Phase II: International Healthcare CAHME Management Education
Daniel J. West, Jr., PhD, FACHE, FACMPE Professor and Chairman Department of Health Administration & Human Resources Panuska College of Professional Studies University of Scranton
Gary Filerman, PhD Atlas Health Foundation
Bernardo Ramirez, MD, MBA Assistant Professor College of Health and Public Affairs Department of Health Management and Informatics University of Central Florida
Jill Steinkogler, MHSA Senior Consultant
ACKNOWLEDGEMENTS
The PHASE II study was made possible through a grant from the ARAMARK Charitable Fund at the Vanguard Charitable Endowment Program. Additional contributions were received from the University of Scranton, Department of Health Administration and Human Resources and Atlas Health Foundation. Technical support was received from Mr. Neel Pathak and Ms. Lauren Majeski both serving as Graduate Assistants at The University of Scranton. A special acknowledgement to Dr. Robert Spinelli for conducting telephone interviews with CAHME Accredited Program Directors as part of this study.
2 TABLE OF CONTENTS ACKNOWLEDGEMENTS ...... 2 INTRODUCTION ...... 4 OVERVIEW OF THE STUDY ...... 7 Domestic Methodology ...... 8 International Methodology ...... 9 Accrediting Organizations Research ...... 10 SURVEY FINDINGS AND OBSERVATIONS ...... 18 Domestic Survey ...... 18 International ...... 27 The International Programs: An Overview ...... 28 Accrediting Organization Profiles ...... 31 Limitations ...... 33 CONCLUSIONS ...... 33 Domestic ...... 33 International ...... 34 RECOMMENDATIONS ...... 37 APPENDIX A: DOMESTIC SURVEY ...... 39 APPENDIX B: CAHME TELEPHONE SURVEY QUESTIONNAIRE ...... 41 APPENDIX C: INTERNATIONAL DATABASE ...... 48 APPENDIX D: COUNTRY PROFILES AND PROGRAM TEMPLATES ...... 49 Colombia ...... 49 Colombia Programs ...... 54 Czech Republic ...... 59 Czech Republic Programs ...... 64 Germany...... 68 Germany Programs ...... 72 Ireland ...... 86 Ireland Programs ...... 90 Netherlands ...... 95 Dutch Programs ...... 100 South Korea...... 105 South Korea Programs ...... 110 APPENDIX E: ACCREDITING AGENCY PROFILES ...... 120 APPENDIX F: CAHME PROGRAMS AND FACULTY CONTACTS ...... 216 APPENDIX G: BIBLIOGRAPHY ...... 225
3 INTRODUCTION
The initial PHASE I study for CAHME was conducted during 2010-2011 and results were reported to the CAHME Board and approved in May 2011. The first phase examined 16 countries along with 66 CAHME accredited programs. PHASE I showed that the health administration education system is closely articulated with the recognized needs of the healthcare delivery system in several countries and appears to provide a sufficient number of graduates. Furthermore, the PHASE I study provided detailed information on CAHME accredited programs relative to international involvement, international courses and curriculum, alumni and ideas on global healthcare management.
Phase II study for CAHME was conducted September 1, 2011 – May 31, 2012. The PHASE II study utilized findings from the PHASE I study to examine four main areas. First, six additional countries (Germany, Ireland, Czech Republic, South Korea, Netherlands and Colombia) were added to the existing 16 countries bringing the total to 22 countries that are analyzed. Comprehensive contact information for key institutions was added to country-specific profiles. Second, in-depth telephone discussions were held with CAHME accredited Program Directors (PDs) to gather additional information on global centers, courses, international research, partnerships, and faculty. Third, other accreditation programs in business, medicine, and public health were surveyed to identify domains that pertain to health services administration sponsorship, processes and memberships. Fourth, a strategy and plan of action to implement international demonstration site visits in different countries using the 2013 CAHME Accreditation Criteria was developed. This included identifying relevant CAHME criteria that can be used outside of the USA under some type of external review such as certification.
On May 16, 2012 CAHME conducted a 2012 corporate member meeting at the Feinstein Institute for Medical Research, North Shore-LIJ Health System, Manhasset, New York. The program “Healthcare Reform: Positioning Graduate Healthcare Management Education for the Future” had several objectives:
1) Develop a shared understanding of the leadership challenge to our profession in transforming the future.
2) Reconfirm the compact between practitioners and the academic community about “what comes next” in graduate healthcare management education.
3) Collectively determine what skills and attributes will be required of future leaders. Develop a shared understanding of what steps need to be taken in the next decade to better prepare future leaders.
4) There has been a transformative change in graduate education in the past decade leading to competency-based education and more sophisticated assessment. Do practitioners feel academic programs are meeting their needs?
4 A final report is forthcoming; however, lectures, presentations and group discussions suggested that future leaders need to understand the impact of globalization and associated competencies when considering future innovations. In looking at CAHME and the future, the “2012 CAHME Survey of Program Directors and Faculty” presents information that could help to frame further thinking around international accreditation/certification with respect to value, quality, potential difficulties, advantages of accreditation, and disadvantages/drawbacks of accreditation. Although USA responses cannot be generalized to other countries and faculties, the survey responses raised areas worthy of discussion within an international context.
Globalization has impacted graduate education in the USA. The number of international students enrolled in graduate education in the USA is significant. Career opportunities for graduates with multi-national corporations, NGOs and international organizations appear to be increasing. The global competencies needed by future students are constantly changing placing pressure on graduate programs in health management education to re-examine the importance of accreditation, competency models and specific competencies, demonstrated knowledge and skills and placement following graduation. Dr. Stephen F. Lobes, Professor Emeritus, the Ohio State University was commissioned by The National Center for Healthcare Leadership to examine the “status of university based graduate education in health management.” As presented at the AUPHA Leaders Conference (March 20, 2012), the “Report on Graduate Health Management Education in the United States 2001-2011” provides a critical examination of prior accomplishments; but more importantly, challenges and recommendations for improvement. The future direction of CAHME accreditation and AUPHA membership offers opportunities for national dialogue regarding global health management, and how to engage global health systems.
The U.S. Agency for International Development (USAID) has issued a report “USAID Policy Framework 2011-2015” that provides an agenda for change and development. This plan also suggests a strategic framework for international development and promoting U.S. national interests (USAID, 2011). It also addresses principles consistent with the Presidential Policy Directive on Global Development (PPD-6), the Quadrennial Diplomacy and Development Review (QDDR), and the U.S. Government Strategy for Meeting the Millennium Development Goals (MDGs). The opportunities for graduate education programs to prepare future leaders to meet the new challenges and opportunities is immense. In a global economy, graduate programs in health management education can have an impact on research, partnership development, service opportunities for students and faculty, outcomes assessment, leadership preparation, improving quality, access to care and promoting public-private sector development.
In a very interesting article “Lost in Translation: Degree Definition and Quality in a Globalized World”, Madeleine Green (2011) examines quality, the need for diversity and innovation in universities and organizations across borders. Green thoughtfully offers the following:
“As if it weren’t difficult enough to compare quality and to define degrees within
a country, the problem is exponentially greater globally. Intensified globalization
6 has resulted in increased academic and employee mobility, a growth in the
number of academic programs offered across borders, and the multiplication of
institutional partnerships. The need to understand institutional quality, however it is
defined, and to compare learning outcomes across borders is even greater in this
new environment, with practical and serious implications for mobile students and
faculty, globally engaged institutions, and employers and organizations with
global reach.” (p. 19)
This article challenges current thinking about accreditation and suggests other approaches may be needed to address teaching methods, quality and outcome measurement of specific competencies that have global application.
OVERVIEW OF THE STUDY
This survey research is an initiative of the Commission on Accreditation of Healthcare Management Education (CAHME), implemented by the University of Scranton and The Atlas Health Foundation. It is supported primarily by the ARAMARK Charitable Fund with contributions from the University of Scranton and Atlas Research, LLC. The project team included:
Daniel J. West, Jr., PhD, FACHE Principal Investigator The University of Scranton
Gary L. Filerman, PhD, MHA President Atlas Health Foundation
Bernardo Ramirez, MD, MBA Assistant Professor & Consultant University of Central Florida
Jill Steinkogler, MHSA Senior Consultant
Neel Pathak Graduate Assistant, MHA Program The University of Scranton
The Phase II study was designed to expand and elaborate findings from the Phase I study as well as to provide future direction.
7 The grant award had a domestic initiative/methodology and an international initiative/methodology. Specifically the study was structured to:
1) Examine the supply of professionally trained health care administrators in six countries. A country profile template was created. Within each country program profiles were created that provide available information on universities, degrees awarded, and other information.
2) Provide a summary of the health systems of the six countries.
3) Use an expert panel to provide opinions, advice, and access to information.
4) Assess the extent of international health care management education activities of CAHME accredited programs and their faculties and describe involvement in international health administration education.
5) Survey accreditation programs in business, medicine and/or public health to identify their domains, sponsorship, processes and memberships.
As part of the study progress reports were prepared and submitted to CAHME. Continuous input and contact was maintained with Mr. John Lloyd providing clarification and utilizing appropriate feedback. The expert panel was used throughout the study by Dr. Gary Filerman and his staff. The University of Scranton provided marketing and publicity associated with the study. Suggestions have continuously been sought from a variety of sources on presenting results of the study in journals and at professional meetings/conferences, both in the USA and to international audiences.
DOMESTIC METHODOLOGY
The study required a survey of CAHME accredited programs and their faculties focusing on global centers, research grants, partnerships, courses and study abroad opportunities. Based on the results from PHASE I, 40 graduate programs were identified for inclusion in the PHASE II study.
In the design of the survey instrument, specific information and points of interest to CAHME were considered (Appendix A). Authorization to conduct the study was secured and articulated in a letter of engagement dated August 12, 2011. The study was initiated on September 1, 2011. The project team analyzed results from the PHASE I study and decided to conduct in-depth telephone interviews with CAHME graduate PDs. A survey instrument was designed to capture detailed information (Appendix B). Research Assistants were trained to conduct telephone interviews using the survey instrument. The telephone survey consisted of 40 questions. In advance of making telephone contacts, an e-mail was sent to all PDs with a copy of the survey instrument asking for their cooperation in the survey.
8 The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval for a period of one year was received on April 13, 2012. The approved survey had 40 questions in five sections that focused on global centers, international research, study abroad, global health courses, and partnerships.
The CAHME website and office was contacted to secure a current listing of all CAHME accredited programs in the United States and Canada. Updated PD names and telephone numbers were secured for 40 programs that participated in the PHASE I study.
The telephone survey was titled “CAHME PHASE II Study: International Health Education Survey” and was composed of 40 questions with specific instructions. The entire survey was designed to take 15-20 minutes to administer and complete using a telephone interview. Participation in the study was voluntary, could be discontinued at any time, all responses were treated with confidentiality, and results reported in aggregate.
Telephone surveys were initiated on April 16, 2012 by two trained Research Assistants. Forty (40) PDs were contacted. Several PDs responded immediately, others were contacted multiple times. One program declined to participate. There were no withdrawals from the study. Efforts were made to reach all 40 identified graduate programs. Twenty-six out of 40 PDs (65%) responded to the telephone survey. Interviews were conducted from April 16, 2012 to May 11, 2012 (4 weeks). Data analysis was done using Microsoft Excel.
INTERNATIONAL METHODOLOGY
The study team had the benefit of counsel from an advisory committee that reviewed the design and suggested sources of information about programs. The members of the committee were:
Gilles Dussault, PhD Professor, National Institute of Hygiene and Medicine, Portugal
Alex Preker, MD, PhD, Lead Health Economist, The World Bank
Bernardo Ramirez, MD, MBA, Assistant Professor and Director, Global Health Initiatives, University of Central Florida
Anne Rooney, RN, MS, MPH, Vice President, Consulting and Education Services, Joint Commission International
Jorge Talavera, PhD Rector, Universidad Esan and Executive Director, CLADEA, Peru
The intent of the study was to identify university and other providers of programs that lead to a credential that is recognized by the health services delivery system/community as attesting to the successful completion of a course of study that is appropriate preparation for management practice.
9 The education provider section of the summary paper was developed based upon the information provided by various organizations, program files, personal contacts, and journal articles. The result is that our inventory of the twenty-two countries is the most comprehensive database for them that has been developed since the publication of the AUPHA directories in the 1970’s and 1980’s.
We identified, researched, and contacted many potential sources of information about specific health care management education programs. As there is no international directory or guide to programs in health services administration, it was necessary to contact many sources directly regarding specific components of the field. A web search was conducted on each education provider. A profile of each was then developed. The profile and the project description were then sent to each program for which we found an email contact with a request that it be checked for accuracy and completeness and be returned. Appendix C, a separate document is an Excel spreadsheet providing in-depth information on each program. Appendix D provides an in-depth list of the country profiles and program templates filled out for each country.
ACCREDITING ORGANIZATIONS RESEARCH
The third area included in the second phase of the CAHME study consisted of identifying accreditation organizations in business, public health and medicine that may have an interest in accreditation/certification in the sphere of influence of health services administration. An analysis was made to identify the domains that pertain to the mission and aims of each organization related to health services administration; sponsorship, membership composition and international reach; accreditation/certification process, criteria, requisites and cost; and contact information.
Information was gathered from 21 accrediting or quality improvement organizations in the following areas: Health Services Administration (2 organizations); Business Administration (10 organizations); Public Health (2 organizations) and; Medicine (7 organizations). All of these organizations are either accrediting agencies, or have relations/support mission and activities related to accreditation/certification/education/quality improvement. The area that is most developed, and has advanced international reach was in the area of business, followed by public health and medicine. The following table enumerates these organizations by areas of study.
10 ACCREDITING AGENCIES IDENTIFIED Country where Primary Service Name Organization Web Page organization is Area based Health Services Administration EHMA/FIBAA European Health Management http://www.e Association/ The hma.org/ EHMA does not Foundation for http://www.fi Brussels/Germany accredit programs, International Business baa.org/en/fi only through FIBAA Administration baa.html Accreditation SHAPE/ACHSM Society for Health http://www.sh New South ACHSM does the Administration ape.org.au/ Wales, Australia accreditation Programs in http://www.a process for the Education/ chse.org.au/ SHAPE programs Australasian College of Health Services Management Business Administration AACSB Association to Advance http://www.a Tampa, Florida, Accreditation of Collegiate Schools of acsb.edu/ U.S.A. schools and Business International Asia business/accounting Headquarters in undergraduate and Singapore graduate programs. Accredited members in 41 countries
ACBSP Accreditation council http://www.a Kansas City, Accreditation of for Business Schools & cbsp.org/ Kansas, U.S.A. business schools and Programs Office in Europe programs. located in Accredited Brussels, Belgium members in 44 countries. EFMD The Management http://www.e Brussels, Belgium Accreditation of Development Network fmd.org/ business schools, programs, corporate universities and technology- enhanced learning
11 ACCREDITING AGENCIES IDENTIFIED programs. Accredited members in 81 countries AMBA Association of MBAs http://www. London, England Accredits MBA, DBA mbaworld.co and MBM programs m/ Accredited members in 75 countries (70% in Europe) FIBAA The Foundation for http://www.fi Bonn, Germany Accreditation, International Business baa.org/en/f certification and Administration ibaa.html consulting of Accreditation business, law and social economical sciences programs. Accredited members in 20 countries, most of them in Europe. ECBE European Council for http://www.e Chamby, Accredits business Business Education cbe.eu Switzerland related programs and off-campus worked based training programs. 37 accredited members.
CEEMAN IQA International http://www.c Bled, Slovenia Accredits business Management eeman.org/ schools and Development programs. Started Association in Central and Easter Europe and has expanded to the rest of Europe. AABS Association of African http://www.a Kenya, Africa Does not provide Business Schools abschools.com accreditation, but in / order to join schools have to be accredited by other recognized
12 ACCREDITING AGENCIES IDENTIFIED accreditation body. 26 business schools members in Africa. CLADEA The Latin American www.cladea. Lima, Peru Does not provide Council of org accreditation. Management Schools Strategic arrangements with AACSB, ACBSP and EFMD. 180 schools mainly in Latin America, but also in North America, Europe and Oceania. AAPBS Association of Asia- http://www.a Seoul, South Does not provide Pacific Business Schools apbs.org/ Korea accreditation. Strategic arrangements with AACSB and EFMD. 147 schools in 22 countries
Public Health
CEPH Council on Education of http://www.c Washington, D.C., Accredits schools of Public Health eph.org/ U.S.A. public health and MPH programs. 44 schools and 83 programs with only 1 International School & 2 MPH programs ASPHER The Association of http://www.a Brussels, Belgium Accredits schools Schools of Public spher.org/ and MPH programs Health in the European in the European Region Region. Medicine LCMA Liaison committee on http://www.lc Chicago, Illinois, Accredits medical Medical Education me.org/ U.S.A. (CMEAMA) education programs & Washington, leading to an M.D. D.C., U.S.A. degree in the USA
13 ACCREDITING AGENCIES IDENTIFIED (AAMC) (137 accredited programs) and in Canada (17 accredited programs). IAOMC International http://www.i Stonington, Accredits Association of Medical aomc.org/ Connecticut, U.S.A. International Colleges medical schools. Does not appear to have any current members. ACCM The Accreditation http://www.a Wicklow, Ireland Accredits medical Commission on Colleges ccredmed.org schools in 4 of Medicine / countries of the Caribbean Region. WFME World Federation for http://www. Copenhagen, Supports Medical Education wfme.org/ Denmark accreditation for medical education with the 6 Regional Associations and with an official relation with WHO. ACGME Accreditation Council http://www.a Chicago, Illinois, Accredits and for Graduate Medical cgme.org/ U.S.A. evaluates residency Education programs in the U.S.A. NCFMEA National Committee on http://www2. Washington, D. Reviews the Foreign Medical ed.gov/about C., U.S.A. standards that Education and /bdscomm/lis foreign countries Accreditation t/ncfmea.html use to accredit medical schools to determine whether those standards are comparable to the ones used in the U.S.A.
ECFMG Educational Commission http://www.e Philadelphia, PA, Standards for for Foreign Medical cfmg.org/ U.S.A. international Graduates medical graduates to enter residency
14 ACCREDITING AGENCIES IDENTIFIED program or to practice in the U.S.A.
In the health administration area we have complete and firsthand information of CAHME and AUPHA, so profiles were not created for those two organizations. Both of them have well- developed accreditation and certification processes, but no institutional international formal experience. There are several individuals that have experience working with quality standards of health care management education and have applied their experience with international programs.
There are two other organizations involved with health care management education. EHMA (The European Health Management Association) started associating health administration education programs in Europe and in recent years expanded their membership to include all types of healthcare organizations. The university-based programs of EHMA are no longer the majority of the membership and prime focus. Currently they associate 160 academic and health services members in 37 countries, the majority of them are in the European Union with the exception of organizations in Egypt, Georgia, Turkey & Kazakhstan. EHMA offers accreditation through FIBAA (The Foundation for International Business Administration Accreditation). FIBAA is a German organization that started in 1994 with 850 accredited programs that includes 18 health services administration master programs in several European countries (14 in Germany, 2 in Austria, 1 in the Netherlands and 1 in Switzerland).
Finally, the ACHSM (Australian College of Health Services Management) accredits programs in Australasia in association with SHAPE (The Society for Health Administration Programs in Education). SHAPE started in 1985 with a Kellogg Foundation grant modeled after AUPHA and currently has 15 members in Australia and two in New Zealand. In recent years SHAPE has become a forum for cooperative research activity among member programs and the ACHSM. Since 2011 they have been undertaking an Accreditation Review which will streamline the processes and give clarity to the role of the university undertaking the accreditation as well as the role of the National Office and the local ACHSM Branch in the relevant jurisdiction. This will reduce lag times from request for accreditation to finalizing report and notifying the university. It will also reflect the desire to build on the relationships that exist between the College and the university sector, which will go beyond the one accreditation review visit.
The business administration area is by far the more prolific and well developed. The main organization in the US is the AACSB (Association to Advance Collegiate Schools of Business) that started global accreditation in 2002. In 1988, a second organization, the ACBSP (Accreditation Council for Business Schools and Programs) was started in the US by programs that were not part of AACSB. In 2005 ACBSP started affiliating Canadian programs, and in 2009 ACBSP initiated a regional organization for Latin America. Now they have accredited members in nine regions and 44 countries.
15 In Europe, under the impulse of the Bologna Declaration, there are four main organizations that conduct accreditation: 1) EFMD (European Foundation for Management Development) that includes EQUIS (the European Quality Improvement System) and EPAS (EFMD Program Accreditation System) accreditation systems; 2) AMBA (The Association for MBAs based in London that accredits 189 schools in 70 countries; 3) FIBAA (The Foundation for International Business Administration Accreditation; and 4) ECBE (The European Council for Business Education) that works in close cooperation with ACBSP. EFMD, AMBA and AACSB also work in close collaboration and have created what is called the Triple Crown that has been awarded to 57 business schools worldwide. These three accreditations are considered the most prestigious ones. CEEMAN IQA, started in 1998 for business schools in Central and Eastern Europe and later expanded their accreditation to all of Europe creating the International Management Development Association.
Finally in the business administration area, three organizations are developing in other regions of the world: 1) AABS (Association of African Business Schools) that does not provide accreditation, but requires accreditation from a recognized accreditation body for membership in AABS. This is a model that points into possible alternatives to a full accreditation alternative and is worth considering. 2) CLADEA (The Latin American Council of Management Schools) that has expanded its membership beyond Latin-America and currently has 180 affiliated organizations including members from the U.S., Europe, and Australasia, also does not provide accreditation directly, but has strategic partnerships with several accreditation organizations such as: AACSB International, ACBSP and EFMD and is considering the feasibility of accreditation/benchmarking for education quality improvement; and 3) AAPBS (Association of Asia-Pacific Business Schools) that started in 2001 and currently has 130 members in 21 countries, but does not offer accreditation.
In Public Health there were three organizations identified. One of them is the WFPHA (World Federation of Public Health Associations) that groups the main public health associations in the world, does not provide accreditation or specific guidance/resources in this area and a profile is not included in this study. The other two are: the CEPH (Council on Education of Public Health) the oldest and most important one, that started in 1946 with 8 U.S. members and currently has 44 schools and 83 MPH programs accredited, with one accredited international school (National School of Public Health Mexico) and two MPH programs (American University of Beirut and St. Georges University in Granada). Currently there are four schools and 29 MPH programs in the pipeline, one of them international, The École de Hautes Études en Santé Public in France. Accreditation is a long and costly process for international programs with 18 to 24 months of self- study and 10 to 14 months for review and accreditation that typically will cost between 15 to 20 thousand USD plus traveling expenses.
The other public health organization is ASPHER (The Association of Schools of Public Health in the European Region) that has 80 members in the European region. ASPHER currently does not provide accreditation but has been working for several years developing a viable European process. Programs and schools of public health are now accredited by their national bodies, but since 2001 ASHPHER founded the Open Society Institute, the PEER review system and the Leonardo da Vinci Project to advance this initiative. In 2008/09 ASPHER conducted a strategic planning process through a Delphi study where one of the highest priorities that emerged was the
16 establishment of the European accreditation system for MPH programs. ASPHER has now joined forces with EUPHA (European Public Health Association) to conclude this process that will (1) Improve the quality of the PH workforce in Europe and its competitiveness globally; (2) Contribute to the development and harmonization of PH education in Europe; (3) Provide an added value with regard to national QA and accreditation; and (4) Reinforce ASPHER and EUPHA visibility globally. The total estimated cost of accreditation is 18,000 EUR plus traveling expenses of the peer review team; and the average length of the process is estimated between 14 to 20 months.
In Medicine accreditation is granted by national organizations. In the case of the USA, accreditation is done by the LCME (Liaison Committee on Medical Education) and does not offer international accreditation. The LCME is sponsored by the Association of American Medical Colleges and the American Medical Association. The LCME's scope is limited to the accreditation of complete and independent medical education programs where students are geographically located in the United States or Canada for their education and that are operated by universities or medical schools that are chartered in the United States or Canada. Currently, there are 137 LCME-accredited MD programs in the U.S. and 17 CACMS/LCME-accredited MD programs in Canada. We also reviewed three organizations that play an important role in supporting quality of medical education, but do not accredit schools or MD programs. They are the ACGME (The Accreditation Council for Graduate Medical Education) a private nonprofit organization that evaluates and accredits residency programs and graduate medical education in the U.S.; NCFMW (National Committee on Foreign Medical Education and Accreditation) an entity of the U.S. Department of Education in charge of reviewing the standards that foreign countries use to accredit medical schools to determine whether those standards are comparable to the standards used to accredit medical schools in the U.S.; and the ECFMG (Educational Commission for Foreign Medical Graduates) that provides the standards for evaluating the qualifications of physicians before they enter the U.S. graduate medical education or required to obtain an unrestricted license to practice medicine in the U.S.
There are three organizations that are involved in international accreditation of medical programs. One of them, the WFME (World Federation for Medical Education) does not offer accreditation directly. It is a non-governmental organization in official relation to WHO that works in association with the World Medical Association, the International Federation of Medical Students’ Associations, and an umbrella for the six regional associations for medical education. The other two organizations that offer international accreditation are: the ACCM (The Accreditation Commission on Colleges of Medicine) a non-profit organization based in Ireland that offers accreditation for 4 countries in the Caribbean that do not have a national entity to provide it (Cayman Islands, Saint Maarten, Nevis and Saba). The second one is the IAOMC (International Association of Medical Colleges) that has worked with some irregularities, with low impact. It has a range of fees that go from $600 to $20,000 for similar products depending on the income of countries and nature of the medical school requesting accreditation.
Detailed information on each one of these organizations is provided in the inventory, including mission, goals and objectives; sponsorship and leadership; type and characteristics of memberships; accreditation criteria, process and fees; and additional information such as benefits
17 of accreditation, research projects, strategies to advance accreditation, quality of education, sharing of information and partnerships.
SURVEY FINDINGS AND OBSERVATIONS
DOMESTIC SURVEY
The CAHME PHASE II International Health Education Survey consisted of 40 questions placed in five sections: global center, research, study abroad, courses and partnerships. Trained research assistants were used to conduct telephone interviews, record responses and tabulate results. The survey was administered to 40 graduate PDs and 26 PDs responded giving a response rate of 65%.
The results of the PHASE I study set the foundation for the PHASE II study. Work on PHASE II began September 1, 2011. A thorough analysis of CAHME PHASE I results were used to identify universities with specific international involvement. The initial study in 2010-2011 showed that of the 72 CAHME accredited programs, of which 66 PDs participated giving a response rate of 91.67%, less than half of the graduate programs were involved in international health management activities. The follow-up survey was developed to obtain more in depth information on CAHME accredited programs in specific areas of international involvement. The telephone survey had 40 questions designed to answer the following questions:
1) Does your college/university have a global center through which healthcare management education is delivered?
2) Do program faculties have grants with international focus?
3) Are any of your graduate faculties involved in international research studies?
4) Does your graduate program have any international healthcare management partnerships (i.e., a formal working relationship with a program in another country)?
5) Does your program teach any courses at foreign universities?
6) Please list courses that your program teaches only internationally.
7) Does your program offer a track or concentration in international health management education?
Demographic information was collected and additional faculty identified who have an interest in international health education. An initial e-mail was sent notifying the PD of the telephone survey. This was followed by telephone contacts to administer the survey.
Global Center
18 Does your department, college, or university have a global center through which healthcare management education activities/initiatives are delivered?
No(92.3%)
n=26 24
Yes(7.7%)
2
Global Center
0 5 10 15 20 25 30
2/26 universities (7.7%) reported that they have a global center through which healthcare management education activities are delivered.
One was housed in the college and the other one was housed in the school of public health.
In terms of activities and focus of the global center, most activities were directed towards global health initiatives and delivery of courses such as epidemiology and public health.
Two universities had a center for global health housed in their public health department, but they did not have a global center per say.
Research
Are any of your faculties involved in international research studies?
No(26.9%) 8
Yes(69.2%) 18
FacultyInvolved in InternationalResearch(n=26)
0 5 10 15 20
18/26 universities (69.2%) had their faculties involved in international research.
A majority of the respondents focused their research on quality, education, clinical and management aspects of healthcare delivery. Others included telehealth, HIV, political economics, patient satisfaction, public health, and accreditation.
19 What countries are involved?
International Research: Country & Frequency Rate
South America 2 India 2 Taiwan 3 France 4 China 6 Africa 10 0 2 4 6 8 10 12
A majority of the research was done in Africa, China, France, Taiwan, India and South America.
Other countries included: . Saudi Arabia . Haiti . Indonesia . Ecuador . Thailand . Slovakia . Italy . Georgia . Sweden . Cuba . Kazakhstan . Switzerland . Turkey . Bangladesh . Scotland . Greece
Are other universities involved?
No(57.7%) 15
Yes(42.3%) 11
Universititesinvolved in InternationalResearch(n=26)
0 2 4 6 8 10 12 14 16
11/26 (42.3%) programs involved other universities in research.
The universities involved are: . Fudan University, China . Shandong University, China
20 . University of Costa Rica . France University of Political Science . University of Aberdeen . University of Central Florida . Florida International University . University of Nnetz, France . University of Scranton . FGV, ORT- Uruguay, Brazil . University of Leone . University of Bayruth
12/26 (46.1 %%) universities reported they received some form of funding. A majority of the groups utilized the department and the university funding along with the students' tuition. Other sources included NIH, CDC, USAID, host country government, Hitachi Corporation & King Bander Foundation.
9/26 (34.6%) programs reported on the number of international research studies in their program. The average research studies came out to be 10 for most of the programs that responded.
Study Abroad
Do you offer study abroad opportunities to graduate students in your program?
No(57.7%) 15
Yes(42.3%) 11
GraduatePrograms(n=26) StudyAbroad Opportunitesfor 0 2 4 6 8 10 12 14 16
11/26 (42.3%) programs reported that they offered study abroad opportunities to graduate students.
Is study abroad offered as an elective course?
21
No 2 elective
Yes 9
course(n=11/26) StudyAbroad asan
0 2 4 6 8 10
9 out of the 11 programs that offer study abroad programs offered it as an elective course.
5 programs offered study abroad as a part of other courses. The other courses included interdisciplinary approaches and summer internships.
What countries do graduate students visit?
Countries Frequency Rate
Germany 4
China 4
0 1 2 3 4 5
The countries graduate students visited the most for study abroad included China (Response rate-4) and Germany (response rate-4) followed by other countries. Other countries include (response rate 1): . Italy . Sub Saharan . Costa Rica . Haiti . India . Laos . Ghana . Cuba . Swaziland . Vietnam . South Africa . Thailand
22 . Slovakia . France . Abu Dhabi . Belgium
What is the length of time for study abroad?
Length of Study Abroad: Frequency(n=11/26)
2 Upto 8 Weeks 3 1 Upto 2 Weeks 5 0 1 2 3 4 5 6
The length of study abroad varied from up to 2 weeks to 14 weeks. A majority of the programs (Response rate-5) offered study abroad programs for the length of up to 2 weeks.
Global Health Courses:
Do you offer a course on global health management?
No(61.6%) 16
Yes(38.4%) 10
Management(n=26) CoursesinGlobal Health
0 5 10 15 20
10/ 26 (38.4%) universities offered courses in global health management.
Of the 10 universities who do offer global health courses, the following are the type of courses offered:
. Global Health Management . Comparative Health Systems . International Health Systems . International Healthcare Delivery . International Health Policy
23 A majority of the responses focused on public health being the main focus of the course.
Only one university noted that they offered other international courses along with the global health management.
Types of teaching models used in the classroom were reported as guest lectures, site visits, projects, interactive methods and the standard classroom model.
How are the international courses offered?
Blended 3
Online Only 0
26) courses
In Class Only 8
Howare int'l offered(n=10/ 0 2 4 6 8 10
8/11 programs reported that classes are taught in the classroom only. 3/11 programs reported there is a blended style of how the courses were taught. None of the programs offered only online classes for global health management.
Where are the international courses offered?
Both 3
Outside the US 0 (n=10/26)
Only in the US 7 Wherearethe Int'l courses offered? 0 1 2 3 4 5 6 7 8
7 programs offered global health management courses only in the US. 3 programs offered the international courses in and outside of the US. None of the programs offered global health management courses only outside the US.
Partnerships:
24 Does your program have any international healthcare management partnerships? (i.e a formal working relationship with a program/university in another country)
No(53.9%) 14
Yes(46.1%) 12
Doesyour program have any int'l HCMpartnerships (formal)
11 11.5 12 12.5 13 13.5 14 14.5
12/26 universities (46.1%) reported that they do have an international healthcare management partnership and 14/26 (53.9%) reported that they do not have any formal working relationships with other another country. The types of partnership included:
. Mutual Agreement . Teaching Partnership . Memorandum of Understanding . Strategic Agreement . State Department Partnerships . Dual Degree program
A majority of responses reported that activities occurring within the partnerships were research and teaching related. The rest of the activities reported were student exchange, educationally related, and faculty learning related.
What countries are involved?
Countries Involved in Int'l Partnerships(n=12/26) Frequency
2 Others 5 2 China 3 0 1 2 3 4 5 6
25 Programs had maximum international relationships with China (Response rate-3) and Germany. (Response rate-2) The other countries involved are:
. Costa Rica . France . Taiwan . Korea . Eurasian Countries
Funding for such partnerships was mainly secured through student tuitions. Other sources of funds include university funds, program funds, host government funds and state department funds.
Are other universities involved?
No 6
Yes 6
int'l partnerships(n=12/26) Areother universities involved in 0 1 2 3 4 5 6 7
6/12 programs reported that had some involvement with other universities/ The universities include:
. Fudan University, China . Shandong University, China . Ganju University, China . France National School of Public Health . University of Michigan . King Fahad Medical City
Other:
26 Does anyone on your graduate faculty participate in AUPHA Global Healthcare Management Education Faculty Network?
No(61.6%) 16 (n=26)
Yes(38.4%) 10 AUPHA GHMEFNParticipation
0 5 10 15 20
10/26 (38.4%) universities reported their faculties are involved in AUPHA’s GHMEFN
Are there any new international initiatives in your program?
No(77%) 20
Yes(23%) 6
Initiatives(n=26) Any Any new International
0 5 10 15 20 25
6/26 programs reported they had new international initiatives in place. Such initiatives include:
. Health care Management Program in Taiwan . International Executive Healthcare Management Program . MBA in Healthcare and Global Health Initiatives . Administrative Internships in Germany and Latin America . Dual Degree: MBA in Health Services Management and Global Health Management . Study Abroad to China
INTERNATIONAL
27 THE INTERNATIONAL PROGRAMS: AN OVERVIEW
Table 1 provides key health data for each of the six countries studied. Appendix D provides a detailed chart for each country with specific information regarding the economy, political status, and brief description of the health care environment in the country. For those countries that do not have data on the specific number of hospitals, we have made an effort to include data on what proportion of beds available are provided through either public or private hospital facilities.
