Bachelor of Commerce (Healthcare Management) Proposal Submission to the Ontario Postsecondary Education Quality Assessment Board

Transcription

1 Bachelor of Commerce (Healthcare Management) Proposal Submission to the Ontario Postsecondary Education Quality Assessment Board Application for Ministerial Consent Ontario Colleges of Applied Arts and Technology Date of Submission: July 2013

2 SECTION A: INTRODUCTION A1 College and Program Information Full Legal Name of Organization: Humber College Institute of Technology and Advanced Learning URL for Organization Homepage (if applicable): Proposed Degree Nomenclature: Bachelor of Commerce (Healthcare Management) Location (specific address) where program to be delivered: Humber Lakeshore Campus 3199 Lake Shore Boulevard West, Toronto, ON M8V 1K8 Date of Submission: July 2013 Contact Information: Person Responsible for This Submission: Name/Title: Ann Dean Dean, Program Planning, Development & Renewal Full Mailing Address: Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard Toronto, Ontario M9W 5L7 Telephone: , ext Fax: Site Visit Coordinator (if different from above): Name/Title: Joanne McLeod Program Development Consultant Program Planning, Development & Renewal Full Mailing Address: Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard Toronto, Ontario M9W 5L7 Telephone: , ext Fax: Bachelor of Commerce (Healthcare Management) Section A, Page 1

3 A2 Table of Contents web version Sub- Section SECTION A: INTRODUCTION Topic Section Page Number A1 College and Program Information 1 A2 Table of Contents 2 A3 Executive Summary 6 A4 Program Abstract 13 SECTION B: DEGREE-LEVEL STANDARD 1 SECTION C: ADMISSION, PROMOTION AND GRADUATION 1 C1 Admission Requirements for Direct Entry 6 C2 Admission Requirements for Mature Students 7 C3 Promotion and Graduation Requirements 8 C4 Advanced Standing Policies and Requirements 9 C4.1 Degree Completion Arrangements 9 SECTION D: PROGRAM CONTENT 1 D1 Program Advisory Committee (removed from web version) D2 Professional Accreditation D2.1 Professional/Accreditation Requirements Standard 4 D3 D4 D5 D2.2 Letters from Professional/Accreditation Associations Learning Outcomes D3.1 Degree-Level Learning Outcomes 7 D3.2 Core Program-Level Learning Outcomes 9 D3.3 Non-Core Program-Level Learning Outcomes Courses Descriptions D4.1 Core Course Descriptions 21 D4.2 Non-Core Course Descriptions 32 Course Schedules D5.1 Undergraduate Course Schedule 1 (removed from web version) 5 20 Bachelor of Commerce (Healthcare Management) Section A, Page 2

4 Sub- Section D6 Topic Section Page Number D5.2 Undergraduate Course Schedule 2 82 Work Experience D6.1 Program Structure 105 D6.2 Nature of Work Placement 105 D6.3 Support for Work Experience 106 D6.4 Work Experience Outcomes 114 D7 Course Outlines (removed from web version) D8 Bridging Courses D8.1 Bridging Course Descriptions 119 D8.2 Bridging Course Outlines 119 D9 Gap Analysis D9.1 Summary of Gaps 120 D9.2 Tables: Gap Analyses D9.2.1 Business Administration Advanced Diploma 122 D9.2.2 D9.2.3 D9.2.4 D9.2.5 D D9.2.7 D9.2.8 Business Administration Finance Advanced Diploma Business Administration Marketing Advanced Diploma Business Administration Materials & Operations Management Advanced Diploma Business Administration Human Resources Advanced Diploma Business Administration International Business Advanced Diploma Business Administration Accounting Advanced Diploma Business/Business Management Diploma D9.2.9 Business Finance Diploma 259 D Business Logistics Diploma 277 D Business Marketing Diploma 293 D Business Accounting Diploma 314 Bachelor of Commerce (Healthcare Management) Section A, Page 3

5 Sub- Section Topic Section Page Number SECTION E: PROGRAM DELIVERY 1 SECTION F: CAPACITY TO DELIVER 1 F1 Learning and Physical Resources F1.1 Library Resources 6 F1.2 Computer Resources 28 F1.3 Classroom Space 31 F1.4 Specialized Labs 33 F2 Resource Renewal and Upgrading 34 F3 Support Services 36 F4 Faculty F4.1 Projected Staffing Requirements 40 F5 Curriculum Vitae of Faculty Assigned to the Degree Program (removed from web version) SECTION G: CREDENTIAL RECOGNITION G1 Program Design and Credential Recognition 1 G2 Consultation 2 G3 Credential Recognition 4 SECTION H: REGULATION AND ACCREDITATION 1 SECTION I: PROGRAM EVALUATION 1 1 SECTION J: NOMENCLATURE 1 SECTION K: ACADEMIC FREEDOM AND INTEGRITY 1 SECTION L: STUDENT PROTECTION 1 SECTION M: ECONOMIC NEED 1 SECTION N: DUPLICATION N1 Related College Programs 1 N2 Related University Programs 2 Bachelor of Commerce (Healthcare Management) Section A, Page 4

