THE SCHOOL OF HEALTH ADMINISTRATION

MHA Student Handbook 2013/2014 THE SCHOOL OF HEALTH ADMINISTRATION Graduate Program Master of Health Administration Faculty of Health Professions http://schoolofhealthadministration.dal.ca/ 1

Compiled and Edited by: Sandra Drew Jackie Harnish Grace Johnston Sally Alshazly Dalhousie University September 2013 2

TABLE OF CONTENTS Section 1: Important Dates... 4 Section 2: About the MHA Program... 5 Section 3: Part-time Study and Grading Scheme... 6 Section 4: School Awards... 7 Section 5: Faculty... 9 Section 6: Sessional Lecturers... 12 Section 7: MHA Course Descriptions... 14 Section 8: MHA Program of Study... 20 Section 9: JD/MHA Program of Study... 21 Section 10: MN/MHA Program of Study... 22 Section 11: MHA Thesis Option... 23 Section 12: Policy on Criminal Conviction... 28 Section 13: Policy on Affirmative Action... 29 Section 14: Accommodation Policy for Students... 30 Section 15: Words and Expressions for Equality... 37 Section 16: Student Grievances and Appeal Procedures... 39 Section 17: Guidelines for Writing Papers... 42 Section 18: Professionalism... 50 Section 19: Online Support... 54 Section 20: Dalhousie Libraries... 55 Section 21: Presentation Skills Evaluation... 56 Section 22: Norms for Working Together... 57 Section 23: Student/Faculty Advising... 59 Section 24: Student Mentorship Program... 63 Section 25: CA+HME... 64 Section 26: NCHL Competencies... 66 Section 27: Administrative Odds and Ends... 67 Section 28: School Contacts and Information... 68 Section 29: Notes... 70 3

Section 1: Important Dates Graduate Calendar Dates September 2 September 3-4 September 5 October 14 November 11 November 12 December 3 December 5 December 16 January 1 January 6 February 7 February 17 February 24 April 7 April 9 April 18 April 26 May 19 July 1 August 4 Fall 2013-2014 September - December Labour Day University Closed Mandatory Orientation for New Students Classes begin, fall term Thanksgiving Day University closed Remembrance Day University closed Study Day Classes end, fall term Examinations begin Examinations end Winter 2013-2014 January - April New Year Day University closed Classes begin, winter term Munro Day University closed Study break begins Classes resume Classes end unless otherwise indicated Examinations begin, regular session Good Friday Examinations end, regular session Summer/Spring 2013-2014 May - August Victoria Day University closed Canada Day University closed Halifax/Dartmouth Natal Day University closed 4

Section 2: About the MHA The School of Health Administration offers a Master in Health Administration (MHA) degree that is accredited by the Commission on Accreditation of Healthcare Management Education (CA+HME) which prepares the graduate for administrative careers in the Canadian healthcare delivery system. The MHA is guided by the National Centre for Healthcare Leadership (NCHL) competencies. See Sections 25 and 26 of this Handbook for more information on CA+HME and NCHL. The program options are designed specifically for careers in hospital administration, nursing administration, and administration of health and health-related areas in district, provincial and federal governments. The School seeks to provide a conceptual background for the increasingly complex managerial tasks that need to be performed in health institutions and health related government departments. An effort is made to balance political, social, cultural, medical and psychological approaches to understanding the healthcare delivery system with those of the management sciences. The emphasis in the School is on an academic, multidisciplinary and professional education. It is academic in that it emphasizes knowledge of current research findings and treats the practice of health administration as a phenomenon subject to social scientific analysis. It is multi-disciplinary in that faculty are drawn from traditional social and administrative sciences. It is a professional program in the sense that it attempts to broaden the social perspective of the student, emphasizing that a professional has a special responsibility to society, and must maintain ethical standards appropriate to a career in Health Administration. Enrolment in the School of Health Administration is limited in order to ensure close faculty-student interaction. Those admitted to the School have varied backgrounds covering many fields of undergraduate, graduate and professional study. Student interaction is encouraged in all aspects of the program. Indeed, the program is committed to the principle that graduate education is, in large part, learning how to teach oneself. In this sense, one's fellow students become very important educational resources. The atmosphere is informal; classes are small; students and faculty meet frequently. Opportunities for online students and faculty communication are available via e-mail, voice/video conference, and Owl (BbLearn). The program is demanding, challenging, and rewarding, and students must be committed to serious study. Ten full course credits plus a 16-week residency are required. The Health Administration student is self-motivating and capable of considerable self-direction; in short a self-starter. A major function of the faculty of the School is to promote and foster the development of these attitudes, skills and characteristics. Student organization and participation in program governance is encouraged. There is opportunity for student representation at the School's faculty meetings, professional, social, and sports activities interspersed throughout the year. Students are encouraged to act as ambassadors to the School. Students are requested to participate in recruitment by speaking to others regarding the program and providing information to those interested in pursuing a graduate degree. 5