Table 1. Country Overview
HEALTH GDP PER CARE PUBLIC NUMBER PRIVATE NUMBER COUNTRY POPULATION CAPITA SPENDING HOSPITALS OF BEDS HOSPITALS OF BEDS ($) AS A % OF GDP
ASIA
CHINA 1,330,141,29 6,600 5.8 14,000 - 5,736 - 5
INDIA 1,173,108,01 3,100 5.0 2,129 469,672 3,327 265,137 8
PHILIPPINES 99,900,177 3,300 3.9 700 - 1180 85,000
SINGAPORE 4,701,069 50,300 3.1 13 - 16 -
SOUTH KOREA 48,754,657 30,000 6.5 - - 92.6% 87.4%
EUROPE
CZECH 10,190,213 25,600 7.6 119 - 73 - REPUBLIC
FRANCE 64,768,389 32,800 11.2 1,000a - 3,000b -
GERMANY 81,471,834 25,700 10.5 34% 8.17/1,000 28.8% - NFP, 38% FP
28 IRELAND 4,670,976 37,300 7.6 51c .17/1,000 125d 23,000
NETHERLANDS 16,847,007 40,300 10.8 95 4.7/1,000 - -
SPAIN 40,548,753 33,700 8.5 319 - 800 160,000
SWEDENE 9,075,055 36,800 9.1 - - - -
UNITED 61,284,806 35,200 8.4 851 - 270 - KINGDOM
LATIN AMERICA
BRAZIL 201,103,330 10,200 8.4 2,600 140,000 4,800 330,000
CHILE 16,746,491 14,700 6.2 207 - 179 -
COLOMBIA 44,725,543 43,500 5.6 899 1.1/1,000 - -
MEXICO 112,468,855 13,500 5.9 1,107f - 3,082 33,931
MIDDLE EAST
ISRAEL G,H 7,233,701 28,400 8.7 46 % - 34 %
SAUDI ARABIA 29,207,277 20,400 3.4 220 - 87 -
TURKEY 77,804,122 11,200 5.7 850 - 260 -
OTHER
AUSTRALIA 21,515,754 40,000 9.0 750 50,915 290 26,589
SOUTH 49,109,107 10,100 8.6 400 - 205 28,361 AFRICA
a Public hospitals provide 62% of all hospital beds b 18% of private beds not for profit, 20% for profit c Health Service Executive (HSE) operates these hospitals d Includes teaching, not-for-profit, for-profit e 21,000 total beds provided through public and private hospitals f 13% of a total 216 facilities g includes social security hospitals h 47 total hospitals provide 66% of all hospital beds
Table 2 summarizes our findings of Master’s degree programs in the study countries. It includes those programs that are designated by the degree granting institution to be at the Master’s level. Master’s degrees vary in length within and among countries so it is necessary to track each one to determine to what extent it approximates the North American model. Table 2 summarizes
29 Master’s data from the total report spread sheet. It does not include the programs that are designated as diplomas, which are included on the spreadsheet, along with certificates, specializations, Bachelor’s degrees and doctoral degrees. The interpretation of diplomas presents a complicated challenge. In some countries some diplomas in health administration (or related title) are considered to be equivalent to a Master’s degree, while in some of the same countries diplomas are also awarded in recognition of two-month courses. In some countries, diplomas represent a post-graduate clinical specialization. There has been an effort to standardize such titles in Europe, but it has not had any influence on other parts of the world.
Appendix C provides a comprehensive spreadsheet that displays information specific to programs in each of the countries. This includes the name of the institution, and to the extent available, degrees offered, duration of each program, language in which courses are taught, the number of graduates per year, year each program started, and key contact information including name, title, address, phone number, and email information.
Table 2. Master’s Programs
UNIVERSITIES: OFFER MASTER’S OFFER MULTIPLE COUNTRY ACTIVE IN THE FIELD DEGREE MASTER’S DEGREES
ASIA
CHINA 6 3 1
INDIA 20 10 1
PHILIPPINES 4 2 -
SINGAPORE 5 4 -
SOUTH KOREA 13 13 1
EUROPE
CZECH REPUBLIC 6 6 -
FRANCE 8 5 3
GERMANY 19 19 2
IRELAND 4 4 2
NETHERLANDS 5 5 1
SPAIN 5 5
SWEDEN 2 1 -
30 UNITED 54 41 8 KINGDOM
LATIN AMERICA
BRAZIL 6 5 1
CHILE 3 4 -
COLOMBIA 5 5 3
MEXICO 10 9 2
MIDDLE EAST
ISRAEL 4 2 -
SAUDI ARABIA 2 2 -
TURKEY 4 2 -
OTHER
AUSTRALIA 16 15 5
SOUTH AFRICA 7 2 -
ACCREDITING ORGANIZATION PROFILES
The following accrediting agencies and related organizations are detailed in the individual organization profiles attached. They are organized following the four pre-determined categories: Health Services Administration (2 organizations); Business Administration (10 organizations); Public Health (2 organizations) and; Medicine (7 organizations). Total profiles included: 21
Health Services Administration
CAHME. Health Administration Accreditation (USA & Canada) Graduate Programs. www.cahme.org
AUPHA. Health Administration Certification (USA & Canada) Undergraduate Programs. www.aupha.org
Note: No profile made for AUPHA and CAHME since they are the “home” organizations for this study.
1. EHMA. European Health Management Association. http://www.ehma.org/. Offers accreditation of Master Programs with FIBAA (The Foundation for International Business
31 Administration Accreditation) detailed in separate profile under business administration section. 2. SHAPE (Society for Health Administration Programs in Education) http://www.shape.org.au/ provides accreditation in association with ACHSM. Australasian College of Health Services Management. http://www.achse.org.au/
Business Administration
1. AACSB. Association to Advance Collegiate Schools of Business. http://www.aacsb.edu/ 2. ACBSP. Accreditation Council for Business Schools & Programs. http://www.acbsp.org/ 3. EFMD, including EQUIS accreditation, EPAS accreditation and CEL accreditation. The most important global business accreditation system. EFMD - The Management Development Network http://www.efmd.org/ 4. AMBA. Association of MBAs. http://www.mbaworld.com/ Accreditation of MBA, DBA & MBM programs worldwide. http://www.mbaworld.com/worldwideaccreditation 5. FIBAA. The Foundation for International Business Administration Accreditation. http://www.fibaa.org/en/welcome-page.html 6. ECBE. European Council for Business Education. http://www.ecbe.eu 7. CEEMAN IQA. Started in 1998 for business schools in Central and Eastern Europe. Later expanded to all of Europe. International Management Development Association. http://www.ceeman.org/ 8. AABS. Association of African Business Schools http://www.aabschools.com/ 9. CLADEA. The Latin American Council of Management Schools. www.cladea.org 10. AAPBS. Association of Asia-Pacific Business Schools. http://www.aapbs.org/
Public Health
1) CEPH. Council on Education of Public Health. http://www.ceph.org/ 2) ASPHER. The Association of Schools of Public Health in the European Region. http://www.aspher.org/
Note: WFPHA. World Federation of Public Health Associations http://www.wfpha.org/. This organization was reviewed but does not provide accreditation or any related services. Not included in the report.
Medicine
1. LCME. Liaison Committee on Medical Education. http://www.lcme.org/ 2. IAOMC. International Association of Medical Colleges. http://www.iaomc.org/ 3. ACCM. The Accreditation Commission on Colleges of Medicine. http://www.accredmed.org/ based in Ireland for the Caribbean Countries that do not have national accreditation bodies [St. Maarten, Cayman Islands, Nevis & Saba].
Other related organizations that support the accreditation process:
32 4. WFME. World Federation for Medical Education http://www.wfme.org/ 5. ACGME. Accreditation Council for Graduate Medical Education http://www.acgme.org/ 6. NCFMEA. National Committee on Foreign Medical Education and Accreditation. http://www2.ed.gov/about/bdscomm/list/ncfmea.html Department of Education. 7. ECFMG. Educational Commission for Foreign Medical Graduates. http://www.ecfmg.org/
LIMITATIONS
This study had several limitations. Only 26 of 40 selected CAHME accredited PDs (65%) responded to the telephone survey. Although the PHASE II results correlated with earlier findings in the PHASE I study, response rates suggest variability and the possibility that additional information on programs was not captured.
Based on the responses, it is not possible to know why some PDs elected not to respond to follow- up calls to complete the survey. The telephone survey method was used to secure more detailed program specific information, and to isolate additional faculty interested in global health management. The PHASE I study had higher response rates using Survey Monkey online rather than individual discussion responses. The telephone survey was administered in April/May 2012 and the ability to contact PDs may have been compromised at this time of year. Working through PDs to access other faculty interested in global health management and secure additional contact information on other faculty was not productive. CAHME contact information was not always accurate or complete in terms of who was the PD, e-mail addresses and telephone numbers. This made follow-up difficult in administering the telephone survey. Finally, there may have been new efforts on the part of other CAHME accredited programs, in addition to the 40 selected programs with international activities that were not selected to participate in PHASE II study.
CONCLUSIONS
DOMESTIC
The PHASE II International Health Management Education Survey used a telephone survey method consisting of 40 items. Using the results from the PHASE I CAHME survey, 40 CAHME accredited PDs were identified and contacted via e-mail, given a copy of the survey instrument, and then contacted by telephone. The response rate was 65% with 26 of 40 PDs responding to the telephone survey. Several attempts were made over the course of one month to re-contact PDs who did not return telephone calls. The PHASE I studied provided outcome data to construct the PHASE II CAHME survey instrument. The current survey focused on specific international health management areas: global centers, research, courses, study abroad and partnerships.
33 All contacted programs had some type of international activity. The areas of involvement and intensity of activity varied across all programs. 92% (N=26) of programs do not have a global center, and in those instances where a center existed, most activities focused on providing courses.
In the area of research, 69% of programs had faculty involved with some type of international research, and this research was focused in specific areas of quality, education and clinical aspects of healthcare delivery. At present, 10 of 26 programs are involved in Africa followed by China, France, Taiwan, India and South America. 11 of 26 (42%) programs conduct research with other universities, and 12 of 26 (46%) programs receive external funding for conducting research from grant sources.
Of the 40 programs studied, with 26 programs responding, 11 of 26 programs (42%) reported offering study abroad. The majority of programs (82%) use elective courses to offer study abroad. This survey showed that most study abroad occurs in Asian countries (China, Vietnam, Thailand, India) followed by Western Europe (Germany, Italy, France), Eastern Europe (Slovakia), Middle East and Africa. On the average, most graduate programs offered study abroad for the length of 2 weeks.
Global health management courses were offered by 38% of the CAHME programs (10 out of 26). These type of courses were focused on comparative health systems, delivery of care, general management with the majority focused on public health. Only a few had courses specific to global health management. Most courses are offered in the USA and three of 26 programs (12%) offered global health management courses outside of the USA. 73% of programs teach these courses in the classroom and 27% of programs use a blended style in teaching courses (In class and Online). The dominant teaching method is lecture with projects.
46% of programs (11 of 26) reported having international partnerships with another country. The majority of partnerships focus on research and teaching. The location of these partnerships are in China, Germany, Costa Rica, France, Taiwan, Korea, Slovakia and other Eurasian countries. 50% of these partnerships involve other universities and occur because of specific faculty international interests in a country.
An interesting finding, consistent with the PHASE I study, is that only 38% of programs (10 out of 26) reported faculty who are involved in the Global Health Management Faculty Network (GHMFN) of the Association of University Programs in Health Administration. Twenty-three percent of programs reported new international activities focusing on teaching and research.
INTERNATIONAL
This report supplements the earlier survey of health services administration education in sixteen countries, adding six. It generally follows the same methodology and report process. This study did not undertake a survey of influential individuals in the field because of resource constraints and the low number of responses to the earlier effort.
34 This study reinforced our earlier conclusion that the level of academic enterprise development is a direct response to the status of the management function in the health services of each country, which in turn reflects the role and status of professional management in the public and private sectors.
Based upon our observations of the twenty-two study countries, we conclude that it is helpful to visualize the status of the education system for health administration and the place of health administration careerists in the service delivery system in terms of the degree of alignment (congruence) between the two. The situation analysis of the countries can be arranged from those that are highly aligned to the less aligned. In the highly aligned situation most, if not all, of the senior positions in the public and private health services delivery systems are either occupied by individuals with recognized credentials in the field, and/or the credential is a distinct advantage for appointment or promotion.
In the highly aligned situation, the health systems administration education system is closely articulated with the recognized competency needs of the system and is producing a sufficient number of graduates to meet a substantial portion of the demand. There is a high degree of professional identity and credential holders are likely to remain in the field. The only country that comes close to this ideal model is Israel where the law requires that senior managers in the provider systems have recognized health administration credentials. The requirement provides the demand that drives the educational system to respond.
At the other end of the spectrum the degree of alignment is low, often reflecting low recognition of management degrees/credentials in other sectors. Overall recognition of the value of the credential is limited, usually to a few large government hospitals in capital cities and large private providers. The credential is rarely cited in position qualifications, there is little professional identity among administrators, there is not a career path associated with the credential and individuals with the credential often move to other kinds of higher paying organizations. There are few programs and usually there are a small number of students, reflecting the limited market.
The six countries may be categorized as highly industrialized (Czech Republic, Germany, Ireland, Holland), industrialized (South Korea) and emerging (Colombia). The size and complexity of the healthcare management market breaks out the same way. Colombia may be characterized as exhibiting a developed system and market in large urban areas that is distinct from the low level of rural health service development.
Of the six countries studied, South Korea appears to be the most robust in terms of healthcare administration as a field and the health care institution sector in general. There is a relatively high level of financial access to services, high level of providers by number and training, information systems development and quality improvement efforts. Korea has more hospitals, more beds and longer lengths-of-stay than most other industrialized countries. The field has strong professional organizations, particularly the Korean Hospital Association. KHA’s partnership with JCI reflects the national preoccupation with quality and competitiveness, with 26 accredited hospitals and the number increasing.
35 The academic side of the field is as robust as the health service system. Several of the most prestigious universities are in the field, with Master’s, PhDs, and research centers. There are many programs distributed across the country that have large full and part-time enrollments. We did find not any evidence of collaboration among the programs.
Germany is the other large and robust environment in this group. Health service delivery is a prosperous sector in a prosperous country. It is all relative of course as Germany struggles with cost containment. There are strong not-for-profit and for-profit components of the hospital sector. Recent pressures for consolidation are similar to the U.S. experience, as are developments in information systems, reimbursement, and quality improvement. Management as a profession is highly regarded and we assume that applies to the health sector. There are many physicians in management positions. Many of the German programs, at both the BA and Master’s level are relatively new, reflecting a strong market for credentials that may be marketable in all levels in a wide variety of commercial and service organizations.
Ireland, Holland, and the Czech Republic are relatively small industrialized countries. Ireland’s delivery and educational infrastructures reflect the influence of the UK. Ireland does have mixed hospital ownership, somewhat along the U.S. pattern. It is interesting to note that observers agree that quality of care is very uneven and that the medical profession has not provided much leadership. JCI accreditations have recently increased, which appears to reflect an effort by quality leaders to differentiate them. Two institutions dominate credentialing for the field. The Institute of Public Administration programs are more than fifty years old. The other is the Royal College of Surgeons that oversees four related Master’s programs.
The situation in the Czech Republic is encouraging on the education side but not on the practice side. Universities that are widely admired are in the field with both teaching and research. Several faculty members are European leaders in health services research. Higher education is participating in the broad European Community educational reform. These factors appear to bode well for the vitality of the field. However, the hospital sector in particular is considered to be poorly managed. Most hospitals are quasi-public and led by physicians who lack appropriate competencies. Also important is the poor level of organization and management functions, along with instability, which do not make health care management an attractive career.
All Dutch hospitals are public. They have an unusual management structure that makes it very difficult to adapt to changing conditions, improve financial and medical performance, and to attract qualified professional managers. The educational system, which includes leading universities, prepares many individuals for mid-level administrative jobs in all aspects of the system.
Colombia’s health care system is much like that other Latin American countries that have been surveyed, particularly Mexico and Brazil. The systems provide extensive insurance coverage but services are concentrated in the large cities. The differences between what services are available in the cities and what is available a short distance away is the difference of two worlds. Colombia has some model legislation, several world-class medical centers, strong medical
36 education, some research and a long tradition of education for hospital and health administration. The health insurance program is widely considered to be one of the best designed in the emerging world. There are substantial differences among the departments (states) in application. It is struggling with immense corruption, underpayment to providers, and information system failures.
The field of hospital and health services administration is very well developed. Efforts by the Kellogg Foundation, AUPHA, and PAHO in the l960’s and 1970 have brought the leading universities into the field and they continue to have strong graduate programs. They have strong faculties that enjoy wide respect among practitioners, many of whom are program graduates. The outlook for growth in the field is good. The political situation is stable and improving. The government is reorganizing the health insurance plans, putting more money into the delivery system, and professional education.
RECOMMENDATIONS
The Phase II study for CAHME required that a strategy and plan of action be developed to implement international demonstration site visits using the newly adopted 2013 CAHME Accreditation Criteria. It is anticipated that funding as part of a PHASE III study would allow for the implementation of the strategy and plan of action by CAHME.
Globalization of health management education continues to mature in response to the need to assure access to healthcare services in every country, addressing the demand for cost effective care, and improving quality of care. The issues of cost, access and quality are global and are driving the need for trained leaders and managers who can improve the performance of health systems and in particular effectively manage care across public and private sectors.
The notion that CAHME accreditation would be embraced by other countries is not realistic. There is no evidence to suggest a market demand for external health care management accreditation. Most countries have their own accrediting structures and systems for university education, and the process in most is authorized and mandated by national governments. With the exception of some activity in general business administration that is driven by unique circumstances, the concept of voluntary, peer review as embodied in accreditation is not utilized in other regions of the world. However, a market could develop if and when international programs embrace the concept of benchmarking, centers of excellence and evidence based practices as a way of improving outcomes. It might also change as “universities and education” continues to become more global and there is more exchange and interaction of students, faculty and courses across countries and regions.
It is important to recognize that the growth of the field in the next decade and beyond will be in the cities of the emerging economies. Most of these countries are either engaged now in universal health coverage or are moving in that direction. There is an opportunity to contribute to their efforts to improve health system performance through strengthening managerial competencies
37 and professionalism. The success of such a contribution is dependent upon recognition of the need for maximum country ownership, or at least participation in improvement efforts and their resistance to the perceived imposition of foreign behavioral expectations. Accreditation by an American organization is likely to encounter resistance by all but a few institutions. There is a very limited market among such institutions. Their agenda is usually to build internal or international prestige and private market development. However, to improve the health of the public, the emphasis has to be on the broad indigenous base of health administration education.
Our recommendation is that a well-conceived and developed process for external recognition/ certification based on broadly applicable criteria may have traction if focused on global health management, leadership development, quality and improved outcomes across the continuum of care. Such certification can focus on professionalism, competencies, teaching methods and processes within higher education. Certification can be used to promote assessment of student outcomes, impact on managerial practices, as well as promoting program resource and faculty development. In other words, it may accomplish the same objectives as accreditation, without all of the administrative and regulatory complexity. If it is properly designed to have international legitimacy certification is likely to be widely accepted.
The certification process approach could be implemented in several ways: 1) CAHME International Certification, 2) Certification by The Association of University Programs in Health Administration (AUPHA) as the recognized educational organization that has some international recognition; or 3) a hybrid CAHME and AUPHA collaboration model. The latter strategy combines professional identity with a form of external peer review employing appropriately modified 2013 CAHME Accreditation Criteria in a joint effort. To implement this approach it will be essential for AUPHA to considerably strengthen its international membership base and to expand international faculty participation. We suggest that the strategy be further elaborated by a joint committee of CAHME and AUPHA that should include some international faculty members. Combining both cultures and practices in support of international certification shares risk, investment capital and maximizes human resources to implement a new model of global health management certification. The development, implementation and evaluation of such a hybrid model would be managed under the PHASE III study.
The strategy requires a plan of action with specific steps under a PHASE III study approach. Suggested steps include the following:
1) Award Phase III study to independent September 2012 contractor
2) CAHME Board and AUPHA Board appoints September 2012 three international fellows to review and revise strategy/plan of action
3) Select two demonstration sites and teams October 2012
4) Develop a team of five international experts November 2012
38 familiar with accreditation/certification to work with each demonstration site
5) 2013 CAHME Criteria reviewed and revised to January 2013 create certification criteria, use international experts and international fellows
6) AUPHA and CAHME joint committee established February 2013 to develop an organizational structure and process
7) Assessment and evaluation criteria determined March 2013 and developed prior to conducting demonstration site visits
8) Site visit #1 conducted April 2013
9) Site visit #2 conducted May 2013
10) Assessment and evaluation of process and June 2013 criteria
11) Certification model and criteria approved July 2013
12) New AUPHA/CAHME effort initiated August 2013
Dr. West has chaired and conducted 3 separate international site visits using a team of evaluators from Austria, England, USA, Italy, and Hungry. International observers have also been part of the process. CAHME criteria were modified and used in these accreditation site visits along with other European criteria. A 3/4-day site visit was conducted with a formal report being issued by the site visit team. This has been done over the last 10 years with two universities in the Slovak Republic (CEE Region). The project was initiated under a USAID/AIHA grant. Survey recommendations have been issued and follow-up site visits conducted to determine compliance with criteria related and consultative recommendations. The current 2013 CAHME Criteria and Standards were successfully used on an international site survey visit at St. Elizabeth University in Bratislava, Slovak Republic in April 2012. It was determined that the majority of CAHME criteria could be applied outside of the USA and used in another country.
APPENDIX A: DOMESTIC SURVEY
International Health Education Survey
Introduction
39 This survey research is an initiative of the Commission on Accreditation of Healthcare Management Education (CAHME), implemented by the University of Scranton and Atlas Health Foundation. It is supported primarily by the ARAMARK Charitable Fund with contributions from the University of Scranton and Atlas Health Foundation. The project team includes:
Daniel J. West, Jr., PhD, FACHE Principal Investigator The University of Scranton
Gary L. Filerman, PhD, MHA President Atlas Health Foundation
Bernardo Ramirez, MD, MBA Assistant Professor & Consultant University of Central Florida
Purpose of Survey
We are interested in assessing the extent of international healthcare management education activities of CAHME accredited programs; more specifically, involvement in international health administration courses, partnerships, research, study abroad, and global centers.
Program Directors
Graduate PDs are requested to complete this survey by telephone interview. Survey results will be shared with all CAHME accredited programs in the future. Your participation is important so we can develop a profile of CAHME programs with global involvement.
Directions for Completing this Telephone Survey
Your input and participation is very important.
We are interested in obtaining information on international research, partnerships, courses taught, global centers and study abroad.
Please respond to the following 40 items as they pertain to graduate healthcare management education. The entire survey should take between 15–20 minutes to complete.
Participation in this study is voluntary and may be discontinued at any time. Completion of the survey implies informed consent. All responses will be treated confidentially and results will be reported in aggregate.
If you have any questions or concerns regarding the survey research, you may contact Daniel J. West, Jr., PhD, the survey administrator, at [email protected] or (570) 941-4126.
40 If you have questions concerning your rights as a research participant, contact Tabbi Miller- Scandel, Research Compliance coordinator, IMBM 203, University of Scranton, Scranton, PA 18510, phone (570) 941-6190.
We appreciate your time, involvement, and willingness to contribute to a better understanding of international healthcare management education for CAHME accredited programs.
APPENDIX B: CAHME TELEPHONE SURVEY QUESTIONNAIRE
Section One – Voluntary Informed Consent
Please answer the following two questions.
1. We are conducting a 15-20 minute telephone survey for CAHME focusing on international healthcare management education initiatives. These initiates include partnerships, global centers, courses, research and study abroad. Are you willing to voluntarily participate in this telephone survey?
____ Yes
____ No
2. You can discontinue your participation in this study at any time. Completion of this telephone interview implies informed consent. Are you giving your informed consent to participate?
____ Yes
____ No
Section Two – Demographic Information
Please provide the following information.
41 3. Contact Information (Program Director)
Name
Position
E-mail Address
Telephone #
FAX #
4. University Information
Program Name
University Name
Address
City/Town
State
Zip Code
Country
Section Three – Global Center
Please provide information on your program.
5. Does your department, college, or university have a global center through which healthcare management education initiatives/activities are delivered?
____ Yes
____ No
6. If yes, what is the name of the center and where is it located?
6.1 Name: ______
6.2 Location:______
42
In the Department? ____ Yes ____ No
Within the College? ____ Yes ____ No
At the University level? ____ Yes ____ No
Outside the University? ____ Yes ____ No
8. What is the focus/vision of the global center?
Section Four – Research
Please provide information on your program.
9. Are any of your faculty involved in international research studies.
____ Yes
____ No
10. What is the focus of the research (i.e., clinical, quality, education, management, etc.)?
11. What is the source of funding (i.e., USAID, DOD, NIH, CDC, etc.)?
12. What countries are involved (please list)?
13. Are other universities involved (please list)?
14. Total number of research studies in your program?
43 15. Are there specific faculty members who should be contacted to further discuss international research?
Name E-mail Telephone
Section Five – Study Abroad
Please provide information on your program.
16. Do you offer study abroad opportunities for graduate students in your program?
____ Yes
____ No
17. Is study abroad offered as an elective course?
____ Yes
____ No
18. Is study abroad offered as part of other courses in your program (Please list)?
____ Yes
____ No
If yes, what courses?
19. What countries do graduate students visit?
20. What is the length of time for study abroad?
21. Are there specific faculty members who should be contacted about study abroad?
44
Name E-mail Telephone
Section Six – Courses
Please provide information on your program.
22. Do you offer a course on global health management?
____ Yes
____ No
Title of the Course: ______
23. What is the focus of the course (public health, policy, epidemiology, etc.)?
24. Do you offer other international courses in your program?
____ Yes
____ No
Name of Course Credits Required/Elective
How many of your faculty teach international courses? _____
25. Describe the type of teaching methods used in these courses.
26. How are international courses offered?
45 On line ____ Yes ____ No
In class (Face-to-Face) ____ Yes ____ No
Blended ____ Yes ____ No
27. Where are these international courses (for credit) taught?
Only in the USA (Domestic) ____ Yes ____ No
Outside of the USA ____ Yes ____ No
Both Locations ____ Yes ____ No
28. Are there specific faculty members who should be contacted about specific courses?
Name E-mail Telephone
Section Seven – Partnerships
Please provide the following information.
29. Does your program have any international healthcare management partnerships (i.e.
a formal working relationship with a program/university in another country)?
____ Yes
____ No
30. What type of partnership and focus?
31. What activities occur within the partnership?
32. How long has this partnership existed?
33. What countries are involved?
46
34. How is the partnership funded?
35. Are other Universities involved?
____ Yes
____ No
Names of these Universities (Please list)?
36. Are there specific faculty members who should be contacted to discuss the partnership?
Name E-mail Telephone
Section Eight – Other
Please provide the following information.
37. Does anyone on your graduate faculty participate in the AUPHA Global Healthcare
Management Education Network (GHMEFN)?
____ Yes
____ No
38. How many faculty participate?
39. Are there specific faculty members who should be contacted about participating in the Global Faculty Network?
Name E-mail Telephone
47
40. Are there any new international initiatives in your program?
APPENDIX C: INTERNATIONAL DATABASE
The database can be found in the accompanying Excel spreadsheet. This file provides specific information (to the extent that we could find it) for each program in each country including the institution name, program offered, qualification obtained, program affiliations, language in which the program is taught, duration of the program, number of graduates, year the program was established and contact information including website, address, phone number, key contact name and title, and email address when available.
48
APPENDIX D: COUNTRY PROFILES AND PROGRAM TEMPLATES
COLOMBIA
POPULATION
0-14 years: 26.7% (male 6,109,495/female 5,834,273)
Age Structure 15-64 years: 67.2% (male 14,826,008/female 15,208,799)
65 years and over: 6.1% (male 1,159,691/female 1,587,277) (2011 est.)
Population 44,725,543
HEALTH STATUS
Total: 16.39 deaths/1,000 live births Infant Mortality Male: 19.92/1,000 live births Rate Female: 12.65/1,000 live births (2011 est.)
Total Population: 74.55 years Life Expectancy Male: 71.27 years at Birth Female: 78.03 years (2011 est.)
49 CHARACTERISTICS
Religions Roman Catholic 90%, other 10%
Languages Spanish (official)
Total: 1,138,910 sq. km Geographic Land: 1,038,700 sq. km Size Water: 100,210 sq. km
ECONOMY
Due to the international financial crisis and lessening demand for Colombia’s exports, the country’s economy grew 2.7% in 2008, and .8% in 2009, but rebounded to around 4.4% in 2010. Near the end of 2010, Colombia experienced massive flooding, with damages exceeding $6 billion. The Economy government encouraged exporters to diversify their customer base beyond the US and Venezuela, and continues to pursue free trade agreements with Asian and South American partners, trade accord with Canada was expected to go into effect in 2011. Improved relations with Venezuela have eased tensions about restrictions regarding trade, but the business sector remains concerned.
GDP Per Capita $435.4 billion
GOVERNMENT
Type Republic; executive branch dominates government structure
Components 32 departments (states)
Executive Branch:
Chief of State: President Juan Manual Santos Calderon (since 2010);
Legislative Branch:
Form Bicameral Congress Judicial Branch:
Four roughly coequal, supreme judicial organs; Supreme Court of Justice (highest court of criminal law; judges are selected by their peers from the nominees of the Superior Judicial Council for eight-year terms).
50 System for the Selection of Beneficiaries of Social Programs (El Sistema de Government Seleccion de Beneficiarios para Programas Sociales), national system of Departments identification of beneficiaries for social subsidy. Involved In The National Health Superintendent (Superintendencia de Salud) defines which Health Care organizations may qualify for EPS (health promoting entities). The function of EPS is to sell health service packages to the public.
HEALTH CARE SPENDING
% of GDP 5.6% in 2005
Spending on health accounted for 20.5% of total government expenditures and Government for 84.1% of total health expenditures in 2003.
Private N/A
FACILITIES
Hospitals 4,458 health institutions
Public 899; 15 public medical schools with their own hospitals
Private 38 private medical schools with agreements with local hospitals
THE HEALTH CARE SYSTEM
It is unusual to point out that the recent decrease in health expenditures as a percentage of GNP is good news. It does not reflect a decrease in health sending, but rather Colombia’s economic growth. However, the total cost of the health system has risen to the point that the financial stability of the insurance system is threatened.
On August 12, 2011 President Juan Manuel Santos announced that the Colombian health sector will be restructured over the next two years. This announcement came in response to deep public dissatisfaction, large-scale insurance scandals, Description Supreme Court mandated system corrections and growing disillusion with the last system reform. The Supreme Court in 2008 took the unusual step of issuing a detailed Bill of Health Rights and established dates by which the government must submit plans and progress reports addressing system failures. The promised changes are to include an infusion of federal money, coverage expansion, closing 40-45insurance companies and placing the survivors under more rigorous supervision. In October, the head of the powerful Colombian Association of Hospitals and Clinics said that basis of the crisis is “that the health sector has lost the vision that it must have as a true health system.”
51 The President’s message also included “Healthcare is not a business and should not be approached as a business.” This viewpoint has appeared in many recent statements by health and policy leaders, some of whom compare the commercialization of Colombian health care with the United States in unfavorable terms. The focus of a September 2011 visit by the minister of health to the World Bank was on approaches to increasing regulation of the private sector. It is clear that the restructuring will address the role of the private sector in provision and insurance.
The complex Colombian health system is based on four schemes, three of which are insurance systems. They are: 1) the contributory regime (CR) covering the formal labor sector 2) the subsidized regime (SR) for informal workers and 3) the partially subsidized regime (PSR) for low income families that are not in the formal labor market The fourth is the supply side coverage scheme (SSCS) that is not insurance-based. CR is financed by employer and employee payroll deductions. The others are funded primarily from general federal, state and municipal taxes, with some transfers from the CR fund and user fees. The PSR provides a smaller service package and requires deductibles and co-payments. Both of the insurance schemes provide a defined mandatory health package. Individuals without any coverage have access to ambulatory and inpatient services through the municipal public hospital network.
This system was essentially established by the famous 1993 Law 100 that was widely recognized as one of the most innovative reforms in the region in many years. Based on managed competition, it has been successful in raising coverage rates from 58% in 1997 to 95% in 2010. Out-of-pocket is very low compared to Brazil and Mexico, indicating that the system is successfully helping to reduce the impact of catastrophic illnesses. But it is clear that there are coverage gaps and particularly geographic inequalities. The existing system is not keeping up with the rapid demographic and epidemiological transition to non-communicable disease. Thus the President’s promise to bring all minors and people over 60 into coverage in 2011 and everyone else in 2015.
The insured enroll in one of the about 70 Health Promotion Companies (EPS) which are either public or private. EPSs are capitated, compete for enrollees and contract with providers for services. Inpatient care is frequently reimbursed on a negotiated fee-for-service or services packages. Many of the EPSs are under investigation for fraud. Some of the problems of the EPSs have been attributed to their being supervised by health as opposed to financial authorities, which has been changed by the President. The situation is so bad that public opinion may be moving to support a single purchaser (government) system.
The Supreme Court found that quality of care is a national problem and
52 mandated the government to develop an action plan. Many public hospitals have been shown to have poor management and poor health outcomes. The situation has been attributed to low managerial competence and a lack of incentives to improve performance. In an effort to drive improvement recently some provider payments have been tied to measures such as post-discharge follow up capacity. Most importantly the President has committed new resources to the public hospitals, polices to improve clinical and financial management and policies to improve health professions education.
It has proven difficult to obtain comprehensive information on Colombian hospitals. It is estimated that there are about 5500 “health institutions,” including about 900 public hospitals/medical centers. There is a classification system that places 170 hospitals as second or third-level. There is a large and growing for- profit hospital sector and some medical tourism from the region. The total number of acute beds was estimated in 2010 to be 24,800. It is interesting to note that there are only 324 members of the Colombian Association of Hospitals and Clinics.
There are extreme contrasts in hospital quality, from the very poor in rural areas to world-class medical centers, including a Johns Hopkins affiliate, Fundacion Santa Fe de Bogota. It was the second of the two JSI accredited hospitals. Twenty-one hospitals are accredited by the Colombian Institute of Technical Standards and Certification–ICCNTEC, an internationally recognized general standards organization, which is accredited by ISQua. The September, 2011 issue of International America Economia, a popular hemisphere-wide magazine, included 14 Colombian hospitals among the 45 “Best in Latin America.”
There are 38 private and 15 public medical schools. Fifteen of the schools own teaching hospitals. The others contract with local hospitals, which is a continuing source of conflict between them.
Abstracted from:
Central Intelligence Agency. (2011, November 12). The World Factbook. Retrieved November 12, 2011, from Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/
Bogota, B. E. (April 2009). General Summary of the Health Care Market in Colombia.
Colombia Reports. (2011, August 12). Universal Healthcare for Colombians by 2012: Major Changes Announced by President of Colombia Juan Manuel Santos. Colombia Reports.
Escobar, M.-L. (2005). Health Sector Reform in Colombia. World Bank Institute,
53 Development Outreach, 6-22.
Medici, A. (2009, May 10). Colombia: The Sinuous Path to the Universal Health Care. Retrieved 2011, from Health Care Global Monitor: blogspot.com
The World Bank. (2011). Colombia Health Insurance System Background Information and Objectives. Washington, DC: The World Bank.
World News. (2011, September). Colombia's Poorest Could Lose Healthcare. Retrieved September 2011, from AmericaEconomia: www.upi.com
COLOMBIA PROGRAMS
Country Colombia
Institution Universidad de los Andes - School of Government and Faculty of Medicine
Program(s) Master of Public Health (MPH)
Website www.uniandes.edu.co
Address Cra 1 Nº 18A- 12 Bogotá, (Colombia)
Telephone/Fax +571 3394949 - +571 3394999
Affiliations N/A
University Contact(s) Oscar Bernal, PhD – Name and Title
Email [email protected]
Language(s) Spanish
Duration of Each 60 credits, four elective courses in school of government, three in Program medical school, and four in other faculties. Students may take electives from Yale, Hopkins, Emory, Tulane, University College London, and Foundation Cruz in Brazil. Concentrations in policy and
54 epidemiology.
Number of Graduates 20 Per Year
Year Program(s) 2012 Started
Country Colombia
Institution Universidad de Antioquia - Facultad Nacional de Salud Publica
1) Public Health Program(s) 2) Specialization in Health Services Administration
Website www.udea.edu.co/portal/page/portal/SedesDependencias/Salud
Address Calle 70 52-27
Telephone/Fax + (57-1) 3208320 ext. 5426
Affiliations N/A
1) Prof. Blanca Miriam Chavez – Coordinadora de Posgrados Facultad 2) Glima Estella Vargas Pena – Coordinator University Contact(s) 3) Gladys Arboleda Posada – Coordinator of Health Services Name and Title Program 4) Prof. Luis Lopez – Specialization Coordinator 5) Monica Maria Lopera Medina – Coordinator of MPH Program
Telephone/Fax +57 (2) 3.2121
Email [email protected]
Language(s) Spanish
8 semesters, residential, students coming from the Technology (TASS) Duration of Each and Environmental Sanitation (TESA) programs can take a four Program semester semi-residential program.