6 Sub- Section Topic Section Page Number SECTION O: OPTIONAL MATERIAL O1 Humber Overview 1 O2 School Overviews 2 O3 Credentials Framework 8 SECTION P: POLICIES 1 Bachelor of Commerce (Healthcare Management) Section A, Page 5

7 A3 Executive Summary The health industry plays a critical role in the Canadian economy. Healthcare services touch the life of every Canadian, but today the sector is facing unprecedented challenges in rising costs, tighter government budgets, changing technologies, an aging population and inefficiencies in the system. The future of Canada s healthcare system is one of the most important public policy challenges identified by Canadians. The Bachelor of Commerce (Healthcare Management) invites students to explore these dynamics challenges and to develop practical strategies and skills to effectively manage healthcare institutions and resources. The program grounds students with the theoretical and critical frameworks of business as a foundation to exploring the healthcare industry. It has been specifically designed to meet emerging needs of all sectors in the areas of strategy, funding, planning and quality improvement. The degree draws on the knowledge of the health sector and expertise in business developed by two of Humber s eight schools: The Business School and the School of Health Sciences. It is offered by The Business School, with the support of the School of Health Sciences. About Humber Humber College was established in A leader in polytechnic education, Humber offers innovative career-focused learning opportunities. It offers over 140 full-time programs including: baccalaureate degrees, diplomas, certificates, graduate certificates and apprenticeship programs. Humber receives more than 56,000 applications annually; more than any other Ontario college. In Fall 2012, Humber enrolled 23,000 full-time students and had 56,000 parttime registrations, as well as employees in customized corporate training. Its strong partnerships with employers, as well as transfer agreements with many universities and colleges, help students to build a foundation for lifelong success. Over 90 per cent of Humber students find employment within six months of graduating. In February 2003, Humber received a new designation as an Institute of Technology and Advanced Learning, which builds on the strategic direction of the institution. The designation allows Humber to further expand its programming to meet changing skill requirements and to provide up to 15% of its programming in degree programs. Humber has been offering degree-level education since Humber s experience with degree delivery began with the launch of the collaborative nursing program in conjunction with the University of New Brunswick in September This four-year B.N. program is delivered by Humber faculty using UNB s curriculum. The following year saw the launch of the University of Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated fouryear honours degree/diploma programs in Business, Early Childhood, Family & Community Social Services, Justice Studies, Kinesiology, Media Studies and Psychology. Development and delivery of the programs is shared between the two institutions. Humber received its first consent to offer degrees in 2002 and launched its first three degrees in September It currently offers seventeen degrees, with another four due to start in September (A more detailed overview of the institution is available in Section O1.) Bachelor of Commerce (Healthcare Management) Section A, Page 6

