Health Care Management. Postgraduate Programmes 2010
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1 Postgraduate Programmes 2010
2 MSc The programme aims to provide a high-quality, vocational education which is intellectually rigorous and up-to-date as well as relevant to the needs of existing and future managers, executives and clinicians in the health care sector. The programme has a business management orientation related to the service sector and draws on a broad base of management theory and examples to explain and analyse the sector. The objectives of the programme are to provide the opportunity for clinicians, managers and others to direct their education toward the field of advanced management; to provide an education that is both intellectually challenging and directly relevant to the field of health care management; to deliver an educational programme which is designed to provide participants with concepts, models, techniques and examples relevant to health care management, which will enable them to improve the provision of care to patients. The programme applies the School of s expertise in the service sector to the field of health. There are extensive links with health care through the Faculty of Health and Medical Sciences and the University s Postgraduate Medical School. What I learnt on the MSc helps me every day in my job within a multinational pharmaceutical company. Ioannis Bouros, MSc Module Overview This programme comprises eight taught modules and a research-based dissertation. Taught Modules Operational in This module provides a detailed learning course focused upon the resource concepts of managing people, information and services. These concepts are operationalised into the management of a health service unit. Financial This module provides the foundations for understanding, analysing and interpreting financial information, and enables students to apply accounting principles and financial theory across management disciplines and organisations. Quality Having studied Operational in, this module develops the notion of a quality service in health care settings. It focuses on management as a means to achieve quality standards and patient satisfaction. Systems, Structures and Functions This module explores the complex management and administrative demands of a modern health system. Its role in the programme is to apply the general management principles, learned in other prescribed modules, to health care. Organisational Behaviour This module integrates the study of forms, structures and processes of organisations with the human aspects of psychology at work. The module provides an insight into the fundamentals on which organisations are built and provides analytical processes for understanding behaviour at work and managerial processes. Research Methods Introducing the process of research project formulation and the key elements of research design, this module should prepare students to design and execute their research study for their dissertation in a systematic and scientific manner. Professionals in An issue in all health care systems is that of working with, managing and developing professionals. This module explores a wide range of issues associated with professionals, professionalism and professional bodies in health care organisations. Health Economics This module will introduce health economics and explore the notion of scarcity, which is as relevant in the health sector as it is in other sectors. Whatever the level of expenditure on health care, there will always be unmet demand and it is important that these resources are applied in the best ways possible. It covers the use of markets as an allocation mechanism and looks at a range of economic evaluation methods for decision making by managers and policy makers. Factfile Typical entry requirements Applicants should usually hold a Bachelors degree (UK Lower Second/2.2 or above) or equivalent qualification from a recognised British/overseas university. Every applicant is assessed individually on their own merit. Higher level professional qualifications may also be accepted. Relevant work experience could be an additional benefit where applicants have not reached the standard entry requirements, although it is not an admissions requirement for this particular degree programme. Candidates for whom English is not their first language will normally be required to have IELTS 6.5 or above, or equivalent. The School also assists students whose first language is not English through close cooperation with the University s Language Centre. Programme length 12 months full-time or 24 months part-time day release Planned intake 30 Start date September Professional recognition The School of is accredited by the Association to Advance Collegiate Schools of Business (AACSB). Programme Leader Dr Fraser Macfarlane Contact Details For general enquiries: T: or +44 (0) E: pg-enquiries@surrey.ac.uk For admissions enquiries: T: +44 (0) E: somadmissions@surrey.ac.uk
3 School of Teaching and Assessment Research Interests Industry Links International Relevance Our teaching strategy provides a combination of lectures, seminars, discussion groups, video and case study analysis. We believe that a variety of teaching methods allows us to satisfy most individual learning styles and preferences at some point in the programme. The programme is specifically designed to provide a balanced assessment strategy because different people have different strengths and weaknesses in the various assessment options that are available. Consequently we try to ensure that you and your fellow students are exposed to a range of assessment techniques, and that you are not penalised if one particular approach does not suit your particular style. You will tackle written assignments in the essay style, which test your ability to synthesise information and to compare and contrast theory with practical examples, as well as traditional examinations which provide an opportunity for you to demonstrate how well you can take information and solve problems under time-constrained conditions, just as you might be asked to do in the workplace. We also recognise that in modern health care organisations, people rarely work independently; therefore some of the written and oral assessments are in pairs or groups. This allows you to develop the soft skills of communication, coordination, teamworking, time management, and project management, all of which are increasingly important in high-performance organisations. Our research looks at three broad areas. First, we are interested in the uptake, spread and sustainability of innovations in a health care setting. Funded projects include an evaluation of the modernisation of stroke services (with Guy s and St Thomas s Charitable Trust funding), and the promotion of innovative approaches to workforce development within health care organisations. An NHS SDO-funded programme has contributed to the theory of disseminating and implementing complex, service-level innovation in health care. It involves a systematic approach to understanding the framework for spread of innovation and organisational change. Second, we are interested in patient involvement in patient safety issues. Current projects include exploring ways of developing an active role for patients in challenging and educating health professionals actions, as well as exploring how patients make sense of the whole safety agenda within a hospital and community setting. Third, we are interested in the role and development of managers in health care organisations. We