Number of Graduates N/A Per Year
Year Program(s) N/A
55 Started
Country Colombia
Universided Javeriana - Facultad de Ciencias Eonomia - Institution Collaboration with the faculties of Nursing, Medicine, Dentistry and CENDEX
1) Maestria en Salud Publica (MPH) 2) Specialization in Health Administration with Emphasis on Social Security Program(s) 3) Specialization in Quality Management of Health Services 4) Specialization in Hospital Management (sponsored by Colombian Association of Hospitals and Clinics)
http://puj- portal.javeriana.edu.co/portal/page/portal/Facultad%20de%20Cie Website ncias%20Economicas%20y%20Administrativas/pos_ger_hospit_prese ntacion
Faculty of Economics and Administrative Sciences - Calle 40 No. 6-23 Address Piso 7 Building Gabriel Giraldo, SJ
Telephone/Fax +57 1320 8320 ext. 5124
Affiliations N/A
1) Dr. Francisco Jose Yepes Lujan – Management Director Health University Contact(s) Postgraduate Name and Title 2) Astrid Rodriguez Cajiao – Director Management Specialization
Telephone (571) 320 8320
Email [email protected]
Language(s) Spanish
1) 444 classroom hours, 276 hours of field work (720 hours), 4 semesters Duration of Each 2) 600 classroom hours, 32 credits, 3 semesters Program 3) 592 classroom hours, 37 credits, 3 cycles plus practicum 4) 512 hours, 32 credits, 2 semesters
Number of Graduates N/A
56 Per Year
Year Program(s) N/A Started
Country Colombia
Institution Universidad del Norte-Barranquilla
1) Specialization in Health Services Management Program(s) 2) Specialization in Quality and Health Auditing Management 3) Master of Public Health (MPH)
http://www.uninorte.edu.co/English/Graduate/Health_Sciences_progr Website ams.html#5
Address Km.5 Vía Puerto Colombia
Telephone/Fax Tel: + 57 (5) 3509509
Affiliations N/A
University Contact(s) Rodrigo Barbosa Correa - Professor Name and Title
Email [email protected]
Language(s) Spanish
1) N/A Duration of Each 2) 2 semesters Program 3) 4 semesters, 2 years
Number of Graduates N/A Per Year
Year Program(s) 1993 Started
Country Colombia
Universidad del Valle - Escuela de Salud Publica (School of Public Institution Health)
57 Program(s) Specialization in Health Administration
Website http://salud.univalle.edu.co
Headquarters
City University - Melendez Address Street 13 No 100-00
Cali, Colombia
Telephone/Fax Tel: +57 (2) 3.2121
Affiliations N/A
University Contact(s) 1) Harold Aldana Granobles – Director of MHA Program Name and Title 2) General Contact
1) [email protected] Email 2) [email protected]
Language(s) Spanish
Duration of Each 2 years Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
58
CZECH REPUBLIC
POPULATION
0-14 years: 13.5% (male 704,495/female 666,191)
Age Structure 15-64 years: 70.2% (male 3,599,774/female 3,554,158)
65 years and over: 16.3% (male 663,982/female 1,001,613) (2011 est.)
Population 10,190,213 (July 2011 est.)
HEALTH STATUS
Total: 3.73 deaths/1,000 live births Infant Mortality Male: 4.06 deaths/1,000 live births Rate Female: 3.38 deaths/1,000 live births (2011 est.)
Total population: 77.19 years Life Expectancy Male: 73.93 years at Birth Female: 80.66 years (2011 est.)
CHARACTERISTICS
Roman Catholic 26.8%, Protestant 2.1%, other 3.3%, unspecified 8.8%, Religions unaffiliated 59% (2001 census)
Languages Czech 94.9%, Slovak 2%, other 2.3%, unidentified 0.8% (2001 census)
Total: 78,867 sq km Geographic Land: 77,247 sq km Size Water: 1,620 sq km
59 ECONOMY
The Czech Republic has one of the most developed and industrialized economies in Central and Eastern Europe. Its strong industrial tradition dates to the 19th century, when Bohemia and Moravia were the industrial heartland of the Austro- Hungarian Empire. The Czech Republic has a well-educated population and a well-developed infrastructure.
The principal industries are motor vehicles, machine-building, iron and steel production, metalworking, chemicals, electronics, transportation equipment, Economy textiles, glass, brewing, china, ceramics, and pharmaceuticals. The main agricultural products are sugar beets, fodder roots, potatoes, wheat, and hops. As a small, open economy in the heart of Europe, economic growth is strongly influenced by demand for Czech exports and flows of foreign direct investment (FDI).
Challenges include transforming the economy from a strong reliance on manufacturing (especially the auto sector) toward a more diversified knowledge- based economy, reforming public procurement, increasing transparency, and reforming the pension and health care systems.
GDP Per Capita $25,600
GOVERNMENT
Components 13 regions
Legal System:
Civil law system based on former Austro-Hungarian civil codes and socialist theory; note - legislation is actively modernizing the legal system.
Executive Branch:
Chief of State: President Vaclav Klaus (since 2003)
Form Head of Government: Prime Minister Petr Necas (since June 2010);
Cabinet: Cabinet appointed by the president on the recommendation of the Prime Minister.
Legislative Branch:
Bicameral Parliament consists of the Senate (81 seats; members elected by popular vote to serve six-year terms; one-third elected every two years).
60 Judicial Branch:
Supreme Court; judges are appointed by the president for an unlimited term; Constitutional Court; 15 judges are appointed by the president and confirmed by the Senate for a ten-year term.
Government Departments Ministry of Health (changed 11 times since 1989) Involved In Health Care
HEALTH CARE SPENDING
% of GDP 7.6 %
Government N/A
Private N/A
FACILITIES
Hospitals 7.18 beds/1,000 population (2008) total beds 63,622
Public 119
Private 73
THE HEALTH CARE SYSTEM
The Czech health care system is based upon universal compulsory insurance through health insurance funds. The funds (ten in 2009) are quasi-public, not-for- profit autonomous payers and purchasers. The system is financed primarily by wage-based contributions. Less financing comes from general taxes and co- payments (for doctor visits, drugs, hospital days and after-hours care). The co- payments are a recurring political issue, with the new right government doubling the hospital payment effective June 2011 and reducing the national hospital Description budget for 2011 below the level of 2010. The benefit package is unusually broad, including spa treatments and over-the- counter drugs if prescribed. There is some control on benefits through: a) implicitly and explicitly excluded procedures such as cosmetic surgery and some dental procedures, b) formularies of approved drugs and devices and c) the Reimbursement Directive that is produced by the annual negotiation process between the funds and the providers. It is a guide for defining specific conditions of reimbursement as amendments to the existing contracts. The plan does not
61 cover maternity benefits, which are covered by social security.
Patient access to secondary care is not restricted by a gatekeeper system. Patients may go directly to any specialist and they do so frequently. Patients must have a physician referral to be admitted to a hospital.
The General Health Insurance Fund (VZP) is the largest, covering 63% of the population (2007). VZP manages a central pool that is used to redistribute insurance funds according to a risk-adjustment scheme. The other funds cover the employees of large companies or categories of employers such as mines and banks. Primary care payment is chiefly by risk-adjusted capitation but preventive services and home visits are on a fee-for-service basis. The total number of patients per physician is subject to a limit, after which the capitation is reduced.
In-patient hospital payment contracts are typically a combination of DRGs, individual contacts and global budgets (56% of hospital revenue in 2009). The trend is to increase the proportion of services covered by DRGs. Hospital physicians are employees. The funds increasingly negotiate with individual providers for specific services such as hip replacements, defibrillator implantation, pacemakers and cataract treatment. Out-patient care and community-based specialists are reimbursed by a capped fee-for-service system in which the fee schedule is reduced if the doctor exceeds a set number of patents. The funds and providers have five to eight year contracts.
It is important to note that capital costs are generally excluded from the reimbursement system. Therefore the many government related hospitals are dependent upon general tax funds for capital investments.
The regional authorities have a key role in the system. They oversee and supervise all health care facilities other than the teaching hospitals and Specialized Care Centers. The Ministry of Health directly administers the large teaching hospitals and the highly Specialized Care Centers. The SCCs have been established in an effort to improve the quality of care and patient safety in specific fields, create nationally accessible networks, concentrate qualified staff and avoid duplication of expensive technologies. The fields include traumatology, oncology and cardiology. The development of the Centers is having a significant impact on all other hospitals by drawing away “profitable” services and forcing them to close wards. Another impact is the requirement that any hospital must accept any patient that presents for follow-up care, which does not usually generate much margin.
In 2008 there were 192 acute-care hospitals with 63,622 beds, 10.3% of which were allocated to long-term care. Of the 192, 25 were owned by the State (30% of beds), 66 by the regions (46% of the beds) and 28 by municipalities (7.5% of
62 the beds). Many hospitals that were owned by governments have been privatized. Some regions have outsourced hospital management. There are 73 private hospitals, including 24 joint stock companies, 44 limited companies and 3 churches. The legal form and ownership structure of hospitals has long been a controversial political issue. The hospitals that are owned by the 14 self-governing regions are generally organized as joint stock companies
The eleven teaching hospitals are direct dependencies of the Ministry of Health. However, the Ministry of Education has authority over their educational functions. The dual policy reporting is the source of much managerial complexity. Long length-of-stay in acute hospitals has been a continuing problem in the Czech system. The primary cause is the shortage of alternative facilities which creates a bottleneck in the hospitals. The problem differs very significantly across the regions. Quality of care is the focus of political, public and professional attention. The creation of the SCCs is seen as a direct effort to improve quality. Four hospitals are accredited by Joint Commission International. Many hospitals use patient satisfaction surveys, some of which are provided by venders.
In spite of a relatively high ratio of physicians to population, there is serious concern about a looming shortage due to emigration and aging of the workforce. There has been a steady decrease in the number of general practitioners and an increase in hospital openings. The profession attributes the problem to low salaries and a resultant marked decrease in the immigration of doctors from Eastern Europe. Health care administration in general and hospital administration specifically is complicated by the continually changing political and pubic policy environment. Hospitals have a board of directors and a supervisory board. The former represents the “owner” but is voluntary, lacks legal definition and does not have responsibility for the management of the hospital. Appointees are often political. It is alleged that some boards are deeply involved in conflict-of-interest situations such as directing outsourcing to favored companies. The director has total authority for operations and is responsible directly to the owner-typically the government unit.
Abstracted from:
Bryndova, L., Pavlokova, K., Roubal, T., Rokosova, M., & Gaskins, M. (2009). The Czech Republic Health System Review. Health Systems in Transition, Vol. II No. 1, 1-119.
Central Intelligence Agency. (2011, November 8). The World Factbook. Retrieved November 8, 2011, from Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/
European Hospital and Healthcare. (2011). Country Analysis, Czech Republic.
63 European Hospital and Healthcare Federation.
Frankova, R. (2008, October 10). Current Affairs - Will the Lack of Doctor and Nurses Affect the Quality of Health Care in Czech Hospitals? Czech Radio 7. Czech Republic: Radio Prague.
Roubal, T., & Hrobon, P. (2011). Czech Republic. In R. Saltman, A. Duran, & H. Dubois, Governing Public Hospitals (pp. 99-111). European Observatory on Health Systems and Policies.
CZECH REPUBLIC PROGRAMS
Country Czech Republic
Institution Charles University, 2nd Faculty of Medicine Department of Public Health and Preventive Medicine
Program(s) Public Health
Website http://www.cuni.cz/UKENG-1.html
Address Charles University in Prague 2nd Faculty of Medicine V Úvalu 84 150 06 Praha 5 - Motol
Telephone/Fax Tel: +420-22443 5800
Affiliations N/A
University Contact(s) 1) MUDr. Karel Dohnal Name and Title
Email 1) [email protected] 2) [email protected]
Language(s) Czech
Duration of Each N/A Program
Country Czech Republic
Institution Charles University, 3rd Faculty of Medicine Division of Public Health
64 Program(s) Public Health
Website http://www.lf3.cuni.cz/en/studium/division/
Address Ruská 87 100 00 Prague 10 Czech Republic
Telephone/Fax Tel: +420 267 102 111
Affiliations N/A
University Contact(s) 2) MUDr. David Marx, PhD – 3rd Faculty of Medicine, Vice-Dean for Name and Title Undergraduate Education and Student Affairs
Email 3) [email protected]
Language(s) Czech
Duration of Each N/A Program
Country Czech Republic
Institution CMC Graduate School of Business - Academy of Health
Program(s) MBA in Health Care Management
Website http://www.cmc.cz/management-in-health-care/
Address CMC Graduate School of Business o.p.s., náměstí 5. května 2, Čelákovice
Telephone/Fax +420 326 999 138, +420 602 386 754
Affiliations Netherlands-Czech Chamber of Commerce
University Contact(s) Jan Macke Name and Title
Email [email protected]
Language(s) Czech
Duration of Each Weekend program, 18 months Program
65 Number of Graduates 76 students in 3 cohorts Per Year
Year Program(s) 1991 Started
Country Czech Republic
Institution Institute of Postgraduate Medical Education – School of Public Health
Program(s) Medical ethics, health and pension insurance, communications, law, economics and management of health care.
Website http://www.ipvz.cz/
Address Prague 4-Budějovická, 15, Hotel ILF
Telephone/Fax Tel: +420 261 092 442
Affiliations N/A
University Contact(s) Andrea Little - Instructor Name and Title
Telephone/Fax N/A
Email [email protected]
Language(s) Czech
Duration of Each Program April 2 - March 2, 2012 (30 days)
Number of Graduates 100 Per Year
Country Czech Republic
Institution University of Economics Prague
Program(s) Master in Healthcare Management
Website http://www.vse.cz/english/basic_information_fm.php
66 Address University of Economics, Prague W. Churchill Sq. 4 130 67 Prague 3 Czech Republic
Telephone/Fax +420 224 095 111
Affiliations N/A
University Contact(s) Mgr. Václav Urban Name and Title
Email [email protected]
Language(s) Czech
Duration of Each N/A Program
Number of Graduates 1,100 students enrolled, one third in the program of combined studies Per Year
Year Program(s) N/A Started
67
GERMANY
POPULATION
Age Structure 0-14 years: 13.3% (male 5,569,390/female 5,282,245)
15-64 years: 66.1% (male 27,227,487/female 26,617,915)
65 years and over: 20.6% (male 7,217,163/female 9,557,634) (2011 est.)
Population 81,471,834 (July 2011 est.)
HEALTH STATUS
Infant Mortality Total: 3.54 deaths/1,000 live births Rate Male: 3.84 deaths/1,000 live births
Female: 3.21 deaths/1,000 live births (2011 est.)
Life Expectancy Total population: 80.07 years at Birth Male: 77.82 years
Female: 82.44 years (2011 est.)
CHARACTERISTICS
Religions Protestant 34%, Roman Catholic 34%, Muslim 3.7%, unaffiliated or other 28.3%
Languages German
Geographic Total: 357,022 sq. km Size Country comparison to the world: 63
Land: 348,672 sq. km
Water: 8,350 sq. km
ECONOMY
Economy The German economy - the fifth largest economy in the world in PPP terms and Europe's largest - is a leading exporter of machinery, vehicles, chemicals, and household equipment and benefits from a highly skilled labor force. In its annual
68 projection for 2011, the Federal Government expects the upswing to continue, with GDP forecast to grow this year at a real rate of 2.3%. The recovery was attributable primarily to rebounding manufacturing orders and exports - increasingly outside the Euro Zone. Stimulus and stabilization efforts initiated in 2008 and 2009 and tax cuts introduced in Chancellor Angela Merkel's second term increased Germany's budget deficit to 3.3% in 2010. The Bundesbank expects the deficit to drop to about 2.5% in 2011, below the EU's 3% limit. A constitutional amendment approved in 2009 likewise limits the federal government to structural deficits of no more than 0.35% of GDP per annum as of 2016.
GDP Per Capita $25,700
GOVERNMENT
Type Federal Republic
Components 16 states
Form Legal System:
Civil Law System
Executive Branch:
Chief of State: President Christian Wulff (since 30 June 2010)
Head of Government: Chancellor Angela Merkel (since 22 November 2005)
Cabinet: Cabinet or Bundesminister (Federal Ministers) appointed by the president on the recommendation of the chancellor.
Legislative Branch:
bicameral legislature consists of the Federal Council or Bundesrat (69 votes; state governments sit in the Council; each has three to six votes in proportion to population and is required to vote as a block).
Judicial Branch:
Federal Constitutional Court (half the judges are elected by the Bundestag and half by the Bundesrat); Federal Court of Justice; Federal Administrative Court.
Government Federal Joint Committee Departments Involved In Health Care
69 HEALTH CARE SPENDING
% of GDP German health care spending in 2008 was 10.5% of GDP (US 16.0) and $3737 per capita (US$7538)
Government N/A
Private N/A
FACILITIES
Hospitals 8.17 beds/1,000 population (2008) 510.767 (2006)
Public 34%
Private 28.8% not-for-profit, 38 % for-profit
THE HEALTH CARE SYSTEM
Description It is important to note that in Germany the government role in health service provision is very limited. Most university hospitals are owned by the state governments. Regional governments and municipalities may own hospitals. The government sets a general policy framework for healthcare but does not become involved in operational regulation or details. The most important source of regulation is the independent Federal Joint Committee that is representative of the associations of the professions (physicians, hospitals, and dentists) and the association of sick funds.
About 88% of the population is covered by statutory health insurance (SHI). Civil servants and the self-employed, about 10%, are covered by private insurance. The rest are covered by small special group plans. SHI covers everyone earning up to $69,492 (2011) and their dependents. Individuals with higher incomes can elect to stay with SHI (75% do) or obtain private insurance. SHI coverage is comprehensive, including almost all prescription drugs and preventive services. The government has specified very general benefits, with the details controlled by the industry-controlled Federal Joint Committee.
There are a number of relatively inexpensive cost-sharing provisions with SHI. They include about $12 per hospital day up to 28 days, ambulatory office visits, out-patient drugs, and some medical aids. Children under 18 are exempt from the charges and cost-sharing is limited to 2% of household income. For the chronically ill the limit is 1%.
There is also a universal long-term care insurance program. Participation is dependent upon approval by a board that reviews each case and determines the level of care needed. Beneficiaries choose between cash or services. The benefit
70 level usually falls below the cost of the service, so most people purchase a private supplemental plan.
SHI is operated by 154 (2011) not-for-profit independent sick funds. The funds come from contributions on the first $62,542 of income in addition to a transfer of general tax funds (about 8% of the total) and transfers from unemployment funds. The employee share is 8.2% of gross wages and the employer match is 7.3%, for a total of about $807 per month. In 2009 the rate was reduced by 0.6% to reduce the burden on both.
Private insurance is important for the civil servants, the self-employed and high earners who opt out of SHI. The premiums are risk adjusted when they enroll and are based on lifetime underwriting. Each dependent has his own policy. The insurance companies are required to set up a reserve slow the increase of premiums with age.
Community based private physicians belong to regional associations that negotiate fee-for-service contracts with the sick funds. About 60% are in solo practice. There has been a recent move toward employment in multi-specialty groups and the indications are that most solo practitioners will be in the groups in a few years. Patients are not required to register with a primary care doctor and there is no gatekeeper function.
The hospital sector is undergoing substantial consolidation and reorganization, with many considering mergers, acquisitions and cooperative agreements. This is largely due to reductions in reimbursement. In the past decade a significant number of municipal hospitals have been sold to private for and non-profit organizations. The total number of hospital beds declined from 594,000 in 1996 to 510,767 in 2006 and the length of stay from 11.4 to 8.6 days. Hospitals are owned by regional and local governments (34.1%), private not-for-profit organizations (28.8% of hospitals, about 50% of beds, mainly religious) and private for-profit (38.2% of hospitals and 18% of beds). It is estimated that by 2015 45% of hospitals will be private for-profit and 30% will be private not-for- profit.
Hospitals are staffed by employed doctors who are usually not permitted to treat outpatients unless the needed care cannot be provided in an office setting. Inpatient care is reimbursed by DRGs. There are currently 1,194 categories (2011), with the system revised annually.
Germany is a leader in quality improvement and patient safety initiatives, which is interesting in that there is no national quality assessment agency. Before the 2003/04 introduction of DRGs there was a national benchmarking exercise based on 206 quality indicators. The Joint Committee specifies what quality measures must be implemented by all providers. One requirement is that all
71 providers have a quality management system, CME and technology assessment. Another sets minimum volume s for complex procedures. There is also a mandatory quality reporting system that covers over 150 indicators for 30 conditions that account for about one-sixth of patients. Hospitals must publish results of 27 indicators to facilitate comparisons. Hospital accreditation is voluntary. Four hospitals are accredited by Joint Commission International.
Abstracted from:
Busse, R., & Blumel, M. (2011). The German Health Care System 2011: International Profiles of Health Care Systems. 57-64: The Commonwealth Fund.
Central Intelligence Agency. (2011, November 18). The World Factbook. Retrieved November 18, 2011, from Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/
International Finance Corporation. (2011). 2010 Client Meeting Presentations. HOPE-European Hospital and Healthcare Federation, Country Analysis , 69-70.
Joint Commission International. (2010). Country Status Report. Joint Commission International.
Tiemann, O., Schreyogg, J., & Busse, R. (2010). Which Type of Hospital Owndership has the Best Performance? Evidence and Implications from Germany. Eurohealth , Vol. 17 No. 2-3, 31-33.
GERMANY PROGRAMS
Country Germany
Institution Duale Hochschule Baden-Wuerttemberg
Baden-Wuerttemberg Cooperative State University (Eleven sites in Baden-Wuerttemberg)
Baden-Wuerttemberg Cooperative State University Loerrach
Program(s) Business Management - Health Care Management
Website http://www.dhbw-loerrach.de/
Address Hangstr. 46-50
79539 Lörrach
72 Telephone/Fax Tel: +49 7621 / 2071323
University Contact(s) Prof. Dr. Frank Andreas Krone Name and Title
Email [email protected]
Language(s) German and English
Duration of Each 6 semesters (Bachelor of Arts) Program 4 semesters (Masters in Business Management)
Number of Graduates 40 – Bachelor of Arts Per Year
Year Program(s) 2007 – Bachelor Program Started 2012 – Master Program
Country Germany
Institution Berlin School of Economics and Law
Program(s) Health Care Management
Website http://www.mba-berlin.de/
Address Badensche Str. 50-51, 10825 Berlin
Telephone/Fax Tel: +49 30 85789-406
Affiliations N/A
University Contact(s) Prof. Dr. Jochen Breinlinger-O´Reilly Name and Title
Email [email protected]
Language(s) German
Duration of Each 24 months, part-time Program
Number of Graduates 18 Per Year
73 Year Program(s) 2001 Started
Country Germany
Institution Bielefeld University
Program(s) Health Administration
Website http://www.uni-
bielefeld.de/gesundhw/studienangebote/mha/index.html
Address Postfach 100 131, 33501 Bielefeld
Telephone/Fax Tel: +49 0521 / 106-00
Affiliations N/A
University Contact(s) Dr. Andrea Frank Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution Catholic University of Applied Sciences Freiburg
Program(s) Management in the Health System (BA)
Website http://www.kh-freiburg.de/=
Address Karlstraße 63, 79104 Freiburg
74 Telephone/Fax Tel: +49 761 200-1401
Affiliations N/A
University Contact(s) Matthias Linnenschmidt Name and Title
Email [email protected]
Language(s) German
Duration of Each Full-time: 7 semesters Part-time: 9 semesters. Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution Deggendorf University of Applied Sciences
Program(s) Master of Health Care Management
Website https://www.hdu- deggendorf.de/de/weiterbildung/masterstudiengaenge/hcm-m
Address Edlmairstraße 6, 8, 94469 Deggendorf
Telephone/Fax Tel: +49 991 3615 217
Affiliations N/A
University Contact(s) Alexandra Niewohner, Prof., Dr. Thomas Bartscher Name and Title
Email [email protected]
75 Language(s) German and English
Duration of Each 3 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution European Business School International University
Program(s) Executive MBA Health Care Management , Master of Science
Website http://www.ebs.edu/index.php?id=contact&L=0\
Address Rheingaustraße 1, 65375 Oestrich-Winkel
Telephone/Fax 0611 / 7102 1875
Affiliations N/A
University Contact(s) Claudia Hirning Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters, two study levels: Study block I - 10 months certificate Program 'Health Economist (EBS)’; II - 14 months with final examination MBA
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution Fachhochschule of Koblenz
76 Program(s) 1) Bachelor - Health and Social Economy/Business Administration with specialization in Health and Social Economy 2) Master - Health and Social Economy/Business Administration with specialization in Health and Social Economy
Website http://www.rheinahrcampus.de/Betriebswirtschaftslehre-M-
A.809.0.html
Address Südallee 2, 53424 Remagen
Telephone/Fax Tel: +49 261 9528-0
Affiliations N/A
University Contact(s) General Contact Information Name and Title
Email [email protected]
Language(s) German
Duration of Each 1) 6 semesters Program 2) 4 semesters
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution Frankfurt School of Finance and Management
Program(s) Masters of Business Administration in International Hospital and Healthcare Management. Two concentrations: Supplier or Payer/Provider
Website http://www.frankfurt-school.de/content/en
Address Frankfurt School of Finance & Management Sonnemannstraße 9-11 60314 Frankfurt am Main
77 Telephone/Fax +49 (069) 154008-0
Affiliations EPAS Accredited
University Contact(s) Dr. Christina Heiss Name and Title
Email [email protected]
Language(s) German
Duration of Each 18-20 months part-time, nine residential modules (two are industry Program specific) and two e-based modules plus thesis.
Number of Graduates 25 Per Year
Year Program(s) 2001 Started
Country Germany
Institution Friedrich-Alexander Universitat Erlangen-Nurnberg
Program(s) Master of Health Business Administration (MHBA)
Website http://www.mhba.de/mhba/
Address Department of health management Lange Gasse 20 90403 Nuremberg
Telephone/Fax 0911 / 5302-313
Affiliations ACQUIN
University Contact(s) Prof. Dr. Oliver Schöeffski, MPH Name and Title
Email [email protected]
Language(s) German
Duration of Each Part-time distance learning, four semesters Program
78 Number of Graduates 160-190; 8090 hospital physicians per Year
Year Program(s) 2007 Started
Country Germany
Institution Fulda
Program(s) Public Health Management (Health Care Management) – Bachelor of Arts (BA)
Website http://www.hs-fulda.de/index.php?id=1733&L=1
Address Marquardstraße 35, 36039 Fulda
Telephone/Fax Tel: +49 661 9640-146; -101
Affiliations N/A
University Contact(s) Heß, Karin Name and Title
Email [email protected]
Language(s) German
Duration of Each 6 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution GmbH
Program(s) Health & Management for Health Treatment and Caring Professions (BS)
Website http://www.hs-fresenius.de/
79 Address Limburger Straße 2, 65510 Idstein
Telephone/Fax +49 6126 9352-0
Affiliations N/A
University Contact(s) General Contact Information Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution Hamburg University - Department of Health Care Management
Program(s) Master of Business Administration (MSc)
Website http://www.uni-hamburg.de/fachbereiche-
einrichtungen/fb03/oew/perso/MasterI_e.html
Address Fakultät Wirtschafts- und Sozialwissenschaften Professur für Personalwirtschaft Von-Melle-Park 5 20146 Hamburg
Telephone/Fax +49 40 428 38-5563
Affiliations N/A
University Contact(s) Prof. Dr. Dorothea Alewell Name and Title
Telephone/Fax 040 / 42838 - 4101
Email [email protected]
80 Language(s) German
Duration of Each 120 credit points in two-year master's program four semester length. Program
Number of Graduates The MSc Business Administration Per Year
Year Program(s) N/A Started
Country Germany
Institution Niderrhein
Program(s) 1) Bachelor – Health Care Management 2) Masters – Health Care Management
Website http://www.hs-niederrhein.de/fb10/studium/mbm000/
Address Op der Eyck-Straße 3-5, 47805 Krefeld
Telephone/Fax +49 02151 / 822-6611
Affiliations N/A
University Contact(s) Prof. Dr. Dagmar Ackermann – Professor Name and Title
Email [email protected]
Language(s) German
Duration of Each 1) 6 semesters full-time, 8 semesters part-time Program 2) 4 semesters full-time, 6 semesters part-time
Number of Graduates 1) Semester 1 - 225, Semester 2 – 135, Semester 3 – 85. E-Health Per Year Bachelors – 50 2) 30
Year Program(s) 1) 2006 – Bachelors of E-Health – 2011 Started 2) 2008
Country Germany
81 Institution SRH Berlin
Program(s) Master's in Health Care Management
Website http://www.srh-hochschule-berlin.de/de/
Address Ernst-Reuter-Platz 10, 10587 Berlin
Telephone/Fax Tel: +49 30 922535-50
Affiliations N/A
University Contact(s) Juliane Richter Name and Title
Email hochschule-berlin.de
Language(s) German
Duration of Each 4 semesters, dual system; part-time Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution Technische Universitat Dresden
Program(s) MBA in Health Care Management
Website http://tu-dresden.de/
Address TU Dresden TUD-Information Helmholtzstraße 10 D-01069 Dresden
Telephone/Fax phone: +49 351 463-37044
Affiliations N/A
University Contact(s) General Contact Information
82 Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution University of Applied Sciences Kempten
Program(s) Bachelor - Health Care Management
Website http://www.hochschule-kempten.de/index.php?id=9&L=1
Address Hochschule für angewandte Wissenschaften - Kempten Bahnhofstraße 61 D - 87435 Kempten
Telephone/Fax Tel: +49 (0) 831 2523-0
Affiliations N/A
University Contact(s) General Contact Information Name and Title
Email [email protected]
Language(s) German
Duration of Each 7 semesters including practical semester - Guest studies abroad are Program possible
Number of Graduates N/A Per Year
Year Program(s) N/A Started
83
Country Germany
Institution University of Bayreuth
Program(s) Health Care Management, Master of Business Administration (MBA)
Website http://www.campus-akademie.uni-
bayreuth.de/de/studiengaenge/mba-health-care-management/
Address Universitätsstraße 30, 95447 Bayreuth
Telephone/Fax Tel: +49 921 55-5246
Affiliations N/A
University Contact(s) Dr. Gisela Gerstberger Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution University of Duisburg-Essen
Program(s) Business Administration - Health Economics and Health Care Management
Website http://www.uni-
due.de/studienangebote/studienangebote_08451.shtml
Address Universität Duisburg-Essen 45117 Essen
Telephone/Fax +420 201/183-2196
84 Affiliations N/A
University Contact(s) Thomas Mayrhofer Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Germany
Institution University of Greifswald
Program(s) Health Care Management (MSc)
Website http://www.uni-greifswald.de/
Address Ernst-Moritz-Arndt University Greifswald Rubenowstraße 2 17487 Greifswald
Telephone/Fax Tel: +49 03834 86-2476
Affiliations N/A
University Contact(s) Timm Laslo Name and Title
Email [email protected]
Language(s) German
Duration of Each 4 semesters Program
Number of Graduates N/A Per Year
85 Year Program(s) N/A Started
Country Germany
Institution West Saxon University of Applied Sciences of Zwickau
Program(s) 1) Bachelor - Health Management/Health Sciences 2) Masters – Health Management/Health Sciences (MSc)
Website http://www.fh-zwickau.de/
Address Post Office Box, POB 201037, 08012 Zwickau
Telephone/Fax Tel: +49 375 536 1184
Affiliations N/A
University Contact(s) Annelore Spranger Name and Title
Email [email protected]
Language(s) German
Duration of Each 1) 6 semesters Program 2) 4 semesters
Number of Graduates N/A Per Year
Year Program(s) N/A Started
IRELAND
POPULATION
% Urban %
86 % Rural %
Age Structure 0-14 years: 21.1% (male 503,921/female 483,454)
15-64 years: 67.3% (male 1,581,959/female 1,560,238)
65 years and over: 11.6% (male 246,212/female 295,192) (2011)
Population 4,670,976 (July 2011 est.)
HEALTH STATUS
Infant Mortality Total: 3.85 deaths/1,000 live births Rate Male: 4.24 deaths/1,000 live births
Female: 3.44 deaths/1,000 live births (2011 est.)
Life Expectancy Total population: 80.19 years at Birth Male: 77.96 years
Female: 82.55 years (2011 est.)
CHARACTERISTICS
Religions Roman Catholic 87.4%, Church of Ireland 2.9%, other Christian 1.9%, other 2.1%, unspecified 1.5%, none 4.2% (2006 census)
Languages English (official, the language generally used), Irish (Gaelic or Gaeilge) (official, spoken mainly in areas along the western coast)
Geographic Total: 70,273 sq. km Size Land: 68,883 sq. km
Water: 1,390 sq. km
ECONOMY
Economy In 2010, the budget deficit reached 32.4% of GDP - the world's largest deficit, as a percentage of GDP In late 2010, the Government agreed to a $112 billion loan package from the EU and IMF to help Dublin further increase the capitalization of its banking sector and avoid defaulting on its sovereign debt. The government also initiated a four-year austerity plan to cut an additional $20 billion from its budget. A return to modest growth is expected in 2011.
GDP Per Capita $37,300
87 GOVERNMENT
Type Republic, parliamentary democracy
Components 29 counties and 5 cities
Form Legal System:
Common law system based on the English model but substantially modified by customary law; judicial review of legislative acts in Supreme Court
Executive Branch:
Chief of state: President Michael D. Higgins (since 2011)
Head of government: Taoiseach (Prime Minister) Enda Kenny (since 2011)
Cabinet: Cabinet appointed by the president with previous nomination by the prime minister and approval of the House of Representatives.
Legislative Branch:
Bicameral Parliament or Oireachtas consists of the Senate (60 seats; 49 members elected by the universities and from candidates put forward by five vocational panels, 11 are nominated by the prime minister; members serve five-year terms).
Judicial Branch:
Supreme Court (judges appointed by the president on the advice of the prime minister and cabinet); Courts of First Instance (includes High Court).
Government Health Service Executive (HSE) Departments Involved In Health Care
HEALTH CARE SPENDING
% of GDP 7.6% (2009)
Government N/A
Private N/A
FACILITIES
Hospitals .17 beds/1,000 population (2007)
88 Public N/A
Private N/A
THE HEALTH CARE SYSTEM
Description The health care system is managed by the Health Service Executive (HSE). All Irish citizens are covered by the general tax funded public health care system. For people under 70, the system is means-tested, based on income, age, illness or disability. The system consists of three parts that are based on income. Part 1 is the Medical Card which provides free medical and dental comprehensive coverage, held by about 32% of the population. All people over 70 qualify. Part 2 is the GP Visit Card, good for free GP visits, for those with higher (by 50%) incomes than for the Medical Card. Part 3 includes most of the population (about 68%), including those with the GP card. They must pay limited fees including; E 50-75 for a visit to a doctor, E100 for ED visits without a physician’s referral and E100 a hospital day (in public wards) up to E1000 per year.
Out-patient treatment and maternity care are free in public hospitals. Children’s benefits are an interesting feature of the system. Up to age 14, all children are entitled to eyeglasses every two years and all dentistry including orthodonture.
About half of the population is also covered by private health insurance. There are three insurance companies, one of which is owned by the government. Premiums are community-rated, so they are the same for everyone regardless of age or health status and coverage cannot be denied for pre-existing conditions. Private insurance is protection against waiting for services in the public hospitals. It also provides a semi-private or private room and consultant fees.
With 67,000 direct and 40,000 indirect employees the HSE is the country’s largest employer. The HSE owns and operates 51 hospitals using a centralized budget system. HSE is promoting clinical standardization to improve quality of care. There are 125 other hospitals, including university teaching hospitals, not- for-profit and for-profit hospitals for a total of about 23,000 beds. Public hospitals provide both public and private care. Public patients do not have choice of physician or have a private room.