8 The Business School The Business School brings extensive expertise to this degree. One of eight academic schools at Humber, The Business School offers more areas of study and specialized choices than any other school in Ontario. With more than 7,000 full-time day students, it offers a wide range of diploma, degree, and graduate programs, on-site and on-line. In addition to the degree programs currently offered, The Business School has more graduate programs and higher graduate certificate enrolment than any other School at Humber. The Business School is keen to offer additional four year programs that build on specialized expertise and areas of previous success. The School approaches business education from a practical perspective. Working closely with its business partners, it ensures that its programs exceed industry standards. The Business School has a number of international partnerships. International development projects designed to build the capacity of partners in entrepreneurship, small enterprise development, microfinance, and public management have been developed and delivered most recently in Bhutan, Zimbabwe, Indonesia, Bangladesh, and Tanzania. In addition, Humber has the potential to offer students study exchange opportunities with international partners in Ireland, Austria, Germany, New Zealand, Scotland, and Finland, which provides qualified students an opportunity to complete a semester of their studies abroad. To date, the Business School offers twelve baccalaureates: ten Bachelor of Commerce degrees in e-business Marketing, International Business, Human Resources Management, Fashion Management, Tourism Management, Accounting, Finance, Management Studies, Marketing, Supply Chain Management; a Bachelor of International Development; and a Bachelor of Applied Arts in Paralegal Studies (the first of its kind in Canada). For additional information about the School and its programming, please refer to the overview in Section O2. School of Health Sciences Through the work of the School of Health Sciences and the partnerships it has developed, Humber has extensive knowledge of the health sector. The School provides students with the skills, training and experience to be successful in a broad range of health science professions. It offers a breadth of programming from certificates to post-graduate offerings to over 3,000 fulltime students and over 8,000 life-long learners. Committed to the highest quality of teaching and learning, the School offers relevant, well-rounded programs that blend theory and practice to deliver an exceptional learning environment for students. Strategic industry partnerships are demonstrative of the Schools commitment to be flexible, nimble, and responsive to changes in the employment landscape. Local employers and community agencies are involved in curriculum planning, sharing their knowledge of trends and emerging issues to ensure that courses accurately represent current healthcare practices. Humber has long been considered one of the leading Health Science Schools in Canada, with a reputation for graduating students who are career-ready, practice-focused and highly sought after by employers. Program Overview The Bachelor of Commerce (Healthcare Management) will provide knowledge and skills in planning and administering the delivery of health services. The program will apply the principles of business to the unique issues and demands of the health sector. The first two years of the program will develop foundational knowledge in such areas as organizational behaviour, law, economics, finance and accounting, marketing and operations. The last two years of the program will focus on the Canadian healthcare system and the specialized knowledge required Bachelor of Commerce (Healthcare Management) Section A, Page 7

9 to effectively respond to today's complex health care environment. The program will be of interest to students who wish to move into administrative or management positions in the health sector. Methods of Delivery The courses will be presented using lectures, tutorials, seminar groups, labs, case studies, visiting professionals, demonstrations and independent research. Each course involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and individual feedback on work produced. Students are encouraged to undertake independent reading to supplement and consolidate what is being taught and to broaden their knowledge and understanding of the subject area. Nature of the Paid Work Term Experience Students will participate in one mandatory 14-week work term. Students will be able to complete their placements in a wide variety of settings, including: hospitals, clinics, rehabilitation centres, public health departments, long-term care facilities, health insurance companies, health care associations, government ministries, and/or consulting firms. Depending upon their placement, they will acquire hands-on experience in such areas as facility operations, health information management, finance and budgeting, quality management, program and service delivery, policy development and administration, regulatory issues, community outreach and/or managing personnel. Students will be supported by the Business School Placement Advisor who provides tools and resources for assisting students in securing placements. Each year, the Placement Advisor establishes new business contacts, enabling students to be better informed about the functions of different organizations and the needs and career opportunities within them. Students are responsible for identifying the nature of their internship experience, setting up an interview with the industry partner and discussing and agreeing to the job functions and proposed learning outcomes from the job experience, and securing faculty approval. This process prepares students for real life job search skills. Nomenclature The nomenclature, Bachelor of Commerce, has been chosen to convey the focus and level of the degree and the orientation of the degree in terms of approach and preparation of students. The 120-credit program is designed to include 15 core business courses, 11 courses in the field of specialization, 4 business electives and 10 breadth electives. It is an academically rigorous program, designed to develop students capacities to analyse, formulate, assess and solve challenging business problems. It incorporates a substantial use of case studies and research is an important element of the program. Students are expected to address increasingly challenging business problems and exhibit more sophisticated and complex levels of analysis as they move into upper level courses. Humber takes a number of steps to ensure the program meets degree-level standards, in both subject matter and outcomes, including: Benchmarking the program against similar programs and courses in Canada and other jurisdictions Having courses developed by faculty members who are familiar with degree-level study in the field Bachelor of Commerce (Healthcare Management) Section A, Page 8