Section 3: Part-time Study, Advanced Standing, and Exemption, Grading System and Good Standing PART-TIME STUDY The program offered through the School is available to students on a part-time as well as a full-time basis. A part-time student may take up to two and a half full credits in any academic year (September 1 August 31). In order to ensure that graduate students benefit from a reasonable concentration in their studies, part-time studies must normally be completed within six years. MHA students may switch between part and full time status, e.g. if employment situation changes. MHA students may also take the two year course over three years, e.g., to cope with family responsibilities. ADVANCED STANDING AND EXEMPTION Applicants wishing to receive advanced standing should include class outlines for those classes previously taken which they consider to be equivalent to Dalhousie MHA classes. Where it is determined at time of admission that a student has the equivalent of a required class but is not granted advanced standing (e.g. because the coursework was at undergraduate rather than graduate credit level), an exemption may be permitted, so that another class is substituted for the required class. GRADING SYSTEM AND GOOD STANDING The passing grades are: A+, A, A-, B+, B, and BMHA students are required by the Faculty of Graduate Studies to achieve a grade of "B- " or better in all classes taken. If a student receives an "F" grade in a class, the student (full time or part time) is withdrawn from the program for academic reasons. Letter Grade A+ A AB+ B BF Numerical Grade 90-100 85-89 80-84 77-79 73-76 70-72 <70 GPA 4.3 4.0 3.7 3.3 3.0 2.7 0 6

Section 4: School Awards The following awards are made annually: 1. CCHL - Bluenose Chapter Award Sponsored by the Bluenose Chapter of the Canadian College of Health Leaders, and awarded to the graduating student of Dalhousie University's Master of Health Administration program who exhibits both high academic standing and a high degree of professionalism generally consistent with the standards (e.g. ethical conduct, competencies) endorsed by the College. Activity in the College is considered in the selection process. 2. Robert Wood Johnson Award Sponsored by Johnson & Johnson Ltd. honouring excellence in the study of health administration. The award is given to the student who is viewed most likely to contribute valuable service in the career of health services administration. 3. Dr. Alan D. Thomson Award Awarded for excellence in Health Services Planning. This award will be given to the graduating student who best demonstrates the ability to integrate two essential elements of health services planning: (1) the application of epidemiological methods to define the health services needs of a population, and (2) an understanding of the political, social, and organizational dynamics that shape the process by which health services are planned. 4. Dr. A. Peter Ruderman Award Awarded to the graduating student who is considered by faculty and preceptors to have shown the greatest originality and creativity in class and residency papers and projects, and who has achieved high academic standing. 5. Edward L. Roach Award Sponsored by the Northwood Foundation, and awarded to a student of this program who has achieved high academic performance in Health Administration, and has demonstrated particular interest in the field of long-term care. 6. CCH - K.P. Richard Award Sponsored by CCH Canadian Limited, in honour of the Chief Justice of the Supreme Court of Nova Scotia, and awarded to the student who has achieved outstanding academic excellence, particularly in Health Care Law, and outstanding residency performance. 7. Health Association Nova Scotia Award Sponsored by the Health Association Nova Scotia, and awarded to a student who has achieved outstanding academic excellence. 7