There is an extensive network of HSE health centers that provide GP primary care and other health services and a broad range of social services. The center system reflects the policy of reducing hospital use. The services are provided free or at a subsidized rate. Other GPs are generally in solo practice. They charge those without Medical or GP Visit Cards up to E60 a visit. Those with private insurance are reimbursed. The centers and the private GPs are generally the gatekeepers to specialists and hospitals.
89 Waiting lists for procedures in public hospitals have been an issue for years. “Free it may be, but you are also free to wait.” The National Treatment Purchase Fund was established in 2002 to address the problem. The Fund pays for public patients to be treated in private hospitals or in other countries and is an important source of private hospital income. The Fund cannot spend over 10% of its funds in public hospitals. The Fund negotiates discounts based upon volume. Thus 2010 procedure specific prices were 8% below 2009. The Fund managed over 33,000 patients in 2010. Understandably, recent decreases in the waiting lists are of some concern to the private hospitals.
The Independent Health Information and Quality Authority was established in 2007 to drive continuous improvement in health and social services. The Authority is responsible for; developing health information systems, promoting and implementing quality assurance programs, reviewing and reporting on selected services, overseeing accreditation and technology assessment. In 2008 all hospitals were required to develop quality plans and to implement improvements. The Authority is conducting randomized unannounced monitoring assessments that lead to publicly available reports. Twenty-three hospitals are accredited by Joint Commission International.
Abstracted from:
Central Intelligence Agency. (2011, December 2). The World Factbook. Retrieved December 2, 2011, from Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/
The Government of Ireland. (2010). The National Treatment Purchase Fund, Annual Report. Dublin: Government of Ireland.
The Government of Ireland, Department of health and Children. (2007). Health Insurance Market Reforms. Dublin: The Government of Ireland.
The Government of Ireland, Department of Health and Children. (2007). The Health Information and Quality Authority, "About Us". Dublin: The Government of Ireland.
Wikipedia. (2011, November). Healthcare in the Republic of Ireland. Retrieved December 2011, from Wikipedia: http://en.wikipedia.org/wiki/Healthcare_in_the_Republic_of_Ireland
IRELAND PROGRAMS
90 Country Ireland
Institution Institute of Public Administration - Whitaker School of Government and Management
Program(s) 1) Healthcare Management – MA 2) Healthcare Management – BA
Website http://www.ipa.ie/index.php?lang=en&p=page&id=131
Address 57-61 Lansdowne Road, Ballsbridge, Dublin 4
Telephone/Fax +353 1 240 3600
Affiliations EMHA, Accredited by National University of Ireland
University Contact(s) Dearbhla Casey - Leadership and Management Specialist Name and Title
Email [email protected]
Language(s) English
Duration of Each 1) Two years. In the first year six public management subjects to Program receive a Higher Diploma in Public Management. The second year is divided into semesters. In the first of these, students study three healthcare management subjects. In the second, they write a minor dissertation. The MA is delivered through distance education. Students attend some weekend seminars at the IPA in Dublin. 2) Four academic years, with two interim awards (certificate and diploma), delivered in three ways: evening classes in Dublin, evening classes at regional centers and by distance education. All students attend several weekend seminars and tutorials at IPA.
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Ireland
Institution RCSI - Institute of Leadership and Healthcare Management
Program(s) 1) Health Care Management – MSc (including Postgraduate
91 Certificate) 2) Leadership and Management Development – MSc 3) Healthcare Management – Pharmacists – MSC (including Postgraduate Certificate) 4) Leadership and Management Development - Researchers & Technologists – MSc
Website 1) http://www.rcsileadership.org/index.jsp?p=594&n=602 2) http://www.rcsileadership.org/index.jsp?p=594&n=604 3) http://www.rcsileadership.org/index.jsp?p=594&n=603 4) http://www.rcsileadership.org/index.jsp?p=594&n=605&a=1093
Address Institute of Leadership Royal College of Surgeons in Ireland Reservoir House Ballymoss Road Sandyford Dublin 18, Ireland.
Telephone/Fax + 353 (0)1 402 2378
Affiliations Accreditation – National University of Ireland (NUI)
University Contact(s) 1) Sibeal Carolan – Program Head Name and Title 2) General Contact 3) Ciarán O'Boyle
Email 1) [email protected] 2) [email protected] 3) [email protected]
Language(s) English
Duration of Each 1) 4 semesters, a dissertation, and six learning modules undertaken in Program the Postgraduate Diploma and requires six contact days. 2) Two years (4 semesters). The first year requires 12 days attendance and the second year requires six days attendance. 3) The Postgraduate Diploma requires completion of six learning modules each requiring three contact days.
The MSc Degree requires a Dissertation, six learning modules, and six contact days. Most participants complete the Postgraduate Diploma in just over one academic year and the MSc Degree in two academic years. 4) The program is a combination of classroom days, online learning
92 and tutorials. Each module is delivered as a combination of web- based instruction and three days of class contact. The MSC requires the Postgraduate Diploma, a dissertation, and four classroom training days.
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Ireland
Institution Trinity College Dublin - School of Medicine
Program(s) Health Services Management – MSc
Website www.medicine.tcd.ie/health_policy_management/postgraduate/msc/ind
ex.php
Address Trinity College Dublin, College Green, Dublin 2
Telephone/Fax +353-1-896 2665/3986
Affiliations N/A
University Contact(s) Professor Charles Normand – Program Head Name and Title
Email [email protected]
Language(s) English
Duration of Each Two years, part-time Program
Number of N/A Graduates Per Year
Year Program(s) N/A Started
Country Ireland
93 Institution University College Cork
Program(s) Health Services Management – MBS
Website http://www.ucc.ie/calendar/postgraduate
Address University College Cork, College Road, Cork, Ireland
Telephone/Fax +353 (021) 4902395
Affiliations N/A
University Contact(s) Professor Neil Collins – Dean, Faculty of Commerce Name and Title
Email [email protected]
Language(s) English
Duration of Each Part-time program, 24 months, 120 credits Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Ireland
Institution University of Limerick - Kemmy Business School
Program(s) 1) Health Services Management – BA (Hons) 2) Health Services Management – Diploma 3) Health Services Management – Certificate
Website 1) http://www2.ul.ie/ 2) http://www2.ul.ie/pdf/485902918.pdf 3) http://www2.ul.ie/pdf/817541918.pdf
Address University of Limerick Limerick Ireland
Telephone/Fax +353-61-202915
Affiliations EPAS
94 University Contact(s) Breda Ahern - Management Development Unit Name and Title
Email [email protected]
Language(s) English
Duration of Each 1) 4 years, 8 semesters Program 2) 2 semesters 3) 2 semesters
Number of Graduates N/A Per Year
Year Program(s) N/A Started
NETHERLANDS
POPULATION
Age Structure 0-14 years: 17% (male 1,466,218/female 1,398,463)
15-64 years: 67.4% (male 5,732,042/female 5,624,408)
65 years and over: 15.6% (male 1,141,507/female 1,484,369) (2011 est.)
Population 16,847,007 (July 2011 est.)
HEALTH STATUS
Infant Mortality Total: 4.59 deaths/1,000 live births Rate Male: 5.08 deaths/1,000 live births
Female: 4.07 deaths/1,000 live births (2011 est.)
Life Expectancy Total population: 79.68 years at Birth Male: 77.06 years
95 Female: 82.44 years (2011 est.)
CHARACTERISTICS
Religions Roman Catholic 30%, Protestant 20% (Dutch Reformed 11%, Calvinist 6%, other Protestant 3%), Muslim 5.8%, other 2.2%, none 42% (2006)
Languages Dutch (official), Frisian (official)
Geographic Total: 41,543 sq. km Size Land: 33,893 sq. km
Water: 7,650 sq. km
ECONOMY
Economy The Netherlands economy is noted for stable industrial relations, moderate unemployment and inflation, a sizable current account surplus, and an important role as a European transportation hub. Industrial activity is predominantly in food processing, chemicals, petroleum refining, and electrical machinery. In response to turmoil in financial markets, the government nationalized two banks and injected billions of dollars into a third, to prevent further systemic risk. The government also sought to boost the domestic economy by accelerating infrastructure programs, offering corporate tax breaks for employers to retain workers, and expanding export credit facilities. The stimulus programs and bank bailouts, however, resulted in a government budget deficit of nearly 4.6% of GDP in 2009 and 5.3% in 2010 that contrasts sharply with a surplus of 0.7% of GDP in 2008. With unemployment weighing on private-sector consumption, the government of Prime Minister Mark RUTTE is likely to come under increased pressure to keep the budget deficit in check while promoting economic recovery.
GDP Per Capita $40,300 (2010 est.)
GOVERNMENT
Type Constitutional Monarchy
Components 12 provinces
Form Legal System:
Civil law system based on the French system; constitution does not permit judicial review of acts of the States General
Executive Branch:
96 Chief of State: Queen Beatrix (since 30 April 1980); Heir Apparent Willem- Alexander, son of the monarch
Head of Government: Prime Minister Mark RUTTE (since 2010);
Cabinet: Council of Ministers appointed by the monarch
Legislative Branch:
Bicameral States General or Staten Generaal consists of the First Chamber or Eerste Kamer (75 seats; members indirectly elected by the country's 12 provincial councils to serve four-year terms) and the Second Chamber or Tweede Kamer (150 seats; members elected by popular vote to serve four-year terms).
Judicial Branch:
Supreme Court or Hoge Raad (justices are nominated for life by the monarch)
Government Dutch Health Care Authority Departments Involved In Health Care
HEALTH CARE SPENDING
% of GDP 10.8%
Government
Private
FACILITIES
Hospitals 4.25 beds/1,000 population (2008) 42,350 (2008)
Public 95
Private
THE HEALTH CARE SYSTEM
Description The government is responsible for overseeing quality, accessibility and affordability of care. The Dutch Health Care Authority, an independent administrative body supervises the system. It can regulate rates and performance. The government provides a substantial amount of information to the public through the Internet on waiting lists, quality and prices of care. Hospitals are required to publish annual financial and quality of care reports. Private providers are
97 responsible for most of the provisions of services but the government is directly involved in planning facilities for highly complicated procedures. Traditionally, self-regulation has been important.
Holland has a single compulsory insurance system through competitive private insurers that is essentially managed competition. The system gives the patient the tools to make independent decisions about insurance plans and some providers, has a transparent and uniform pricing system for GPs and hospitals, selective contracting and relatively free negotiation between insurers and providers. The insurers can negotiate with providers on price, volume and quality of care. They may be for-profit and pay dividends. However, the market is dominated (88%) by four large plans, three of which are not-for-profit. The plans must accept all applicants and cannot differentiate premiums based on risk. The system is composed of three “compartments”: 1) compulsory insurance for long-term care (SHI) 2) Basic insurance covering everyone and 3) complimentary voluntary health insurance (VHI).
SHI, long-term care insurance provides care for expensive chronic conditions that are expensive. It is financed through income-dependent contributions. Beneficiaries have a complicated cost-sharing that is based on a needs assessment. Their care is organized by care offices that operate independently but are related to the health insurers. Interestingly, the patient can opt to take cash and organize their own care.
Basic health insurance covers essential curative care including hospitalization, medical care, dental care up to the age of 22, drugs, mental health services, etc. There is a defined basic package, but plans compete on the basis of price and quality and they may offer complimentary voluntary plans. The plans are free to select what providers they will contract with. Individuals may choose any plan. All citizens pay a flat-rate premium to their health insurer. There is also a payroll deduction that goes to a central health insurance fund. The fund allocates funds to the insurers according to a risk-adjustment system. Children under 18 are covered free of charge.
Voluntary insurance covers services that are not covered by the other systems, some co-payments and provides either services or cash. In 2009 91% of the insured added voluntary coverage. The plans are not obligated to accept any applicants.
All citizens are registered with a GP for basic health insurance coverage. General practitioners are paid by a mix of capitation and fee-for-service. Rates are negotiated by GP association committees. There is a trend toward group practice. They function as gatekeepers who must sign referrals for hospital or specialist care. Almost all GPs use an electronic record system, from which data
98 are extracted to monitor the quality of care.
In principle patients can choose any hospital, but insurers may impose some limitations on choice. Specialists work only in hospitals and most are self-employed now but there is a trend toward direct employment. Most in hospitals (75%) are in specialty specific partnerships (groups) with which the hospitals contract. There is also a trend toward comprehensive payments that is encouraging more integrated care. All physicians in the eight academic hospitals are salaried.
Hospitals, specialists and mental care are paid by an elaborate DRG-type system called Diagnosis and Treatment Combinations (DBCs). It is considered to be an improvement because it provides for treatment combinations (thus more than one DBC per patient is possible). The DBC system is managed by an independent foundation. The treatment options and costs for each diagnosis are developed collaboratively by the government, specialists, hospitals and insurers. The rates are designed to include all direct and indirect costs.
Institutions that provide in-patient care are not allowed to make a profit, however consideration is being given to opening the field to private investment. Independent treatment centers that are affiliated with hospitals can make a profit. The centers, some employing specialists, offer selected non-urgent treatments that require less than 24 hospitalizations. Due to a number of mergers in recent years many hospitals operate in more than one location. The number of hospitals declined from 172 in 1982 to 95 in 2009, including the eight academic hospitals. The number of beds fell from about 60,000 in 1980 to 42,350 in 2008. Larger hospital organizations enjoy financing advantages and more leverage relative to the insurers.
Dutch hospitals have a complicated and interesting management structure. Most are foundations that do not have members. Each hospital is managed by a supervisory board and an executive board. There is no government involvement in appointments. Because of questions about board and executive remuneration and other financial and quality problems, the government is considering modifying the mandated structure, but the form and timing of change is not clear. There is a requirement that the remuneration of supervisory and executive board members be made public. The supervisory board is akin to a self-perpetuating community board (with limited terms), accountable to no one. It appoints and oversees the executive board that has the authority to manage the hospital. There is an unofficial “Health Care Governance Code,” developed by the provider’s associations, that details the functions of the boards. The code was developed to head-off government involvement but is not enforced.
The executive boards have from one to three members. There is much interest in increasing the managerial competence of the members and a trend to hire
99 professional administrators. There is wide recognition that they serve at the pleasure of the medical staff. All appointees are subject to review by the employee’s and the client’s councils and the medical staff board is usually consulted. The board is responsible for strategic and operational governance, administrative structure, financial management, medical services and quality of care. By law, certain decisions must be approved by either by the medical staff or the employee’s council. In fact, the executive board needs medical staff support for all strategic decisions, a situation that greatly complicates governance. The employee’s council, which serves as a vehicle for union actions, can block executive board actions, which leads to resolution in court.
There is a trend toward “duel management” of large operating units within the hospital. Management is shared by a full-time general manager and a part-time medical manager.
Quality of care and safety are overseen by the Health Care Inspectorate which applies quality tools that are provided by providers and institutions. Facilities are required to collect certain information, to set up a quality assurance system and produce publically available annual quality of care reports. Providers are required to report serious events.
Long-term care providers are paid according to an assessment of the care intensity need of each patient.
Abstracted from:
Central Intelligence Agency. (2011, November 30). The World Factbook. Retrieved November 30, 2011, from Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/
Maarse, H., & Lodewick, L. (2011). Netherlands. In R. Saltman, A. Duran, & H. Dubois, Governing Public Hospitals and European Observatory on Health Systems and Policies. 179-199.
Schafer, W., Kroneman, M., Boerma, W., van den Berg, M., Westert, G., Deville, W., et al. (2010). The Netherlands Health System Review. . Health Systems in Transition, (12); 1-229.
Wynand, P., van de Ven, M., & Schut, F. T. (May/June 2008). Universal Mandatory Health Insurance in the Netherlands: A Model for the United States? Health Affairs, (27): 3.
DUTCH PROGRAMS
100
Country Netherlands
Institution Erasmus University
Program(s) 1) MSc in Health Economics, Policy & Law 2) MSc in Health Care Management
Website http://www.bmg.eur.nl
Address J-building-Woudestein Campus
Mayor Oudlaan 50
3062 PA Rotterdam
Telephone/Fax +31 010-408 8575
Affiliations NVAO 0 Dutch/Flemish
University Contact(s) Job van Exel – Program Director of the Master Health Economics, Policy Name and Title & Law
Email [email protected]
Language(s) 1) Dutch and English 2) Dutch
Duration of Each 1) Full-time: one year, 60 credits, 6 compulsory courses, 3 elective Program courses, individual master-thesis / Part-time: 2 years. 2) Full-time: one year, 60 credits / Part-time 2 years
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Netherlands
Institution Maastricht University, Faculty of Health, Medicine and Life Sciences, CAPHRI School of Public Health
Program(s) Master of Healthcare, Innovation and Management – MSc
Website http://www.maastrichtuniversity.nl
101 Address Faculty of Health, Medicine and Life Sciences Maastricht University PO Box 616 6200 MD Maastricht The Netherlands
Telephone/Fax +31 43 388 5798
Affiliations N/A
University Contact(s) 1) Jouke van der Zee – Chair, Primary Health Care Research Name and Title 2) General Information 3) Professor Helmut Brand
Email 1) [email protected] 2) [email protected] 3) [email protected]
Language(s) English
Duration of Each One year full-time, two-year part-time. 42 credits for 7 courses plus Program 18 credits thesis and internship.
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Netherlands
Institution Netherlands Institute for Health Sciences (Nihes)
Program(s) Master in Health Sciences/Master in Economics and Business, Health Economics Specialization
Website www.nihes.nl
Address Netherlands Institute for Health Sciences Educational Support Center (DCO) Room Ee308 PO Box 2040 3000 CA Rotterdam The Netherlands
Telephone/Fax +31 (0)10 703 8450
102 Affiliations Joint venture of the Erasmus School of Economics and the Institute of Health Policy & Management
University Contact(s) Dr. T.G.M van Ourti - Professor Name and Title
Email [email protected]
Language(s) English
Duration of Each 70 credits full-time (13 months) and part-time (25 months)/One-year Program full-time 60 credits
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Netherlands
Institution Tilsburg University, TiasNimbas Business School
Program(s) Executive Master of Health Administration – MHA
Website www.tiasnimbas.edu.nl
Address Casa 400 Eerste Ringdijkstraat 4 1097 BC Amsterdam The Netherlands
Telephone/Fax Tel: +31 13 466 8638
Affiliations N/A
University Contact(s) 1) G.J. Caris – Academic Director Name and Title 2) Corine Schriks – Program Advisor
Email [email protected]
Language(s) English and Dutch
Duration of Each Part-time program, 15 months Program
103 Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country Netherlands
Institution University of Twente
Program(s) Masters - Specialization in Health Services and Management
Website http://www.utwente.nl/master/international/hs/tracks/hsm/
Address University of Twente Study Information Desk Postbus 217 7500 AE Enschede The Netherlands
Telephone/Fax +31 53 4895489
Affiliations N/A
University Contact(s) General Contact Name and Title
Email [email protected]
Language(s) English
Duration of Each Health Sciences is a one-year Master program, 60 European Credits Program (EC). First semester six courses. Each course comprises 5 EC. The second semester, Master’s thesis (25 EC).
Number of Graduates N/A Per Year
Year Program(s) N/A Started
104
SOUTH KOREA
POPULATION
% Urban 83% of total population (2010)
% Rural 17%
Age Structure 0-14 years: 15.7% (male 3,980,541/female 3,650,631)
15-64 years: 72.9% (male 18,151,023/female 17,400,809)
65 years and over: 11.4% (male 2,259,621/female 3,312,032) (2011 est.)
Population 48,754,657 (July 2011 est.)
HEALTH STATUS
Infant Mortality Total: 4.16 deaths/1,000 live births Rate Male: 4.37 deaths/1,000 live births
Female: 3.93 deaths/1,000 live births (2011 est.)
Life Expectancy Total population: 79.05 years at Birth Male: 75.84 years
105 Female: 82.49 years (2011 est.)
CHARACTERISTICS
Religions Christian 26.3% (Protestant 19.7%, Roman Catholic 6.6%), Buddhist 23.2%, other or unknown 1.3%, none 49.3% (1995 census)
Languages Korean, English (widely taught in junior high and high school)
Geographic Total: 99,720 sq. km Size Land: 96,920 sq. km
Water: 2,800 sq. km
ECONOMY
Economy Since the 1960s, South Korea has achieved an incredible record of growth and global integration to become a high-tech industrialized economy. Four decades ago, GDP per capita was comparable with levels in the poorer countries of Africa and Asia. In 2004, South Korea joined the trillion-dollar club of world economies, and currently is among the world's 20 largest economies. With the global economic downturn in late 2008, South Korean GDP growth slowed to 0.2% in 2009. In the third quarter of 2009, the economy began to recover, in large part due to export growth, low interest rates, and an expansionary fiscal policy; growth exceeded 6% in 2010. The South Korean economy's long-term challenges include a rapidly aging population, inflexible labor market, and overdependence on manufacturing exports to drive economic growth.
GDP Per Capita $30,000 (2010 est.)
GOVERNMENT
Type Republic
Components 9 provinces
Form Legal System:
Mixed legal system combining European civil law, Anglo-American law, and Chinese classical thought.
Executive Branch:
Chief of State: President LEE Myung-bak (since 2008)
Head of Government: Prime Minister KIM Hwang-sik (since 2010)
106 Cabinet: State Council appointed by the president on the prime minister's recommendation.
Legislative Branch:
Unicameral National Assembly or Gukhoe (299 seats; 245 members elected in single-seat constituencies, 54 elected by proportional representation; members serve four-year terms).
Judicial Branch:
Supreme Court (justices appointed by the president with consent of National Assembly); Constitutional Court (justices appointed by the president based partly on nominations by National Assembly and Chief Justice of the court).
Government Ministry of Health, Welfare and Family Affairs (MIHWAF) Departments Involved In National Health Insurance Program Health Care
HEALTH CARE SPENDING
% of GDP 6.5%
Government N/A
Private N/A
FACILITIES
Hospitals 12.28 beds/1,000 population (2008)
Public N/A
Private Private hospitals and clinics account for 92.6% of all medical facilities in terms of the number of facilities and 87.4% in terms of the number of beds.
THE HEALTH CARE SYSTEM
Description Universal coverage has been in effect since 1989. The Ministry of Health and Welfare provides policy direction and oversight. There are three national health service programs; the universal plan that covers about 96% of the population (2007) is the National Health Insurance Program (NHIP). The program is supported primarily (80%) by premiums. There are two groups of insured (including dependents), employees and the self-insured. Contribution rates are adjusted annually. The rate is about 5% of payroll (2007), half paid by the employee and half by the employer. The rates for the self-employed are based
107 on a complex formula that considers income, property, motor vehicles, age and gender. Rates are reduced for individuals living in remote rural areas. In 2009 a Korean family paid about US$8000. The national government provides about 14% of the plan’s cost and 6% comes from a tax on tobacco. NHIP is managed by the National Health Insurance Corporation that is responsible for enrollment, contribution collection and setting fee schedules. The Health Insurance Review Agency reviews and adjudicates claims and evaluates services.
The small Medical Aid Program serves the indigent and some special populations, including children up to the age of18 and patients with rare, intractable and chronic diseases. It covers about 4% (2007) of the population. The government pays all medical expenses with funding from the NHIP, the central and local governments. A Long-term Care Insurance Program was launched in 2008 and covers about 4% of the population, which is the most rapidly aging in the world. The plan is limited to the seriously disabled over 65 and to younger people with specific diseases. The government provides 20% of the cost and users pay 15% for home care and 20% for institutional services.
Management of the NHIP benefit package has been the major policy issue, balancing cost to the government, scope of services and the level of co-payment. It is a low contribution and low benefit system. Covered services have been gradually expanded, but with limited funding so that co-payments have remained relatively high which is the reason for the popularity of private insurance. Benefit expansion has been based on financial concerns rather than medical necessity or cost-effectiveness. Protection for catastrophic expenses is limited but there is a provision to limit out-of-pocket expenses within a time period. The government also controls the cost of the program by keeping tight control over annual fee negotiations with providers. The result of both is that the health share of GDP has increased slowly, to 6.3% in 2007.
It is interesting to note that the Korean Medical Association and the Korean Hospital Association are considered to be powerful forces, but that does not translate into high physician remuneration. Korean doctors are well-off compared to the rest of the society, but they have about half the income of doctors in Europe and Japan and 25% of doctor’s income in the US. Even the leading doctors can charge only what is in the fee schedule, but there may be a small addition for higher qualifications or the hospital’s facilities. Private insurance is available to cover expenses that are not covered by the national health plan.
A referral from a physician is usually required for hospital admission. A referral is not required for delivery, emergency care, family medicine, rehabilitation and dental care. With the exception of specialized hospitals, Koreans can go to any provider that they choose. There are over 92,000 physicians, most of whom are specialists, and over 90% of specialists are in private practice. The importance of
108 regional access disparities is debated. Eighty percent of the population is urban and about 92% of physicians are in urban areas. 91% of hospital beds are in urban areas. However, very few people live more than three hours by train or car from an urban center.
Technically, South Korea prohibits for-profit hospitals. However, most health services in Korea are owned by physicians so the key must be in the terminology and legal forms. More than 90% of the medical institutions, with almost 90% of the beds, are private. Most physician-owned clinics have beds. In 2005 the 25,500 clinics had 94,000 beds. In comparison with other industrialized countries, hospitals have very large outpatient clinics. In 2005 there were 1261 general hospitals with 189,000 beds. There are 84 specialized hospitals (leprosy, mental and tuberculosis) with 31,000 beds. The average length-of-stay is long-13.5 days-, vs. the OECD average of 9.6 and the number of beds 6.8 per 1,000 people is also well above the OECD average of 3.9. Hospitals are reimbursed on a fee-for-service basis. An experiment with DRGs was not considered to be successful.
Korea is considered to have one of the most advanced IT infrastructures in Asia. It has been encouraged by government subsidies, policies, guidelines and regulations. There is a trend away from telemedicine to ubiquitous healthcare (u- health), thereby enabling self-care and real-time monitoring by physicians. There are many cost and quality of care issues that are driven by the fee-for-service system. They include duplication of underused technologies, substitutions of high priced drugs and services, promotion of profitable but unnecessary services and kick-back schemes between doctors, pharmacists, and pharmaceutical companies. Korea has a very high c-section rate, 43%, that is attributed to higher fees (though it is argued that it also reflects the desire to deliver on lucky dates).
The government has made medical tourism a development priority under the slogan “Medical Korea.” In August, 2011 2,016 institutions had registered to meet government standards for inclusion in the promotion. There were 81.789 foreign medical visitors in 2010. The government issues medical visas, operates a medical information call center and tourist service centers and set up an arbitration office to handle medical disputes. Accreditation is a component of the program. The Korean Hospital Association and JSI have a formal partnership to improve quality and 22 hospitals are JCI accredited. Plastic surgery is being promoted as the leading procedure. There were about 1000 plastic surgery clinics in 2007.
Medical Korea is also promoting formal relationships with other countries. Fifty- eight medical institutions have established branches in 11 countries. In December, 2011 the Ministry of Health and Welfare and The Korean Health Industry Development Institute announced an agreement with the Abu Dhabi Health
109 Authority for four Korean hospitals to provide treatment and collaborate in a patient treatment-reference system.
Abstract from:
Central Intelligence Agency. (2011, Decemer 5). The World Factbook. Retrieved December 5, 2011, from Central Intelligence Agency: https://www.cia.gov/library/publications/the-world-factbook/
Frost & Sullivan. (2010, November 22). South Korean Hospitals Increasingly Adopt Healthcare IT to Remain Competitive, Finds Frost & Sullivan. Frost & Sullivan.
Hahn, D. J. (2007). Healthcare System in Korea - Korean Hospital Assocation presentation. International Finance Corporation Clients. Washington.
Jeong, H.-S. (2011). Korea's National Health Insurance-Lessons from the Past Three Decades. Health Affairs, (30) 1; 136-144.
Joint Commission International. (2009). Joint Commission International and Korean Hospital Association Establish Strategic Collaboration. Joint Commission International.
Kwon, S. (2009, February 20). Health Care System and Policy in Korea: Politics and Democratization. Stanford University, Palo Alto, California, US.
PR Newswire-Asia. (2011, December 5). South Korea Signs Accord with Abu Dhabi Health Authority on Hospital Service Agreement. PR Newswire-Asia.
PR Newswire-Asia. (2011, November 1). South Korea's Hospitals Step Up Going Global, Riding the 'Medical Hallyu' Wave. PR Newswire-Asia.
Song, Y. J. (2009). The South Korean Health Care System. JAMA , 52 (3) 206-209.
SOUTH KOREA PROGRAMS
Country South Korea
Institution Ajou University, Graduate School of Public Health
Program(s) Health Policy and Management – Masters
Website http://www.ajou.ac.kr/english/academics/academics_3_10.jsp
Address Ajou University, San 5, Woncheon-dong, Yeongtong-gu, Suwon 443- 749, Korea
Telephone/Fax (+82)-(0)31-219-2921~6
Affiliations N/A
110 University Contact(s) Mr. Dong-Yeol Lee – Director, Office of International Affairs Name and Title
Email [email protected]
Language(s) English and Korean
Duration of Each 2 years, 4 semesters, integrated graduate degree is 4 years, 8 Program semesters
Number of Graduates N/A Per Year
Year Program(s) 2004 Started
Country South Korea
Institution Catholic University of Daegu, Graduate School of Health Science
Program(s) Health Science Administrator – Masters
Website http://cuth.cu.ac.kr/~spgr/infor/nurse.html#top=
Address Catholic University of Daegu 13-13 Hayang-ro, Hayang-eup, Gyeongsan-si, Gyeongsangbuk-do, Rep, of Korea 712-702
Telephone/Fax +82-53-850-3007, 3039
Affiliations International Federation of Catholic Universities (IFCU)
University Contact(s) General Contact Information Name and Title
Email [email protected]
Language(s) Korean
Duration of Each Night program, 2 years, 4 semesters Program
Number of Graduates N/A Per Year
Year Program(s) 1990 Started
111
Country South Korea
Institution Chung-ang University
Program(s) Public Health Administration – Masters
Website http://neweng.cau.ac.kr
Address 84 Heukseok-Ro, Dongjak-Gu, Seoul, Korea
Telephone/Fax +82-2-820-6396
Affiliations N/A
University Contact(s) General Contact Information Name and Title
Email 1) [email protected] 2) [email protected]
Language(s) Korean
Duration of Each N/A Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country South Korea
Institution Chungnam National University
Program(s) Public Health Administration – Masters and Executive Masters
Website http://plus.cnu.ac.kr/org/gradbogun/index.jsp
Address 99 Daehak-ro, Yuseong-gu, Daejeon 305-764, Korea
Telephone/Fax +82-42-821-501
Affiliations N/A
University Contact(s) General Contact Information Name and Title
112 Email [email protected]
Language(s) Korean
Duration of Each N/A Program
Number of Graduates N/A Per Year
Year Program(s) 2011 Started
Country South Korea
Institution Daejeon University
Program(s) Hospital Management – Masters
Website http://www.dju.ac.kr/
Address 96-3 Yongun-dong, Dong-gu, Daejeon, 300-716, Korea
Telephone/Fax +82-042-280-2114
Affiliations N/A
University Contact(s) General Contact Information Name and Title
Email [email protected]
Language(s) Korean
Duration of Each N/A Program
Number of Graduates N/A Per Year
Year Program(s) 1989 Started
Country South Korea
113 Institution Gyeongsang National University
Program(s) Health Care Management – Masters
Website http://health.gnu.ac.kr/main/
Address [660-987] as pearls Jinju, Gyeongsangnam-do, Gyeongsang National University School of Public Health, 816 15 beongil
Telephone/Fax 055)772-8208
Affiliations N/A
University Contact(s) Bakhosang – Graduate School of Public Health Name and Title
Email [email protected]
Language(s) English and Korean
Duration of Each 45 credits Program
Number of Graduates 20 Per Year
Year Program(s) 2009 Started
Country South Korea
Institution Hanyang University, Graduate School of Business
Program(s) Global Healthcare Management – MBA
Website http://www.hanyang.ac.kr/english/
Address 222 Wangsimni-ro, Seongdong-gu, Seoul 133-791, Korea
Telephone/Fax +82-2-2220-0242~3
Affiliations N/A
University Contact(s) Hyun-Soo Han – Faculty, Graduate School of Business Name and Title
114 Email [email protected]
Language(s) Korean
Duration of Each Total of forty-five credits (equivalent fifteen courses). Minimum of Program four courses in healthcare management, five core MBA courses, and field study (six credits).
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country South Korea
Institution Inje University
Program(s) 1) Health Administration – MA 2) Health Administration – PhD
Website http://home.inje.ac.kr/~health/
Address 607 Obang-dong. City: Gimhae-si. Postal Code: 621-749
Telephone/Fax +82 (55) 334 7111
Affiliations Korean Hospital Alliance
University Contact(s) Gimgonghyeon – Professor, Health Administration Name and Title
Email [email protected]
Language(s) English
Duration of Each 1) 3 years Program 2) 5 years
Number of Graduates N/A Per Year
Year Program(s) 1987 Started
115 Country South Korea
Institution Korea University, Department of Public Health
Program(s) 1) Health Policy and Hospital Management – MA 2) Health Policy and Hospital Management – PhD
Website http://pbhealth.korea.ac.kr/
Address 145, Anam-ro, Seongbuk-gu, Seoul
Telephone/Fax +82-2-3290-1152
Affiliations N/A
University Contact(s) Jae-Wook Choi – Profesor Name and Title
Email [email protected]
Language(s) English
Duration of Each 1) 5 semesters, 2 years Program 2) 3 years
Number of Graduates Total of 399 students since opening of program Per Year
Year Program(s) 1999 Started
Country South Korea
Institution Kosin University
Program(s) 1) Health Care Administration – MS 2) Health Care Administration – PhD
Website http://www.kosin.edu/about09.ksu
Address 149-1 Dongsam-dong, Yeongdo-gu, Busan, Korea
Telephone/Fax +82-51-990-2304
Affiliations N/A
116 University Contact(s) Dr. Song Guk Joh – Head of Graduate School of Christian Education Name and Title
Email [email protected]
Language(s) Korean
Duration of Each N/A Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country South Korea
Institution Kyungpook National University
Program(s) Health Care Management - Masters
Website http://www.knu.ac.kr/bbs/newmain/sublayout.jsp?number=0205
Address Office of International Affairs, KNU, Daegu 702-701, Korea
Telephone/Fax +82-53-950-6091
Affiliations N/A
University Contact(s) Jaeyong Park – Health Care Management, Health Policy Name and Title
Email [email protected]
Language(s) English and Korean
Duration of Each 23 classess Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
117
Country South Korea
Institution Seoul National University
Program(s) Health Care Organization and Management – MHA
Website http://health0.snu.ac.kr/eng/
Address 1 Gwanak-ro, Gwanak-gu, Seoul 151-742, Korea
Telephone/Fax 02-880-2705~8
Affiliations N/A
University Contact(s) Kim Soonhee – General Management Name and Title
Email [email protected]
Language(s) English
Duration of Each 33 credits full-time, 29 credits part-time course Program
Number of Graduates N/A Per Year
Year Program(s) N/A Started
Country South Korea
Institution Yonsei University, Graduate School of Public Health
Program(s) Hospital Administration
Website http://gsph.yonsei.ac.kr/en/Departments/hospital/intro/
Address 50 Yonsei-Ro, Seodaemun-Gu, Seoul 120-752, Korea
Telephone/Fax 02) 2228-1864 / 02-392-8133
Affiliations Accredited by the Ministry of Education, Republic of Korea
University Contact(s) Kim Han Joong
118 Name and Title
Email [email protected]
Language(s) Korean
Duration of Each 15 courses Program
Number of Graduates N/A Per Year
Year Program(s) 1995 Started
119
APPENDIX E: ACCREDITING AGENCY PROFILES
Type/Field Health Services Administration
Institution EHMA – European Health Management Association
Mission Mission: Membership is open to all organizations committed to [School/Program, improving health and healthcare in Europe by raising standards of Interest HSA…) health management.