10 Having the program reviewed by university professors from other institutions Strategic Fit The Bachelor of Commerce (Healthcare Management) builds on the strong foundation established by Humber s existing diploma, graduate certificate and degree programs. It contributes to the School s goal of offering a full-range of programming and providing opportunities for diploma graduates who wish to further their education. The degree supports Humber s goal of being a leader in polytechnic education and responds specifically to three of the priorities and their supporting initiatives identified within Humber s strategic plan. Priority 1: Strengthening Our Polytechnic Identity The proposed degree offering is the logical next step in Humber s growth as a vibrant and responsive post-secondary institution. It also contributes to Humber s plans as an Institute of Technology and Advanced Learning to include a broad range of programming, from skills training to specialized degrees that are responsive to market needs, and to provide educational pathways for graduates wishing to move from diplomas to degrees. Priority 2: Sustained Focus on Teaching and Learning In order to realize Humber s vision of excellence in polytechnic education and its commitment to a learner-centred culture, quality is the cornerstone of all the institution s activities. This degree program embraces this notion and contributes to the goals of enhancing the quality of the teaching and learning environment, augmenting resources, enhancing teaching skills, and providing a broad range of opportunities, such as Study Abroad options, for students. The program supports this priority through the recruitment of qualified candidates with advanced credentials and the enhancement of existing faculty credentials. Capacity to Deliver Humber has over ten years of experience in offering degree-level education, both through its own degrees, the first three of which were launched in 2003, and through collaborative programs with the University of New Brunswick and University of Guelph. Humber s graduates have been successful both in finding employment and in continuing their education at the Masters level or in professional degrees such as law. Since 2001, Humber has taken many steps to enhance its capacity to offer degree-level programming: Humber has increased the number of faculty with terminal credentials. Since 2003, 78 new faculty members with Ph.D.s have been hired. Current faculty members have been encouraged to pursue further education. A detailed faculty plan is prepared for each new degree. Humber is committed to ensuring faculty engage in a level of scholarship and research or creative activity to ensure their currency in the field. Opportunities are provided for faculty members to attend conferences, present papers and produce some scholarly work, and faculty are encouraged to identify and pursue such activities. In 2009, Humber hired a Dean of Research to advance the research agenda at the college. Humber Research supports and enriches research opportunities for faculty and students. Bachelor of Commerce (Healthcare Management) Section A, Page 9

11 Library collections have been enhanced, with Humber investing $7,564,730 to expand library collections over the past 12 years. Facilities have been improved through the acquisition, renovation and building of new space. The Humber Lakeshore campus which houses most of Humber s degrees has undergone significant expansion and classroom facilities have been enhanced. In the period between 2007 and 2011, Humber invested over $80 million in construction projects at the Lakeshore Campus and development of the campus continues. Need for Program Graduates of a Bachelor of Commerce (Healthcare Management) program may expect good employment prospects for work within a variety of settings. Openings are routinely found in hospitals, medical offices, community care organizations, public health, professional associations and government. Graduates of the proposed Bachelor of Commerce (Healthcare Management) will be well-positioned to respond to the needs of the sector with strong academic and applied knowledge in the principles of business and their application to the unique issues and demands of the health sector. While the majority of jobs are in operations, graduates will also be prepared to work in analytical jobs in the areas of consulting and health policy. The health enterprise, consisting of health care organizations, health education and research, health and life sciences industries (including pharmaceuticals, biotech, medical devices, medical informatics), and government employs thousands of people and is major factor in the productivity and the growth and strength of the economy, according to the Conference Board of Canada In Ontario 40.3 per cent of total spending is on programs devoted to health. The health care sector is facing significant challenges in rising costs, tighter government budgets, an aging population and inefficiencies in the system all things which point to the need for innovative and effective management. A TD Economics Special Report stated: Our quality of life and standard of living are inextricably linked to our health and well-being. One cannot overestimate the integral role Ontario s health care system plays in serving both patients and the province. Sustaining the health care system is the most pressing public policy challenge the province will face this decade. Our future will largely be defined by its success or failure. There are many indicators of the labour market need for healthcare managers. A 2010 TD Bank Financial Group report, stated that regardless of government efforts to control costs going forward, health care is one industry that is almost sure to expand over the long run. In the context of Ontario, the health care industry provides tremendous opportunities to diversify Ontario s economic base and to fill some of the gap left over by a structural decline in manufacturing. Yonge Street Media reported that over the past year the Ontario Ministry of Health launched six new Family Health Teams in the City of Toronto. These new offices created 66 new positions, of which 20 were for administrators. A report by the Toronto Workforce Innovation Group, found that hospitals and healthcare facilities are hiring for leadership positions rather than healthcare provision jobs. According to both Service Canada and Employment Ontario employment prospects for managers in health care are good. The report cites several reasons for this including: openings resulting from retirements; the on-going restructuring of health and medical services towards more non-hoospital care; and increased demand for managers of Bachelor of Commerce (Healthcare Management) Section A, Page 10

