management – 358
Section 15: Optional Materials
Table 15.3 (i): School of Business Management’s Program Advisory Committee
Name Title Organization Dorina Vendramin Material Manager Mondelez Canada Inc.
Lee Ann Carver Manager, International Candian Tire Corp Transportation Gregory Gilpin Owner BIGBOXMEDIA Russ Laird VP Finance Techronic Industries Canada Alan Kwong President Association of Chineese Canadian Entreprenures (ACCE)
Managing Director PharmEng Technology Daniel Hassibi Seneca Alumni Currently concluding studies at Ryerson Sue Taylor General Manager Menosino Yalcin Suer President & CEO Technology Licensing Inc. Tom Walsh Product Manager Agfa Inc.
School of Health Sciences’ Nursing Education Advisory Committee The School of Health Sciences Nursing Education Advisory Committee is an active committee that meets two times a year to discuss issues and trends in nursing and healthcare. The committee reviewed the proposed curriculum for the Bachelor of Healthcare Management degree program and passed the following two motions unanimously on January 30th, 2014.
Motion 1:
“The Nursing Education Advisory Committee supports the proposed curriculum and proposal for the Bachelor of Health Management degree”.
It was MOVED by Janet Rajroop, SECONDED by Brenda Mundy.
Motion 2:
“The proposed curriculum of the Bachelor of Healthcare Management degree reflects current knowledge in Business and Health fields and meets/exceeds the current education/training and relevance to the field of practice.”
It was MOVED by Janet Rajroop, SECONDED Brenda Mundy.
Bachelor of Healthcare Management – 359
Section 15: Optional Materials
Table 15.3 (ii): Nursing Education Program Advisory Committee
Name Title Organization
Ade Oyemade Manager, Interprofessional The Scarborough Hospital Practice, Professional Practice Leader Brenda Mundy Manager, Professional Practice Southlake Regional Health Centre Janet Rajroop Director of Nursing, Chief Nursing SRT Med-Staff International Officer
Kim Hilliard Professional Practice Leader Markham Stouffville Hospital Lisa Knechtel Director, Nursing Education Sunnybrook Health Sciences Centre Madeline Logan- Professional Practice Leader, Mackenzie Health John-Baptiste Nursing Sue Calabrese Advanced Practice Leader, Baycrest Centre for Geriatric Nursing Care
Bachelor of Healthcare Management – 360
Section 15: Optional Materials
15.4: Co-op Work Term Student Evaluation Rubric Adapted with permission from: Chart 15.4 (i) The Canadian College of Health Leaders, LEADS in a Caring Environment Framework, Behavioural Descriptors
Student Name: Date: Placement: Evaluator: Evaluator Signature: Midterm End of Term ______Professional Dress/Grooming Attendance Punctuality Appropriate Number of Days Absent ___ Arrives on time or early, stays when required Inappropriate No absenteeism Frequently arrives late, rarely stays late
Lead Self Engage Others Achieve Results Please score each item from 1-5 (1=strongly agree, Please score each item from 1-5 (1=strongly Please score each item from 1-5 (1=strongly agree, 2=agree, 3=neutral, 4=disagree, 5=strongly agree, 2=agree, 3=neutral, 4=disagree, 5=strongly 2=agree, 3=neutral, 4=disagree, 5=strongly disagree) disagree) disagree)
Understands knowledge and skill requirements to Listens actively to others. Identifies expectations/outcomes relevant to the fulfill his/her role, and identifies areas of Perceived by others as recognizing and treating health needs of target population(s). strength/areas for improvement. alternative perspectives with respect. Identifies relevant professional/regulatory standards, Recognizes his/her emotions and their impact on Adjusts communication style based on target safety and quality considerations for service delivery. others. audience and situation. Integrates organizational mission/values and relevant Actively seeks feedback from others. Body language is relaxed, non-threatening and research evidence/best practices to inform decision Accepts responsibility for consequences of open. making. his/her decisions and actions. Uses appropriate communication methods to Works with others to develop business plans, Demonstrates compassion/caring for achieve organizational needs. goals/objectives, commensurate with his/her role and patient/client health and well-being. Awareness of limits and benefits of use of organizational values. Makes service to patients/clients a priority in technology in communication. Understands and acts according to public service determining leadership actions. Relative to his/her role, knows when and for standards regarding human resources, risk Takes initiative to address issues/concerns what purpose to use media and social networking management and collective agreements. regarding patient/client care. approaches to communication. Demonstrates understanding/use of statistical and Demonstrates sound professional and business Knows when to lead and when to follow in a financial methods to set goals/measures for clinical and ethics. team environment. organizational performance. Is open, honest, and forthright when dealing with Acts to preserve patient/client confidentiality. Considers service evaluation from multiple issues and concerns. Employs effective shared decision making skills. perspectives (i.e. financial, consumer, internal). Shows determination to fulfill commitments Contributes to team outcomes. required of his/her role.