Aims: EHMA is a membership organization that aims to build the capacity and raises the quality of health management in Europe. EHMA’s work splits into four core areas: policy, research, management education and management improvement.
Policy: translating EU policy to the organizational level and influencing the EU policy agenda bottom-up.
Research: engaging in cutting edge research with some of the top research associations in Europe, including on health professional mobility and quality of care.
Management improvement: supporting healthcare delivery to be as good as the best in Europe, through networks, events and projects.
Management education: joint European accreditation of postgraduate health management courses with FIBAA (Foundation for International Business Administration Accreditation).
Their key constituencies are:
Senior managers who need to network and share information and intelligence in a rapidly changing health sector.
Policy-makers who want to exchange ideas and debate policy,
120 both across Europe and at the EU level.
Academic institutions and educators who want to participate in research and share learning amongst their peers across Europe.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below, and with the proceedings from their annual meetings, educational offerings and publications.
Membership [numbers, EHMA has over 160 members across more that 37 countries [EU, Egypt, types of membership, Georgia, Turkey & Kazakhstan]. in the European WHO region and international beyond, bringing together the research, policy and management membership communities.
Their members range from hospitals to universities, from ministries of health to primary care providers, from management education schools to consultancies.
For a full list of members by countries go here: http://www.ehma.org/index.php?q=node/864
Accreditation/Certificat Offers accreditation of Master Programs with FIBAA (The Foundation ion Process, Criteria, for International Business Administration Accreditation). Information is Requisites, Cost. provided in the FIBAA report section.
Web Site http://www.ehma.org/
Contact(s) Name, Title Ilaria Pastorino. [email protected] and email
Telephone/Fax Phone: +32-2502-6525
FAX: +32-2503-1007
Address Rue Belliard 15-17, 6th Floor
1040 Brussels
Belgium
Other The following are 3 interesting initiatvies of EHMA to improve quality of Healthcare Management:
1) EHMA's European Centre for Health Management Improvement aims to enable health delivery to be as good as the best in Europe.
2) The vision of the Centre is to support health management
121 improvement across the European region, through bridging international learning and experience into local contexts.
3) Nil Nocere Project
Aim: Nil Nocere is an exciting 3 year patient safety project to train teams from hospitals in the Czech Republic. The project is focused on equipping senior personnel to understand patient safety and to be able to implement patient safety initiatives in their hospitals.
By training clinical teams the project aims to stimulate sustained organizational change in culture, as well as building the expertise of individuals.
Project Lead: The project is led by Project Hope, Czech Republic, with input from experts in patient safety including Prof David Marx.
Timescales: The project started in 2010 and finishes at the end of 2012.
EHMA's role: EHMA is evaluating the Nil Nocere project, using a number of different tools to gauge the impact and effectiveness of the training program. The evaluation is being carried out by Federico Torres, EHMA Associate, who can be contacted for more information.
1) Management in Practice Database.
The aim of the MiP website is to allow health managers, policy makers and researchers across Europe to exchange knowledge and share learning, through a searchable database of articles, presentations, policy papers and case studies.
Registration and usage of the Database is free of charge and you will immediately have access to all files and attachments.
Members will gain entrance to a world of information. As well as browsing the information and documents EHMA offers, you will be able to upload your own documents, contributing to a growing database of relevant reports, articles, presentations, websites or data sets. Contact with other members is also offered, with the possibility to pose questions to members who have posted materials through online forums.
We hope that you will join this initiative and take part in our ever growing database.
To directly navigate to the database, please click here:
122 http://www.ehma.org/learning-centre/
If you have any further questions or experience any difficulties, please do not hesitate to contact us at: [email protected]
The Management in Practice Database arose from the project PHeTEHM – Promoting Health Excellence in Health Management – which has received funding from the European Union, in the framework of the Health Program. Sole responsibility lies with EHMA and the Executive Agency is not responsible for any use that may be made of the information contained therein.
Type/Field Health Services Administration
Institution SHAPE – Society for Health Administration Programs in Education
ACHSM – Australasian College of Health Services Management
Mission SHAPE Mission: SHAPE’s mission is the promotion of excellence in health [School/Program, service management education and research in Australia, New Interest HSA…) Zealand, Asia and the Pacific.
The need for advanced skills in health service managers has never been more apparent. To achieve this, high quality academic programs in health service management are essential.
Australia, New Zealand and the Asia-Pacific region are fortunate in having a number of undergraduate and postgraduate academic programs which provide University based education for people working in the health field.
The objectives of SHAPE are: 1- To stimulate an exchange of ideas between educators about student needs, course design, educational methodologies, course content and course evaluation. 2-To promote dialogue between industry leaders and academics about the educational implications of developments in health service management. 3- To liaise with similar international educational associations including the Association of University Programs in Health Administration, European Health Management Association and the Asia-Pacific Academic Consortium for Public Health. 4- To facilitate communication between educators with similar research interests and expertise. 5- To engage in collaborative research, publications and ducational activities with SHAPE member programs, the Australasian
123 College of Health Service Management and other relevant industry partners.
SHAPE began in 1985 with a kick-start grant of $300,000 from WK Kellogg. The original organizational structure was modeled on AUPHA (American University Programs in Health Administration). The driving force was a perceived need for emerging programs in health service management to have a forum for the sharing of ideas in order to foster quality in educational offerings.
Tom Cloher (University of South Australia), was successful in obtaining a three year grant from the Kellogg Foundation and was instrumental in the development of SHAPE’s original constitution. At this time SHAPE stood for the “Secretariat in Health Administration Programs in Education”. Tom was the Executive Director with a Board of Directors.
During 2009 SHAPE’s role continues to be a forum for information exchange in the interest of fostering quality in educational offerings among programs offering courses in health service management. Importantly, in recent years SHAPE has become a forum for cooperative research activity among member programs and the Australian College of Health Service Executives. Tangible evidence of this latter activity has been the joint production of three publications: 1) The Changing Roles and Careers of Australian and New Zealand Health Service Managers: a collaborative workforce study involving members of The Society for Health Administration Programs in Education (SHAPE), The Australian College of Health Service Executives (ACHSE) and The New Zealand Institute of Health Management (NZIHM), (1998); 2) Managing Health Service: Concepts and Practice, First Edition (2002) and second edition (2006); 3) Medicine Called to Account: Health Complaints Mechanisms In Australasia, First Edition (2002)
ACHSM Mission: Our mission is to 'Equip Health Leaders for Success'. By joining the ACHSM you will open a world of new opportunities to learn, gain experience, network with health leaders, and stay on the cutting edge. You will receive the support from a dedicated and professional team whose daily objective is to ensure that you have the tools and support you need to be an effective health leader. Their Vision is: To promote innovation and excellence in health leadership and management
The Australian Institute of Hospital Administrators was incorporated on the 24th December, 1945 as a public company. On 8th August 1990 the company changed its name to Australian College of Health Service
124 Executives and is a public company limited by Guarantee. Then, on the 23rd February 2010 ACHSE became the Australasian College of Health Service Management (ACHSM).
Sponsorship Both organizations are sustained with membership fees in all categories mentioned under Membership below and with the proceedings from their annual meetings, educational offerings and publications.
Membership [numbers, ACHSM has membership from Australia, New Zealand and types of membership, International. The International membership has the following international individual membership categories are: Student undergraduate ($50); membership Student graduate ($147); Affiliate ($218); Associate Fellow ($364); Fellow ($364) and Retired Plus ($147). Full list of membership fees are here: http://www.achsm.org.au/membership/how-to-join/
Membership Criteria: Emerging Managers: Student - Available to students undertaking part time study in a postgraduate degree or full- time students in an undergraduate degree in an ACHSM-accredited university course. A current student ID card must be submitted with your application; Established Managers: Associate Fellow –You must have at least three years management experience health and/or aged care and either; a Health Management qualification; another relevent qualification (clinical health, accounting, business, IT, law etc); or demonstrable relevant experiential learning; Experienced Managers:
Fellow – This is the highest membership category awarded in the College. To be eligible for Fellowship you must have participated in at least three years of Professional Development with the College, and completed the requirements of the Fellowship program; Seen it all?:
Retired - This is the ideal way to stay in touch with former colleagues and keep up with the latest industry news. This membership category is available to those who are no longer in paid employment due to retirement. You can also choose to upgrade to “Retired Plus” that includes a subscription to the Asia Pacific Journal of Health Management.
Life Member - A prestigious recognition for individuals who have rendered conspicuous service to the College. Life membership cannot be applied for and is awarded by the Board.
Affiliate - The Affiliate membership category is specifically for those who have a strong interest in health management, but may not have the specific qualifications or type of experience specified in the other
125 membership categories. Affiliate membership is ideal for legal professionals, engineers or architects who have a specific interest in healthcare leadership.
ACHSM offers a competency tool that is only available for members.
SHAPE: Here is the list of members of SHAPE http://www.shape.org.au/?page_id=18 (15 programs in Australia and 2 in New Zealand)
Accreditation/Certificat ACHSM does the accreditation process for the SHAPE programs. They ion Process, Criteria, are reviewing the process. On 2011 they were undertaking an Requisites, Cost. Accreditation Review which will streamline the processes and give clarity to the role of the university undertaking the accreditation as well as the role of the National Office and the local ACHSM Branch in the relevant jurisdiction. This will reduce lag times from request for accreditation to finalizing report and notifying the university. It will also reflect the desire to build on the relationships that exist between the College and the university sector which will go beyond the one-off accreditation review visit.
The list of accredited programs can be reviewed here: http://www.achsm.org.au/library/university-programs/
The College promotes excellence and continual improvement of university training in health service management by providing a national university accreditation program.
The national university accreditation standards have been developed through broad consultation with employers, industry groups, health managers and universities, to ensure that graduates that complete these programs are competent to perform the core tasks they face in employment.
Accreditation provides universities with a framework to build courses of excellence in Health Service Management, and is a valuable tool to encourage continual improvement within their department. Students can also identify accredited university courses as a recognition of quality when choosing a university.
Web Site SHAPE: http://www.shape.org.au/
ACHSM: http://www.achsm.org.au/
Contact(s) Name, Title SHAPE: David Briggs, Chairperson. [email protected] and email
126 ACHSM: Mr Daryl Sadgrove, CEO [email protected]
Telephone/Fax SHAPE: +02-6765-5398
ACHSM: +61-2-9879-5088
Address SHAPE: No postal address
ACHSM: c/- NSEC Building, Macquarie Hospital, PO Box 341, Wicks Road, North Ryde NSW 2113
Other SHAPE: SHAPE provides an academic forum to debate educational issues, encourage innovation and enhance the work of member programs in health service management education and research. Health Management Research Alliance (HMRA)
New Professional Journal: “Asia Pacific Journal of Health Management”, Editor David Briggs: www.achsm.org.au, Email: [email protected]
SHAPE’s Annual Meeting in 2012 is in Coogee Beach in New South Wales on July 19 and 20.
Type/Field Business Administration
Institution AACSB – Association to Advance Collegiate Schools of Business
Mission The Mission of AACSB International is to advance quality management [School/Program, education worldwide through accreditation, thought leadership, and Interest HSA…) value-added services.
The Association to Advance Collegiate Schools of Business is a global, nonprofit membership organization of educational institutions, businesses, and other entities devoted to the advancement of management education. Established in 1916, AACSB International provides its members with a variety of products and services to assist them with the continuous improvement of their business programs and schools.
• These products and services include: Internationally recognized accreditation for undergraduate, master’s, and doctoral programs in business and accounting (Note: membership does not imply accreditation.)
127 • Conferences, seminars, symposiums, and webinars that provide global professional development opportunities for business school administrators and faculty
• Publications that provide insight into the business education industry
• Access to extensive global data and corresponding reports related to business schools
• Networking through groups and events held both online and in live environments
• Sponsorships, exhibiting, and business development opportunities
In addition to providing its members with products and services, AACSB International strives to identify challenges and trends that are facing the business education industry through its research and various initiatives. The association also educates students, parents, employers, and counselors about accreditation and how to choose a quality business degree program that will fit their needs.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below.
Membership [numbers, AACSB welcomes membership applications from educational types of membership, institutions, business organizations, foundations, professional international associations, nonprofit, and public sector organizations. Education membership Institution Membership costs $2,550 a year. Corporate and nonprofit and public sector organization ($1,000). For profit organizations can join in 3 categories: Partner ($2,500); Executive Partner ($5,000) and; Sustaining Partner ($10,000). Benefits and descriptions can be found here: http://www.aacsb.edu/membership/AACSBPartnerProgram.pdf
Accreditation/Certificat In 1919, the first AACSB Accreditation Standards were adopted with ion Process, Criteria, the primary objective of improving collegiate business education. In Requisites, Cost. 1980, an additional set of accreditation standards were developed for undergraduate and graduate-level degree programs in accounting to address the special needs of the profession. Global accreditation started 2002. As of April 2012, 649 member institutions hold AACSB Accreditation. Overall, 43 countries and territories are represented by AACSB-accredited schools. Of the accredited schools:
128 • 42 institutions have undergraduate programs only (6% of accredited members)
• 30 institutions have master's and doctoral programs only (4% of accredited members)
• 178 institutions have AACSB’s additional accounting accreditation (28% of accredited members)
• There are 160 international members accredited in Business outside of the USA in 41 countries.
The process is: First, a school must be a member of AACSB International and offer degree-granting programs in business or management. Next, a school may apply for AACSB accreditation. The school’s application is carefully reviewed to ensure it is eligible to pursue AACSB Accreditation. Once it is determined that a school has the potential to be accredited, it works with mentors, committees, and AACSB staff to develop a Standards Alignment Plan. Once a school follows through with its alignment plan and meets the AACSB standards, review committees and the AACSB Board of Directors decide whether or not a school should be accredited. In its entirety, the AACSB accreditation process is rigorous and requires a significant amount of work to achieve. Detailed process for accreditation is described here: http://www.aacsb.edu/accreditation/process.asp
Fees are for PreAccreditation application fee: $1000; PreAccreditation fee $4500; Annual Accreditation Fee: 4,500 (5 years accreditation cycle) and $2,500 (10 years cycle with one time maintenance review fee when moving 10 year to 5 year $7,800). Full fee schedule can be found here: http://www.aacsb.edu/accreditation/fees.asp
Accreditation Standards revised January 2012 can be found here: http://www.aacsb.edu/accreditation/standards-busn-jan2012.pdf
Web Site http://www.aacsb.edu/
Contact(s) Name, Title John J. Fernandes, President and CEO. and email Maria Baltar, Senior Manager, Accreditation and member services. [email protected] Phone: 813-367-5208
Telephone/Fax Phone: 813-769-6500
129 Fax: 813-769-6559
Address AACSB International
777 South Harbour Island Boulevard, Suite 750
Tampa, Florida 33602 USA
International Asia Headquarters:
AACSB International Ltd.
331 North Bridge Road
#08–07 Odeon Towers
Singapore, 188720
Other AACSB International maintains one of the most comprehensive databases on business schools in the world. The data includes extensive information concerning business school enrollments, programs, faculty, operations, students, financial information, and much more.
With this data, AACSB provides a variety of products and services that are useful for management educators and industry experts, including:
Business school data through annual and ad hoc surveys
Access to data through DataDirect
Assistance with data customizations
Standard and customized data reports
Tools, such as the Advanced School Search and DataDirect
Access to survey content and vehicles for survey participation
This data can be found here: http://www.aacsb.edu/dataandresearch/default.asp
Type/Field Business Administration
Institution ACBSP – Accreditation Council for Business Schools & Programs
Mission ACBSP is a leading specialized accreditation association for business
130 [School/Program, education supporting, celebrating, and rewarding teaching excellence. Interest HSA…) The association embraces the virtues of teaching excellence and emphasizes to students that it is essential to learn how to learn. ACBSP acknowledges the importance of scholarly research and inquiry and believes that such activities facilitate improved teaching. Institutions are strongly encouraged to pursue a reasonable mutually beneficial balance between teaching and research. And further, ACBSP encourages faculty involvement within the contemporary business world to enhance the quality of classroom instruction and to contribute to student learning.
MISSION ACBSP promotes continuous improvement and recognizes excellence in the accreditation of business education programs around the world.
VISION Every quality business program worldwide is accredited.
HISTORY ACBSP, founded in 1988 and located in Overland Park, Kansas, a suburb of Kansas City, was created by its members to fulfill a need for specialized accreditation by institutions of higher education with business schools and programs. Specifically, that need was for business education accreditation based on the mission of the institution and of the respective unit, an accreditation that acknowledged and emphasized quality in teaching and learning outcomes.
There are approximately 2,400 U.S. institutions of higher education that have business administration, finance, management, marketing, accounting and economics. In 1988 only 260 of those 2,400 institutions had their business schools and programs accredited, an accreditation administered by only one organization (AACSB). Many of the remaining 2,140 institutions felt that an alternative organization with an accreditation philosophy more attuned to the missions of their institutions should be created to satisfy their business accreditation needs. Representatives of more than 150 business schools and programs met to consider possible alternatives for external accreditation of their business programs. Hence, ACBSP, the Association of Collegiate Business Schools and Programs, a new accrediting organization for business schools and programs was created, with a primary emphasis directed toward fostering excellence in teaching.
In August of 1992, ACBSP was recognized by the U.S. Department of
131 Education as a specialized accreditation agency for business education. That recognition continued through April, 1996, when the Department of Education changed its policies to recognize only those agencies that impacted the distribution of federal funding. The Council for Higher Education (CHEA) was created in 1996. The CHEA- recognized scope of accreditation approved at that time was: Degree programs in business and business-related fields at the associate, baccalaureate, and graduate degree levels. At its meeting on January 22, 2001, the CHEA Board of Directors reviewed the recommendations of the CHEA Committee on Recognition regarding the recommendation and recognized the Association of Collegiate Business Schools and Programs.
In June 2009, ACBSP created a new regional organization for Latin America. The Latin American Council of Business School and Programs is composed of members in Mexico, Central America, and South America. ACBSP now has nine regions, representing 44 different countries.
In 2008, ACBSP initiated an overall Rebranding Initiative for the now 20-year-old association. The Marketing Committee proposed a new name that would better reflect a growing global presence and better describe the mission of the association. Since the ACBSP acronym is familiar to many in business higher education, the committee recommended that it be kept.
In 2010, after review and recommendations by the Board of Directors and the Bylaws Committee, the membership voted to adopt the new name: Accreditation Council for Business Schools and Programs.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below.
Membership [numbers, Membership is available for any educational institution membership types of membership, offering an associate degree, baccalaureate major in business, and/or international graduate degree in business. If located in the United States, the membership institution must be regionally accredited. International institutions must present a certified translation of an official document from an appropriate government organization in their country stating recognition, accreditation, and/or their right to grant degrees. This information will be verified before membership is granted.
Educational Institutions join as:
Any Associate Degree institution regionally accredited and
132 granting the associate degree as its highest degree.
Any Baccalaureate/Graduate Degree institution regionally accredited and offering a baccalaureate or major in business and/or graduate degree in business.
An International Degree-Granting institution awarding degrees outside of the United States. The institution must provide a certified translation of an official document from an appropriate government organization in their respective countries stating recognition, accreditation and/or their right to grant degrees. After review of the application by the Board of Directors, international degree-granting institutions may be granted membership in this category or as an Associate Degree or a Baccalaureate/Graduate Degree institution.
Membership is also granted to schools seeking accreditation and to schools not seeking accreditation but desiring other benefits of membership. As a result of several initiatives, ACBSP membership offers a rich variety of benefits in addition to education.
Membership is required before beginning the accreditation process. The above membership is effective until accreditation is achieved. The annual dues for unaccredited institutions $1,350 annually for accreditation within 5 years. The amount for accredited programs is $1,950.
Membership in ACBSP does not confer accreditation that requires a separate process described below. The list of members (around 680) and their accreditation status can be seen in this link: http://www.acbsp.org/p/cm/ld/fid=14
Accreditation/Certificat ACBSP offers specialized accreditation and focuses on business schools ion Process, Criteria, and programs within colleges and universities that have already Requisites, Cost. received institutional accreditation.
Associate Application for Candidacy: Institutions interested in applying for candidacy status should complete this document and submit it to ACBSP along with the $1,250 candidacy fee (1,000 outside the U.S.). The $1,250 candidacy fee is applied to the total accreditation fee of $2,500 ($2,000 outside the U.S.) A mentor will be appointed for institutions entering candidacy. Standards and criteria for Associate degree schools and programs http://www.acbsp.org/download.php?sid=15
133 Baccalaureate and graduate degree accreditation follows a detailed process that can take up to 3 years and has variable costs depending of the school and location of that school. A general estimated cost for the accreditation process is around $11,000. The full manual with detailed information can be found here: http://www.acbsp.org/download.php?sid=26
This is an example of the letter of certification to start the process: We certify that:
1) Our institution is accredited by one of the six regional accrediting bodies and it is currently in good standing with that body or, if located outside the United States, we are providing documentation issued by a government authority that our institution has met the requirements necessary to offer degrees.
2) Our institution has offered (a) degree(s) in business for at least two years and has the necessary approval from the appropriate state, provincial, national or other governing bodies to confer the degree(s).
3) Our institution has a publicly stated mission appropriate to a college or university and the mission has been approved by the institution’s governing body (e.g. Regents, Trustees, etc.).
4) Our institution has reviewed ACBSP’s Accreditation Standards and Criteria and is desirous of meeting those standards.
5) Our institution is enclosing or has previously provided payment in the amount of $1,250 which represents one-half of the application fee. (NOTE: For schools outside the United States, this will be $1,000.)
6) Upon receiving candidacy status, we understand that our institution will reimburse ACBSP for the travel expenses incurred by the mentor in conducting the site visit necessary to complete this process. We understand this will be done with our prior approval of the budgeted amount.
7) Upon submission of the completed self-study, the $1,250 remaining balance of the application fee will be provided to
8) complete the process and move from candidacy
Web Site http://www.acbsp.org/p/cm/ld/fid=204
134 Contact(s) Name, Title Mr. Douglas Viehland, Executive Director. Phone: 913-339-9356 and email [email protected]
Telephone/Fax Phone: 913-339-9356
FAX: 913-339-6226
Address Accreditation Council for Business Schools and Programs
11520 West 119th Street
Overland Park , KS 66213
In Europe:
Rue Abbé Cuypers, 3
Brussels, 1040
Belgium
Phone: +32 2 741 24 26
Other Link to a descriptive brochure of activities, partnerships and benefits of accreditation: http://www.acbsp.org/download.php?sid=5
Value of Accreditation
In April 2009, ACBSP released two new brochures that can be used by accredited campuses to promote the value of their accredited status. They are titled Value of ACBSP Accreditation--Guide to Students (http://www.acbsp.org/download.php?sid=1390 ) and Value of ACBSP Accreditation--Guide to Employers (http://www.acbsp.org/download.php?sid=1389 ) being clearly directed to the two major stakeholders that can benefit from the accredited status. The brochures are available in English or Spanish.
In addition to these brochures we offer the following list of ways member schools benefit from having accredited status. Several faculty and administrators at accredited colleges identified the following benefits of accreditation to a variety of different groups.
Benefits for the Institution:
The pursuit of accreditation reinforces a commitment to continuous improvement, innovation, and scholarship.
135 The process of preparing an accreditation self-study enhances the focus on quality of student learning and renews a commitment to the educational mission.
The recognition of effective business units through accreditation contributes to a more positive review by regional accreditors, as specialized accreditation is a confirmation of quality programming in specific divisions.
Accredited status creates greater visibility for the institution.
Accreditation provides prestige and credibility when seeking funding resources from donors, foundations, governments.
In some states accredited status counts heavily in performance- based funding.
Accreditation leads to more successful articulation of business credits.
The accredited institution can utilize press releases to advertise accreditation status.
Accredited status is printed in the college catalog.
Accredited status is printed on business cards.
Accredited status is posted on the college website.
Accreditation provides a sense of pride within the institution.
Benefits for the Business Unit:
Accreditation creates a process for continuous departmental improvement.
Accreditation provides the impetus for identifying strengths and weaknesses.
Accreditation keeps the programs current through curriculum development.
Accreditation provides a forum for review and analysis of the business unit.
136 Accreditation promotes an outcomes assessment process linking goals, activities, and outcomes.
Accreditation creates guidelines for faculty credentials, which leads to higher standards in hiring, increased scholarly and professional activities, and more focused faculty development decisions.
Accreditation creates guidelines when structuring programs.
Accreditation provides a platform to share ideas and to question the status-quo, leading to effective change.
Accreditation is a source of pride among program faculty and staff.
Accreditation validates quality of work in the business unit.
The business unit realizes greater local prestige through accreditation.
Accreditation provides leverage when seeking on-campus resources.
Accredited status leads to more effective acquisition of technology.
Accreditation status is referenced when submitting budgets, grant proposals, and course/program proposals.
Accredited status assists in recruitment of faculty.
Accreditation activities are communicated to the Board of Trustees.
Accredited status is printed on Business Division stationery.
Accredited status is printed on course syllabi.
The certificate of accreditation is prominently displayed.
Accredited status is printed on brochures and newsletters.
Benefits for Faculty and Staff:
Accreditation provides a sense of pride within the business
137 faculty and staff when national peers have validated a program.
Faculty at accredited institutions are provided opportunities to keep current in quality procedures through seminars such as Baldrige training.
Faculty experience a boost of self-esteem when teaching in an accredited business unit.
Accreditation provides professional development and leadership opportunities for faculty and administrators in development of outcome assessments and conducting site visits to other institutions.
Benefits for Students:
Accreditation creates the impetus for relevancy and currency of faculty, programs, and courses to best serve students.
The pursuit of accreditation enhances the ability to serve students by assuring a focus on quality performance.
Accredited status requires an ongoing effort to provide excellent equipment, software, and learning resources for students.
Accredited status reaffirms the commitment to effective student services.
Students refer to accreditation status on resumes and in employment interviews.
Accredited status provides the ability to host a chapter of Delta Mu Delta or Kappa Beta Delta honorary society, recognizing accomplishments of business students.
Students who join these honorary societies can cite their special recognition when pursuing scholarships and writing resumes.
Benefits for the Community:
Accredited status provides recognition of the ability to serve community stakeholders.
Accreditation creates the impetus for relevancy and currency of
138 faculty, programs, and courses to best serve employers.
External advisory committees learn the importance of accreditation.
External advisory committee members can transfer the accreditation process to their continuous improvement efforts.
Type/Field Business Administration
Institution EFMD. The Management Development Network
Mission An international membership organization, based in Brussels, Belgium. [School/Program, A unique forum for information, research, networking and debate on Interest HSA…) innovation and best practice in management development.
Acting as a catalyst to promote and enhance excellence in management development internationally, EFMD:
COORDINATES projects & activities that foster an active dialogue and exchange between companies and academic institutions
DISSEMINATES knowledge throughout the network for the benefit of its members that allows for a better understanding and insight into the latest developments in management development
GENERATES new ideas for a continual enhancement of management thinking and practices
INITIATES customized events on highly topical issues bringing business executives and distinguished academics together
MAINTAINS a series of on-going activities that foster learning, sharing and networking among its members and helps contribute to a better understanding of the continual changes in the business and management education environments
MANAGES international projects in Asia, CIS and the Arab World and has strong relationships with sister associations in Eastern Europe, Central Asia, Central America, United States, Canada & Australasia
139 PROVIDES an enabling context and environment that leads to professional networking and bridges the divide between the academic & business world
RUNS the EQUIS, EPAS, CLIP & CEL accreditation schemes which deal with the very diverse approaches to management education and development that exist around the world
EFMD is a strong advocate of the social and environmental imperatives that must accompany business practices globally. Our commitment is to offer professionals and institutions involved with management learning and organizational development the opportunity to be part of a dynamic, relevant and diverse network, sharing the common objective of developing effective and socially responsible leaders and managers. It was within this contextual basis that EFMD signed in 2003, a partnership agreement with the United Nations Global Compact (UNGC) and launched the Global Responsibility Invitation which in turn led to the creation of the Globally Responsible Leadership Initiative (GRLI).
More information in this link and document: http://www.efmd.org/images/stories/efmd/downloadables/efmd- about-efmd-leaflet-online_new.pdf
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below.
Membership [numbers, Over 750 member organizations from academia, business, public types of membership, service and consultancy in 81 countries. A complete list of members can international be found here: http://www.efmd.org/index.php/what-is-efmd/list-of- membership members
Benefits of EFMD Membership:
1) Access to a peer-based management development network
EFMD membership offers the unique opportunity to become part of the leading international network in the field of management development. The wide spread portfolio of networking opportunities allows for an enriching interaction among peers to discuss, share and benchmark their experiences. It provides unlimited access to a global network of management education providers, companies, public sector organizations and consultancies.
140 2) Access to information:
Advice on learning suppliers for your management education and development activities
EFMD knowledge services, newsletters, Global Focus magazines
EFMD annual Membership Directory
Outcomes of all EFMD events
Profiles of management education providers
3) Access to services:
Preferential rates to EFMD events, seminars and webinars on specific themes and subjects within management education institutions
Advisory seminars
Special interest groups
Conferences for the different functions within management education institutions
EFMD events around specific subjects such as Entrepreneurship and Public Sector Management Development
Free job advertisements
Access to industry relevant research and publications
Access to EFMD research projects and surveys
4) Access to quality improvement tools:
The European Quality Improvement System (EQUIS)
EFMD Program Accreditation (EPAS)
The Corporate Learning Improvement Process (CLIP)
Technology-Enhanced Learning Accreditation (CEL)
141 There are three types of membership:
A. Full Membership: It is for companies, business schools, public sector organizations, executive development centers, chambers of commerce, employers' associations, training consultancies and other organizations actively involved in management development. it is aimed at organizations based in Europe and worldwide. Full members benefit from all EFMD services and have voting rights in the EFMD annual general assembly. Full membership is the de facto membership for European institutions. Annual Fee: 6,051 Euros
B. Affiliated Membership: aimed at organizations located outside of Europe. Affiliated members do not have voting rights in the EFMD Annual General Assembly. Annual Fee: 2,421 Euros.
C. Associate Membership: Associate Membership is for newly formed business schools, executive development centers and companies which have not been in existence for a sufficient period to demonstrate the viability and quality of their activities and programs. Associate members are accepted for a maximum period of three years, after which they will be reviewed again by the Membership Review Committee (for academic institutions) or the Director General (for corporations) and considered for full membership. Annual Fee: 2,421 Euros.
Admission Procedures:
A. For Business Schools: The Membership Committee reviews and creates minimum quality standards for membership of EFMD. Criteria are constantly reviewed for the different categories of membership, thus monitoring the existing membership and those potential members who apply.
The membership application form should be accompanied by a completed questionnaire about the organization, its interests and expectations, as well as by two references from the existing membership (referees must be Deans). This complete application file is reviewed by the Membership Review Committee, which sits generally three times a year and recommends membership to the Board of Trustees for approval. The Board passes its proposals to the Annual General Assembly which meets in June. It is during this Assembly that membership is officially ratified.
B. For Corporations: Companies, consultancies, public sector
142 organizations and executive development centers are requested to complete a membership application form and a questionnaire about the organization, its composition, interests and expectations. Applications from corporate members are reviewed by the EFMD Director General and are then officially ratified by the EFMD Annual General Assembly.
Accreditation/Certificat Recognized globally as an accreditation body of quality in ion Process, Criteria, management education with established accreditation services for Requisites, Cost. business schools and business school programs, corporate universities and technology-enhanced learning programs
AFMD offers accreditation for academic programs and corporate accreditation.
Academic accreditation is offered with 3 programs: Institutional Accreditation through EQUIS; Program Accreditation thorough EPAS and CEL.
EQUIS:
The fundamental objective of EQUIS, linked to the mission of EFMD, is to raise the standard of management education worldwide.
EQUIS assesses institutions as a whole. It assesses not just degree programs but all the activities and sub-units of the institution, including research, e-learning units, executive education provision and community outreach. Institutions must be primarily devoted to management education.
EQUIS is not primarily focused on the MBA or any other specific program. Its scope covers all programs offered by an institution from the first degree up to the Ph.D.
EQUIS looks for a balance between high academic quality and the professional relevance provided by close interaction with the corporate world. A strong interface with the world of business is, therefore, as much a requirement as a strong research potential. EQUIS attaches particular importance to the creation of an effective learning environment that favors the development of students’ managerial and entrepreneurial skills, and fosters their sense of global responsibility. It also looks for innovation in all respects, including program design and pedagogy.
Institutions that are accredited by EQUIS must demonstrate not only high general quality in all dimensions of their activities, but also a high
143 degree of internationalization. With companies recruiting worldwide, with students choosing to get their education outside their home countries, and with schools building alliances across borders and continents, there is a rapidly growing need for them to be able to identify those institutions in other countries that deliver high quality education in international management. Here is the list of EQUIS Accredited Programs: http://www.efmd.org/index.php/accreditation- main/epas/epas-accredited-programmes
EQUIS accreditation takes from one to two years and it is granted for three to five years. The process can be seen here: http://www.efmd.org/index.php/accreditation-main/equis/equis-key- timings The total process fee is 39,650 Euros (five years accreditation and 24,400 Euros (non-accreditation). Details of fee structure can be seen here: http://www.efmd.org/index.php/accreditation- main/equis/equis-fee-structure. EQUIS Standards, Criteria and Proceess Manual can be seen here: http://www.efmd.org/index.php/accreditation-main/equis/equis- guides
EPAS:
EPAS is an international program accreditation system operated by EFMD. It aims to evaluate the quality of any business and/or management program that has an international perspective and, where of an appropriately high quality, to accredit it.
The process involves a review in depth of individual programs through international comparison and benchmarking. The process considers a wide range of program aspects including:
The market positioning of the program nationally and internationally.
The strategic position of the program within its institution
The design process including assessment of stakeholder requirements – particularly students and employers
The program objectives and intended learning outcomes
The curriculum content and delivery system
The extent to which the program has an international focus and a balance between academic and managerial dimensions
144 The depth and rigor of the assessment processes (relative to the degree level of the program)
The quality of the student body and of the program’s graduates
The institution’s resources allocated to support the program
The appropriateness of the faculty that deliver the program
The quality of the alumni and their career progression
The evaluation report also includes the provision of strategic advice on how the program may be improved so as to compete more effectively in international markets. Where appropriate, focus may be put on the program’s compatibility and / or conformance with the Bologna structure.
Program Scope
A maximum of 2 program suites may be assessed in any one review cycle. Program suites in any of the following categories may be offered for evaluation:
Bachelor degrees or License (3 or 4 years)
Masters degrees (1 or 2 years, often based on the Bologna model) - Generalist (eg. MSc in Management) - Specialist (eg. MSc in Marketing or in Finance)
Masters degrees pre-Bologna (5 or more years)
Master of Business Administration – MBA (post-experience)
Doctorates (eg. PhD or DBA)
EPAS is a service for EFMD members and is based on the same process as EQUIS and covers the full range of academic programs from the Bachelor to the Doctoral level. EFMD members may apply for stand- alone programs, program suites or joint programs. The EPAS Standards and Criteria cover all facets of program provision: (1) the institutional, national and international environment, (2) program design, (3) program delivery, (4) program outcomes, and (5) quality assurance. They particularly emphasize achievements in the areas of academic
145 rigor, practical relevance and internationalization.
A list of accredited programs can be found here: http://www.efmd.org/index.php/accreditation-main/epas/epas- accredited-programmes
The accreditation fees are: Application fee: 5,950 Euros. Review fee for the first program 12,750 Euros and additional programs are: 3,400 Euros each. Accreditation fee for each program is: 850 Euros one year, 2,550 3 years and 4,250 5 years accreditation. Accreditation for 5 years of one set of Master programs would cost 22,950 Euros and two sets would cost 30,600 Euros. When an expert conducts a briefing visit at the request of EPAS Committee, the institution will cover travel, accommodation and other direct expenses plus an administrative fee of 1,000 Euros.