12 nursing homes as a result of the aging population. Demographic changes will also put pressure on the health care system, which means that all health professionals, including health managers, will be in high demand. Skills in business, finance and general management will become more important for health care managers according to the analysis. It is expected that demand will continue to exceed supply over the period for government managers in health policy development and program administration, according to an analysis by Service Canada. Health policy researchers have experienced siginficant growth in employment over the past several years. Although employment growth is expected to slow down compared to the strong growth recorded in the past, it will remain relatively high through to 2018, according to Canadian Business magazine. An aging population, the need for integration among health providers and rapid technological development has fuelled the need for health policy specialists. Skills in data analysis and management science are particularly in demand. A degree in business administration, health administration, finance or other related discipline is typically the minimum requirement for many of these positions. More generally, In its ten-year outlook for the labour market, Human Resources and Skills Development Canada (HRSDC) reports that almost 66% of new non-student jobs will be in occupations usually requiring a post-secondary education or in management occupations. Retirement pressures are expected to be the greatest in occupations generally requiring university education and in management positions. The Conference Board also states that the need for graduates with strong management capabilities, business savvy, financial skills and leadership potential will likely persist, even as the current economic climate may reduce demand in the short term. This degree is a progressive step toward meeting these demands. It draws its strength from: The broad based curriculum which includes courses in the functional areas of business and specialized courses focused on the health sector all supported by the writing and research methods courses. The program addresses strategy, funding, planning and quality improvement. The curriculum is enhanced by the inclusion of a strong general education breadth component. Institutions such as Royal Roads University, Centenary College, Griffith University, the University of Western Sydney, Bond University and the University of Canada West have previously recognized graduates of Humber s business degrees for admission, or in some cases, advanced standing into Masters programs. The program focus which emphasizes a student-centred learning experience in which theoretical concepts are integrated with practical applications. Special emphasis is placed on: the integration of a broad spectrum of knowledge and skills to promote strategic decision making; the applicability of the concepts to organizations in both the public and private sectors, including hospitals, clinics, rehabilitation centres, public health departments, longterm care facilities, health insurance companies, health care associations, government ministries, and/or consulting firms. The applied aspects of the program are reinforced by a one-semester work term and a one-semester capstone course. Program delivery practices which emphasize learning through doing as both an investigative and summative activity. Bachelor of Commerce (Healthcare Management) Section A, Page 11

13 Expertise of faculty who bring both advanced academic credentials and a wealth of experience in the field to the program. Humber currently has sufficient faculty on staff to meet the 50% PhD requirement for both core and non-core courses. Industry support evidenced by the diversified and highly experienced program advisory committee which guided the development of the degree. Humber s proposed Bachelor of Commerce (Healthcare Management) degree will provide graduates with a solid foundation for entry-level positions in either operations or policy in the health sector. Anticipated Enrolment Humber is planning for an initial cohort of 30 students, growing to an annual cohort of 60. The anticipated start date for the program is September Bachelor of Commerce (Healthcare Management) Section A, Page 12

14 A4 Program Abstract The Bachelor of Commerce (Healthcare Management) will provide knowledge and skills in planning and administering the delivery of health services. The program will apply the principles of business to the unique issues and demands of the health sector. The first two years of the program will develop foundational knowledge in such areas as organizational behaviour, law, economics, finance and accounting, marketing and operations. The last two years of the program will focus on the Canadian health care system and the specialized knowledge required to effectively respond to today's complex health care environment. The program has been specifically designed to meet emerging needs of all sectors in the areas of strategy, funding, planning and quality improvement. It will be of interest to students who wish to move into administrative or management positions in the health sector or into analytical jobs in the areas of consulting and health policy. Bachelor of Commerce (Healthcare Management) Section A, Page 13

15 SECTION B: DEGREE LEVEL STANDARD In order to ensure that a baccalaureate standard has been attained in each course and across the program, the program framework and courses were: benchmarked against similar programs and courses in Canada and other jurisdictions, developed by faculty members who are familiar with degree-level study in the field of practice, reviewed and approved by the Program Advisory Committee which includes members who are currently professors or who have taught at Ontario universities, developed in consultation with Humber s Planning and Development office which manages the development and approval processes of all of Humber s degree level programs. Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours Depth and Breadth of Knowledge a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; c. A developed ability to: i) gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside How This Degree Meets the Degree Level Standard The professional core of the program provides a broad, analytical and integrated study of business and management, both generally and as it relates to the health sector. It encompasses the study of organizations, their management and the environment in which they operate. Students take courses in the theory and principles of business which provide an understanding of traditional business functions, courses which focus on the health sector and develop management skills, and courses focusing on quantitative analysis. In the first two years of the program, courses focus on providing a fundamental understanding of business processes. They address the theories and models that inform such key business disciplines as marketing, law, finance, economics, human resources management, organizational behaviour, management information systems, and operations management, as well as the explanatory power and limits of these models. Within these courses, students are exposed to the nature and characteristics of organizations, the changing external environment in which organizations operate, and the internal functions and processes of organizations. Students explore the theories, models, frameworks, tasks and roles in the management of specific business functions. The fourth year Strategic Management course brings all of the concepts together and requires students to demonstrate an in-depth understanding of the strategic issues faced by organizations and the implications for managing them at functional and department levels. In this way, students develop a clear understanding of the operation of businesses and the practice of management. Bachelor of Commerce (Healthcare Management) Section B, Page 1