Section 4: School Awards 8. Glen Moore Memorial Award Sponsored by the School of Health Administration in memory of Glen Moore, and awarded to the first year student, selected by her/his peers, faculty and staff, for showing effective leadership, congeniality and deemed most likely to make a noteworthy contribution to the field of health administration. 9. School of Health Administration Alumni Association Award Sponsored by the Alumni Association of the School of Health Administration, and awarded to a graduating student deemed to have made a valuable contribution to student life and who is viewed as the most likely to continue to contribute to the School and to the Alumni Association. 10. Association of Health Administration Students (AHAS) Award Awarded in recognition of fellowship and valuable contribution to student life within the Association of Health Administration Students, the School of Health Administration, and the community at large. 11. Nestman Prize for Accounting Excellence Awarded to a student who has achieved academic excellence in HESA 5345 Health Services Accounting and Management Control, and HESA 5350 Health Services Management Accounting and Control. This award was created to honour the contributions of Professor Lawrence Nestman on his retirement. For many years, Professor Nestman was the instructor for these courses. 12. Dr. Thomas A. Rathwell Award Awarded to the graduating student who had achieved outstanding academic excellence in Healthcare Policy. 13. First Year Academic Excellence Award Awarded in recognition of the first year student who has demonstrated the highest level of academic excellence. 8

Section 5: Faculty Joseph Byrne - MA, MHSA, PhD Director Dr. Byrne has a BA in psychology from St. Francis Xavier University (1976), an MA (1979) and PhD in psychology (1982) from the University of Kansas. Dr. Byrne has been a pediatric psychologist at the IWK Health Centre in Halifax since 1989 and from 1999 to 2006 was the Chief of Psychology. As a psychologist, Dr. Bryne has served at many levels of the Canadian Psychological Association and the Association of Psychologists of Nova Scotia and as a member of Task Forces concerned with health service management, quality assurance, and organization of boards. Dr. Byrne received a Master in Health Services Administration degree from Dalhousie University in 2004. From 2003-2006, he was member of the executive of the Bluenose chapter of the Canadian College of Health Service Executives (CCHSE) and in 2005-2006, Chair of its Executive Mentorship Program. He was an accreditation surveyor for CCHSE in 2002. Throughout his clinical and administrative career, Dr. Byrne has been an active and successful researcher. In the field of pediatric neuropsychology he focused initially on the development of infants at risk and later on behavioral patterns of children with attention deficit and hyperactivity disorder (ADHD). His work has been published in the Journal of Pediatric Psychology, Developmental Medicine and Child Neurology, Child Development, Infant Behavior and Development and others. Dr. Byrne s current research focus is on health policy, health service outcomes and system change. Michael Hadskis, B.Sc. (Hons.), LL.B., LL.M., Assistant Professor is a faculty member of the School of Health Administration (SHA), the Schulich School of Law (SSL), and the Health Law Institute, Dalhousie University. Michael has taught health law courses at the SHA and the SSL, and has overseen and delivered health law curricula in the Faculties of Medicine and Dentistry. As well, he has taught tort law at the SSL. Michael's research interests include the regulation of biomedical research, neuroethics, and tort law. Grace Johnston B.Sc Honours (McGill), MHSA (AB), PhD (Western Ontario) Professor Dr. Johnston's research and teaching interests are in the areas of epidemiology, assessing the quality of data in population registries and other administrative data bases, record linkage, interprofessional learning, and cancer control. She is currently involved in studies of palliative and end of life care. Grace is the Principal Investigator for an $850,000 grant from the Canadian Institutes of Health Research to increase capacity for research related to vulnerable populations at end of life. This research is carried out in collaboration with her role as Senior Epidemiologist with the Cancer Surveillance and Epidemiology Unit of Cancer Care Nova Scotia. She has a cross appointment in the Department of Community Health and Epidemiology. Grace completed her BSc in Honours Biophysics at McGill University, her MHSA at the University of Alberta, and her PhD in Epidemiology at the University of Western Ontario. 9