The Standards, Criteria and Process Manuals can be found here: http://www.efmd.org/index.php/accreditation-main/epas/epas- guides
CEL:
The fundamental objective of the EFMD CEL program is to raise the standard of technology-enhanced learning programs worldwide. EFMD CEL aims to facilitate standard setting, benchmarking, mutual learning, and the dissemination of good practice. It allows for different approaches and diversity in designing and implementing such programs. EFMD CEL is directed towards educational management programs incorporating ICT-based learning.
The Executive Office for EFMD CEL is located at the Swiss Centre for Innovations in Learning (SCIL), University of St. Gallen, Dufourstr 40a, St. Gallen CH-9000.
So far 11 technology-enhanced learning programs have received CEL accreditation:
MBA at Curtin University, Curtin Graduate School of Business, AU
Master of Business Administration programme at Universitas 21 Global, SG
Caterpillar University Sales Effectiveness Process (SEP) Programme, CH
146 FGV Online and EBAPE (Brazilian School of Public and Business Administration) - Executive Master in Business Administration & Undergraduate Course in Process Management, BR
Global Management Challenge, SDG – Simuladores e Modelos de Gestão, PT
ESIC Business Marketing Game, ES
Online MBA Programme of the University of Liverpool, UK
Executive MBA, KMI - Kavrakoglu Management Institute, TR
Master’s Degree in Distance Education, University of Maryland University College (UMUC), US
Citizen Act, Société Générale, FR
The accreditation fees are 18,000 Euros for the first program and 30,000 for two programs. Strategic advice for non-eligible institutions, on-site assistance during the Self-Assessment, consultation for non- accredited programmes or further consultation for accredited programs: 1.900 Euros per day. Travel, lodging and other direct expenses for EFMD CEL experts are to be paid by the institution seeking EFMD CEL accreditation for a program.
Guides, Standards, indicators and procedure manuals can be found here: http://www.efmd.org/index.php/accreditation-main/cel/cel- guides
Web Site http://www.efmd.org/
Contact(s) Name, Title Eric Cornuel, Director General & CEO and email [email protected]
Telephone/Fax Phone: +32 2 629 08 10
Fax: +32 2 629 08 11
Address EFMD
Rue Gachard 88 - box 3
1050 Brussels
Belgium
147 Other Global Initiatives:
EFMD is the European partner in the China Europe International Business School (CEIBS), a joint venture with Shanghai Jiaotong University established as the first international business school with autonomous status in 1994 under an agreement between the European Commission and the Chinese Ministry of foreign Trade and Economic Cooperation. CEIBS is a model for other similar initiatives which have a high potential for global leadership and economic growth.
EFMD is a founding partner of the Global Foundation for Management Education (GFME), which is a joint venture with the U.S.A.- based Association to Advance Collegiate Schools of Business (AACSB International). The mission of the GFME is to identify and address challenges and opportunities in, and advance the quality, content, and development of management education and practice worldwide. This initiative brings together representatives from all the continents to address the global issues facing management education.
The Globally Responsible Leadership Initiative (GRLI) aims to promote the understanding of globally responsible leadership and develop its practice. The group was formed by EFMD with the support of the UN Global Compact, and currently has 60 partners. The GRLI partners are selected companies, business schools and centers for leadership learning from five continents that join the Initiative in pairs of a learning institution + a corporation. Since it started in September2004, the concept has been developed, and collective a well as individual actions have started all over the world. www.grli.org
In the context of the GRLI, EFMD has been actively engaged with the UN Global Compact and other highly respected partners as a co- convener of The Principles for Responsible Management Education (PRME). Under the coordination of the UN Global Compact and leading academic institutions, the PRME task force has developed a set of six principles which lay the foundation for the global platform for responsible management education. www.unprme.org
Type/Field Business Administration
Institution AMBA. Association of MBAs
Mission The Association of MBAs is the international impartial authority on [School/Program, postgraduate business education established in 1967. The only
148 Interest HSA…) professional membership association for MBA students and graduates, accredited business schools, and MBA employers. Our membership network currently includes 9,000 members living in 88 countries.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below. They also have 5 corporate members and 21 individual patrons.
Membership [numbers, This organization has Individual memberships for Alumni of MBA types of membership, programs. For UK residents it costs 120 Pounds for 1 year and 200 international Pounds for 2 years. Non UK residents 95 Pounds for 1 Year and 160 membership Pounds for 2 years. Students 95 pounds for 1 year. There is an additional one time joining fee of 50 Pounds.
There is an engine to search for members and there are 3700 individual members and 270 business schools. http://www.mbaworld.com/membersearch
Accreditation/Certificat Our accreditation service is the global standard for all MBA, DBA and ion Process, Criteria, MBM programs. We currently accredit programs at 190 business Requisites, Cost. schools in over 75 different countries.
The Association of MBAs' international accreditation service is at the heart of our commitment to the development of standards in global management education.
Accredits MBA, DBA and MBM programs at 190 business schools in over 70 countries. The rigorous assessment criteria ensure that only highest caliber programs achieve our accreditation award. Unlike other business education accreditation bodies we focus on individual programs rather than whole institutions. This unique, in-depth and detailed approach means that the highest standards of teaching, faculty and student interaction are guaranteed by our accreditation.
Our accreditation is international in scope and reach. The Association of MBAs International Accreditation Advisory Board (IAAB), which drafts and constantly monitors the accreditation criteria, is drawn from senior academics at top educational institutions around the world.
We believe that programs should be of the highest standard and reflect changing trends and innovation in postgraduate management education. Our accreditation process reflects this commitment to fostering innovation and challenges business schools to continuously perform at the highest level.
The accredited members are mostly in Europe 70% (28% in the UK,
149 32% in Western Europe and 10% in Eastern Europe) and in Latin America, 16%. The rest are: 5% en Asia, 2% in Middle East and Africa, 5% in Australia and New Zealand and 2% in the USA. The full list of accredited programs can be seen here: http://www.mbaworld.com/guidetomba1/searchbschoolmbaprogram mes
Accreditation criteria can be seen here: http://www.mbaworld.com/administrator/file_sys/uploaded_files/12 99681060-MBA%20critieria_web.pdf
The assessment process can be seen here: http://www.mbaworld.com/administrator/file_sys/uploaded_files/13 28193919-Assessment%20Process%200711.pdf
Web Site http://www.mbaworld.com/
Contact(s) Name, Title Sharon Bamford M.B.A., CEO. and email Mark Stoddard, Accreditation Projects Manager
Dr. Robert Owen, Director of Accreditation & Business School Services. [email protected]
Telephone/Fax +44 (0)20 7246-2697
Address Association of MBAs
25 Hosier Lane
London
EC1A 9LQ
Other The Global Guide to Accredited MBAs. http://www.ambaguide.com/ is a guide for students that includes 190 business schools in 70 countries.
Type/Field Business Administration
Institution FIBAA. The Foundation for International Business Administration Accreditation.
Mission Since the launch of the Bologna Process, along with the transition to
150 [School/Program, Bachelor's and Master's programs and the growing independence Interest HSA…) available to Higher Education Institutions (HEIs) in designing their degree programs, the call for the HEIs to establish and advance sound and transparent quality assurance systems has grown continuously.
When the Accreditation System was established in Germany, FIBAA was founded in 1994 and hence became one of the first agencies to be accredited by the German Accreditation Council. Since 2002, it has been entitled to award the Seal of the Accreditation Council for degree programs in Germany.
The accreditation of degree programs is an internationally-established quality assurance process in the higher education sector. It serves to maintain fundamental standards in terms of the contextual and structural design of educational offerings, to secure the comparability of various study offerings at national and international level, and to facilitate the international recognition of academic achievements and degrees.
Since its founding, FIBAA has established itself as a quality assurance agency which assesses degree programs, HEIs and their quality management. It examines and promotes German and foreign state and state-recognized private HEIs and universities (including during their establishment phase).
Its work is shaped by an intensive quality process together with the HEIs, whose goals are, on the one hand, to improve their quality and, on the other, to provide a successful, accreditation, certification or evaluation process. To achieve these goals as quickly and as efficiently as possible, FIBAA also offers HEIs seminars and workshops only in German so far, relating to quality management questions and topics.
FIBAA sees itself as a quality assurance agency committed to the following goals:
Securing and improving quality in the higher education sector,
contributing to the transparency of studies offered for the employment market, for students, companies, and for the HEIs themselves,
collaborating in the elaboration of principles for the quality process in the national and international education sector,
taking into consideration European and international concepts
151 and guidelines in the field of quality assurance in the higher education sector; and
applying transparent combinations of information, quality standards and procedural principles.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below. The organization has support of the government and other organizations, mostly in Germany.
Membership [numbers, Membership is mostly from Germany organizations and programs types of membership, (around 850 accredited). There are several international members that international are accredited, most in Europe (64) and some (5) in other parts of the membership world. Accredited programs are located in: France:1; Jordan:2; Liechtenstein:4; Nambia:1; Netherlands:3 (1 in HSA); Austria:37 (2 in HSA); Romania:1; Russian Federation:1; Slovenia:1; Spain:1; Switzerland:22 (1 in HSA) Czech Republic:3; and USA:2 (Louisville and Kellogg in Chicago).
Accreditation/Certificat This organization is the one that provides accreditation to the members ion Process, Criteria, of EHMA. Requisites, Cost. FIBAA offers the following services:
PROGRAMME ACCREDITATION: accreditation of Bachelor, Master and PhD degrees
INSTITUTIONAL AUDIT of Higher Education Institutions, faculties/Departments, Business Schools, etc.
CERTIFICATION of academic continuing training courses, plus
CONSULTING: Events (Workshops, Seminars and Trainings), individual consulting, institutional evaluation and projects and studies
Combined services – reduce input ("modular system")
The service divisions of FIBAA - program accreditation, institutional audit, System Accreditation (only at state and state recognized German HEIs) institutional evaluation and certification - can be combined in a procedure to document and check the quality assurance system. Initial Accreditation is for 5 years and re-accreditation 7 years.
Savings in input and costs create synergy effects, from which the HEIs can benefit in the following ways:
152
The special focus in awarding the FIBAA quality seal for accredited programs is on internationality, employability and practical economic relevance. In view of the globalization process and related cross- border networking within the higher education system, FIBAA places, as a matter of necessity, special emphasis on the aspect of internationality. In addition to the international orientation of a study program, the focus of the review is, e.g. also on the international expertise of the lecturer, the internationality of the students, intercultural and international contents of the curriculum as well as the anticipated rate of lectures held in a foreign language. Other important aspects are the practical economic relevance (e.g. in the form or cooperation projects with business companies and integration of theory and practice) as well as the resulting securing of employability.
FIBAA assesses and accredits Bachelor's, Master's and PhD degree programs in law, social and economic sciences. The service is designed for German and foreign HEIs in public or private patronage; in the latter case, with public approval or in the process of establishment.
Since its founding in 1994, FIBAA has performed already more than 1150 successful accreditation procedures. FIBAA has accredited not only study programs at German HEIs, but also at European HEIs (France, Great Britain, Ireland, Italy, Liechtenstein, Netherlands, Austria, Russia, Switzerland, Slovenia, Spain and the Czech Republic) as well as at non-European HEIs (China, India, Jordan, Mexico, Namibia, USA and Vietnam).
153 All FIBAA Assessment Guides for Program Accreditation can be downloaded here: http://www.fibaa.org/en/programme- accreditation/prog-according-to-fibaa-quality- requirements/fibaa0841.html
International Documents for Program Accreditation: FIBAA accredits study programs not only according to the national quality standards but also according to the international documents as Standards and Guidelines for Quality Assurance in the European Higher Education Areas, Equal - European MBA-Guidelines, Joint Quality Initiative (JQI), Dublin Descriptors and Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Recognition Convention) (from 11.04.1997). All relevant documents are available here: http://www.fibaa.org/en/programme- accreditation/prog-according-to-fibaa-quality- requirements/guidelines-and-targets/international-documents.html
They have an Accreditation Commission for Institutional Procedures. Detailed information here: http://www.fibaa.org/en/institutional- audit/fibaa-accreditation-commission.html
Web Site http://www.fibaa.org/en/welcome-page.html
Contact(s) Name, Title RA Hans-Jürgen Brackmann, Managing Director and email e-mail: [email protected]
Telephone/Fax Phone: +49 228 - 280 356 0
Fax: +49 228 - 280 356 20
Address Berliner Freiheit 20 - 24
D-53111 Bonn, Germany
Other A strong Team: FIBAA and CHE Consult agree on Cooperation (13/04/2012)
On March 8th, 2012 in Bonn FIBAA and CHE Consult signed a memorandum of understanding in a view to leverage their long-term experience and wide expertise in common projects in the field of higher education.
CHE Consult is a consultancy firm and a center of excellence in the field of higher education. It supports national and international higher education institutions to become more autonomic, efficient, and
154 competitive as well as to participate in scientific development. "As a consultancy institution for higher education institutions, research establishment and science offices CHE consult is a strong partner which well supplements the service offer of FIBAA. From this cooperation we expect important impulse for higher education institutions", says Daisuke Motoki, managing director of FIBAA.
This strategic cooperation between FIBAA and CHE Consult is especially advantageous for higher education institutions which pursue an institutional Audit by FIBAA as CHE Consult can assist these institutions by developing their intern quality management system. "The cooperation with FIBAA enables us to better support higher education institutions and to establish institutional accreditation as an effective management instrument in the field of higher education", says Christian Berthold, managing director of CHE Consult.
For more information to CHE Consult: www.che-consult.de
FIBAA offers Institutional Audit to HEIs
International collaborations in higher education are becoming – and not only in the Bologna Area – increasingly important. Cross-border degree program offerings are becoming ever more popular, international cooperation is increasingly serving as key proof of scientific quality in the field of research. To the extent to which international activities at universities are increasing, reliable proof of their quality is orientating itself in line with international standards with increasing relevance. The proof of verified quality facilitates access to networks in the higher education sector and is gaining in importance for activities in the international Higher Education Area.
As a result of the constantly increasing demand and building on its international expertise, FIBAA has developed a verification process to support the universities: FIBAA's Institutional Audit delivers reliable proof of the quality of an institution's own performance measured against the usual international standards and benchmarks, and documents their efficiency and quality.
In accordance with the Mission Statement of an autonomous university which has and uses its own decision-making and creative freedoms within the scope of the national guidelines, a university's key performance fields are
Commitment,
155 Governance,
Organization and Administration,
Teaching and Studies,
Teaching and Studies related support processes,
Performance field Research and Development,
Material and personal equipment,
Financing,
Quality Management and
Publication / Public Relations.
Each checked and documented with a focus on Strategy, Management and Efficient Performance.
Our Brochure about Institutional Audit Procedure is available here: http://www.fibaa.org/fileadmin/files/folder/Brosch%C3%BCren/11 0913_BROSCHUERE_INST_AUDIT_EN.pdf .
Target Group:
The Institutional Audit initially addresses universities, but also takes higher education facilities into consideration (faculties, departments and business schools, etc.), insofar as these are self-regulated. It follows in line with the usual international "Benchmarks", thereby also allowing checks to be made to determine an institution's own resilience, including within national contexts and beyond to present a program’s internal quality. Institutional Audits are particularly relevant for internationally-orientated universities.
Notice:
If you need a consultant to assist you with your quality management before you application for Institutional Audit, FIBAA recommends CHE Consult. Contact: Thorsten Schomann, M.A., Head of Institutional Quality Assurance Procedures, Phone: +49 228 - 280 356 18, Fax: +49 228 - 280 356 20, e-mail: [email protected] Languages: German, English, Franch, Italian
Partnerships
156 With a view to amplify its expertise FIBAA co-operates with the following networks and accreditation agencies:
European Health Management Association (EHMA)
EHMA is an European Network. Its objective is to supporting policy frameworks that enable innovative health management and leadership, both at EU and country level. EHMA has just under 200 organizational members across more than 30 countries in the European region. For further information: www.ehma.org
Russia – Agency for Higher Education Quality Assurance and Career Development (AKKORK)
AKKORK is an independent professional agency in the field of consultancy, conduct of the reviews, accreditation and certification of the education institutions. Its mission is to form and develop in Russia an independent system of education quality assessment and assurance that corresponds to the principles of the Bologna declaration and the world best practices. For further information: www.akkork.ru
FIBAA – National Partnerships
CHE Consult GmbH
CHE Consult is a consultancy firm and a centre of excellence in the field of higher education. CHE Consult offers long-term experience in the field of activity as well as methodological knowledge in consultancy, and is firmly committed to research into higher education. For further information: www.che-consult.org
Accreditation Agency for Study Programs in Health and Social Sciences (AHPGS)
The AHPGS promotes the quality and transparency of German university study courses for health and social professionals. The focus of AHPGS' work is to guarantee uniform and international comparable quality standards in the new Bachelor's and Master's degrees through accreditation procedures. For further information: www.ahpgs.de
ASIIN Association
ASIIN accredits Bachelor's and Master's program in engineering, informatics/computer sciences, the natural sciences and in mathematics. ASIIN also offers system accreditation. For further information: www.asiin.de
157 Type/Field Business Administration
Institution ECBE. European Council for Business Education
Mission Following a meeting of business educators from fifteen countries, in [School/Program, 1991, it was decided to form a global network of accreditation Interest HSA…) agencies for business education and the institutions they served. Subsequently, at a further meeting in London it was agreed to form a European professional accreditation organization for business education. The European Council for Business Education (ECBE) was formally founded at a conference held in Paris in July of 1995.
ACBE is an associate of the European Association for Quality Assurance in Higher Education ENQA http://www.enqa.eu/
The mission of the European Council for Business Education is to promote and support quality business education internationally
In order to achieve our mission the following objectives have been developed:
To establish accreditation standards for academic achievement in business education whilst facilitating the development, innovation and experimentation within the curricula and instructional techniques.
To assist members in the improvement of their professional business education and related activities.
To encourage and assist members to develop and use planning and outcome assessment procedures in order to achieve excellence in teaching business.
To provide an international forum to discuss issues pertaining to business education in the complex and changing global environment.
To develop and maintain relationships with individuals and organizations to foster effective business education, within institutions and business programs in business and industry, government agencies, professional associations etc.
To provide information to members and the public concerning issues relevant to business education.
158 To encourage innovation and creativity in business.
To provide consultants, publications and workshops to assist business schools and programs in their pursuit and maintenance of accreditation.
To promote lawful and ethical practices in business.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below
Membership [numbers, Institutional membership is open to all institutions offering business types of membership, degrees and programs. Institutional members have the rights to international participate in the democratic functioning of ECBE. membership Corporate and Organization membership is available to those organizations who wish to support and participate in the activities of ECBE as well as to use the services offered.
Individual membership is available to individuals who are active within the field of business education and wish to support or benefit from the services and activities of ECBE
ECBE has 50 members that are not accredited, 2 Candidacy Programs and 37 Accredited members. Member and accredited programs can be seen here: http://www.smbconsultinggroup.com/ECBE/what-is- ecbe/list-of-members/
Accreditation/Certificat ECBE is a not-for-profit organization which accredits courses and ion Process, Criteria, programs, concentrated within the field of business, at the Requisites, Cost. undergraduate, graduate and post-graduate levels. It is necessary for Institutions to become a member of ECBE, before starting the accreditation process. Each institution undergoing accreditation is required to carry out a self-evaluation, an internal critical appraisal, using the guidelines provided by ECBE. This is then verified by a visiting team of peer evaluators. Following the report made by the visiting team, recommendations are made, which may include the award of accreditation.
ECBE`s accreditation is an independent, voluntary self-regulatory system for business programs. Through the process of accreditation, institutions and training organizations have their programs evaluated. The objective of the Council is to assure the continual improvement of educational quality and the effectiveness of public and private business schools, their programs and that of training organizations. The
159 accreditation process is based upon self and peer evaluation providing a vehicle for self-regulation and improvement.
There are two types of accreditation:
Accreditation of business and management programmes within universities and
Accreditation of learning which takes place off campus such as in-company training programs and work based learning
The accreditation of an academic program or an entire institution normally involves three stages:
1. The administration, faculty, staff and students of the institution or academic business programs carry out a self-evaluation by following a detailed guide supplied by ECBE.
2. A team of peers, selected by ECBE`s Board of Commissioners, reviews the evidence (self-evaluation), visits all campus sites, interviews administrators, faculty, staff and students and draws up a report. This report with recommendations is submitted to the Board of Commissioners.
3. Guided by ECBE`s quality standards the Board of Commissioners reviews the evidence, the self-evaluation report and the recommendations and then takes a decision concerning the award of accreditation. This decision is then transmitted to the Board of Directors of ECBE for confirmation.
The process considers all factors that can influence the quality of the education provided by an institution: inputs; educational processes and outcomes
The Accreditation Process
Institutions interested in accreditation must first become members of ECBE. ECBE provides two pathways to accreditation: a two stage procedure - involving Candidacy Status for accreditation - or the direct approach for full accreditation.
Candidacy Status
To achieve candidacy status an applying institution must demonstrate that its institution meets the accreditation standards to a sufficient degree that it can be expected to attain full accreditation within a
160 three-year period.
This pathway demands the presentation of specific documents followed by a site visit, by an appropriate representative of ECBE, to review the existing conditions and business education program(s) offered at the member institution. The site visit will take one or two days depending upon the size and complexity of the business program(s). If the site visit produces a successful result, as expressed in a positive review of the institution and its program(s), then Candidacy Status is awarded for a period of three years. Within the three years period the institution must apply for full accreditation.
Full Accreditation Award
Full Accreditation requires that:
1) an institution carries out a comprehensive self-evaluation,
2) a site visit be made to review and validate the veracity of the self-evaluation. This visit is conducted by a visiting team of peer evaluators, usually from different countries and
3) the Board of Commissioners is satisfied that ALL accreditation standards are met sufficiently to warrant the award of full accreditation
The Criteria, or Standards, for accreditation have been developed and approved by the membership of ECBE and are the tools used to identify the strengths and weaknesses of an institution and measure its overall effectiveness in carrying out its mission.
The criteria are designed to cover all aspects of teaching and administration within a department or faculty of economics, business administration or management of a university, as well as independent business schools.
Care has to be taken to allow for the differences of emphasis due to regional and cultural diversity within Europe. The application and maintenance of the standards is one of the chief roles of the Board of Commissioners that acts independently of the Board of Directors.
The following documents can be downloaded directly by members using the member`s login. Otherwise please contact ECBE
Undergraduate Standards
Graduate Standards
161 Accreditation Process
Stage 1 Guidelines
Stage 2 Self-evaluation Report (SER)
Stage 1 application for candidacy
Stage 1 application for accreditation
Accreditation of Programmes of Learning
Guidelines on the Accreditation Process for Programmes of Learning
ECBE HE Credit Level Descriptors
On request from ECBE:
Sample self-evaluation report
Accreditation documents (members only)
ECBE works in close co-operation with the ACBSP in the USA. Both organizations have similar goals and objectives and have signed a memorandum of understanding for a "fast track" accreditation for institutions which perceive value in having both European and American accreditation. This facilitates the mobility of teachers and students, the transferability of credits and the recognition of qualifications internationally.
Web Site http://www.ecbe.eu
Contact(s) Name, Title R. Bryan Holden - Executive Director and email E-mail: [email protected]
Telephone/Fax Tel: +41 / 21 / 964 5430
Fax: +41 / 21 / 981 1477
Address ECBE En Brison,
CH - 1832 Chamby,
Switzerland
162 Type/Field Business Administration
Institution CEEMAN-IQA. Central and East European Management Development Association- International Quality Accreditation.
Mission Started in 1998 for business schools in Central and Eastern Europe. [School/Program, Later expanded to all of Europe. International Management Interest HSA…) Development Association
The main objectives of the CEEMAN IQA
In general:
To set and promote international standards for management development programs and institutions in the context of their respective mission and specific environments
To assist management development institutions in developing a clear and meaningful focus in their environment that will result in the creation and delivery of high-quality relevant management education
To award and promote advanced management development institutions for the results achieved and impact made, while also encouraging their continuous improvement policy and programs and providing advice and support in their implementation
To promote the originality, creativity, innovation, and high professional and ethical contribution to local and international business and academic communities, and to promote responsible leadership, based on the Principles of Responsible Management Education of the United Nations Global Compact
Specifically for the candidate institutions:
To identify the critical dimensions and criteria that an institution should follow to create, improve and sustain high-quality and relevant management education
To help faculty members and staff engaged in management development institutions understand their role in the pursuit of the institution's mission and its continuous self-improvement process, and encourage them to provide their own contribution
For customers and potential participants:
163 To help customers and other stakeholders understand the value of management education and obtain the benefits on a value- for-value basis
To assure customers and users of an accredited institution that the institution is pursuing and achieving the critical criteria for high-quality and relevant management education and development
Sponsorship The organization is sustained with membership fees. They also organize annual meetings, conferences, executive education events, and other possible sources of revenue.
Membership [numbers, The directory of member Schools and Programs is under construction in types of membership, the Webpage and so is the directory of experts. international http://www.ceeman.org/pages/en/directory-of-schools-and- membership programs.html
CEEMAN members are entitled to the following services:
preferential fees for all CEEMAN programs and events - educational programs for faculty and staff, annual conferences, deans & directors meetings, events organized in partnership with other institutions
receiving all CEEMAN publications free of charge
contributing with articles to quarterly CEEMAN News (developments in member institutions, reports from events and initiatives, research findings, published books, etc)
placing announcements and calls for cooperation on CEEMAN website
inclusion in the online CEEMAN Directory of Schools and Programs with institution's profile and program descriptions (to be available in summer 2010, institutional members only)
inclusion of faculty members and/or selected experts in the online CEEMAN Expert Directory (to be available in summer 2010, members and IMTA Alumni only)
only CEEMAN members are eligible to apply for CEEMAN’s International Quality Accreditation
164 benefits from CEEMAN publishing partners which include major international publishers such as Emerald, Harvard Business School Publishing, Pearson Education, the Adizes Institute, and others
access to a strong-knit and committed international network of schools working and interested in growing economies, which opens possibilities for cooperation and development
Accreditation/Certificat Any CEEMAN member offering at least one degree program in ion Process, Criteria, management or executing 30% more of the degree load in joint Requisites, Cost. programs and with at least five years existence is eligible to apply for IQA accreditation. The five-stage accreditation procedure involves assessment of eligibility, development of a comprehensive self- assessment report by the applicant, a peer review on-site visit, an evaluation report by the peer review committee, and award of the CEEMAN IQA with permission to use the designation on all institutional materials to the successful applicants. The initial IQA award is granted for the period of six years, after which the institution has to apply for re-accreditation.
Accreditation process can be seen in this document: http://www.ceeman.org/data/files/pages/iqa_brochure_2009.pdf The detailed guidelines for accreditation can be found in this document: http://www.ceeman.org/data/files/pages/CEEMAN_IQA_Guidelines _Dec2011.pdf and the self-assessment report guidelines: http://www.ceeman.org/data/files/pages/selfassessment_report_inst ructions.pdf
Accreditation cost 10,500 EUR and typically accreditation last for 6 years.
Web Site http://www.ceeman.org/
Contact(s) Name, Title Derek Abell, President Accreditation Committee and email [email protected]
Telephone/Fax Tel: +386 4 57 92 505
Fax: +386 4 57 92 501
Address CEEMAN
165 Central and East European
Management Development Association
Prešernova 33, 4260 Bled, Slovenia
Other CEEMAN and Emerald are delighted to announce the launch of the 2012 Case Writing Competition.
The aim of the competition is to encourage and promote the development of high-quality case material relevant for the realities of transitional and emerging economies and at the same time promote the development of case-writing capabilities in those countries.
In the spirit of a fully inclusive competition, global submissions are encouraged.
The co-organizers will support global exposure of the submitted high- quality cases through a direct link with the Emerald Emerging Markets Case Studies collection. All case submissions will be considered for international publication.
The total CEEMAN/Emerald award prize pool is worth over €10,000, with €4,000 prize money. Prizes are awarded to the overall winner and two runners-up. Depending on the quality and number of submissions, additional awards may be bestowed in different categories.
Compulsory submission criteria:
Cases should have a developing and emerging markets focus (Central and Eastern Europe, Latin America, Africa, Asia, Oceania)
All cases should be based on a real situation in a real company, with a clear decision-making situation, and prepared in accordance with the general case writing guidelines and competition criteria
Case studies submitted should not have been published before in their current or substantially similar form, or be under consideration for publication in any ISSN/ ISBN-registered publication or with any other case-center
All case studies must include appropriate signed permissions
166 from case protagonists
All submissions should be accompanied by a case teaching note http://www.emeraldinsight.com/products/new/pdf/How-To- Write-A-Teaching-Note.pdf
As all cases submitted for the competition will be considered for publication in Emerald Emerging Markets Case Studies collection, submissions must comply with the author guidelines http://www.emeraldinsight.com/products/new/pdf/author_guidelines. pdf , which include information on editorial objectives and criteria, as well as comprehensive manuscript requirements.
Please also consult the competition evaluation checklist before submitting your case http://www.ceeman.org/data/files/pages/Case_evaluation_checklist. pdf .
Contact: Olga Veligurska, CEEMAN Head of Projects,
http://www.ceeman.org/pages/en/case-writing-competition.html
Type/Field Business Administration
Institution AABS. Association of African Business Schools
Mission To promote excellence in business and management education in Africa [School/Program, by supporting graduate business schools through capacity building, Interest HSA…) collaboration and quality improvement.
This brochure explains the key activities of the AABS and the key partners http://www.aabschools.com/files/15/AABS_Brochure_2010.pdf
Annual Report 2010 with some membership and financial information: http://www.aabschools.com/cms/attachments/25/april_annual_report _24_march.pdf
Sponsorship The organization is a non-Profit Organization and is sustained with membership fees and Corporate partners (only 2 now that pay $4,500 annual fee)
167 Membership [numbers, There are 26 member schools in Africa and 5 Pipeline Schools. See types of membership, map and schools here: international http://www.aabschools.com/directory/schools.html membership In order to become an AABS Member a School needs to submit an online form showing that they meet all the AABS membership criteria.
Criteria for full AABS Membership
A Business Schools is eligible for membership if it is an Africa - based business school that meets all the non-negotiable criteria and satisfies the committee in respect of the other criteria.
Negotiable criteria may be interpreted flexibly and as a whole, to meet the spirit of the requirement rather than the letter.
Schools, which do not yet meet one of the negotiable criteria, may provisionally be admitted to full membership if they submit a plan to meet the requirements within not more than two years.
1) Staff:
1.1) Applicants must have a minimum of 12 permanent resident full- time faculty members, with relevant postgraduate degrees or qualifications. Up to six of the 12 full-time faculty may be shared with other departments in the parent institution provided that at least 50% of their workload is allocated to the Business School. (Non Negotiable criteria)
1.2) At least six permanent full time faculty members must have Doctoral Degrees. (Non Negotiable criteria)
1.3) Applicants must demonstrate a sustainable staff development program by providing a document describing faculty development.
2) Intellectual Contributions:
2.1) Each institution must have an output of two points per full time faculty equivalent during the three preceding years. Points to be calculated as: book - 2 points, refereed article - 2 points, case study or practitioner article - 1 point, chapter in a book - 1 point and conference paper – 1 point.
3) Teaching Requirements:
168 3.1) Applicants must have at least 500 hours classroom time in the MBA or equivalent Masters Program. (Non Negotiable criteria)
Distance learning institutions must demonstrate that students engage in activities equivalent to 500 hours of classroom time in the MBA or equivalent master’s program. This can be done through:
Regular scheduled contact, either face to face, or by electronic media with faculty members.
Required study schools throughout the course of the year
Study groups of students meeting according to a prescribed timetable during the course of a year
Assignments, which require students to engage in the application of the material in the workplace, including engaging with executives and colleagues. (Non Negotiable Criteria) Please provide this information in a word document.
3.2) Applicants must provide a document describing their teaching methods, illustrating the use of participative learning, for example through the use of case studies, syndicate groups, action learning and projects.
3.3) Applicants must demonstrate that materials and cases include local and African market content.
4) Fees:
4.1) Applicants' minimum annual full tuition fee for the MBA or equivalent must be at least $3 500 per student.
5) Executive Education:
5.1) Applicants must provide at least 40 days of executive education per year. (Non Negotiable criteria)
5.2) The Executive Education fee should be no less than $100 per day per participant.
6) Quality assurance:
6.1) Applicants must demonstrate the use of an independent quality assurance system on the MBA program, such as a national accreditation body, external examiners or another quality
169 controlling body. (Non Negotiable criteria)
7) Association's website:
7.1) All Faculty Members from Schools applying for AABS Membership must register on the Association's website.
AABS Pipeline Schools:
Schools that do not yet meet all the non-negotiable criteria for AABS but would like to aspire to meet those criteria in the next two years can join AABS as “AABS Pipeline Schools”.
AABS pipeline school applicants would:
1) Join the AABS network
2) Would be eligible to attend the Annual AABS Members Conference
3) Will be assigned a Mentor (from the AABS Advisory board, AABS board or an AABS consultant) for a year period (which could be extended if needed). The mentor will visit the school for three days once during the year, they will also be available for email and telephonic contact and support during the year.
4) Be able to join AABS Workshops at discounted AABS member rates.
5) Receive AABS peer visits
AABS pipeline school would need to:
Submit an online application form
Meet at least 2 of the five non-negotiable criteria
Must offer an MBA or equivalent Master’s program
Pay an annual fee of $3 000 per year
Need to aspire to meet the AABS non-negotiable criteria within a period of three years.
Applications to be an AABS pipeline school can be submitted at any stage.
Current Pipeline school fees are $3 000.
170 Accreditation/Certificat They do not provide accreditation, but in order to join you have to be ion Process, Criteria, accredited by some other recognized accreditation body. It is Requisites, Cost. interesting and points into possible alternatives to a full accreditation option.
Web Site http://www.aabschools.com/ Dr. Enase Okonedo, Board Chair Contact(s) Name, Title Lagod Business School, Kenya and email [email protected] Sarah tinsley-Myerscough, AABS Program Director [email protected]
Telephone/Fax 27 11 771 4382
Address N/A
Other Other African related organizations: South African Qualifications Authority (SAQA)
An organization created to provide an integrated national framework for learning achievements, facilitate access to mobility and progression within education, training, careers, and to enhance the quality of education and training
Type/Field Business Administration
Institution CLADEA – The Latin American Council of Management Schools
Mission The Latin American Council of Schools of Management is a premier [School/Program, global network of business schools. This worldwide organization Interest HSA…) provides a forum for international cooperation and reciprocity between the world’s leading academic institutions.
Goals:
1) Broaden the scope of teaching Management, as well as promote research in the field.
2) Disseminate management practices among social and economic organizations in Latin America.
3) Develop global cooperation between directors and scholars from different countries and areas of interest to promote research, case studies, and bibliographic support.
171 4) Maintain ties of reciprocity with primary global networks to ensure communication and the flow of information.
5) Ensure that membership means quality and the potential for academic progress.
6) Offer technical support to Latin American development organizations.
7) Support Document and Information Centers through CLADEA’s Document Center.
8) Prepare management teaching materials based on those developed by scholars of the member schools, as well as publish books, journals or other teaching and research materials.
9) Facilitate communication among management institutions within each country and globally.
10) 10. Organize seminars and international events for the exchange of information and solutions to problems specific to Latin America.
Sponsorship The organization is sustained with membership fees and other events. It also has some corporate sponsors.
Membership [numbers, CLADEA’s membership includes over 180 leading business schools in types of membership, Latin America, North America, Europe, and Oceania dedicated to international offering high quality professional education and fostering scholarly membership research into public and private sector management. Membership list here: http://www.cladea.org/home/index.php?option=com_content&view= article&id=366&Itemid=327&lang=es
It also has strategic partnerships with sponsor organizations and support groups such as: GMAC (Graduate Management Admission Council) or Eduniversal the Ranking organization http://www.eduniversal-ranking.com/ with also a comprehensive list of international accreditation organizations http://www.eduniversal- ranking.com/methodology/associations/area/3
Accreditation/Certificat CLADEA has strategic partnerships with several Accreditation ion Process, Criteria, organizations such as: AACSB International, ACBSP and EFMD. It has Requisites, Cost. agreements for accreditation of its member organizations. It is also
172 currently studying the feasibility of accreditation.
