The goal of the proposed project is to develop and offer a fully online and self-supporting Master of

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2 Proposal Abstract The goal of the proposed project is to develop and offer a fully online and self-supporting Master of Science in Health Care Administration (MS-HCA) degree, offered by CSUEB s Department of Public Affairs and Administration (PUAD) in partnership with the Division of Continuing and International Education (DCIE). The proposed project supports the three priorities outlined in the Access to Excellence report and advances all of the principal extended education objectives set forth in the planning document, Creating Tomorrow s Future: A New Framework for Action. The fully online and self-supporting MS-HCA degree will address California s workforce needs, increase student access by serving broader constituencies, sustain CSU excellence through innovation in teaching and the creative development of new educational programs, provide personal and lifelong learning opportunities for health care professionals, and support international educational experiences. Launching a successful program will require funding to create the structure and content of thirteen online courses and release time for the lead project coordinator to manage the course development, procure the necessary internal and externals approvals, identify assessment measures, and develop a marketing plan. There is a strong industry and societal need for well-prepared health care managers and administrators. The demand for health care is steadily growing and the provision of quality care requires a well-managed health care system. The projected growth in employment of health services managers and administrators in California is 18% in the period of , with an estimated median annual wage of $95,168. A master's degree in health services administration or a similar discipline is the standard credential, so the expected demand for the MS-HCA degree program is very high, which will provide the needed financial support to sustain the program. The MS- HCA degree will thus become a regular part of the self-supporting degree offerings at CSUEB, which will have a long-term positive impact on the students, the health care field, and society as a whole. Evaluation of the project will utilize a three-part approach benchmark, academic, and employer-based. The benchmark approach focuses on meeting targeted deadlines for each of the activities for each of the four objectives - is the project meeting the deadlines as laid out in the timeline? For the academic approach, student performance in course assignments and examinations, student self-assessment of skills and knowledge, and student course evaluations will measure learning outcomes, student competencies, and student satisfaction. For

3 the employer-based approach, data regarding internship participation and performance, student employment and advancement, and employer satisfaction will be collected and assessed. Project Description The goal of the proposed project is to develop and implement a fully online and self-supporting Master of Science in Health Care Administration (MS-HCA) degree, offered by CSUEB s Department of Public Affairs and Administration (PUAD) in partnership with the Division of Continuing and International Education (DCIE), while addressing the three priorities outlined in the Access to Excellence report and advancing all of the principal extended education objectives set forth in the planning document, Creating Tomorrow s Future: A New Framework for Action. In addition, the proposed project adheres to the procedures and criteria articulated in the Chancellor s Executive Order No. 802 regarding special sessions. The MS-HCA program has been designed to provide working health care professionals with the knowledge and skill sets needed for health care managerial and administrative positions and to address the industry s workforce needs. PUAD recently conducted an extensive revision of the curriculum, based on a review of the current course offerings in graduate health care management and administration programs accredited by the Commission on Accreditation Healthcare Management Education (CAHME) across the US. CAHME is an interdisciplinary group of educational, professional, clinical, and commercial organizations devoted to accountability and quality improvement in the education of health care management and administration professionals. The new curriculum has been approved for implementation for Fall, The need for health services managers and administrators is growing nationally and even more so in California. According to the US Department of Labor, health care is one of the largest industries in the US, and is the second largest employer, with more than 11 million jobs. According to the Centers for Medicare & Medicaid Services (CMS), the average annual health spending growth (6.1%) is anticipated to outpace average annual growth in the overall economy (4.4%) for the projection period of By 2019, national health spending is expected to reach $4.5 trillion and comprise 19.3% of GDP. While medical personnel are the frontline of the US health care system, health services managers and administrators also play a significant role. They plan, direct, coordinate, and supervise medicine and health services in hospitals, clinics, managed care organizations, public health agencies, and other health care organizations. According to the US Occupational Outlook Handbook, , employment in this field is Page 2