Bachelor of Healthcare Management – 361
Section 15: Optional Materials
Develop Coalitions Systems Transformation Work Please score each item from 1-5 (1=strongly agree, Please score each item from 1-5 (1=strongly agree, Check the most appropriate item for each column 2=agree, 3=neutral, 4=disagree, 5=strongly 2=agree, 3=neutral, 4=disagree, 5=strongly disagree) disagree)
Actively consults with experts, specialists and Employs a logical approach to problem solving PLANNING & ORGANIZATION others to learn different perspectives. while maintaining awareness of emotional and Does an excellent job of planning and organizing. Competently completes tasks and responsibilities political factors. Usually organizes and plans time adequately. that he/she is accountable for. Seeks creative and innovative solutions to solve Does a normal amount of planning and organizing. Engages in open communication with customers problems/issues. Often fails to plan and organize effectively. to identify their priority care needs. Seeks to identify the root causes of an issue rather Consistently fails to organize or plan work Demonstrates curiosity about new and better than focusing on symptoms. effectively. ways to improve service. Demonstrates an understanding of the complexity Understands and utilizes online/web tools to of health systems. RESPONSE TO SUPERVISION mobilize knowledge. Considers the impact of decisions on people, Expresses appreciation and takes prompt action. Understands what distinguishes quality evidence processes and services both inside and outside the Willingly accepts constructive feedback from from other information. organization. supervisor. Considers policy/procedural implications of quality Draws on the experience of others when seeking Satisfactorily accepts constructive feedback. evidence in terms of desired practice changes. solutions. Reluctantly accepts constructive feedback. Develops and maintains productive professional Informed of emerging industry trends and Resents constructive feedback from supervisor. relationships in the health system, commensurate professional standards related to service delivery. with achievement of his/her role. Articulates rationale for change/decisions. COMMUNICATION – WRITTEN Demonstrates an awareness of key players Exceptionally clear, well organized and concise. influencing a given situation, their vested interests Work Clear, organized, concise. and competing priorities. Check the most appropriate item for each column Satisfactory writing skills. Identifies when a situation requires higher-level INTEREST IN WORK Sometimes encounters difficulty in writing clearly. attention and seeks assistance appropriately. High interest in job. Very enthusiastic. Inadequate writing skills. More than an average amount of interest in job. Satisfactory amount of interest for job. COMMUNICATION – VERBAL Occasionally enthusiastic about job. Exceptional verbal expression; easily understood. Little interest or enthusiasm for job. Clear and understandable. Satisfactory verbal skills. INITIATIVE Sometimes encounters difficulty speaking clearly Self-starter. Asks for new jobs or extra work. Inadequate verbal skills. Acts voluntarily in most matters. Completes all assigned work. Must be told what to do frequently. Hesitates. Always waits to be told what to do next.
General Comments: Areas of Strength: Areas for Improvement:
Bachelor of Healthcare Management – 362
Section 15: Optional Materials
15.5: Co-op Work Term ePortfolio Co-op Work Term ePortfolio
Guidelines for Success Students gain knowledge and expertise in a variety of capabilities during the work term ranging from presentation skills, collaborative and leadership skills, to analytical and writing skills. In order to capture this growth and learning during the work term, students are required to create an ePortfolio section dedicated to this purpose.
Purpose of the Work Term ePortfolio
1. To synthesize learning, build knowledge, demonstrate learning connections, and project evidence of professional skills and abilities during the work term. 2. To enhance the student’s integration of practical experience and theoretical concepts through the process of collect, select, reflect and connect. 3. To facilitate an understanding of the employer’s organization and work environment (may incorporate such items as: annual reports, promotional material, graphics, internet resources, etc.). 4. To promote development of the student’s written and digital communication skills through creative use of technology. 5. To assist future students in researching potential employers.