Web Site www.cladea.org
Contact(s) Name, Title Alberto Zapater, Ejecutive Director and email [email protected]
Telephone/Fax Phone: (511) 345-1325 / 317-7200
Address Av. Alonso de Molina 1652
Monterrico, Surco
Lima 33 Perú
Type/Field Business Administration
Institution AAPBS – Association of Asia-Pacific Business Schools
Mission The primary purpose of the AAPBS is to provide leadership and [School/Program, representation in order to advance the quality of business and Interest HSA…) management education in the Asia-Pacific Region. The Association will accomplish its mission by collaborating in research and teaching, and working in partnership to improve business school standards and quality. AAPBS and its members are striving to understand and develop a solid paradigm for an Asian management education model within a global context.
The Association started in 2004 when 11 Asia Pacific business schools deans met in Seoul to decide to the formal establishment of the new organization. The aspiration of the Association is captured by the phrase: “Towards Global Managers, Global Leaders and Global Cooperation”.
Sponsorship The organization is sustained with membership fees
Membership [numbers, Membership is currently 147 representative schools from 22 countries types of membership, working to shape the role of the region’s management education in international close collaboration with the AACSB and the European Foundation for membership Management Development (EFMD). The list of members can be found in the webpage: http://www.aapbs.org/
Full Membership in the association is granted to granting degree institutions within he Asia-Pacific region. New member institutes must
173 be approved by a majority vote from the Council and should have the following attributes:
The mission of the organization is aligned with the mission of AAPBS
The organization demonstrates a high level of contribution to the advancement of management eduction
The organization have been endorsed and recommended by an existing membership (referees must be Deans).
There are 4 categories of membership:
Full Membership: Business administration and management degree granting institutions of the Asia-Pacific region. Institutions to be eligible must have a formally organized administrive unit responsible for work leading to business or management degrees of baccalaureate and/or graduate level. Any eligible institution may apply for membership. The amount of the annual dues per institution is US$1,000
Associate Membership: Business administration and management degree granting institutions outside the Asia-Pacific. Associate membership is determined by a majority vote of the Council, and shall be completed by the payment of regulat institutional dues. The Amount of the annual dues per institution is US$1,000.
Affiliate Membership: Institutions, either inside or outside the Asia Pacific region, that share similar interests around management education but are not degree granting institutions. Examples of Affiliate Members are, but are not limited to, governmental organizations, research institutes, and corporate training organizations. Affiliate Membership is determined by a majority vote of the council and shall be completed by the payment of regular institutions dues. The Amount of the annual dues per institution is US$1,000.
Corporate Membership: Companies and organizations, either inside or outside the Asia-Pacific region, that share an interest in management education and the development of business professionals. Corporate are determined by a majority vote of the council and shall be completed by the payment of regular institutions dues. The Amount of the annual dues per institution is US$3,000.
Accreditation/Certificat AAPBS does not provide accreditation currently, but works with AACSB ion Process, Criteria, and EFMD to facilitate the process of accreditation for its members
174 Requisites, Cost.
Web Site http://www.aapbs.org/
Contact(s) Name, Title Betty Chung, Executive Director and email [email protected]
Telephone/Fax Tel: 82-2-958-3293
FAX: 82-2-958-3290
Address AAPBS Secretary-General
C/-Kaist Business School
87 Hoegiro, Dongdaemoon-gu
Seoul, 130-722 South Korea
Type/Field Public Health
Institution CEPH – Council on Education of Public Health
Mission The Council is a private, nonprofit corporation with APHA and ASPH as [School/Program, its two corporate members. The affairs of the corporation are directed Interest HSA…) by a 10-member board. As an independent body, the board is solely responsible for adopting criteria by which schools and programs are evaluated, for establishing policies and procedures, for making accreditation decisions, and for managing the business of the corporation
Mission: assures quality in public health education and training to achieve excellence in practice, research and service, through collaboration with organizational and community partners.
Goals and Objectives: "to enhance health in human populations through organized community effort." The Council's focus is the improvement of health through the assurance of professional personnel who are able to identify, prevent and solve community health problems. The Council's objectives are: 1. To promote quality in education for public health through a continuing process of self- evaluation by the schools and programs that seek accreditation; 2. To assure the public that institutions offering accredited instruction in public health have been evaluated and judged to meet standards
175 essential to conduct such education program; and 3. To encourage through periodic review, consultation, research, publication and other means improvements in the quality of education for the field of public health.
Interest in HSA: There is no mention of HSA in their web page.
Sponsorship Council composition: Three councilors are appointed by APHA and must be primarily involved in the practice of public health or in the administration of related health services. Three are appointed by ASPH and must be selected from the faculty, administration or students of schools of public health. Two members are jointly appointed by ASPH and APHA and serve as representatives of the general public; they may be neither engaged in full-time public health practice nor employed by an educational institution that has a school of public health. Two additional councilors are elected by CEPH and approved by the two corporate members to represent the programmatic interests served by CEPH. They are nominated by appropriate professional and educational organizations in community health education and community health/ preventive medicine and must be individuals with specific expertise in the programmatic areas they represent.
Financial Support: The Council is supported by a combination of fees and contributions from the profession and the academic community
Membership [numbers, 44 accredited schools and 83 MPH programs. Oldest accredited types of membership, programs (1946) Columbia, Harvard, Hopkins, UC Berkeley, Michigan, international Minnesota, UNC Chapel Hill, and Yale (8). Oldest Accredited Programs membership (1971) CalState Northridge & NYU (2). International accredited members: 1 School: National Institute of Public Health Mexico since 2006; & 2 MPH Programs: American University of Beirut & St. Georges University Granada WI since 2006. Full list of accredited members (Feb 2012): http://www.ceph.org/pdf/Master_List.pdf
Currently in the pipeline, there are 4 schools and 29 MPH programs. 1 international (Ecole de Hautes Etudes en Sante Public-France)
Accreditation/Certificat Criteria for SPH and MPH programs outside SPH were revised June ion Process, Criteria, 2011(http://www.ceph.org/pg_accreditation_criteria.htm). Requisites, Cost. Accreditation process requires 18-24 months for self-study and 10-14 months for review and reaccreditation.
Fee Schedule 2012: Application Fee: (annually until accreditation is achieved) $2,500 Program; $3,500 School; & $4,500 International. Accreditation Review: $2,700 Program (plus $1,300 for each
176 additional needed review); $3,500 School (Plus $1,750 each additional); $5,400 & $7,000 International Program & School (plus $3,500 & $2,700 each additional). In addition travel expenses are covered for all individuals and visits. If consultants are needed $500 ½ day in CEPH office; $1,500 per day (USA); $2,500 per day (International). International programs would typically pay $15,000 – $20,000 plus travel expenses.
Web Site http://www.ceph.org/ Laura Rasar King, MPH, MCHES Contact(s) Name, Title Executive Director and email [email protected] Maraquita L. Hollman, MPH Accreditation Specialist [email protected] Phone: (202) 789-1050 Telephone/Fax Fax: (202) 789-1895 800 Eye Street, NW, Suite 202 Address Washington, DC 20001-3710 Benefits of Accreditation Other: CEPH accreditation serves multiple purposes for different constituents. In general, specialized accreditation attests to the quality of an educational program that prepares for entry into a recognized profession. For the public, accreditation promotes the health, safety and welfare of society by assuring competent public health professionals. For prospective students and their parents, accreditation serves a consumer protection purpose. It provides assurance that the school or program has been evaluated and has met accepted standards established by and with the profession. For prospective employers, it provides assurance that the curriculum covers essential skills and knowledge needed for today's jobs. For graduates, it promotes professional mobility and enhances employment opportunities in positions that base eligibility upon graduation from an accredited school or program. For public health workers, it involves practitioners in the establishment of standards and assures that educational requirements reflect the current training needs of the profession. For the profession, it advances the field by promoting
177 standards of practice and advocating rigorous preparation. For the federal government and other public funding agencies, it serves as a basis for determining eligibility for federally funded programs and student financial aid. For foundations and other private funding sources, it represents a highly desirable indicator of a program's quality and viability. For the university, it provides a reliable basis for inter- and intra-institutional cooperative practices, including admissions and transfer of credit. For the faculty and administrators, it promotes ongoing self- evaluation and continuous improvement and provides an effective system for accountability. For the school or program, accreditation enhances its national reputation and represents peer recognition.
Type/Field Public Health
Institution ASPHER – The Association of Schools of Public health in the European Region
Mission ASPHER was founded in 1966 and it is the key independent European [School/Program, organization dedicated to strengthening the role of public health by Interest HSA…) improving education and training of public health professionals for both practice and research.
Sponsorship
Membership [numbers, ASPHER has over 80 institutional members located throughout the types of membership, Member States of the European Union (EU), Council of Europe (CE) and international European Region of the World Health Organization (WHO). membership Members can be found here: http://www.old.aspher.org/index.php?site=aspher_membership
By joining ASPHER, your organization would receive the following benefits:
Access to ASPHER Working Groups:
Accreditation for Public Health Education
Public Health Core Competencies
178 Global Health
Doctoral Programs and Research Capacities
Innovation and Good-practice in PH Teaching
Ethics and Values in Public Health
Public Health Advocacy and Communication
Access to ASPHER Forums:
Annual Conference
Deans' and Directors' Retreat
Summer School
Young Researchers Forum
Public Health Reviews Journal
Members Blog
Public Health Employment Portal
Accreditation/Certificat ASPHER is developing an accreditation agency that should start ion Process, Criteria, working in 2012. The name is: Agency for Public Health Education Requisites, Cost. Accreditation (APHEA) in the European Region
For many years, ASPHER has been a key participant in initiatives to establish an organized system of accreditation for public health education in Europe. These initiatives included the PEER review system started by ASPHER and funded by the Open Society Institute (OSI) from 2001 to 2005, and the Leonardo da Vinci project from 2004 to 2007.
In 2008/2009, ASPHER conducted a strategic planning process through a Delphi study. One of the highest priorities of ASPHER members which emerged from the consultation process was the establishment of a European accreditation system for Master of Public Health programs. This led to the establishment of a Working Group on Accreditation to prepare the launching of this system.
As the founders of this accreditation project, ASPHER and EUPHA (The European Public Health Association) will contribute directly to the
179 fulfillment of their major aims, i.e.: (1) Improve the quality of the PH workforce in Europe and its competitiveness globally; (2) Contribute to the development and harmonization of PH education in Europe; (3) Provide an added value with regard to national QA and accreditation; (4) Reinforce ASPHER and EUPHA visibility globally.
MPH programs are at present evaluated or accredited by national education authorities in most countries within the European Region. However, there is presently no specific accreditation system for education in public health either at the national or regional level in Europe. An independent international (or transnational) accreditation system, in accordance with the Bologna Process, will bring important added value as far as benefitting students and academics, and recognizing a school’s quality beyond the borders of its home country.
Establishment of the European system will help many institutions to improve their quality and raise their profile, thereby helping them in their ongoing planning and negotiation with the national authorities to obtain financing for teaching and learning but also research and advocacy activities. It will also bring greater academic recognition to staff members, thereby assisting them in seeking grants from sources such as the European Union.
A degree from a European accredited program potentially provides the graduate with better opportunities for employment internationally and allows for transferability of qualifications. It also allows for greater benefit to foreign students who may wish to study in a particular country and will be able to bring home an internationally recognized degree. The mark of accreditation may thus increase a program’s attractiveness to national as well as foreign students.
A program accredited by national authorities alone, no matter how rigorously the accreditation process is carried out, still lacks the international recognition that may come from a European accreditation system. European accreditation serves as an additional proof of quality for students, academics, partner institutions, and funding bodies.
Where We Are? The Steering Committee of the Accreditation Working Group consulted all ASPHER members in two stages, namely the first stage during which the call for interest was circulated, and later, a second stage during which a call for commitment was circulated.
All ASPHER members who responded to the Call for Interest in mid-July of 2010 have endorsed the following objectives: (1) Commit to
180 continuous quality improvement of the MPH; (2) Share PH quality standards on a European level; (3) Strive to attain a European recognition on a voluntary basis.
The Call for Commitment, inviting all members to consider whether they are willing to commit to the accreditation of their Master of Public Health programs within the near future, was circulated in early October. The results of this call for commitment were presented at the Amsterdam Conference.
The Agency for Public Health Education Accreditation (APHEA) in the European Region will be established as an independent, non- profit organization, in association with ASPHER and EUPHA. The associations will each nominate 2 members for the new Accreditation Board, and will choose a Chair of the Board from among individuals distinguished in the field, and not directly associated with either one of the associations.
The system will develop progressively, focusing at first on the accreditation of master programs in public health only and, after an initial period of approximately two years, aiming at an average number of 10 accreditations per year. Launched with the initial support of ASPHER and EUPHA, the system will rapidly become self-sustainable based on the fees paid by institutions seeking accreditation.
The Agency will be established in spring 2011 and will start to operate at the beginning of the following academic year (2011- 2012). The preparatory phase was finalized at the Amsterdam Conference in November 2010 when the official announcement was made regarding the establishment of the Agency, its organization, standards, procedures and costs.
An outline of the main steps and costs for applicants is:
Eligibility- check performed by the agency in communication with the institution applying for accreditation. Average duration 2-4 months. Cost 4,000EUR
Self-evaluation- against the set of agreed standards resulting in a self-evaluation report. Average duration 6-8 months. (cost of this phase included in the next one “External Review”)
External Review- by a team of 3 peer reviewers including 2- day site visit and resulting in an external review report.
181 Average duration 3-4 months. Cost 10,000EUR (plus accommodation costs of the review team and an agency representative during the site visit)
Accreditation- decision made by the Accreditation Committee. Average duration 3-4 months. Cost 4,000EUR
Total estimated cost of accreditation 18,000EUR plus traveling expenses of peer review team. Average length of the process: 14 to 20 months.
Web Site http://www.aspher.org/
Contact(s) Name, Title Stojgniew Jacek Sitko, Chair Accreditation for Public Health Education and email (Jagiellonian University, Krakow)
Telephone/Fax Tel: +32 2735 0890
Tel: +4812-424-1375 (Stojgniew)
Skype: aspherskype
Address Campus Maastricht University
Avenue de l’Armée/ Legerlaan 10
1040 Brussels
Belgium
Other European Academic Global Health Alliance (EAGHA)
Mission and Objectives
Main objective: To create a single forum for interested academic institutions with involvement in Global Health to exchange views and ideas, so as to develop a European voice on Global Health issues and influence relevant policies.
Other objectives include:
To advocate for evidence-based policies and increased resources for global health in the European Union and other relevant bodies and to inform EU policy on research and
182 development for global health;
To develop guidelines for partnerships between European institutions and their counterparts in low- and middle-income countries (including the issues of intellectual property and data sharing); to learn about effective partnerships from case studies and to promote the implementation of such guidelines;
To contribute to building capacity in partner institutions in low income countries in response to their priorities including supporting the development of capacity in areas such as research, teaching, administration and infrastructure;
To foster exchange of ideas and, where appropriate, collaboration between European global health institutions on research, teaching and capacity building;
To encourage the formation of similar collaborative networks in other world regions and forging links with those that already exist;
To encourage and to support the evaluation of investments in global health to ensure they have the desired effects;
To raise awareness of the challenges and opportunities of global health in medical, nursing, public health and allied health professions, as well as the wider public.
Alliance's Work Plan 2010
1) Meeting in March 2010 to convene institutions interested in launching such a group;
2) Presented proposal at ASPHER Deans and Directors Retreat May 2010;
3) Invited ASPHER members who had indicated great interest during ASPHER 2015 Project as well as other institutions with involvement in Global Health;
4) Meeting of members/invited guests at World Health Summit, Berlin, October 11, 2010;
5) Survey circulated to all members to devise priorities for Alliance;
6) Commentary by Andy Haines et al submitted to Lancet regarding
183 launch of Academic Alliance, October;
7) Session of the Alliance at the Amsterdam Conference, November 2010, entitled “The Contribution of European Academic Institutions to Global Health.”
Alliance's Work Plan 2011
1) Two-part meeting with Alliance members and EU policymakers, Brussels, end of January 2011;
2) Seminars to be held with EU policymakers in 2011, to be arranged;
3) Presentation at ASPHER Deans‟ and Directors‟ May, 2011;
4) Meeting of members along with representatives from other similar associations from other regions, Barcelona, October 2011;
5) Plenary at the Copenhagen Conference, November 2011;
6) Setting up taskforce to devise a set of guidelines for North-South partnerships.
Justification
Numerous academic institutions within Europe are developing expertise in global health which extends beyond the traditional boundaries of tropical medicine or public health, to include topics such as: global health governance, global threats to health such as climate change, impacts on health of global policies in other sectors such as trade or agriculture, and research on diseases which transcend national boundaries such as pandemic flu. There is at present no representative body for these institutions to provide evidence to inform European policy on global health issues, act as a forum for exchange of views on issues such as curriculum development, professional training, South- North partnerships and research priorities, or to coordinate collaborative activities on issues of relevance to global health.
In light of the EU Global Health Strategy launched earlier in 2010, there is thus an unprecedented opportunity for academic institutions to provide input into the implementation of this strategy for example by providing evidence to support specific policies and actions or advocating for evaluation of the impact of investments in global health as well as promoting capacity strengthening with partner institutions in low income settings.
184 The Alliance also aims to seek collaboration with nascent and existing regional consortia of academic institutions in other regions of the world with the intention of supporting the development of a World Federation of such bodies.
Members of the EAGHA
Chair:
Andy Haines (London School of Hygiene and Tropical Medicine)
Tel: +44 20 7927 2278, mailto:[email protected] co-Chair:
Antoine Flahault (EHESP School of Public Health, Rennes/Paris)
Tel: +33 2 99 02 22 00, mailto:[email protected]
Full members:
Belgium | Institute of Tropical Medicine, Antwerp
Denmark | Copenhagen School of Global Health, University of Copenhagen
France | EHESP School of Public Health, Rennes/Paris
France | Université Victor Segalen Bordeaux 2, School of Medicine
Germany | Charité - Berlin School of Public Health
Germany | Tropeninstitut Charité, Berlin
Germany | Charité Universitatsmedizin Berlin, Institute for Social Medicine, Epidemiology and Health Economics
Germany | Institute for Public Health, University Hospital Heidelberg
Germany | Section Clinical Tropical Medicine, University Hospital Heidelberg
Ireland | Royal College of Surgeons, Dublin
Israel | Braun School of Public Health, Hebrew University of Jerusalem
Italy | Department of Public Health and Microbiology, University of Torino
185 Kazakhstan | Kazakhstan School of Public Health
Norway | Centre for International Health, University of Bergen
Poland | National Institute of Public Health, Warsaw
Spain | Barcelona Centre for International Health Research
Spain | National School of Public Health, Madrid
Sweden | Sahlgrenska Academy, University of Gothenburg
Sweden | Karolinska Institute, Stockholm
Sweden | Department of Public Health and Clinical Medicine, Umea University
Sweden | Social Medicine and Global Health, Department of Clinical Sciences, Lund University
Switzerland | Swiss Tropical Institute, Basel
United Kingdom | Liverpool School of Tropical Medicine
United Kingdom | Division of Public Health, University of Liverpool
United Kingdom | London School of Hygiene and Tropical Medicine
United Kingdom | Centre for Tropical Medicine, Oxford University
United Kingdom | Institute of Global Health Innovation, Imperial College London
United Kingdom | Research Department of Infection and Public Health UCL
United Kingdom | Nuffield Centre for International Health and Development, Leeds Institute Health Sciences
Associate Members:
Germany | University of Bielefeld, School of Public Health
Italy | Institute of Public Health and Preventive Medicine - Catholic University of “Sacro Cuore”, Rome
Lithuania | Faculty of Public Health, Lithuanian University of Health Sciences, Kaunas
186 Lithuania | Department of Public Health, University of Klaipeda
Macedonia | School of Public Health, Faculty of Medicine, Skopje
Serbia | Centre - School of Public Health, University of Belgrade
Slovakia | School of Public Health, Slovak Medical University, Bratislava
Guest Members:
Bulgaria | Faculty of Public Health, Medical University of Pleven
Serbia | Institute of Public Health of Vojvodina, Novi Sad
United Kingdom | University of Bristol, School of Health and Social Care
Affiliated members:
Federation of European Societies of Tropical Medicine and International Health (FESTMIH), TropEd, EUROLIFE Network of European Universities in Life Science, and TropMed
Type/Field Medicine
Institution LCMA – Liaison committee on Medical Education
Mission The Liaison Committee on Medical Education (LCME) is the nationally [School/Program, recognized accrediting authority for medical education programs Interest HSA…) leading to the MD degree in U.S. and Canadian medical schools. The LCME is sponsored by the Association of American Medical Colleges and the American Medical Association.
Purpose and responsibility: Accreditation is a process of quality assurance in postsecondary education that determines whether an institution or program meets established standards for function, structure, and performance. The accreditation process also fosters institutional and program improvement. Medical education programs leading to the M.D. degree in the United States and Canada are accredited by the Liaison
187 Committee on Medical Education (LCME). The LCME's scope is limited to the accreditation of complete and independent medical education programs where students are geographically located in the United States or Canada for their education and that are operated by universities or medical schools that are chartered in the United States or Canada.
Accreditation by the Liaison Committee on Medical Education (LCME) establishes eligibility for selected federal grants and programs, including Title VII funding administered by the Public Health Service. Most state boards of licensure require that U.S. medical schools be accredited by the LCME, as a condition for licensure of their graduates. Eligibility of U.S. students to take the United States Medical Licensing Examination (USMLE) requires LCME accreditation of their school. Graduates of LCME-accredited schools are eligible for residency programs accredited by the Accreditation Council for Graduate Medical Education (ACGME). The Department of Education recognizes the LCME for the accreditation of programs of medical education leading to the M.D. degree in institutions that are themselves accredited by regional accrediting associations. Institutional accreditation assures that medical education takes place in a sufficiently rich environment to foster broad academic purposes.
The U.S. Department of Education recognizes the Liaison Committee on Medical Education (LCME) for accreditation of programs of medical education leading to the M.D. degree in the United States. For Canadian medical education programs, the LCME engages in accreditation in collaboration with the Committee on Accreditation of Canadian Medical Schools (CACMS). The LCME is recognized as the reliable accreditation authority for M.D. programs by the nation's medical schools and their parent universities. It also is recognized for this purpose by the Congress in various health-related laws, and by state, provincial (Canada), and territorial medical licensing boards. The LCME
Sponsorship The LCME is jointly sponsored by the Association of American Medical Colleges (AAMC) and the Council on Medical Education of the American Medical Association (AMA). The AAMC and the AMA each appoint an LCME Secretary and maintain accreditation offices in Washington, D.C. and Chicago, respectively. Primary responsibility for coordinating survey visits, hosting LCME meetings, and serving as LCME spokesman (the "principal Secretary") alternates between the offices each academic year. In even-numbered years beginning each July 1, the principal Secretary is at the AAMC. In odd-numbered years
188 beginning each July 1, the principal Secretary is at the AMA.
Membership [numbers, The members of the LCME are medical educators and administrators, types of membership, practicing physicians, public members, and medical students. The international Association of American Medical Colleges (AAMC) and the Council on membership Medical Education of the American Medical Association (AMA) each appoint six professional members. The AAMC and AMA each appoint one student member. The LCME itself appoints two public members, and a member is appointed to represent the CACMS.
Accreditation/Certificat The LCME is represented by ad hoc teams of evaluators who conduct ion Process, Criteria, on-site surveys of medical schools. Survey team members are a mix of Requisites, Cost. basic science and clinical educators and practitioners. Members of the LCME and surveyors conducting field evaluations serve as voluntary, peer evaluators. The activities of the LCME are administered by two Secretariats, at AMA headquarters in Chicago, IL, and at the offices of the AAMC in Washington, DC. Members of the LCME and its survey teams, excluding full and part-time staff, serve the LCME without compensation.
Each year, the LCME reviews annual survey data and written reports on all of the accredited U.S. and Canadian medical schools, and conducts site visits to 20-30 institutions. The LCME holds two-day meetings three times a year, usually in October, February, and June, and may convene as needed to deal with special issues.
LCME has very detailed accreditation procedures that can be found here: http://www.lcme.org/procedur.htm, rules of procedure: http://www.lcme.org/rules_of_procedure.pdf, a Self-Study Guide: http://www.lcme.org/pubs.htm#issguide, Accreditation Issues relating to Distance Learning: http://www.lcme.org/distancelearning.pdf.
Currently, there are 137 LCME-accredited MD programs in the U.S. and 17 CACMS/LCME-accredited MD programs in Canada. The directory of Accredited Medical Schools in the U.S. and Canada can be found here: http://www.lcme.org/directry.htm
Functions and Structure of a Medical School contains LCME standards for accreditation of medical education programs leading to the M.D. degree in the U.S. and Canada. Annotation to the standards are provided to clarify the meaning of standards when necessary. Use of the word "must" in accreditation standards signifies an absolute requirement. "Should" is a requirement that must be met unless there is a compelling reason, acceptable to the LCME, for waiving the need to
189 comply with the standard. Latest version of May 2011 can be found here: http://www.lcme.org/functions.pdf
The LCME's scope is limited to the accreditation of complete and independent medical education programs where students are geographically located in the United States or Canada for their education and that are operated by universities or medical schools that are chartered in the United States or Canada. Osteopathic medical schools are accredited by the American Osteopathic Association. There is no single authority accrediting medical education programs. Accreditation around the world is mostly done by national agencies.
Medical schools are not ranked by the LCME, which evaluates educational programs according to standards for organization, function, and performance, but does not attempt to stratify institutions according to their characteristics. Medical schools differ greatly: whether they are private or state-supported, free-standing, or part of a parent university.
Other related accreditation agencies that are included in this report are: 1- The World Federation for Medical Education (WFME) Supports Accreditation of National Associations working with WHO http://www.wfme.org/; 2- The Accreditation Council for Graduate Medical Education (ACGME) http://www.acgme.org/ accredits Residency programs/graduate medical education; 3- The National Committee on Foreign Medical Education and Accreditation (NCFMEA) of the Department of Education. http://ed.gov/about/bdscomm/list/ncfmea.html#members ; and 4- The Educational Commission for Foreign Medical Graduates. ECFMG. http://www.ecfmg.org/
Web Site http://www.lcme.org/
Contact(s) Name, Title Barbara Barzansky, Ph.D., M.H.P.E. LCME Co-Secretary. Council on and email Medical Education American Medical Association (CMEAMA). [email protected]
Dan Hunt, MD, M.B.A., LCME Co-Secretary. Association of American Medical Colleges (AAMC). [email protected]
Telephone/Fax CMEAMA: 312-464-4933. FAX: 312-464-5830
AAMC: 202-828-0596. FAX: 202-828-1125
Address Council on Medical Education American Medical Association
190 515 North State Street Chicago, IL 60654
Association of American Medical Colleges 2450 N Street, N.W. Washington, DC 20037
Other Interesting initiatives related to accreditation:
1. Survey Prep Sessions
The LCME will host a number of sessions to support programs preparing for upcoming survey visits, including Connecting with the Secretariat, a monthly Q&A conference call with the LCME Co- Secretaries, and an all-day Survey Visit Kickoff Workshop to be held in June. Visit the LCME Events page for details.
2. LCME Connections
LCME Connections provides an integrated view of LCME accreditation standards by connecting the text of each standard to (1) its corresponding annotation, (2) the medical education database questions related to that standard, (3) the questions that the institutional self-study committee must address and (4) the findings that survey team members must document in the survey report. Each component of the Connections document is already accessible on the LCME website, albeit in various LCME publications. By connecting each standard to the relevant section of each related LCME publication, the Connections document provides a more nuanced understanding of the intent of each standard and the goals of the accreditation process. Read Connections for each standard here: http://www.lcme.org/connections.htm .
Type/Field Medicine
Institution IAOMC – International Association of Medical Colleges
Mission The IAOMC is committed to peer evaluation of the education provided [School/Program, by individual medial schools anywhere in the world. It is a not for Interest HSA…) profit association. Its goal is to serve society and those with an interest in the evaluation of the quality of undergraduate medical education to enhance medial education/practice. The United Nations Department of Economic and Social Affairs (ECOSOC) granted the IAOMC Special Consultative status as a Non-Government Organization.
191 According to the Internet page, this organization seems to have an appeal with the US Department of Education and in other 13 countries. The Board meetings are conducted via Skype.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below
Membership [numbers, Membership includes Accredited Programs and Affiliated Programs. types of membership, The fee structure varies depending on which region of the world the international school is located from Low Income countries to High Income countries as membership defined by the World Bank, the Gross National Income, government and private (for profit and not-for-profit is differentiated) ownership, number of matriculated students. Dues for Accredited members go from $1,000 to $20,000, Reviewed/Registered members (Fast Track) from $750 to $17,000 and Affiliate members from $600 to $15,500. The differences between this categories are explained in the next section. The table can be seen here: http://www.iaomc.org/msm7.pdf
Accreditation/Certificat The accreditation process is defined in the following document: ion Process, Criteria, http://www.iaomc.org/msm1.pdf . There is also a protocol for the Requisites, Cost. Self-Study in this document: http://www.iaomc.org/msm2.pdf and the accrediting standards: http://www.iaomc.org/msm3.pdf . Since most schools around the world are accredited by their national organizations, there is a fast track system to review the comparability of IAOMC’s standards and others used around the world. If found comparable, the applicant school may apply for recognition via this abbreviated fast track process. This is the document: http://www.iaomc.org/msm4.pdf
When the circumstance of a medical schools operation is restricted because of limited financial capacity or other restraints a second category of membership is available. This review permits the school a special membership application tract that allows a school to obtain the maximum benefit of expert medical educator’s practical opinions on how to enhance its medical school program. If, in the opinion of the Board, the school satisfactorily acts on the advice provided and the students receive at least a minimal education for that nation, it will be registered by IAOMC as providing the maximum education under restrictive circumstances. See document here: http://www.iaomc.org/msm5.pdf
When a medical school provides a self-study and data based study and enters into an affiliation agreement it may become an affiliated member http://www.iaomc.org/msm6.pdf
192 The International Association of Medical Colleges Site Visitor Panel elects its member bi-annually and can be seen here: http://www.iaomc.org/svp.htm#
There is no reference to the accredited schools of this organization, but there is a reference to the US Department of Education Qualified Foreign Medical Schools http://www.iaomc.org/afms.htm
Web Site http://www.iaomc.org/index.htm
Contact(s) Name, Title Bernard Ferguson, JD, President. and email
Telephone/Fax N/A
Address 32 Water Street - Unit#29, Stonington, CT 06378, USA
Type/Field Medicine
Institution ACCM – The Accreditation Commission on Colleges of Medicine
Mission Founded in 1995 by Professor Conor Ward, the Accreditation [School/Program, Commission on Colleges of Medicine is an independent, not for profit Interest HSA…) organization based in the Republic of Ireland. ACCM is invited by Governments of Caribbean countries which do not have a national medical accreditation body, to act on their behalf in relation to the inspection and accreditation of a specified medical school / university / college* in their jurisdiction.
ACCM is a medical accreditation body whose members (commissioners) are respected senior medical educators who, with a former senior hospital manager, work voluntarily and pro bono publico. Their work is a contribution to the global effort to assure quality medical education. ACCM serves Caribbean countries where the country has no medical accreditation body of its own. All commissioners have signed a conflict of interest declaration upon joining ACCM. The Commission is independent of the countries it serves and of the schools it reviews for accreditation.
The Chairman is Professor Raymond Fitzgerald, and the Hon. Secretary/Treasurer is Dr Anthony Peacock.. One of the Commissioners is Philip Berman, MA, Dip Admin Sci (IPA), BA (Hons), Former Hospital Director, Strategy Advisor to the Irish Red Cross and President of
193 EHMA.
Sponsorship The organization is sustained with membership fees in all categories mentioned under Membership below
Membership [numbers, The ACCM has currently 4 medical schools accredited in the Caribbean types of membership, region. The following medical schools have been accredited, subject to international their continuing compliance with the required standards. All are subject membership to regular interim site inspections of the basic medical science campus as well as inspection of all affiliated clinical training sites. Each medical school must also report annually to ACCM utilizing ACCM's detailed Survey Database Questionnaire.
1) Cayman Islands: St Matthew's University School of Medicine - full accreditation for six years to June 30, 2013
2) Saint Maarten: American University of the Caribbean (AUC School of Medicine) - full accreditation for six years to December 31, 2015
3) Nevis: Medical University of the Americas - full accreditation for six years to May 31, 2016
4) 4. Saba: Saba University School of Medicine - full accreditation for six years to September 30, 2015
Accreditation/Certificat In the Caribbean medical schools currently under accreditation by ion Process, Criteria, ACCM, the student body is predominantly North American. The Liaison Requisites, Cost. Committee on Medical Education (LCME) is the recognized accreditation authority for the accreditation of medical education programs leading to the degree of M.D.in the United States and Canada. ACCM's standards and processes are therefore aligned with the Guidelines of the LCME.
The US Department of Education's National Committee on Foreign Medical Education and Accreditation (NCFMEA) determines whether the educational program in a foreign medical school and the standards and processes used to accredit it are comparable to those in the United States. ACCM adheres to the Guidelines of the NCFMEA, and represents the countries for which it acts as medical accreditation body at hearings of the NCFMEA when called to do so.
A medical school in full compliance with accreditation standards usually receives a 6-year Unconditional (full) accreditation, subject to submission of annual Survey Database reports. The medical school must
194 continue to receive annual or bi-annual inspection visits to the campus, as well as visits to all its affiliated clinical training sites, and must demonstrate evidence of continued compliance with the ACCM Elements of Accreditation (standards).
Medical schools which undergo substantive change (e.g. change of ownership, relocation, etc.) receive an extra inspection visit within 6 months of the change so that ACCM may be assured that the medical school remains in compliance with accreditation standards.
Conditional accreditation is for periods up to 3 years, and indicates that the medical school is in substantial compliance with standards, and has been informed of matters requiring attention.
Medical schools falling out of compliance with standards go to Probationary accreditation status, and given up a time period up to two years in which to correct the deficiencies after which accreditation can be withdrawn. There is a process in place for appealing withdrawal of accreditation decisions.
Provisional accreditation is when a medical school has met the ACCM eligibility requirements, an initial inspection visit has been made, and the medical school has certified its readiness and ability to comply with the Elements of Accreditation (standards).
Accreditation Standards- Elements: Governments, Medical Schools, other professional or educational bodies who wish to receive the full text of the Elements of Accreditation may apply by email to the ACCM Secretariat.
BRIEF OVERVIEW OF ELEMENTS:
Element 1: Educational Goals: The medical school must sponsor an MD program and have defined and published its mission and educational goals. It must evaluate outcomes using objective measures and ensure its graduates have acquired the knowledge, skills, and professional attributes expected of physicians.
Element 2: Corporate Organization: The medical school must be licensed by the country in which it is located to offer courses of instruction in medicine and to award the MD degree. It must be governed by an independent and voluntary Board of Trustees.
Element 3: Medical School Management: There must be an efficient and adequate administrative structure with sufficient faculty and staff for effective delivery of the educational program.
195 Element 4: Curriculum: A curriculum appropriate to the educational goals, and of at least 130 weeks duration, must have been developed by a curriculum committee composed of faculty and administration. It must include didactic and practical instruction in the basic medical sciences, followed by instruction in the clinical sciences with supervised training in hospital and ambulatory settings, taught with an integrated and multidisciplinary approach. Appropriate professional attitudes, behavior, conduct, integrity and ethics are required attributes within the entire program Designated conditions for clinical training are outlined, as well as requirements for evaluating the quality and effectiveness of the curriculum and instruction given to the medical students.