4 expected to increase 16% from 2008 to 2018, faster than the average for all occupations, with a projected need of 99,400 additional positions and an estimated median annual wage of $80,200. According to the California Employment Development Department (EDD), the projected growth in California is 18% for the projection period of , with an estimated median annual wage of $95,168. A master's degree in health care administration, public health, health services management, or a similar degree is the standard credential for most positions in this field. The fully online MS-HCA program will help California meet its growing health care workforce needs, provide its graduates well-paying and challenging employment, and will help improve access and quality in health care services for Californians and other US residents. Access to Educational Opportunities The CSU system does not currently offer a fully online MS-HCA program, geared to working health care professionals. A fully online degree program would serve a broader constituency vis-à-vis Internet-based distance technology, and would open access to individuals who might otherwise be locked out of educational opportunities. Due to career demands and responsibilities, a traditional face-to-face or hybrid degree program is generally not feasible for working health care professionals. The demand and need for graduate programs in health care administration generally comes from professionals already working in managerial and administrative health care positions and from a substantial number of health care professionals who were previously only responsible for health care provision, such as nurses and physicians. The turbulent health care environment and an increased emphasis on cost containment have increased job responsibilities for most health care professionals, which prevents regular attendance in physical-location classes. A fully online degree program would also open access to educational opportunities to individuals living in areas where traditional face-to-face graduate education is limited or non-existent. According to the Health Resources and Services Administration (HRSA) of the US Department of Health and Human Services (DHHS) nearly 12% of the US population lives in a "medically underserved area (MSA), an area with reduced access to primary care physicians. In California, a number of Counties have designated MSAs, including but not limited to Amador, Butte, Del Norte, Fresno, Humboldt, Kern, Sacramento, Shasta, Sonoma, and Tulare. Almost every State in the US has multiple designated MSAs. For some MSAs, lack of access to health care is due to residence in a rural or remote location where there is the absence of trained providers, a shortage of modern medical facilities, a lack of trained health care Page 3

5 managers and administrators, or the absence of necessary educational services. The fully online MS-HCA is an innovative solution for increasing educational opportunity access and reducing disparity in health care access - without requiring students to leave their local communities. Innovation in Teaching and the Creative Development of Educational Programs According to the National Center Education Statistics (NCES) and a 2008 Eduventures, Inc. research report, fourteen four-year and WASC-accredited institutions offer graduate programs related to health services management or administration in California, including five universities in the CSU system. However, with the exception of the University of La Verne s M.B.A. program in health services management, all of the degree programs are offered in a fully face-to-face or hybrid format. The CSU system does not have a fully online degree program, geared to working professionals. CSUEB has been building its Online Campus for over ten years, extending the university s reach well beyond its geographic boundaries. The Online Campus accounts for approximately 15% of CSUEB enrollment, offering complete degree programs in fields of high student demand. Offering the MS-HCA degree in this innovative online format will fit well with students family and work schedules and will allow students to learn at their pace, with no need to attend class on specific days or times. In addition, a fully online program will be less stressful for students as they will not be concerned about traffic, finding parking, or missing classes due to work or family emergencies; will allow for full class participation, offering more opportunities for interaction with classmates and instructors; and will be green in that driving and gas usage will be reduced. A fully online program can accommodate students with diverse learning styles and abilities, and all course content can be designed for accessibility. Personal and Lifelong Learning CSUEB uses Blackboard Version 8 as its online course management system. Blackboard provides several collaborative technology tools that enhance community building such as threaded discussions, wiki creation, document sharing, and e-portfolio. Learning how to use these tools effectively will contribute to the student s lifelong learning as those tools can be used in areas of personal or professional interest to the student, including the work environment. International Educational Experience Page 4