Work Term ePortfolio Requirements
Welcome Page . Prepare a welcome page and title (e.g. Co-op Work Term Experience Started Me on My Career Path). . Create your professional motto (think about a sentence that best describes you). . Include a professional picture and/or logo along with your name. Design your own logo or create a wordle (www.wordle.net) that represents your strengths and abilities. . Name of Organization & Dates of Work Term . Name of College . Name of Work Term Coordinator
Bachelor of Healthcare Management – 363
Section 15: Optional Materials
About Me Section . List five facts about your talents, strengths, interests, and goals. Post them with a sentence that best describes your professional self.
. Use the Via Character Assessment to identify your top 5 character strengths http://www.viacharacter.org/www/.
. Add your resume. Remove any personal information such as phone numbers or addresses. Include your professional email address.
Resources Section . You must cite your references, images, quotes, resources, video, music, etc. Anything that is not your original work must be cited. . Contact the library for assistance with citations at http://library.senecacollege.ca/Research_Help/Citing_Sources/index.html.
Organization . Categorize, post, and display your artifacts under the relevant domains from the LEADS in a Caring Environment Framework. . All posted artifacts must include a title, description, and reflection component. . Set your viewing settings to viewable. If your ePortfolio is set to private, your professors, potential employers, etc. will not be able to see your work. . Simply collecting a lot of “stuff” and posting it does not equate to evidence of learning or reflection. Ensure your portfolio: Addresses the purposes outlined above, and content requirements described. Ensure use of technology enhances the ePortfolio and reflective statements. Text is error free (grammar, spelling, correct citations), easy to read and navigate. All artifacts and work samples are clearly and directly related to the purpose of the ePortfolio. All reflections demonstrate students’ progress and knowledge development.
Introduction . The introduction is an important part of the assignment. It should capture the reader’s interest, indicate the purpose and why the assignment is important to the reader.
Main Body The theme of the ePortfolio report is developed in the main body of the text. Care in planning before writing will help in making the development of ideas orderly and clear. Use of topical headings will aid in indicating divisions of the material and assist in the development of ideas in a logical manner. Sources must be cited for all content used. In some cases, work term employers may be uneasy about having what they consider to be “confidential information” appear in a student’s ePortfolio. Prior to posting, students
Bachelor of Healthcare Management – 364
Section 15: Optional Materials need to review their ideas for the ePortfolio with the employer and make modifications to address concerns.
Include the following components:
Overview of the Healthcare Organization/Company . History of the organization . Type of service(s), programs/or products provided . Size of organization (e.g. number of employees, number of patient care beds) . New technologies used by the organization . Main competitors to company/organization, if any
Description of the Department, Area, or Unit . How does your department relate to the overall organization? . Major activities of the department . Organization of department with regard to employees and workflow
Description of Your Responsibilities . Summarize your responsibilities. . How did your responsibilities fit into the activities of the overall department? . Discuss your assigned projects and associated analysis required. . Do you feel your work contributed to the productivity of the department? . What recommendations would you make to the employer to improve: productivity, quality and safety, communication within your department and the organization?
Personal Awareness & Reflection . Include your learning plan. . Evidence of achievement of your learning objectives and work term learning outcomes. . Discuss how you have applied the LEADS in a Caring Environment Framework in the work setting. . What skills or abilities did you learn from this experience and how are you able to apply them to other courses and areas of involvement in your life (academic, career, service, campus, personal interests)? . What was most useful and meaningful to you about this experience? . What problems/challenges did you encounter and how did you address them? . What risks did you take, and what did you discover about yourself? . If you had it to do all over again, would you? Why? What would you change?
Bachelor of Healthcare Management – 365
Section 15: Optional Materials
. How did this experience prepare you for your professional career? How have your career objectives been impacted? . What motivated you to excel at your position? What was demotivating? . What have you discovered about your personal job needs (e.g. do you enjoy working alone or in a team?) . Were there any topics that might be addressed in your academic program that would better prepare you for your work term?
Bachelor of Healthcare Management – 366
Section 15: Optional Materials
15.6: AUPHA Criteria for Undergraduate Program Certification ELIGIBILITY (all seven requirements must be met in order to stand for Certification)
A. Programs in the United States must be located in a college or university accredited by a regional agency recognized by the Council for Higher Education Accreditation. Programs outside of the United States and its territories must be located in a college or university that is accredited by the appropriate accrediting body for that country.
B. The program must be officially approved by the governing body of its college/university and be listed in the college catalog as a course of study leading to a baccalaureate degree.