16 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline. How This Degree Meets the Degree Level Standard Courses in the final two years of the program build on the general understanding of business developed in years 1 and 2. These courses focus on the various business functions as they relate to the health sector and the provision of health services. Students explore the components of the Canadian health system and compare it to other systems globally. They develop an understanding of the determinants of health, how health policy if formulated, implemented and evaluated, and how health policy impacts the delivery of healthcare services. They study how economics can be used to understand and improve health and healthcare. Students gain skills in collecting, analysing, and interpreting data fundamental to healthcare management, including data used for needs analysis, outcome evaluation, forecasting and decision support. Students learn to research and assess issues, formulate and prepare a business plan, and develop and evaluate healthcare policies and strategies. A foundational understanding of the healthcare system and the socioeconomics determinants of health is provided in Semesters 4 and 5 of the program. The ` `structure of the Canadian healthcare system, including federal and provincial division of responsibilities, financing of health services, health inequalities and disparities and the concept of value in health care is introduced in Health Policy Formulation, Implementation and Evaluation 1 and reinforced in subsequent specialization courses. Healthcare Management: Population Health examines the factors that affect the health of population groups and the methods used to assess health differences between populations. It also explores the theory and practice of health promotion. A cross-cutting focus throughout the health specialization courses is patient-centred care. Upper level courses such as Strategic Management, the Healthcare Strategy: Organizations, Healthcare Management: Organizations Design and Behaviour, Health Policy Formulation, Implementation and Evaluation 2, and Senior-Level Business Research Project, as well as the work placement, provide opportunities for students to integrate and extend their learning as well as to develop their ability to interpret, critically evaluate and apply new material to the field of occupational practice. These courses provide students with the knowledge and skills to develop appropriate Bachelor of Commerce (Healthcare Management) Section B, Page 2

17 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours How This Degree Meets the Degree Level Standard policies and strategies within a changing environment to meet stakeholder interests. Ethical, environmental, legal, and technological factors and their effects upon strategy, behaviour, management and sustainability of healthcare organizations are addressed throughout the program. The management and development of people within organizations is covered in such courses as Organizational Behaviour, Healthcare Management: Organizational Design and Behaviour, and Healthcare Strategy: Organizations as well as in many of the business elective courses, while the management of resources and operations is addressed in Operations Management and in many of the healthcare management specialization courses. Courses such as Health Policy Formulation, Implementation and Evaluation 1 and 2 and Healthcare Management: Organization Design and Behaviour address the roles of physicians, other regulated health professionals, community based workers, stakeholders and boards, elected officials and the bureaucracy. How healthcare quality is defined and assessed, the economic impact, differences, synergies and conflicts created by differing perspectives related to healthcare quality, and the economic and non-economic gains related to quality improvement including the role of ethics in the provision of quality healthcare are addressed in such courses as Health Policy Formulation, Implementation and Evaluation, Healthcare Strategy: Organizations and Healthcare Financial Management. Developments in technology and how organizations deploy their resources are covered in courses such as e-commerce, Business Information Systems, Health Informatics and Healthcare Management: Data and Analysis. These courses focus on optimizing resources through the appropriate application of quantitative methods. Techniques and methods to evaluate information systems are addressed, as are current threats and opportunities associated with the management of information systems in the health sector. The development and operation of markets and customers Bachelor of Commerce (Healthcare Management) Section B, Page 3