6 The MS-HCA program will be promoted across California, the rest of the US, and in other countries, especially countries such as India where the demand for skilled health care managers and administrators is growing. Students living outside of the US who are unable to obtain the necessary F-1 visas for admission to fully in-person educational programs will be able to earn a MS-HCA degree from the US, without leaving their countries. Sharing the diverse perspectives of international students, US-resident students outside of California, and California-resident students in the MS-HAC program will enhance the learning experience for all students. Procedures for Special Sessions Executive Order No. 802 The proposed self-supporting program will meet all of the procedures and criteria articulated in the Chancellor s Executive Order No. 802 regarding special sessions. The self-supporting degree program will be operated in accordance with all appropriate campus and system polices and procedures, including approval of instruction under procedures utilized for state-supported programs. Offering the online MS-HCA degree program through self-supporting special sessions will not supplant regular course offerings available on a state-supported basis. The state-supported MS-HCA counterpart currently operating on campus is a fully face-to-face program, and the majority of the students admitted to the program are international students with F-1 student visas who have not worked in the US health care system. For these students, participation in a fully online degree program does not meet the requirements of the F-1 visa, nor do the students fall into the client group that the selfsupporting program is targeting. The targeted clients for the fully online and self-supporting MS-HCA program are health care professionals currently employed in the health care field, with a minimum of three years experience and for whom educational costs may be reimbursed by the health care employer. Project Objectives and Timeline The primary goal of developing and offering the MS-HCA program will be accomplished through the following objectives over a twelve month period, beginning Fall, 2010: Objective I: Develop and Evaluate Thirteen Online Courses of Ten Sessions Each PUAD has performed a major revision of the MS-HCA curriculum, which has been approved and will be implemented in Fall, The curriculum revision added seven new courses to the program, deleted others, and significantly revised the content of the remaining courses. The online, self-supporting MS-HCA degree Page 5

7 program curricular requirements are 48 units, with 44 units of required courses and two options for the 4-unit capstone experience. The required courses are: HCA US Health Care Systems HCA Leadership and Change in Health Care Organizations HCA Organization Theory and Behavior in Health Care HCA Information Technology in Health Care HCA Health Care Financing and Budgeting HCA Strategic Management of Health Care Organizations HCA Health Care Policy Analysis HCA Health Care Management HCA Evolution of Managed Health Care HCA Legal and Ethical Issues in Health Care HCA Health Care Quality Assessment and Improvement The option courses for the capstone experience are: HCA Internship in Health Care Administration HCA Project None of the thirteen courses has been developed or offered in an online format, although all courses were recently approved by the College Curriculum Committee for online format. The student learning objectives for many of the courses have been identified, but none of the online content necessary to meet those learning outcomes has been developed. For ease of student navigation and to provide virtual boundaries for the courses, each online course will adhere to the same course structure. Within the Blackboard course management system, each course will have a course description area, a syllabus area, module area, and a discussion board. The course description area will contain the following: course number, title, description, and course learning objectives; instructor name, photograph, and contact information; and required course textbooks, materials, and computer capability and software. The syllabus will contain the course outline by modules, with beginning and ending dates; designated dates for exams, assignments, and holidays; statements regarding academic dishonesty and adherence to the American With Disabilities Act; grading criteria and policies, including late policy and incomplete policy; and exam and other evaluation information. Each course will have ten instructional modules, each with an overview of the module, student learning objectives, assignments and due dates; instructional materials (mini-lecture, podcast, graphics, images, annotated PowerPoint presentation, video, case study, audio, etc.); hyperlinks to value-added websites; and quiz, problem set, exercises, student-product, or other method of student participation and learning evaluation. The Page 6