Section 5: Faculty Saleema Karim, B.Sc (UBC), B.Sc (Dal), MHSA (Dal), MBA (Dal) Lecturer Saleema graduated from UBC with her BSc in Biochemistry in 1994. She has taught Chemistry at various post secondary institutions in British Columbia. In 2000, Saleema decided to return back to school to pursue a career in health and health care management. In 2002, Saleema graduated from Dalhousie with a BSc in Kinesiology. After the completion of this degree, Saleema entered into a Master s program at the School of Health Administration and the School of Business Administration. In 2005, Saleema completed her MHA and MBA. Saleema joined the faculty at the School of Health Administration in 2005. She has taught at the Master s level and currently teaches in the Diploma program. Saleema is also working towards completing her PhD in Health Services Research with a focus on Financial Management at the University of North Carolina at Chapel Hill. Shyuemeng (Sherman) Luu - MPH (Emory), PhD (Virginia Commonwealth) Assistant Professor, Program Coordinator DHSA/DEHSM Dr. Luu is the Program Coordinator for the undergraduate DHSA and DEHSM Programs. In this capacity, he assists students with academic issues, ensures the admission policies are adhered to and advises students in both diploma programs and the MHA program. His research interests include pre-hospital emergency care, healthcare utilization, and integration of healthcare organizations. Lawrence J. Nestman - BComm (SK), CA (AB, NS), MHSA (AB) Professor Emeritus Larry Nestman was awarded the rank of Professor Emeritus at Dalhousie University in June 2007. The nomination for this rank was made by the School, reviewed by the Dean's Office and approved by the President, Dr. Tom Traves. The rank of Professor Emeritus is in recognition of the outstanding achievements of a Professor; achievements that go beyond accomplishments of someone who has attained the rank of Professor. Larry was the founding Director of the School and held this position for 15 years. During this time, the School started the MHSA, the DHSA and the joint MHSA programs. He supported other faculty in adding the thesis option to the MHSA. Larry made a smooth transition from Director to a faculty member in the School and establishing a successful research career that has contributed to building the research capacity of the School. He fostered positive links between the School with the community. His work with the World Health Organization (WHO) was important in the profile this School has in a regional and global community. Larry retired from the School in July 2007. David Persaud - MSc (Queens), MSA (Central Michigan), PhD (Toronto) Associate Professor Dr. Persaud's research interests are in the areas of organizational learning and change, performance measurement and health care integration. David is a member of a research team funded by Health Canada to assess the dissemination of recommendations related to nursing practice contained in various national reports. He is also an Advisor to the Canadian International Development Agency (CIDA). He has recently published an article in Health Services Management Research entitled, The Utilization of Systematic Mapping to Improve Performance Management in Health Care. 10

Section 5: Faculty Christopher Simms, BA, MPA, MSc, PhD Assistant Professor Dr. Chris Simms was educated at Dalhousie, Johns Hopkins School of Public Health, Harvard School of Public Health and University of Sussex. Chris has spent most of the last 20 years living and working in Africa and Asia. Countries where he has undertaken field research include the Philippines, Indonesia, Sri Lanka, Senegal, Tanzania, Zambia, Kenya, South Africa, and Madagascar. He has worked for the European Union, the Department for International Development, UK, the British National Health Services Overseas, CIDA and private consultancy groups, and as a temporary advisor to the WHO. His research has been funded by Rockefeller Foundation, the World Bank and many non-government organizations (NGOs). Chris is on the Board of Directors of the Canadian Society for International Health, and editorial board member of the International Journal of Clinical Practice. 11