18 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours How This Degree Meets the Degree Level Standard are covered in courses such as Marketing, Customer Service, and Healthcare Strategy: Markets and Information. The sources, uses and management of finance are addressed in the Financial Management, Introductory Management Accounting, Health Economics, and Healthcare Financial Management courses. Ethical perspectives on business are addressed specifically in courses such as Ethics and Values, Strategic Management, and Health Policy Formulation, Implementation and Evaluation, in addition to being a cross-cutting theme throughout the program. In addition to courses in the professional core, the program provides students with a range of theoretical frameworks drawn from the social sciences, arts, humanities and science as a basis for critical analysis and innovative decision-making through students breadth electives. This blending of liberal arts education with program specific curricula offers opportunities for the enhancement of workplace skills and provides the knowledge and understanding students need to take leadership roles in their profession and the broader community. Breadth courses are organized into the following three categories: Society, Culture and Commerce; Science and Technology; and Arts and Humanities. Students take a total of 10 non-core courses with two or more courses at an advanced level. Humber has recently expanded its breadth offerings due to the growth in degree programs. More than 100 courses from 8 academic schools allow students to explore areas of interest and passion to enhance their academic experience and broaden their base of knowledge. The breadth courses offer students an analytical framework through which to observe and learn about themselves, their vocational area of study and their society and culture. These courses offer a perspective that encourages self-reflection and critique, and new opportunities for a rigorous exploration of the relationships between self and others, social and political institutions, ethics and action, art and culture and science and the natural world. These courses may be grounded in the modes of analysis of a particular discipline or they may assemble and integrate the insights of several subject areas in an interdisciplinary manner. Bachelor of Commerce (Healthcare Management) Section B, Page 4

19 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours How This Degree Meets the Degree Level Standard Each course in the program incorporates discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material and individual feedback on work produced. Students are encouraged to undertake independent reading to supplement and consolidate what is being taught and to broaden their knowledge and understanding of the subject area. As students move into the upper levels of the program, they are expected to apply major and competing theoretical paradigms and models to the evaluation and resolution of finance problems. Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods; and c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship. Application of Knowledge a. The ability to review, present and critically evaluate qualitative and quantitative information to: i. develop lines of argument; ii. make sound judgments in All of the courses are designed so that students develop and employ critical thinking skills as they acquire knowledge and skills associated with the content areas of the courses. In every course, students are exposed to current research, disciplinary debates, and modes of analysis used in the area of study. In the healthcare specialization courses, students are provided with a broad strategic yet current overview of the area, along with best practices and knowledge and skills required to respond to the challenges of the complex healthcare environment. The use of simulations, case analyses, and visiting experts in many courses in the program provides opportunities to explore issues and recent research findings which have implications for the current area of study. The program requires students to undertake significant and sustained periods of independent study in the form of an applied business project in the final semester. This requires students to apply knowledge and experience so as to make appropriate decisions in a variety of contexts. Students are expected to demonstrate high-level problem solving and decision making skills relating to complex issues and to demonstrate a capacity for creative and original insight into issues relevant to a professional context. The program provides graduates with a range of theoretical frameworks drawn from a variety of disciplines as a basis for critical analysis and innovative decision-making. The courses afford students the opportunity to examine, dissect and reformulate the various principles of business and finance and evaluate their impact on organizational performance. Courses in Statistics, Quantitative Methods Bachelor of Commerce (Healthcare Management) Section B, Page 5

20 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline; iv. where appropriate use this knowledge in the creative process; and b. The ability to use a range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work; and c. The ability to make critical use of scholarly reviews and primary sources. Communication Skills The ability to communicate information, arguments, and How This Degree Meets the Degree Level Standard Business Research Methods, Health Informatics and Healthcare Management: Data and Analysis prepare students to evaluate the importance of specific facts, theories, paradigms, principles and concepts in terms of validity, significance and application, the depth of which is dependent upon their increasing ability to explain and solve problems. Throughout the program, students are required to assemble data from a variety of sources and discern and establish connections to synthesize that information in order to gain a coherent understanding of theory and practice. Assignments have been designed to provide students with opportunities to research issues and problems, evaluate findings, prepare conceptual arguments, draw conclusions and prepare papers and presentations. Case studies and/or research reports built into most of the professional courses provide opportunities for students to demonstrate mastery of these skills. In early courses students are expected to communicate information, arguments and results of analyses and to begin to apply the concepts outside the context in which they were studied. By the third year, they are expected to critically evaluate evidence and arguments in support of conclusions and recommendations. In the fourth year, courses such as Strategic Management, Health Policy Formulation, Implementation and Evaluation 2, Healthcare Strategy: Markets and Information, Healthcare Strategy: Organizations, Healthcare Management: Organization Design and Behaviour, and the Senior-Level Business Project require students to demonstrate a critical awareness of contemporary developments in theories and the application of concepts and frameworks, enabling the formulation of strategies and professional responses to practical issues in healthcare. Students are required to challenge business orthodoxies, to critically evaluate research, scholarship and methodologies, to apply techniques of research and enquiry to their own investigations and to demonstrate originality through the production of independent work. Strong interpersonal and written communication skills, including the ability to present information in a systematic and persuasive manner, are especially important for business Bachelor of Commerce (Healthcare Management) Section B, Page 6