8 discussion board will contain the following forums: questions for the instructor, where students can post questions to the instructor and the instructor can respond; conference organized by instructor-designated topics, which will allow students to discuss module-related topics with other students and the instructor; and work areas reserved for use of assigned student groups working collaboratively online. Objective II: Procure All Necessary Approvals for Online, Self-Supporting MS-HCA Degree Program In order to launch the self-supporting degree program, several approvals must first be procured. The program must be approved by DCIE and by the CSUEB Academic Senate. In addition, since the program is a fully online program, the program must be approved for online delivery by the Western Association of School and Colleges (WASC). WASC has previously approved CSUEB for Fast Track Authorization, where CSUEB may present proposals for applicable new modality programs using an abbreviated Expedited Proposal format. Objective III: Develop Assessment Measures For each course, students will be asked to evaluate their overall course satisfaction through the CSUEBrequired student evaluations, which are administered at the end of each quarter. Course-specific student satisfaction questions will be added to the standard CSUEB-required student evaluations. In addition, each course will have a pre- and post-test evaluating the stated student learning outcomes at the beginning and end of each course. Objective IV: Develop Marketing Plan and Materials The lead project coordinator will work closely with the DCIE to develop a marketing plan that will recruit a beginning cohort of 50 students for Fall, Part of the marketing effort will be mail contact with the major health care employers based in California notifying them of the new program. Timeline for the Four Objectives The table below outlines the activities that must be completed for each of the four objectives, including a target completion date. A significant part of the lead project coordinator s time will be devoted to keeping the overall project within the timeline and making necessary adjustments if any activity exceeds its completion target. Objective I Develop Courses Objective II Procure Approvals Meeting to discuss overall course Submit documents structure and the first six course to DCIE Week 4, assignments (HCA 6200, 6210, Fall , 6260, 6280, 6893) Week 2, Submit documents Fall 2010 to Academic Objective III Assessment Measures Develop pre- and post-tests for HCA 6200, 6210, 6225, 6260, 6280, 6893 Objective IV Marketing Plan & Materials Meeting with DCIE to review how other programs have been marketed) Week 2, Fall 2010 Page 7

9 Meeting to present and critique work done on first six courses Week 10, Fall 2010 Meeting to present revised development work; seven additional courses assigned (HCA 6230, 6240, 6250, 6270, 6275, 6290, 6899) Week 2, Winter 2011 Meeting to present and critique work done on final seven courses Week 10, Winter 2011 Meeting to present revised development work on final seven courses Week 2, Spring 2011 Course development work completed and approved by the project director Week 5, Spring 2011 Beta test courses with student focus group Week 10, Spring 2011 Findings from beta test incorporated in courses Week 5, Summer 2011 Senate Week 5, Fall 2010 Submit Expedited Proposal to WASC Week 2, Winter 2011 Week 2, Winter 2011 Develop pre- and post-test for HCA 6230, 6240, 6250, 6270, 6275, 6290, 6899 Week 2, Spring 2011 Develop online student satisfaction surveys for all courses Week 5, Summer 2011 Develop of catalog and online descriptions of the program Week 1, Winter 2011 Develop list of primary health care employers and contact information Week 10, Fall 2010 Write and mail letters to employers Week 1, Winter 2011 Write press releases Week 1, Winter 2011 Im plementation Plan Toni E. Fogarty, PhD, MPH, who is the PUAD Department Chair will serve as the lead project coordinator and will be responsible for ensuring the uniform quality and consistency of the online courses, developing the assessment measures, working with DCIE to develop the marketing plan and marketing materials, procuring the needed internal and external approvals necessary to launch the fully online and self-supporting MS-HCA program, and keeping the project moving forward through its stated deadlines. She will also be responsible for developing the online content for six of the thirteen courses. Professor Fogarty has over ten years of experience in developing online courses and fully online degree programs, and has worked in the field of health care administration graduate education for over fifteen years. Prior to serving as PUAD Department Chair, she served as the Graduate Coordinator for the fully in-person MS- HCA program, building the number of students in the program from 25 to over 100 students. The individuals responsible for the development of the remaining seven courses are two distance learning curriculum development consultants, who have extensive experience in developing fully online health care administration, health services management, public administration, and health technology courses. The Triple L Education Group and Peg Jackson and Associates have been recruited to develop the seven remaining courses, and to help provide quality oversight. The Triple L Education Group will develop a fully accessible, online version Page 8