Section 6: Sessional Lecturers Steve Aston, B.Sc (Hons), MBA (Dal) Steve Ashton is the Vice President of People and Organization Development at the IWK Health Centre. Prior to joining the IWK in September 2008, he spent seven years in human resources leadership roles with Bell Aliant, and twelve years as a partner and executive search consultant with one of Canada's leading HR consulting firms. Steve holds a Bachelor of Science (Honours) in Psychology and a Masters of Business Administration from Dalhousie University. He also completed Harvard University's program on Leading Change and Organizational Renewal in 2007. Steve is currently a Board Member (and a Past President) of the Human Resources Association of Nova Scotia (HRANS). He also served as Secretary of the Board of the Canadian Council of HR Associations (CCHRA) during the development of the national CHRP designation in the 1990s. Steve has been an instructor and guest speaker in Dalhousie's business, public administration and pharmacy programs for over 15 years. He is also an active community volunteer with organizations who inspire youth to explore science, technology and innovation. Steve and his wife Jennifer are proud parents of daughter Maya who is a constant source of inspiration and learning. Allan Horsburgh, CA, BComm (Accounting, SMU) Allan Horsburgh is Vice President and Chief Financial Officer at the IWK Health Centre. Allan joined the IWK in June of 2008, prior to which he served as Chief Financial Officer for both the Nova Scotia Department of Health, and Department of Health Promotion and Protection. He also held interim positions as Deputy Minister of Health, President & CEO of the IWK Health Centre and President & CEO of the IWK Foundation during extended leadership absences. Allan s strategic roles include managing organizational business planning, capital infrastructure planning and ancillary support servicer oversight including pathology, diagnostic imaging, and pharmacy. Allan is also enjoys the educational side of his role, being both an Adjunct Professor of the Health Administration Master s program, and a national guest speaker at many venues on healthcare business and sustainability. Allan holds a Chartered Accountant Designation from the Institute of Chartered Accountants of Nova Scotia, as well as a Bachelor of Commerce degree with a Major in Accounting from Saint Mary s University. Steve Jreige, B.Sc. (Hons.), MHSA Since 2005, Steve has worked for both Health Canada, as a Policy Analyst, and the Public Health Agency of Canada as a Program Evaluator. He specializes in intelligence gathering and data analysis, and has extensive experience in giving managerial briefings. His other professional interests include leadership and organizational change. 12

Section 6: Sessional Lecturers Catherine MacPherson, BHSc (McMaster), MHSA (Dal) is currently the corporate Decision Support Specialist with Shannex Inc. She has previously held program and project management positions in Nova Scotia s district health authorities and was most recently responsible for the development of Shannex s academic nursing home partnership with Dalhousie University. Catherine is a Certified Health Executive with the Canadian College of Health Leaders and holds a Bachelor of Health Sciences from McMaster University, a Master of Health Services Administration from Dalhousie and a Certified Associate in Project Management designation from the Project Management Institute. She is a past recipient of the Robert Wood Johnson Award, has served on the Advisory Council for the Nova Scotia Health Ethics Network and currently serves as Chapter Chair of the Bluenose Chapter of the Canadian college of Health Leaders. Dion Mouland, BSc (Dal), DHSA (Dal), MHSA (Dal) This adjunct professor has a diverse health care background in a variety of roles and currently works as a CEO in the continuing care system. He spent several years in mental health prior to embarking on experience in continuing care. With a passion for volunteerism and advocacy on a systems level, he has served on several Boards including Health Association Nova Scotia (HANS) where he is the current Chair of the Continuing Care Council. He has also served on the Boards of Metro Community Housing Association, Community Health Promotion Network Atlantic (CHPNA), Schizophrenia Society of Nova Scotia, and Caregivers Nova Scotia. He also works as a consultant Surveyor for Accreditation Canada, an experience that has helped him gain pan-canadian knowledge of the health care system during his travels across the country conducting surveys of health care organizations. He is affiliated part time with the School of Health Administration and teaches the Introduction to the Canadian Health Care System (DHSA program) and Quality Management (DHSA and MHA programs). He thrives on working within teams to ensure the highest standards of service delivery and brings a wealth of practical experience as well as theoretical knowledge to the classroom. Kristin Schmitz - BSc (Ottawa U), MPA/HSA (Dal), MBA (SMU) Kristin is the Executive Director of Saint Vincent s Nursing Home, a 149 bed accredited long term care facility. Kristin completed a 1-year secondment as a Project Manager for the integration of Long Term Care at the Department of Health and has served on various government sponsored task forces. She has extensive human resource, labour relations and administrative experience at several health care facilities in various sectors. Kristin was one of the first recipients of the Outstanding Contribution Award presented annually by the School. She is a graduate of the Dalhousie MHSA Program and also holds an MBA from Saint Mary s University. She is an executive member of the Canadian College of Health Leaders and a part time lecturer at the School teaching Management Union Relations and Long Term Care Administration. In 2011, she was appointed to serve on the Professional Advisory Council of the School of Health Administration. 13

