Educational Outcomes of Masters in Healthcare Management Programmes in the Middle East and Ireland: A Comparative Perspective

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1 Educational Outcomes of Masters in Healthcare Management Programmes in the Middle East and Ireland: A Comparative Perspective Dr. Jonathan Drennan Senior Lecturer Institute of Leadership Royal College of Surgeons in Ireland Medical University of Bahrain Kingdom of Bahrain

2 Background Increasingly there is a need to demonstrate the impact and quality of educational programmes on student outcomes, especially when similar programmes are hosted in multiple sites. Coursework master s degrees are the most under-researched area of higher education (AUSSE 2011, ) In addition very few studies have explored the engagement of international students.

3 Background The taught or coursework master s degree is the fastest growing postgraduate degree. In the United States between the years 1971 and 2005 the number of master s degrees awarded increased by 150 per cent (Committee on Enhancing the Master s degree in the Natural Sciences 2008). In the United Kingdom approximately 28 per cent of all degrees awarded are at master s or other postgraduate level (excluding PhD) (Department for Children, Schools and Families 2009).

4 Background The programmes at the three sites offer a mixture of classroom based and online learning. This paper outlines the findings from an educational evaluation, undertaken through an online survey that comprehensively measured the impact that a master s degree in healthcare management had on graduates completing their degree in Bahrain, United Arab Emirates and Ireland.

5 Student Engagement Student engagement is defined as students involvement with activities and conditions likely to generate high-quality learning (Devlin et al. 2011: 2). There is a relationship between student engagement and students perceptions of the quality of their course.

6 Theoretical Model Astin s IEO Model Inputs Environment Outcomes

7 Inputs Inputs in this study are defined as the precollege demographic characteristics of the students: age, gender, academic qualifications, work status during college, nationality

8 Environment Environment, refers to the actual experiences of the student during their time at college (this includes contact with academic staff, peer interaction, experience of the programme, student engagement and intellectual engagement). Environmental measures equate to the processes that the student experiences during their course of study.

9 Outcomes Outcomes relates to the changes that occur in students as a consequence of their programme of study. The outcomes from any educational process are multi-factorial and complex; therefore the aim is to identify core outcomes that are most relevant to the masters programmes evaluated.

10 Outcomes Measured Generic Capabilities Student Satisfaction Graduate Qualities Outcomes Higher Order Thinking Employment

11 Aims of the Study The aim of this study were to measure the outcomes that occur in graduates who have completed a master s degree in health care management or quality and safety at a higher education institute in the Middle East and Ireland. This paper explores two outcomes: 1. Relationship between educational processes and student satisfaction. Predictors of the development of higher order thinking skills.

12 Methods - Sample Sample Graduates who have completed a Masters in Healthcare Management or Masters in Quality and Safety in Healthcare Management from the Institute of Leadership, Royal College of Surgeons in Ireland (RCSI). The programme is delivered at three sites RCSI Dubai, United Arab Emirates, RCSI-Medical University of Bahrain, Kingdom of Bahrain and RCSI, Dublin, Ireland. In total370 graduates from Dubai, Bahrain and Dublin.

13 Methods - Measurements Course Experience Questionnaire/Extended Course Experience Questionnaire (CEQ, ECEQ) (Ramsden 1991, Ainley and Johnson 2000). Postgraduate Student Engagement Questionnaire (PSEQ) (Coates 2010)

14 Course Experience Questionnaire

15 Postgraduate Student Engagement Questionnaire

16 Data Analysis Data analysis was undertaken using SPSS (v18). Statistics used included: Descriptive Inferential Correlation coefficients

17 Results Age

18 Results Gender

19 Results Strand

20 Results Work Status

21 Student Engagement

22 Student Outcomes

23 Correlation with Student Satisfaction

24 Correlations with the Development of Higher Order Thinking Skills Variable Bahrain UAE Ireland Overall Academic Challenge.91**.90**.87**.89** Active Learning.68**.45**.39**.48** Student & Staff Interactions Enriching Educational Experiences Supportive Learning Environment Work Integrated Learning.31.38**.32*.35**.57**.39**.26.37**.43*.64**.42**.54**.59**.59**.50**.56** Good Teaching.41*.53**.35*.44** Assessment

25 Conclusions Student satisfaction was significantly correlated in all 3 countries with: Intellectual motivation. Active learning. Enriching educational experiences. Being intellectually motivated had the strongest relationship with satisfaction across all 3 countries.

26 Conclusions Good teaching was related to satisfaction in the UAE and Ireland but not Bahrain. The development of higher order thinking skills was correlated with: Academic challenge Active learning Student and staff interactions (UAE & Ireland) Enriching educational experiences (Bahrain & UAE) Supportive learning environment Work integrated learning Good teaching