10 of five of the newly created MS-HCA courses, and Peg Jackson and Associates will develop two courses. The Triple L Education Group will receive a total of $25,000 (five courses at $5,000 each) and Peg Jackson and Associates will receive a total of $10,000 (two courses at $5,000 each). The Triple L Education Group and Peg Jackson and Associates have over twelve years experience of developing online courses for academia, non-profit organizations, and corporations. Clients include Golden Gate University, University of San Francisco, San Francisco Academy of Arts University, Nonprofit Risk Management Center, TWLK Knowledge Group, San Francisco Community Foundation, and the Women s Resource Cancer Center. They have presented papers and conducted workshops on the topic of distance learning and online curriculum development at a number of domestic and international conferences, including the Hawaii International Conference on Social Sciences, American Society on Aging Annual Meeting, International Annual Conference on ALN, Annual Learning on the Internet Conference, and the World Conference on Educational Multimedia, Hypermedia and Telecommunications. Jignesh Parikh, MS-HCA and Pamela Louise, CMT are the lead parties at the Triple L Education Group and will supervise any additional course developers hired by the consulting firm for the project. Peg Jackson, DPA is the lead party at Peg Jackson and Associates. In addition to being experts in the field of online curriculum development, members of both consulting firms are also experienced online course instructors, and have served as instructors for fully online courses at Golden Gate University, University of San Francisco, and University of Phoenix. Impact The goal of the project is to develop and offer a fully online and self-supporting MS-HCA degree. The demand for health care is steadily growing and the provision of quality care requires a well-managed health care system. The projected growth in employment of health services managers and administrators in California is 18% in the period of , with an estimated median annual wage of $95,168. A master's degree in health services administration or a similar discipline is the standard credential, so the expected demand for the MS-HCdegree program is very high. In addition, the program s targeted clients are students for whom their employers will cover some of the tuition costs, which will make the program more affordable to the students. This should result in the needed financial support to sustain the program, plus additional revenues to CSUEB. The MS-HCA Page 9

11 degree will thus become a regular part of the self-supporting degree offerings at CSUEB, which will have a longterm positive impact on the students, the health care field, and society as a whole. For the students, the MS-HCA program will provide professional development and an avenue for advancement to management and administrative positions within the health care field. These are well-paying positions, and individuals with the MS-HCA degree will have a number of employment options available to them. The US health care system, as well as other systems across the world, is facing a number of critical issues that threaten its viability and effectiveness. The pressure to contain costs, the increasing demand for health services, the aging of the population, the rising costs of pharmaceuticals and health care technology, attempts at health care reform, and the uncertainly of how best to address these issues all speak to the critical need for health care managers and administrators. The quality and viability of the health care system depends on an adequate supply of creative, thoughtful, well-educated, and competent managers and administrators. The MS-HCA program will have a positive long-term impact on both US and international health care systems. For society as a whole, the MS-HCA program could contribute to the overall health status of the nation, by helping make health care more accessible, affordable, and effective. Accomplishing these societal goals will require effective management of the health care system, to which the MS-HCA program will contribute. Evaluation Plan Evaluation of the project will utilize a three-part approach benchmark, academic, and employer-based. The benchmark approach focuses on meeting targeted deadlines for each of the activities for each of the four objectives. Is the project meeting the deadlines as laid out in the timeline? If a deadline for an activity is missed, the project timeline will need to be reevaluated to make-up for the additional time spent on an activity, without missing the overall project deadline. For the academic approach, student performance in course assignments and examinations, student self-assessment of skills and knowledge, and student course evaluations will measure learning outcomes, student competencies, and student satisfaction. These assessment measures are developed as part of Objective III. For the employer-based approach, data regarding internship participation and performance, student employment and advancement, and employer and student satisfaction will be collected and assessed. This will establish a feedback loop for program modification, where program modification is driven by student and employer feedback. Letters Page 10