Section 7: MHA Course Descriptions HESA 5300 - INTRODUCTION TO THE CANADIAN HEALTH SYSTEM Pre-requisite: None Instructor: C. MacPherson This class provides a brief introduction to the history, legislation, financing and payment systems, health professionals, health promotion, ethics and values, and trends (e.g. regionalization, consumerism, primary health care) in the Canadian health care system. The class is designed as an introduction to the Health Administration program. The discussion and tasks are directed toward the development of a life long and self-directed learning focus, the importance of networking and interpersonal skills, written and oral communication, and values. HESA 5330 - MANAGEMENT AND DESIGN OF HEALTHCARE ORGANIZATIONS Pre-requisite: None Instructor: D. Persaud Healthcare organizations are inherently complex and function in an increasingly dynamic environment. This course provides an introduction to the knowledge and skills necessary for the effective management of healthcare organizations. This is accomplished by examining the foundations of management thought, managerial roles, motivation, leadership, and job design as they relate to healthcare organizations. Additionally, topics such as organizational structure and design, teamwork, coordination and communication, and conflict management and negotiation will be examined. The major course objectives will be to provide opportunities for learning key concepts and theory in a setting which encourages discussion and feedback. HESA 5339 - INTRODUCTION TO HEALTHCARE ECONOMICS FOR HEALTH ADMINISTRATION Pre-requisites: None Instructor: C. Simms This required class provides the student with a basic understanding of economic theory and the applicability of this theory to the health policy and administration. It is a pre-requisite to HESA 5340, which emphasizes economic evaluation of healthcare programs and appraisal of economic policies as they related to a broader definition of health. No prior knowledge of economics is assumed; however, students are expected to possess basic quantitative skills for economics analysis. HESA 5345 - FINANCIAL ACCOUNTING, GOVERNANCE AND MANAGEMENT CONTROL IN HEALTHCARE Pre-requisite: None Instructor: S. Luu The purpose of this class is to provide a basic understanding of management control techniques and management accounting decision making techniques and processes that exist for health administrators. The class will cover the following topics: an introduction to management control; financial statement and analysis; breakeven analysis; responsibility accounting; socio-economic aspects of budgeting; financial decisions and relevant costs. HESA 6505 - STATISTICS FOR HEALTH ADMINISTRATION Pre-requisites: course in introductory statistics Instructor: S. Luu This course provides graduate student in health administration with the skills to understand and carry out statistical analyses in their field. Computer labs using Excel form an integral part of the course. The course covers data acquisition and presentation, fundamentals of probability, distributions, inference, analysis of variance, and regression models. 14