21 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours analyses accurately and reliably, orally and in writing to a range of audiences. Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations. Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts; ii. working effectively with How This Degree Meets the Degree Level Standard professionals who must interact with a wide variety of stakeholders. Oral, written, and presentation skills will be developed as a result of interaction with peers, faculty, and representatives in the field (both formally and informally), and by using standard formats such as reports, journals, proposals, essays, and presentations in relation to assigned work. These skills allow for the articulation and synthesis of knowledge and understanding. Extensive written assignments, oral presentations and case analyses provide valuable experiences in the formulation and presentation of concepts and arguments. In preparing their analyses and recommendations and other written material, students are encouraged to give appropriate attention to the intended audience. The differing characteristics of audiences ranging from senior administrators to other stakeholders and clients are emphasized in the context of presenting the information and data in a desired format. The ability to summarize and simplify arguments in complex works, without forfeiting content, is developed throughout the program. Throughout the program, students will be made aware of the various schools of thought about population health and status assessment, health policy formulation, and the management and structural analysis of healthcare organizations and their related disciplines, including their basis, explanatory power, limitations, external influences and areas requiring further study. As students investigate and use current research in the field to support any analysis they undertake, they will be challenged to consider both the limitations in the practical application of the information to actual problems, as well as areas that need to be investigated further. Each course in the program has been designed to address essential employability skills which provide the foundation for a student s academic, employment, professional and personal success. These skills include communication skills, personal appraisal, interpersonal skills, critical thinking, math and computer skills. Team based activities are an important part of the program and provide valuable experience in understanding and working with diverse groups and in accepting responsibility for the success of the group. Throughout the program, the use of active learning through case analysis and projectbased enquiry encourages the development of both students Bachelor of Commerce (Healthcare Management) Section B, Page 7

22 Ontario Qualifications Framework Qualifications Standard for Baccalaureate/Bachelor s Degree: Honours others; iii. decision-making in complex contexts; b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and c. Behaviour consistent with academic integrity and social responsibility. How This Degree Meets the Degree Level Standard capacities for independent learning and their ability to work with others. It not only develops students abilities to solve problems, but also to raise and address issues and make decisions. The program prepares students to take increasing responsibility for the content and direction of their work. It has been designed to support individual development as well as the progressive acquisition of independent learning skills by promoting the value of additional reading and research into areas of discussion and through the use of increasingly complex and independent study projects in the final years of the program. The need for continual updating of developments in the field of study and of industry knowledge is emphasized. Throughout the program, students are made aware of opportunities to further their knowledge in the field, both through accreditations offered by professional associations as well as through graduate study. Continuing professional development and the need for currency and ongoing learning are stressed. Throughout the program current standards of practice as well as legal, ethical and regulatory issues are emphasized, with courses such as Business Law and Ethics and Values providing conceptual study in these areas. In all their courses and during their work term, students are expected to adhere to these standards as well as demonstrate honesty and integrity in their academic performance. Bachelor of Commerce (Healthcare Management) Section B, Page 8

23 SECTION C: ADMISSION, PROMOTION AND GRADUATION The following table indicates how the Humber program meets the Board s requirements. Board Requirements for Admission Humber Program Specific Direct Entry Admission requirements are appropriate to the learning outcome goals of the program and the degree-level standard. Admission to a bachelor degree normally requires at a minimum an Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average of 65 per cent and additional requirements as program requires. Ontario secondary school students must have completed a minimum of a secondary school diploma (OSSD) with six 12U, M (U/C) or OAC level courses, including Grade 12U English or OAC English 1, or equivalent and a minimum average of 65%. In addition to the minimum average of 65%, the applicant must achieve a final grade of not less than 65% in Grade 12U English and 60% in each of the other published subject requirements for his/her program of interest. Related Policies See the Academic Regulations for Degree in the electronic policies file. Ontario Secondary School Diploma (OSSD) Grade 12U English (ENG4U) with a minimum grade of 65 per cent. Any Grade 12U Mathematics. Students who do not possess Grade 12U Mathematics or who have achieved a mark below 60 per cent may be considered for admission. Students will be required to complete a math equivalency course during the first semester at Humber. Four Grade 12 U or M courses in addition to those listed above with a minimum 65 per cent overall average Mature Students Mature students have demonstrated academic abilities equivalent to those of Ontario high school graduates, verified by successful completion of courses at the postsecondary level or an entrance examination. Credits awards and their transcript entries are Applicants entering as mature students must possess the published subject requirements or equivalent in order to be accepted for admission. This category of admission is for students who have not completed Bachelor of Commerce (Healthcare Management) Section C, Page 1