C. The program must have graduated its first cohort of students prior to the self-study year.
D. Programs with 150 or less students enrolled (inclusion of both full-time and part-time) must have a minimum of two full-time terminally degreed faculty members whose primary appointments are in the health services management program and who hold academic rank (at the level of assistant, associate, or full professor). Programs with more than 150 students enrolled must have an additional faculty member meeting the above criteria for every 100 additional students over 150.
E. All students enrolled in the program must receive not less than 25% of the instruction within the program from full-time university faculty.
F. The program must require each student to complete a faculty-supervised internship of at least 120 hours.
G. The program may not unlawfully discriminate based upon race, ethnic origin, creed, gender or disability in any of its activities and must be in full compliance with relevant laws as well as university policies regarding affirmative action and equal opportunity. Institutions with religious affiliations may adopt policies related to such affiliations provided adequate notice of such policies is given to all applicants, students, faculty, and employees.
PROGRAM STRUCTURE, FACULTY, AND RESOURCES
1. The program will have statements of mission, vision, and values that are reflected in the program’s focus, structure, curriculum, faculty, and student composition.
2. The Program will have established goals, objectives, and outcomes that are action-based, observable, and measurable.
Bachelor of Healthcare Management – 367
Section 15: Optional Materials
3. The program must have a designated leader (Chair, Director, Coordinator, etc.) who is responsible for the organization, administration, continuous program review, planning, development, and general effectiveness of the program. The program director must be given adequate release time to devote to curriculum development and evaluation, counseling of students, program management and administrative duties within the institution.
4. Program Directors must demonstrate continuing professional development related to their role and responsibilities, and the healthcare management profession.
5. Teaching loads and student/faculty ratios must be consistent with the program’s mission, goals and objectives as well as the college/university’s standards for promotion and tenure.
6. Full-time faculty must have primary roles in the governance and organization of the program including academic planning, curriculum development and review, advising, and program improvement.
7. Full-time employed faculty must have demonstrated scholarly and/or professional activity in health care management / administration consistent with the mission of the program and scholarship expectations of the University.
8. If the program uses adjunct faculty then the program must have established procedures for selection, orientation, and evaluation of practitioners and must demonstrate how it involves adjunct faculty in the academic program.
9. Given the mission & goals of the program, the program must demonstrate the adequacy of the financial base.
10. Given the mission & goals of the program, the program must demonstrate the adequacy of the facilities and equipment.
11. Given the mission & goals of the program, the program must demonstrate the adequacy of the both traditional and non-traditional academic and teaching resources.
STUDENT SUPPORT SYSTEMS
12. In programs where admission is selective, the program must demonstrate that the procedures for admitting students to the program are compatible with the mission, goals and objectives of the program.
Bachelor of Healthcare Management – 368
Section 15: Optional Materials
13. Students must have access to adequate academic advising and career placement support.
14. Students must have access to peer networks and means to communicate.
15. Programs must provide students with an appropriate process to address concerns or complaints regarding academic or other issues.
PROFESSIONAL AND ALUMNI LINKAGES
16. The program must have a committed community advisory board that meets at least once per year.
17. The program must have established relationships with appropriate professional communities in order to provide students with opportunities for professional socialization and leadership development.
18. The program must show good faith efforts/have a plan in place to have established linkages to alumni. This includes, but is not limited to, alumni involvement in an alumni association, mentoring, internships, educational activities and program support.
CURRICULUM AND TEACHING
19. The program must utilize teaching methodologies and modalities appropriate to the curriculum of the program and needs of the student and must demonstrate that various teaching modalities utilized achieve learning objectives of the student and are appropriate for the educational content being delivered.
20. The program must require a prerequisite course of study that ensures that the student has the following minimum competencies:
a. Communication (written and oral)
b. Computational Skills (mathematics and quantification)
c. Critical Thinking (ability to analyze problems)
d. Societal and Cultural Context (historical, philosophical, social, cultural, economic, political and scientific foundations)
Bachelor of Healthcare Management – 369
Section 15: Optional Materials
21. The program will develop or adopt a set of competencies to serve as the foundation of its curriculum that will relate to the program’s mission and the market that it serves.
22. The program will ensure that course syllabi are uniform and include course content, assignments, readings, teaching and assessment methods, and learning objectives.