Element 5: Student Promotion and Evaluation: Carefully developed methods for assessing students’ skills, knowledge and proficiencies must be developed by the medical school and overseen by a promotions and evaluation committee. Student counseling must be in place throughout the program. Students must pass USMLE Step 1 prior to proceeding to clinical training and must pass USMLE Step 2 (CS and CK) as a prerequisite to graduation.
Element 6: Admissions: Appropriate policies on admission, readmission, transfer students, visiting students and student dismissals must be in place. Student body size must be appropriate to the medical school’s resources.
Element 7: Fiscal Resources: The medical school must have sufficient resources and reserves to carry out the educational program. There are designated requirements in matters of institutional debt, budget planning and compliance, fees and student refunds, and loan default prevention program.
Element 8: Faculty and Instructional Personnel: Faculty must be appropriately qualified and experienced to competently teach in their area of instruction. The number of faculty must be sufficient to fulfill the medical school’s educational goals. Defined policy on selection and appointment of faculty is required, and there should be opportunities for faculty to collaborate in research, and to have opportunities for professional growth and continuing medical education. Matters of faculty compensation, professional security, academic freedom, workload, evaluation and promotion criteria and procedures are also addressed.
Element 9: Library: This section outlines the requirements for the size,
196 design, facilities and resources of the library, including staff, including audio, visual, computer and internet facilities.
Element 10: Student Services: The requirements for publications and information to be available to students are given, as well as access to academic or personal counseling and guidance, student health services, and student financial aid and budgeting
Element 11: Facilities and Equipment: The medical school must have on campus buildings, equipment, and facilities sufficient for its goals, together with all necessary services. The hospitals used for clinical training should have ACGME approval (US) or a SIFT agreement (UK) and offer the appropriate range of clinical disciplines for student training. There must be proper affiliation agreements in place with these hospitals and the medical school must ensure that the educational experience at the hospitals to which its students are assigned are of equal quality and meet the requirements of the curriculum. There must be direct control and supervision of the delivery of the clinical program by the clinical deans, department chairs and faculty.
Web Site http://www.accredmed.org/index.html
Contact(s) Name, Title Joyce Timms, ACCM Secretariat [email protected] and email
Telephone/Fax Phone: +353-8-7238-8502
Fax +353 1 2868660
Address 201 Ardmore Park
Bray
Co Wicklow
Ireland
Type/Field Medicine
Institution WFME – World Federation for Medical Education
Mission The World Federation for Medical Education is the global organisation [School/Program, concerned with education and training of medical doctors. Interest HSA…) WFME’s mission is to strive for better health care for all mankind;
197 WFME’s primary objective is to enhance the quality of medical education world-wide, with promotion of the highest scientific and ethical standards in medical education.
This objective is met through the development of standards in medical education, by the promotion of accreditation of medical schools, with the development of databases on medical education, through projects on the future of medicine and medical education, and through other publications and partnerships.
WFME’s activities cover all stages of medical education, from basic (undergraduate) medical education, through postgraduate medical education including vocational and specialist training, and continuing medical education and the continuing professional development of medical doctors
WFME is an umbrella organisation for its six Regional Associations for Medical Education, following the organisational model of the World Health Organization (WHO); WFME is a non-governmental organisation in official relation to WHO, Geneva.
WFME is associated to the World Medical Association, the International Federation of Medical Students’ Associations, and other international organisations active in medical education.
Sponsorship The organization is sustained with membership fees, several partners’ collaboration (list below) and with the proceedings from their annual meetings, educational offerings and publications.
Membership [numbers, WFME Members are the following regional associations worldwide: types of membership, international AMEE: The Association for Medical Education in Europe membership The Association for Medical Education in Europe is a worldwide organization with members in 90 countries on five continents. Members include educators, researchers, administrators, curriculum developers, assessors and students in medicine and the healthcare professions. http://www.amee.org/
AMEEMR: Association for Medical Education in the Eastern Mediterranean
The Association for Medical Education in the Eastern Mediterranean Region (AMEEMR) is one of the six regional organizations for medical education under the umbrella of World Federation for Medical Education (WFME). http://www.wfme.org/about/member-
198 associations/ameemr
AMEWPR: Association for Medical Education in Western Pacific Region
The Association for Medical Education in the Western Pacific Region is the division of WFME concerned with the support and development of medical education in the countries in the Western Pacific Region of WHO. This region is the largest, by both population and area, of the WHO regional divisions. http://www.amewpr.org.au/
AMSA: Association of Medical Schools in Africa
The African Medical Schools Association (AMSA) is a forum for sustaining medical schools and strengthening education, research and health systems in Africa. AMSA aspires to be the premier organization to enhance standards and sustainability of medical schools and advance sustainable development and quality of medical education and science for the achievement of a healthy Africa. The goal of AMSA is to improve the standards, value and relevance of medical schools on the African continent through education, research, service and collaboration. http://www.wfme.org/about/member- associations/amsa
PAFAMS: The Pan-American Federation of Associations of Medical Schools
PAFAMS is a private, non-profit, international, non-governmental organization dedicated to the advancement of medical education and the biomedical sciences in the American Continent, created in 1962 in Viña del Mar, Chile. http://www.fepafempafams.org/
SEARAME: South-East Asian Regional Association for Medical Education
South-East Asian Regional Association for Medical Education (SEARAME) is regional non-governmental organization under the umbrella of the World Federation for Medical Education (WFME), working closely with the World Health Organization – South East Asian Regional Office (WHO-SEARO). http://searame.org/
Other partners include: The Centre for Medical Education in Context http://www.wfme.org/about/other-wfme-partners/cenmedic ; The Educational Commission for Foreign Medical Graduates http://www.wfme.org/about/other-wfme-partners/ecfmg ; The International Federation of Medical Student’s Associations http://www.wfme.org/about/other-wfme-partners/ifmsa ; UNESCO http://www.wfme.org/about/other-wfme-partners/unesco ; WHO
199 http://www.wfme.org/about/other-wfme-partners/who ; and The World Medical Association http://www.wfme.org/about/other-wfme- partners/wma
Accreditation/Certificat WFME is not an accrediting authority or agency. Accreditation of ion Process, Criteria, medical education is normally carried out by national governments, or Requisites, Cost. by national agencies receiving their authority from government.
WFME, working with WHO, has developed Guidelines for Accreditation, and has a strategic partnership with WHO for the promotion of accreditation of medical education. The process of evaluation of accreditation programmes and agencies is in development.
WFME statement of intent on Accreditation – March 2012
This statement is to explain the plans of WFME about the international recognition of accrediting agencies and bodies.
WFME supports and promotes the accreditation of medical schools, using the guidelines agreed between WFME and WHO. The process of accreditation of medical education is normally carried out by national governments, or by national agencies receiving their authority from government. However, there is a need for the worldwide, international, recognition of accrediting bodies, to demonstrate appropriate standards in the assessment of all medical schools in all countries. This will benefit not only the local health care services, by assuring the education offered by all medical schools, but should also support all sectors of medical education.
WFME is working on the development of a programme to evaluate and support accreditation agencies and programmes. There has already been a successful pilot study. The programme will be agreed at the WFME Executive Council meeting in May 2012, and launched soon thereafter. The principle will be a systematic approach to the evaluation, development, and recognition of accreditation that WFME will conduct in an accountable and transparent manner.
This will be the only mechanism for accreditation agencies and programmes to be confirmed as using the criteria for accreditation put forth by WFME.
WFME policy, once it has been confirmed at the WFME Executive Council, will be widely disseminated.
200 Standards: The WFME program on definition of international standards in medical education was launched in 1997. The purpose was to provide a mechanism for quality improvement in medical education, in a global context, to be applied by institutions, organizations and national authorities responsible for medical education.
The original Trilogy of WFME Global Standards was developed by three international task forces with broad representation of experts in medical education from all six WHO - WFME Regions, and published in 2003.
Since 2004, the Standards program has been promoted by the WHO/WFME Partnership to Improve Medical Education.
WFME Global Standards have been used in self-evaluation, peer review and other reform processes in several hundreds of medical schools, and used as a template for national and regional standards and for recognition and accreditation procedures in more than 60 countries.
European Specifications of the WFME Global Standards were developed by a joint WFME – Association of Medical Schools in Europe (AMSE) task force, under the MEDINE Thematic Network, and published in 2007.
In 2010, a joint task force of WFME, AMSE and ORPHEUS (the Organization for PhD Education in Biomedicine and Health Sciences in the European System) began work to develop the ORPHEUS position paper “Towards Standards for PhD Education in Biomedicine and Health Sciences” into agreed standards for the PhD degree in biomedicine.
WFME also works with the Educational Commission on Foreign Medical Graduates (ECFMG) in evaluation and development of accreditation programmes and agencies.
Web Site http://www.wfme.org/
Contact(s) Name, Title Stefan Lindgren MD, PhD, FACP, FRCP, FEFIM (hon), President of the and email WFME [email protected]
Telephone/Fax Phone: + 45 353 27103
Fax: + 45 353 27070
Address World Federation for Medical Education
201 University of Copenhagen
Faculty of Health Sciences
Blegdamsvej 3
DK-2200 Copenhagen N, Denmark
Other The Centre for Medical Education in Context (CenMEDIC) http://cenmedic.co.uk/ is dedicated to using knowledge and skills to support the development of medical education that is sensitive to context and to local needs and conditions. CenMEDIC was formerly The Open University Centre for Education in Medicine (OUCEM). http://www.wfme.org/projects/cenmedic
Type/Field Medicine
Institution ACGME – Accreditation Council for Graduate Medical Education
Mission The Accreditation Council for Graduate Medical Education is a private, [School/Program, nonprofit council that evaluates and accredits residency programs in Interest HSA…) the United States.
The ACGME was established in 1981 from a consensus in the academic medical community for an independent accrediting organization. Its forerunner was the Liaison Committee for Graduate Medical Education, established in 1972.
The mission of the ACGME is to improve health care by assessing and advancing the quality of resident physicians' education through exemplary accreditation.
Vision Statement: Exemplary accreditation
Values are manifest through: Accountability Processes and results that are: Open and Transparent; Responsive to the educational community and the health of the public; and Reliable, valid and consistent
Excellence Accreditation that is: Efficient and Effective; Outcomes- based; Improvement-oriented; and Innovative
Professionalism Actions that are: Respectful and Collaborative; Responsive; Ethical; and Fair
Sponsorship The organization is sustained with membership and sponsors fees and
202 with the proceedings from their annual meetings, educational offerings and publications.
Membership [numbers, The ACGME's member organizations are the American Board of types of membership, Medical Specialties, American Hospital Association, American Medical international Association, Association of American Medical Colleges, and the Council membership of Medical Specialty Societies. Member organizations each nominate four members to the Board of Directors, which also includes two resident members—the chair of the Council of Review Committee Residents and a resident member appointed by the Resident and Fellow Section of the AMA—three public directors, the chair of the Council of Review Committees, one to four at-large directors, and a non-voting federal representative.
Accreditation/Certificat In academic year 2010-2011, there were 8,887 ACGME-accredited ion Process, Criteria, residency programs in 133 specialties and subspecialties. The number Requisites, Cost. of active full-time and part-time residents for academic year 2010- 2011 was 113,142. Current programs can be seen here: http://www.acgme.org/adspublic/reports/accredited_programs.asp
The ACGME has 28 Review Committees (one for each of the 26 specialties, one for a special one-year transitional-year general clinical program, and one for institutional review). Each Review Committee comprises about 6 to 15 volunteer physicians. Members of the Residency Review Committees are appointed by the AMA Council on Medical Education and the appropriate medical specialty boards and organizations. Members of the Institutional Review Committee and Transitional Year Committee are appointed by the ACGME Executive Committee and confirmed by the Board of Directors.
ACGME Policies and Procedures, June 2011 http://www.acgme.org/acWebsite/about/ab_ACGMEPoliciesProcedu res.pdf
Basic information of all accredited programs and sponsoring institutions can be found in this page: http://www.acgme.org/adspublic/default.asp
Fees for Evaluation and Accreditation: Fees charged for the accreditation of programs are determined annually by the ACGME. Effective for the Academic year 2011-2012 the following fee schedule is in effect:
Application Fee: A fee is charged for processing applications for programs seeking initial accreditation. This also applies to programs
203 seeking re-accreditation following any withdrawal status. The charge for applications is $5,500. These Fees are normally billed at the time the application is received.
Program Fee: An annual accreditation fee is assessed on a per program basis for all accredited programs. This annual fee is $3,500 for programs with five or fewer residents and $4,400 for programs with more than five residents. This fee is billed January 1 of each year and applies to the current academic year.
Appeal Fee: The fee for an appeal of an accreditation decision is $10,000. There is an additional cost for the expenses of the appeals panel members and associated administrative costs. This additional expense shall be shared equally by the appellant and the ACGME.
Finance Charges: There is a 1.5% Finance charge assessed for late payment of fees. All ACGME invoices are due within 60 Days.
Canceled Site Visit Fee: If the program or institution cancels a previously scheduled site visit, at the discretion of the Senior Vice President for Field Activities, a Site Visit Cancellation Fee of $3,200 may be assessed.
Web Site http://www.acgme.org/acWebsite/home/home.asp
Contact(s) Name, Title Thomas J. Nasca, MD, MACP, CEO [email protected] and email
Telephone/Fax Phone: 312-755-5000
Address Suite 2000
515 North State Street
Chicago, IL 60654
Other The ACGME Learning Portfolio
As the ACGME works to become more responsive in its provision of timely and complete data, there will be an increasing focus on annual data collection and outcomes. Our data systems will change to accommodate these new data collection needs. Among these changes, summative resident evaluations will soon be done directly within the Accreditation Data System (ADS) using a new assessment tool developed out of the ACGME Milestone Project. As a result, the beta version of the Learning Portfolio will not be further developed and will
204 not be supported after June 30, 2012. Resident evaluations completed through June 30, 2012 will be available in a read-only format through June 30, 2013.
Graduate Medical Education Data Resource Book
The collection and analysis of data are crucial to the ACGME's mission to assess and advance the quality of resident physicians' education through accreditation. The Data Resource Book was developed by the ACGME to provide readers with an easy-to-use collection of current and historical data related to the accreditation process. The data book is intended to be a concise reference for policymakers, residency program directors, institutional officials and others to identify and clarify issues affecting the accreditation of residency programs.
Beginning with the 2007-2008 edition of the Data Resource Book, the ACGME makes the publication electronically available free of charge to the entire public. Hardcopy editions of the publication will no longer be available except for those editions prior to the 2007-2008 academic year.
To download the current electronic edition or to order previous hardcopy editions, go to https://www.acgme.org/acWebsite/dataBook/dat_index.asp .
Type/Field Medicine
Institution NCFMEA – National Committee on Foreign Medical Education and Accreditation
Mission NCDMEA is a Committee of the U.S. Department of Education. The [School/Program, NCFMEA was established in 1992 through amendments reauthorizing Interest HSA…) the Higher Education Act. The NCFMEA is charged with reviewing the standards that foreign countries use to accredit medical schools to determine whether those standards are comparable to the standards used to accredit medical schools in the U.S. If a country is determined to have comparable medical accreditation standards, then accredited medical schools in that country may apply to participate in the Federal Family Education Loan (FFEL) program. The committee’s function is specified in section 102(a)(2)(B) of the Higher Education Act.
Sponsorship Dependency of the U.S. Department of Education
205 Membership [numbers, The NCFMEA is an operational committee that makes final decisions for types of membership, the Department on comparability. It typically consists of 11 members, international appointed by the Secretary of Education, who are knowledgeable membership concerning medical education and international educational systems. Foreign countries voluntarily submit applications for a comparability determination review using the NCFMEA Guidelines for Requesting a Comparability Determination (Guidelines). The NCFMEA Guidelines are similar to, and based upon, the standards used by the Liaison Committee on Medical Education (LCME) to accredit medical schools in the U.S.
Accreditation/Certificat The NCFMEA does not review or accredit individual foreign medical ion Process, Criteria, schools. Questions about individual foreign medical schools can be Requisites, Cost. address to the Office of Federal Student Aid’s Foreign Schools Team at [email protected] or (202) 377-3168. The request by a foreign country for review by the NCFMEA is voluntary.
The latest report to the US Congress by the NCFMEA recommending eligibility criteria for foreign medical schools to participate in the FFEL program can be found here: http://www2.ed.gov/about/bdscomm/list/ncfmea- dir/reporttocongress2009.pdf
Decisions of Comparability:
The countries listed below have been reviewed by the NCFMEA and found to use standards to accredit their medical schools that are comparable to the standards used to accredit medical schools in the United States. The date(s) in parentheses is (are) the date(s) of the Committee's decision(s) of comparability.
Australia - Australian Medical Council. (Note: The Australian Medical Council also accredits medical schools in New Zealand under the terms of an agreement with that country.)
Canada - Committee on Accreditation of Canadian Medical Schools
Cayman Islands - Accreditation Commission on Colleges of Medicine
Czech Republic - Czech Republic Accreditation Commission
Dominica - Ministry of Health & Social Security and the
206 Dominica Medical Board
Dominican Republic - National Council of Higher Education, Science and Technology
Grenada - Grenada Ministry of Health, Social Security, The Environment, and Ecclesiastical Relations in conjunction with the New York State Department of Education's Office of the Professions
Hungary - Hungarian Accreditation Committee
India - Medical Council of India
Ireland - Irish Medical Council
Israel - Council for Higher Education
Mexico - Mexican Board for the Accreditation of Medical Education
Netherlands - Netherlands Flemish Accreditation Organization
Pakistan - Pakistan Medical and Dental Council
Philippines - Philippine Accrediting Association of Schools, Colleges and Universities
Poland - Ministry of Health/Accreditation Committee of Polish Universities of Medical Sciences
Saba - Accreditation Commission on Colleges of Medicine
St. Maarten - Accreditation Commission on Colleges of Medicine
Slovak Republic - Accreditation Commission of the Government of the Slovak Republic
Sweden - National Agency for Higher Education
Taiwan - Taiwan Medical Accreditation Council
United Kingdom - General Medical Council
Web Site http://ed.gov/about/bdscomm/list/ncfmea.html#members
207 Contact(s) Name, Title Carol Griffiths, Acting NCFMEA Executive Director and email [email protected]
Telephone/Fax Phone: (202) 219-7035
Fax: (202) 502-7874
Address U.S. Department of Education
Room 8073
1990 K Street, N.W.
Washington, DC 20006
Other Direct Loan Program for US Students attending foreign medical schools. http://www.ifap.ed.gov/ForeignSchoolInfo/ForeignSchoolInfo.html
This page contains all details on how to process these loans, who is eligible, which schools are eligible and many more details. It is an example of the possible incentive for a foreign educational program to have some for or recognition of accreditation or quality/excellence in education.
Type/Field Medicine
Institution ECFMG – Educational Commission for Foreign Medical Graduates
Mission ECFMG is a world leader in promoting quality health care—serving [School/Program, physicians, members of the medical education and regulatory Interest HSA…) communities, health care consumers, and those researching issues in medical education and health workforce planning.
International medical graduates (IMGs) comprise one-quarter of the U.S. physician workforce. Certification by ECFMG is the standard for evaluating the qualifications of these physicians before they enter U.S. graduate medical education (GME), where they provide supervised patient care. ECFMG Certification also is a requirement for IMGs to take Step 3 of the three-step United States Medical Licensing Examination (USMLE) and to obtain an unrestricted license to practice medicine in the United States.
208 ECFMG provides other programs for IMGs pursuing U.S. GME, including those that assist them with the process of applying for U.S. GME positions; and that sponsor foreign nationals for the J-1 visa for the purpose of participating in such programs. We offer a verification service that allows GME programs, state medical boards, hospitals, and credentialing agencies in the United States to obtain primary- source confirmation that their IMG applicants are certified by ECFMG. ECFMG’s Acculturation Program has developed a spectrum of resources designed to assist IMGs with the transition to living and working in the United States and familiarize them with the U.S. health care system; these resources also can be used by program staff in developing orientation programs for IMG residents.
ECFMG partners with the National Board of Medical Examiners (NBME) in administering the Step 2 Clinical Skills (CS) component of USMLE, a requirement for IMGs and for graduates of U.S. and Canadian medical schools who wish to be licensed in the United States or Canada. Through this collaboration, ECFMG uses its experience in assessment to ensure that all physicians entering U.S. GME can demonstrate the fundamental clinical skills essential to providing safe and effective patient care under supervision
Values
The values of ECFMG are expressed in its vision statement:
“Improving world health through excellence in medical education in the context of ECFMG’s core values of collaboration, professionalism and accountability.”
Mission
The charge of ECFMG is expressed in its mission statement:
“The ECFMG promotes quality health care for the public by certifying international medical graduates for entry into U.S. graduate medical education, and by participating in the evaluation and certification of other physicians and health care professionals nationally and internationally. In conjunction with its Foundation for Advancement of International Medical Education and Research (FAIMER), and other partners, it actively seeks opportunities to promote medical education through programmatic and research activities.”
Purposes
209 The purposes (goals) that actuate and accomplish ECFMG’s mission are to:
Certify the readiness of international medical graduates for entry into graduate medical education and health care systems in the United States through an evaluation of their qualifications.
Provide complete, timely, and accessible information to international medical graduates regarding entry into graduate medical education in the United States.
Assess the readiness of international medical graduates to recognize the diverse social, economic and cultural needs of U.S. patients upon entry into graduate medical education.
Identify the needs of international medical graduates to become acculturated into U.S. health care.
Verify credentials and provide other services to health care professionals worldwide.
Provide international access to testing and evaluation programs.
Expand knowledge about international medical education programs and their graduates by gathering data, conducting research, and disseminating the findings.
Improve international medical education through consultation and cooperation with medical schools and other institutions relative to program development, standard setting, and evaluation.
Improve assessment through collaboration with other entities in the United States and abroad.
Improve the quality of health care by providing research and consultation services to institutions that evaluate international medical graduates for entry into their country.
Enhance effectiveness by delegating appropriate activities in international medical education to FAIMER.
Sponsorship The organization is sustained with certification fees, the organizational members’ contributions/support, and with the proceedings from other
210 services such as educational offerings and publications.
Membership [numbers, The Educational Commission for Foreign Medical Graduates (ECFMG) types of membership, is a private, nonprofit organization. ECFMG’s organizational members international are: membership American Board of Medical Specialties
The American Board of Medical Specialties (ABMS) is a nonprofit organization that is comprised of 24 medical specialty Member Boards and oversees the certification of physician specialists in the United States. The primary function of ABMS is to assist its Member Boards in developing and implementing educational and professional standards to evaluate and certify physician specialists.
American Medical Association
The American Medical Association (AMA) is a professional association of physicians and medical students in the United States whose mission is to promote the art and science of medicine and the betterment of public health. AMA helps doctors help patients by uniting physicians nationwide to work on the most important professional and public health issues.
Association of American Medical Colleges
The Association of American Medical Colleges (AAMC) represents all 134 accredited U.S. and 17 accredited Canadian medical schools; approximately 400 major teaching hospitals and health systems, including 62 Department of Veterans Affairs medical centers; and nearly 90 academic and scientific societies. Through these institutions and organizations, the AAMC represents 125,000 faculty members, 75,000 medical students, and 106,000 resident physicians. AAMC serves and leads the academic medicine community to improve the health of all.
Association for Hospital Medical Education
The Association for Hospital Medical Education (AHME) is a national nonprofit, professional organization involved in the continuum of hospital-based medical education: undergraduate, graduate, and continuing medical education. AHME’s more than
211 600 members represent teaching hospitals, academic medical centers, and consortia nationwide. The mission of AHME is to promote improvement in medical education to meet health care needs; serve as a forum and resource for medical education information; develop professionals in the field of medical education; and advocate the value of medical education in health care.
Federation of State Medical Boards of the United States, Inc.
The Federation of State Medical Boards (FSMB) is a national, nonprofit organization representing the 70 medical and osteopathic boards of the United States and its territories. The FSMB leads by promoting excellence in medical practice, licensure, and regulation as the national resource and voice on behalf of state medical and osteopathic boards in their protection of the public.
National Medical Association
The National Medical Association (NMA) is the largest and oldest national organization representing African American physicians and their patients in the United States. The NMA is committed to improving the quality of health among minorities and disadvantaged people through its membership, professional development, community health education, advocacy, research, and partnerships with federal and private agencies.
Accreditation/Certificat ECFMG was founded in 1956 to assess, through a program of ion Process, Criteria, certification, whether international medical graduates (IMGs) are Requisites, Cost. ready to enter residency or fellowship programs in the United States that are accredited by the Accreditation Council for Graduate Medical Education (ACGME). ECFMG Certification is a requirement for IMGs who wish to enter such programs. ECFMG Certification is also one of the eligibility requirements for IMGs to take Step 3 of the three-step United States Medical Licensing Examination (USMLE). Medical licensing authorities in the United States require that IMGs be certified by ECFMG, among other requirements, to obtain an unrestricted license to practice medicine.
The foundation of ECFMG’s certification program has endured remarkably over the last five decades. Throughout the history of the program, the requirements have included examinations in the medical
212 sciences, evaluation of English language proficiency, and documentation of medical education credentials. Over the years, there have been changes in the examinations accepted to meet the requirements for ECFMG Certification and changes to the requirements themselves. These changes have been made to enhance the certification program, respond to the needs of the U.S. graduate medical education community, comply with the changing immigration landscape, take advantage of new technologies, and achieve a common examination pathway to medical licensure for IMGs and U.S. medical graduates.
ECFMG Certification is an effective screening mechanism for ensuring that IMGs in patient care situations have met minimum standards. Each year, thousands of IMGs in the certification process apply to ECFMG for USMLE. Approximately one-half of these individuals are successful in completing all the examination and medical education credential requirements for ECFMG Certification. During the 20-year period between 1986 and 2005, more than 267,000 international medical students/graduates applied to take their first examination with ECFMG; of this number, only 57.2% ultimately achieved certification.
An international medical student/graduate (IMG) begins the ECFMG certification process by applying to ECFMG for a USMLE/ECFMG Identification Number. Once an IMG has obtained this number, he/she can use it to complete the Application for ECFMG Certification. Once the Application for ECFMG Certification has been submitted, the IMG may then apply for examination.
To be certified by ECFMG, an IMG must meet both examination and medical education credential requirements. These requirements include passing performance on medical science and clinical skills examinations—USMLE Step 1, Step 2 Clinical Knowledge (CK), and Step 2 Clinical Skills (CS) are the exams currently administered that satisfy these requirements—and primary-source verification of the IMG’s medical education credentials, including the final medical diploma, final medical school transcript, and transcript(s) to document transferred academic credits.
The time required to complete the certification process is different for each individual. Both medical school students and graduates may begin the certification process and may apply for the required exams as soon as they meet the eligibility requirements for examination. However, since one of the requirements for ECFMG Certification is that the final medical diploma be verified by ECFMG with the issuing
213 medical school, an IMG cannot complete the certification process until after graduation from medical school. The time required for some aspects of the certification process, such as the time required by a medical school to verify medical education credentials, is beyond the control of ECFMG.
The fees for application for ECFMG Certification $50. The examination fees are: For Step 1: $790; for Step 2 CK $790 & CS $1,375. Full list of fees can be seen here: http://www.ecfmg.org/fees/index.html
A certification fact sheet with detailed information on the process can be found here: http://www.ecfmg.org/forms/certfact.pdf
The complete list of International Medical Education Schools can be found here: http://www.faimer.org/resources/imed.html Schools can be searched by geographical region, country, name of school or name of city where the school is located. It contains the school detailed information, website, degrees, year that instruction began, language of instruction, duration of curriculum, entrance requirements, eligibility for foreign students and total enrollment.
Web Site http://www.ecfmg.org/
Contact(s) Name, Title N. Emmanuel G. Cassimatis, M.D. and email President and CEO
Telephone/Fax Phone: (215) 386-5900
Fax: (215) 386-9196
Address ECFMG
3624 Market Street
Philadelphia, PA 19104-2685 USA
Other The following are two interesting initiatives of ECFMG:
1) Through more than five decades of certifying IMGs, ECFMG has developed unparalleled expertise on the world’s medical schools, the credentials they issue to their graduates, and the verification of those credentials. ECFMG has expanded this expertise to include credentials related to postgraduate training and registration/licensure through its primary-source credentials
214 verification service for international medical regulatory authorities. And now, through an upcoming initiative, we are preparing to bring this expertise to individual physicians and the entities that license, train, educate, and employ them.
2) ECFMG’s commitment to promoting excellence in international medical education led to the establishment of its nonprofit foundation, the Foundation for Advancement of International Medical Education and Research (FAIMER) http://www.faimer.org . FAIMER has assumed responsibility for, and expanded upon, ECFMG’s programs for international medical educators and ECFMG’s research agenda. Through FAIMER, ECFMG offers training in leadership and health professions education; creates and maintains data resources on medical education worldwide; and conducts research on international medical education programs, physician migration, and U.S. physician workforce issues.
215 APPENDIX F: CAHME PROGRAMS AND FACULTY CONTACTS
UNIVERSITY/PROGRAM NAME PROGRAM NAME FACULTY CONTACT EMAIL ADDRESS
Armstrong Atlantic State University Health Administration Joseph Crosby [email protected]
Baylor University Health Administration Lee Bewley [email protected]
Boston University Health Management Mark Allan [email protected]
California State University – Long Beach Health Care Administration Tony Sinay [email protected]
Columbia University Public Health Thomas D’Aunno [email protected]
George Mason University Health Administration & Policy P.J. Maddox [email protected]
Georgia State University Health Administration Andrew Sumner [email protected]
Governors State University Health Administration Rubert Evans [email protected]
Arnold School of Public Health Health Administration Michael Byrd [email protected]
Johns Hopkins University Health Administration William J. Ward, Jr. [email protected]
Medical University of South Carolina Health Administration Andrea White [email protected]
Northwestern University Health Management Joel Shalowitz j- [email protected]
Rush University Health Administration Susan Lawler [email protected]
Saint Louis University Health Administration Ana Maria Lomperis [email protected]
Temple University Healthcare Management Barbara Manaka [email protected]
216 Texas Tech University Health Management Mark Thompson [email protected]
The George Washington University Health Administration Leonard Friedman [email protected]
The Pennsylvania State University Health Administration Karen Volmar [email protected]
Tulane University Health Administration Thomas Stranova [email protected]
Union Graduate College Health Management John Huppertz [email protected]
University of Alabama Health Administration Jeffrey Burkhardt [email protected]
University of California-Los Angeles Public Health Diana Hillerman [email protected]
University of Central Florida Health Services Administration Reid Oetjen [email protected]
University of Colorado Denver Health Administration Errol Biggs [email protected]
University of Iowa Health Administration Thomas Vaughn [email protected]
University of Kansas Medical Center Health Administration Robert Lee [email protected]
University of Kentucky Health Administration Martha Riddell [email protected]
University of Miami Health Management Steven Ullmann [email protected]
University of Michigan Health Administration Kyle Grazier [email protected]
University of Minnesota Health Administration Daniel Zismer [email protected]
University of Missouri Health Administration Eduardo Simoes [email protected]
University of Montreal Health Services Administration Lise Lamothe [email protected]
University of North Carolina at Chapel Hill Health Administration Peggy Leatt [email protected]
University of North Carolina-Charlotte Health Administration Michael Thompson [email protected]
217 University of North Florida Health Administration Mei Zhao [email protected]
University of Scranton Health Administration Steven Szydlowski [email protected]
University of Southern California Health Administration Michael Nichol [email protected]
University of South Carolina Health Administration Michael Byrd [email protected]
University of Southern Maine-Muskie School Health Policy & Management Andrew Colburn [email protected]
University of Washington Health Administration William Welton [email protected]
Virginia Commonwealth University Health Administration Dolores Clement [email protected]
218 FACULTY NETWORK LISTING
Faculty Contact University Email Telephone
Steven Berkshire Central Michigan University [email protected] 989-774-2888
Rhonda Bleau The Pennsylvania State University 814-863-2900
Nancy Borkowski Florida University [email protected]
Dranita Cava University of Miami [email protected]
Leandra Celaya University of Alabama-Birmingham [email protected] 205-934-3588
Julia Costich University of Kentucky-CPH [email protected] 859-257-6712
Mike Counte St. Louis University [email protected] 314-977-8118
Bob Curtis Franklin University [email protected] 614-947-6127
Peter Fitzpartrick Clayton State University [email protected] 678-466-4933
Margaret Gillingham University of Baltimore [email protected] 410-837-6090
David Hartley University of Southern Maine-Muskie School [email protected] 207-780-4514
Bob Hernandez University of Alabama-Birmingham [email protected] 205-934-1665
Lanis Hicks University of Missouri [email protected] 573-882-8418
Kyung Hoon (Byian) Yang University of Wisconsin-Lacrosse [email protected]
Steven Howard St. Louis University [email protected] 314-977-8111
219 John Huppertz Union Graduate College hupperti@uniongraduatecollege. 518-631-9892 edu
James Johnson Central Michigan University [email protected] 989-774-1351
Ken Johnson Weber State University [email protected] 801-626-6988
Tricia Johnson Rush University [email protected] 312-942-7107
Nalin Johri Seton Hall University [email protected] 973-275-2131
Mahmud Khan University of South Carolina [email protected] 803-777-9928
Margaret Kruk Columbia University(Mailman-Public Health) [email protected] 212-305-2856
Nino Ly Governors State University [email protected]
Brian Malec Cal State University-Northridge [email protected] 818-677-3101
Steve Micks Virginia Commonwealth University [email protected]
Lydia Middleton AUPHA [email protected] 703-894-0940
Peter Otto Union Graduate College [email protected] 518-631-9895 u
Bernardo Ramirez University of Central Florida [email protected] 407-823-4133
Janet Reagan Cal State University-Northridge [email protected] 818-677-2298
Natalia Rekhter Lincoln College [email protected]
Louis Rubino Cal State University-Northridge [email protected] 818-677-7257
220 Lizheng Shi Tulane University [email protected] 504-988-6548
Jay Shiver George Mason University [email protected] 703-993-1955
Bob Spinelli University of Scranton [email protected] 570-941-5872
Joni Steinberg Tulane University [email protected] 504-988-275
Steve Szydlowski University of Scranton [email protected] 570-941-4367
Michael Thompson University of North Carolina-Charlotte [email protected] 704-687-8980
Daniel West University of Scranton [email protected] 570-941-4126
Ken White Virginia Commonwealth University [email protected] 804-828-8651
Dan Zimmerman Towsan University [email protected] 410-704-4223
221 CAHME PHASE II STUDY (Universities Included, n= 40)
Armstrong Atlantic State University
Baylor University
Boston University
California State University Long Beach
Columbia University Mailman School of Public Health
George Mason University
Georgia State University
Governors State University
Johns Hopkins University
Medical University of South Carolina
Northwestern University
Rush University
Saint Louis University
Temple University
Texas Tech University
The George Washington University
The Pennsylvania State University
Tulane University School of Public Health & Tropical Medicine
UCLA School of Public Health
UNC Charlotte
Union Graduate College
University of Alabama at Birmingham
University of Central Florida
University of Colorado Denver
University of Iowa
University of Kansas
University of Kentucky
222 University of Miami
University of Michigan
University of Minnesota
University of Missouri
University of Montreal
University of North Carolina at Chapel Hill
University of North Florida
University of Scranton
University of South Carolina
University of Southern California
University of Southern Maine, Muskie School
University of Washington
Virginia Commonwealth University
CAHME PHASE II STUDY (Universities Participated, n=26)
Boston University
Columbia University Mailman School of Public Health
George Mason University
Georgia State University
Governors State University
Johns Hopkins University
Medical University of South Carolina
Rush University
Texas Tech University
The George Washington University
The Pennsylvania State University
Tulane University School of Public Health & Tropical Medicine
UCLA School of Public Health
Union Graduate College
223 University of Central Florida
University of Colorado Denver
University of Kentucky
University of Miami
University of Minnesota
University of Missouri
University of Scranton
University of South Carolina
University of Southern California
University of Southern Maine, Muskie School
University of Washington
Virginia Commonwealth University
224 APPENDIX G: BIBLIOGRAPHY
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