currently have two NHS SDOfunded projects which are exploring the role of front line managers in health organisations and also the development of different approaches to talent management and succession planning in health systems. This work has also directly influenced the work of government change agencies including the NHS Institute for Innovation and Improvement (formerly the Modernisation Agency) in England, the National Leadership and Innovation Agency for Healthcare in Wales, and the Chief Scientist s Office in Scotland, as well as the Australian National Institute of Clinical Studies. The School of and its academic staff have a number of strong links with the health care sector industry. We have four visiting academic staff with strong health service delivery links including Professor Matthew Swindells, former chief policy adviser to the Secretary of State for Health and Colonel John Burgess, Assistant Director Clinical Services at the Army Primary Service. From time to time we invite managers from industry to come to talk to students about their experiences of managing health services. Programme Structure and Modules Module Matrix 1 Full-time Study Semester 1 Systems, Structures and Functions Quality Organisational Behaviour Research Methods Semester 2 Operational in Financial Health Economics Professionals in Dissertation 60 There is little doubt that globalisation brings many challenges for organisations. It is highly likely that after graduating with the MSc, you may spend at least part of your career interfacing with different health services. You will encounter management problems which are largely created by the cross-cultural nature of the modern health care organisation. To prepare you for this environment we have deliberately designed a programme which is truly global in terms of its content and focus and we have recruited staff with considerable international experience. Module Matrix 2 Part-time Day Release Study Year 1 (Semester 1) Systems, Structures and Functions Organisational Behaviour Year 1 (Semester 2) Operational in Financial Year 2 (Semester 1) Quality Research Methods Year 2 (Semester 2) Health Economics Professionals in Dissertation
4 School of Staff Profile: Dr Fraser Macfarlane Fraser is a Senior Lecturer and Programme Leader for the MSc. He won the European Health Association Baxter Award in 2001 and 2006 for outstanding publication contributing to excellence in health care management in Europe. Research interests include the development in primary care; diffusion and sustainability of innovations in the public sector; and the impact of routines and structures on the implementation of new technology. Staff Profile: Professor Terry Desombre Terry is Head of the School of, Associate Dean (Staff Development) and Professor of. He is a member of various professional organisations including the Institute of Healthcare and he is a Fellow of the Chartered Institute. His research interests include quality standards in hospitals and health care systems, the historical development of nursing, and early warning systems and rapid response in medical aid during natural disasters. Dr Carole Doherty Carole is a Lecturer in. Her main research interests lie in the areas of the sociology of professions and health care quality. Her PhD research examined the consequences of the professionalisation of nursing. Before joining Surrey, Carole spent more than 20 years in the NHS as both a clinician and manager. Dr Charitini Starvapolou Charitini is a lecturer in. Her main research interests lie in the area of health economics and decision making. She has recently completed her PhD at the London School of Economics on the doctor patient relationship and adherence to medication. This was an empirical investigation based on a game theory approach. Kerry Sullivan Kerry has extensive teaching experience in Higher Education, working for many years at South Bank University where he was Head of Estate, lecturing in finance, information technology, information management, statistics and general management. Kerry has combined a career in education with business, acting in a consultancy role primarily within the field of construction and real estate. John Burgess MSc When I was choosing the university for my Masters, I wanted a management school that appealed to a wide spectrum of health care staff from the NHS, other government departments and overseas. The mix of postgraduate students at Surrey really contributed to my learning about how health systems have developed across the globe. Dr Olubunmi Aregbesola MSc As a physician working in a bustling hospital in Nigeria, I had come to realise that I would benefit from gaining experience in management and administration, as those skills were very valid in my practice. It was my belief that it would be difficult to find an MSc that would help me develop those skills within the context of health care and health care organisations, but I was wrong. The University of Surrey had just the right course. I chose the University of Surrey because it offered me all that I was looking for and more in a single package. Its ranking on the UK university league tables, as well as the reputation of its School of, were also decisive factors. Of course, the beauty and quiet of Guildford and its proximity to London did everything to help. I have been amazed at the quality of the teaching, the extent to which your abilities for critical thinking and analysis are stretched, as well as the guidance given to you by the lecturers, who are genuinely interested in helping you achieve your potential. Enjoying all this while being exposed to students from a wide variety of cultures has made my experience of the University of Surrey one that I will always treasure. Ao Wang MSc I enjoyed my studies at the University of Surrey and appreciated the good facilities and excellent lecturers. Having graduated, I am very happy to tell you that I have found a job which I am really interested in. I am working for the China Aged Health Fund which is a welfare fund organisation aiming to improve the healthy ageing process and the wellbeing of elderly people in China and their quality of life. I am convinced that, without the MSc, I would not have got this job. Brenda Laura Bazirake MSc I am from Uganda, East Africa. I chose Surrey mainly for two reasons the content of the MSc and the weight of the subsequent qualification. The course has a comprehensive syllabus, taught by world-class academics, that prepares you for the rigours and challenges of a twenty-first-century health system. The School of at the University of Surrey is among the best in the UK, with professionally accredited courses and strong links with the industry. Also, the University has a beautiful campus and has built a strong global reputation, attracting students from over 140 countries. I am also impressed with ULearn, a very helpful online learning resource. Surrey is an exciting place to study and a great place to enhance one s employment prospects with plenty of resources. I am really enjoying my stay at Surrey, definitely the place to be
5 University of Surrey Guildford, Surrey GU2 7XH, UK T: / +44 (0) F: +44 (0) E: pg-enquiries@surrey.ac.uk Every effort has been made to ensure the accuracy of the information contained in this brochure at the time of going to press. The University reserves the right, however, to introduce changes to the information given including the addition, withdrawal or restructuring of degree programmes. September 2009 ****-0909
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