23. The program will have adequate coverage of the following content areas in its curriculum:
a. The US Healthcare System b. Population/community health c. Cultural competence/diversity d. Organizational development/organizational behavior theory e. Management of healthcare organizations f. Operations assessment and improvement g. Management of human resources and health professionals h. Information systems management and assessment i. Healthcare Law j. Governance k. Health policy l. Leadership m. Statistical analysis and application to decision making n. Healthcare Economics o. Healthcare Marketing p. Financial analysis and management q. Ethics in business and healthcare decision-making r. Strategy formulation and implementation s. Quality assessment for patient care improvement t. Managerial Epidemiology u. Research Methodology
Bachelor of Healthcare Management – 370
Section 15: Optional Materials
EXPERIENTIAL AND APPLIED LEARNING
24. The program must ensure that an internship experience of at least 120 hours meets the stated goals and objectives of the program.
25. The program must have established procedures for selection, orientation, and evaluation of practicum/internship sites and preceptors.
26. The program must demonstrate how it provides integrative experiences that allow students to apply the skills and knowledge obtained in the liberal arts foundation, conceptual and technical competencies in healthcare management/administration.
PROGRAM EVALUATION AND IMPROVEMENT
27. The program must have a process and method to assess, and be able to demonstrate the accomplishment of, student learning outcomes and conduct that assessment at least annually.
28. The program must have a process and method to assess programmatic outcomes and conduct that assessment at least annually.
29. The program must provide evidence that the outcome assessments are the basis for program revision and improvement through an action plan.
Bachelor of Healthcare Management – 371
Section 15: Optional Materials
15.7 Seneca College Institutional Plans and Reports The itemized list below includes links to the various college institutional plans and reports.
2012-2017 Strategic Plan http://www.senecacollege.ca/about/reports/strategic-plan/strategic-plan-2012-17.pdf
2012-2017 Academic Plan http://www.senecacollege.ca/about/reports/academic-plan/academic-plan-2012-17.pdf
2014-2015 Seneca Calendar http://www.senecacollege.ca/fulltime/FullTimeCalendar.html
2015-2016 Seneca Viewbook http://bit.ly/Seneca15-16Viewbook
2014-2015 Academic Policy http://www.senecacollege.ca/academic-policy/
Bachelor of Healthcare Management – 372
Section 16: Policies
Section 16: Policies
Section 16: Policies
Table of Contents for Policies Aggregated Policies as of December 2014 ...... 1 1. Admission, Promotion and Graduation ...... 1 Admission of Mature Students ...... 2 General Admission Requirements (Source: Academic Policy 2014-2015, 2.2) ...... 2 Course Prerequisites (Source: Academic Policy 2014-2015, 2.3) ...... 2 Qualifications and Equivalencies (Source: Academic Policy 2014-2015, 4.1- 4.2) ...... 2 Mature Students – Full-Time Studies (Academic Policy 2014-2015, 2.5) ...... 3 Procedures for Mature Students: (Source: Academic Calendar 2014-2015, p. 292) ...... 3 The Level of Achievement Required of Students in the Program for Promotion within the Program and for Graduation ...... 4 Minimum Acceptable Performance (Academic Policy 2014-2015, 8.10)...... 4 Promotion by Semester Course (Academic Policy 2014-2015, 12.1) ...... 4 Grading Policy (Academic Policy 2014-2015, 8.1) ...... 4 General Education Policy for Degree Programs ...... 6 Academic Remediation, Sanctions, and Suspension for Students Who Do Not Meet Minimum Achievement Requirements ...... 7 Minimum Acceptable Performance Policy (Academic Policy 2014-2015, 8.10) ...... 7 Credit Transfer/Recognition (Including Any Bridging Requirements for Certificate/Diploma to Degree Laddering) ...... 8 Advanced Standing/Transfer Credit (Academic Policy 2014-2015, 4.3) ...... 10 Equivalent Admission Requirements (Academic Calendar, 2014-2015, p.292) ...... 11 Board of Admissions and Notice of Acceptance (Academic Calendar, 2014-2015, p.292) ...... 12 Academic Qualifications from Other Countries (Academic Calendar, 2014-2015, p.292)...... 12 OntarioLearn Degree Credit Recognition (Source: Degree Implementation Committee) ...... 12 Residency Requirement (Source: Academic Policy 2014-2015, 5.9) ...... 12 Duplicate Use of Credit & Course Equivalency (Source: Academic Policy 2014-2015, 5.5) ...... 12 Entrance Examinations and Advanced Placement Based on Prior Learning Assessments for “Life Experience” ...... 13 Prior Learning Assessment (Academic Policy 2014-2015, 4.4) ...... 13 Prior Learning Assessment for Co-Op Component of Seneca Degrees (Source: Degree Implementation Committee) ...... 14