12 Letters of commitment from PUAD, DCIE, Triple L Education Group, and Peg Jackson and Associates are attached to the end of this proposal. Replication and Dissemination The fully online and self-supporting MS-HCA degree is one of several educational offerings that the CSU system can offer to working professions with career responsibilities that prohibit regular attendance in physicallocation classes. DCIE will seek out opportunities to present the process of developing this self-supporting program though presentations and regional and statewide convenings of CSU faculty, as well as through meetings of Deans of Continuing Education within the CSU system. In additional, it is anticipated that one or more publications will result from this project in professional journals related to health care administration, graduate education, alternative pedagogy, and distance education. Budget Narrative The proposal is seeking funding for the lead project coordinator, online curriculum consultants Triple L Education Group and Peg Jackson and Associates, WASC application fee, marketing, and postage. The total amount requested is $85,155 of which $35,155 will be provided by CSUEB DCIE. DCIE will be contributing 41% of the needed funding. Lead Project Coordinator Professor Toni E. Fogarty, PUAD Department Chair and former Graduate Coordinator for the fully inperson MS-HCA program at CSUEB, will serve as the lead project coordinator. She will be responsible for ensuring the uniform quality and consistency of the online courses, developing the assessment measures, working with DCIE to develop the marketing plan and marketing materials, procuring the needed internal and external approvals necessary to launch the fully online and self-supporting MS-HCA program, and keeping the project on its stated deadlines. She will also be responsible for developing the online content for six of the courses and overseeing the work of the Triple L Education Group and Peg Jackson and Associates. Professor Fogarty has extensive experience in developing both online courses and fully online degree programs. She co-authored and successfully defended the WASC New Modality Substantive Change Proposal for two fully online degree programs - Executive Master of Public Administration and Master of Health Care Management at Golden Gate University (GGU) - and co-authored GGU s first successful WASC Fast Track Authorization Proposal, which allowed GGU to participated in WASC s Expedited Review Process. Page 11

13 Professor Fogarty requires 12 units of on-load release time which represents 33% effort of her annual salary. The salary cost is $32,005 and the fringe cost is $14,151, at a fringe benefit rate of 44.21%. Triple L Education Group The Triple L Education Group will develop five courses and requires $5,000 for each course, for a total of $25,000. For some of the courses, the Triple L Education Group may hire additional course developers for whom the firm will be responsible for supervision and compensation. In addition to developing five courses, the Triple L Education Group will also assist the lead project coordinator in evaluating all of the developed courses. Peg Jackson and Associates Peg Jackson and Associates will develop two courses and requires $5,000 for each course, for a total of $10,000. In addition to developing two courses, Peg Jackson and Associates will also assist the lead project coordinator in evaluating all of the developed courses. WASC Application Fee Since the program is fully online, which is a new modality for the degree, the program must be approved for online delivery by WASC. WASC has previously approved CSUEB for Fast Track Authorization, where CSUEB may present proposals for applicable new modality programs using an abbreviated Expedited Proposal format. The WASC application fee is budgeted at $1,000. Marketing Plan and Materials In order to have a cohort of 50 students for Fall, 2011 admission, the lead project coordinator will work with DCIE to develop a marketing plan and to develop appropriate marketing materials. The primary materials will be web-based, but some informational brochures and program fact sheets will also be needed. The amount required for marketing is $2,000. Postage The targeted clients for the self-supporting MS-HCA degree program are health care professions with at least three years of experience in the health care field. Large health care employers, such as Sutter Hospital System, Catholic Hospitals West, and Kaiser Permanente, typically offer full or partial tuition reimbursement to employees who are pursuing graduate level education related to health care administration and management. As part of its marketing efforts, the project will develop a list of large health care employers and mail program brochures to the HR departments. The amount required for postage is $1,000. Page 12

14 CSU Commission on the Extended University 2010/2011 RFP Budget Project Title: DEVELOPMENT OF A FULLY ONLINE AND SELF-SUPPORTING (MS-HCA) DEGREE PROGRAM PI: Fogarty Source of funds CEE Grant Request Local Funds (Source A) Other Funds (Source B) Other Funds (Source C) Project Total Faculty and Staff T. Fogarty- Academic year effort (12 WTUs) Salaries and Wages $ 32,005 $ 32,005 Benefits (44.21% during the AY) $ 14,150 $ 14,150 Postage $ 1,000 $ 1,000 WASC Fee $ 1,000 $ 1,000 Tripple L Education Group 1922 $ 23,078 $ 25,000 Peg Jakson Associates 1923 $ 8,077 $ 10,000 Marketing Research $ 2,000 $ 2,000 Travel $ - Indirect Cost Not permitted by sponsor Totals $ 50,000 $ 35,155 $ 85,155

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