Bachelor of Healthcare Management – 374
Section 16: Policies
2. Program Delivery ...... 15 Quality Assurance of Program Delivery Method(s) ...... 16 Academic Quality Assurance Policy ...... 16 Mechanisms and Processes for Student Feedback Regarding Program Delivery ...... 18 Overview of Student Feedback ...... 18 Student Feedback: Criteria and Instruments ...... 18 Student Feedback Questionnaire ...... 20 Technology, Computer, and Web-Based Learning Modes of Delivery ...... 21 Plans, Policies and Practices Pertaining to Technology, Computer and Web-based Learning ...... 21 Academic IT Plan (2012-2015) ...... 26 Information Technology Acceptable Use Policy ...... 34 Infrastructure, Technology, and Resources Practices ...... 39 Freedom of Information and Protection of Privacy ...... 42 Standard Disclaimer for Print Materials ...... 53 Accessibility Policy ...... 54 Copyright Policy ...... 56 Professional Development of Faculty Including the Promotion of Curricular and Instructional Innovation as well as Technological Skills ...... 59 Professional Development Policy ...... 59 3. Capacity to Deliver ...... 62 Academic/Professional Credentials Required of Present and Future Faculty Teaching Courses in the Program ...... 63 Seneca College Recruitment, Selection and Hiring Policy ...... 63 Academic/Professional Credential Required of Faculty Acting as Research/Clinical/ Exhibition Supervisors...... 64 Seneca College Recruitment, Selection and Hiring Policy ...... 64 The Requirement to Have on File Evidence Supplied Direct to the Organization from the Granting Agency of the Highest Academic Credential and any Required Professional Credential Claimed by Faculty Members ...... 64 Seneca College Recruitment, Selection and Hiring Policy ...... 64 The Regular Review of Faculty Performance, Including Student Evaluation of Teaching and Supervision ...... 65 Interim Faculty Performance Review Policy ...... 65 The Means for Ensuring the Currency of Faculty Knowledge in the Field ...... 66 Faculty Teaching and Supervision Loads ...... 67
Bachelor of Healthcare Management – 375
Section 16: Policies
Academic Employees Collective Agreement, Sept. 1, 2014 to Sept. 30, 2017 ...... 67 Faculty Availability to Students ...... 68 Professional Development of Faculty Including the Promotion of Curricular and Instructional Innovation as well as Technological Skills ...... 69 4. Program Evaluation ...... 70 Internal Periodic Review of the Program ...... 71 Academic Program Review Policy ...... 71 5. Academic Freedom and Integrity ...... 76 Academic Freedom and Integrity ...... 77 Academic Freedom Policy ...... 77 Academic Honesty and the College’s Plan for Informing Faculty and Students about, and Ensuring their Compliance with, Policies Pertaining to Academic Honesty ...... 77 Academic Honesty Policy (Academic Policy 2014-2015, 9) ...... 77 Appendix Honesty Offenses (Academic Policy 2014 -2015, Appendix E) ...... 78 The Ownership of Intellectual Products of its Employees and Students ...... 83 Intellectual Property Policy ...... 83 Research Involving Humans and/or Animals, and the Management of Research Funds ...... 88 Ethical Conduct for Research involving Human Subjects ...... 88 Policy: Integrity in Research & Scholarship ...... 91 Seneca Research Ethics Board ...... 93 The Research Ethics Process at Seneca College ...... 98 6. Student Protection ...... 107 The Resolution of Students’ Academic Appeals, Complaints, Grievances, and/or Other Disputes ...... 108 Appendix C: Academic Appeal Procedures ...... 108 Tuition Fees (Source: Academic Policy 2014-2015, 3.1-3.2, Appendix A; Academic Calendar 2014- 2015)...... 110 Student Dismissal ...... 119 14.2 Mandatory Withdrawal from the College (Academic Policy 2014-15, Section 14.2)...... 119 Minimum Acceptable Performance (Source: Academic Policy 2014-15, 8.10) ...... 119 Cheating and Plagiarism Penalties (Academic Policy 2012-13, 9.3) ...... 120
Bachelor of Healthcare Management – 376