Section 7: MHA Course Descriptions HESA 5315 - MANAGING CHANGE IN HEALTH SYSTEMS: SUSTAINABILITY AND ADAPTION. Pre-requisites: HESA 5330 Instructor: D. Persaud This class provides a theoretical and practical understanding of the design, implementation, and assessment of transformational and adaptive change processes within healthcare systems. Health system transformation is initiated and sustained by the broader social, political, technological, and economic context within which health systems function. Therefore, assessments of these and other factors related to health system change are examined. Specifically, topics that are covered include examining the environments of healthcare organizations, organizational culture, organizational effectiveness, knowledge management, organizational learning and innovation, business process reengineering, marketing in health systems, and creating and managing the future. Case analysis utilizing health systems examples, individual and group exercises, as well as the completion and presentation of a field project are used to facilitate participation and learning. HESA 5320 - MANAGERIAL EPIDEMIOLOGY Pre-requisites: HESA 6505, HESA 5300 Instructor: S. Luu This class is designed for health administrators, not researchers. The class has three components: assessing the health status of a population using existing data; using Epi-Info for statistical analysis of associations (relative risk, odds ratio, chi-square test, confidence intervals, Mantel-Haenszel analysis, multiple logistic regression); and clinical guideline monitoring. Throughout the class, recurring themes are: understanding the meaning of numbers, assessing validity, and ascertaining causation, including the concepts of confounding and effect modification. A lecture format with guest speakers and some discussion is used. There two required assignments (community health profile interpretation of statistical analysis) and one optional assignment (clinical guidelines) as well as mid-term and final exams. HESA 5335 - INFORMATION SYSTEMS IN HEALTH ADMINISTRATION Pre-requisites: None Instructor: C. MacPherson The main objective of this class is to prepare health administrators to manage information systems and to use information technology effectively. The strength of the class is the use of real problems, situations, cases, and experiences as supplements to the textbook and references. Students are expected to learn about processes and issues related to planning, analysis, design, procurement, implementation and management of information and information technologies in the health system. HESA 5340 - ECONOMIC EVALUATION AND POLICY ISSUES FOR HEALTH ADMINISTRATION Pre-requisites: HESA 5339 Instructor: C. Simms This required class builds upon knowledge of economic theory and economic analysis to enable the student to become proficient in the assessment and evaluation of health policies and programs. 15

Section 7: MHA Course Descriptions HESA 5350 - MANAGEMENT CONTROL AND FUNDING SYSTEMS HEALTHCARE Pre-requisites: HESA 5345 IN Instructor: A. Horsburgh The purpose of this class is to provide a basic understanding of management control and decision making techniques and funding systems that exist for health administrators. The class will cover the following topics: management control; performance budgeting; patient classification; work measurement; responsibility accounting; socio-economic aspects of budgeting; cost allocation; multi-year cost; financial decisions; relevant costs; and funding systems. HESA 6390 - HEALTH ADMINISTRATION RESIDENCY Pre-requisite: First year courses Instructor: G. Johnston A 16 week full time administrative residency is required for all students in the Master of Health Administration program. The objective of the residency is to provide first-hand familiarity with administrative problems and operations of a healthcare organization. Students are mentored by qualified, practicing senior health administrators. They apply and test administrative theories and concepts in a practical setting, and acquire administrative skills, knowledge, and perspectives through observation and contact with a diversity of programs and managers. Residency guidelines and information will be available to students in September of their first year. NOTE: Credit can only be given for this class if X and Y are completed in consecutive terms. Residencies are required for all students. However, due to enrollment levels and student career interests, not all placements will be in the Halifax area. HESA 6100: - ETHICS IN HEALTH ADMINISTRATION Pre-requisite: HESA 5315 Instructor: J. Byrne This class has three objectives: first, to raise the student s awareness of the ethical implications of decisionmaking in healthcare administration. Second, it will assist students in the development of approach for exploring and resolving ethical dilemmas in the workplace. Third, the class will assist students in examining and developing a greater understanding of their own value system as it relates to the decision-making and management practice. This course is a combination of case study analysis, group projects, guest speakers and self-directed study. HEALTH 6305 - ANALYZING THE OUTCOMES OF HEALTHCARE Pre-requisites: None Instructor: D. Persaud Determining the outcomes of healthcare provision and measuring the performance of healthcare organizations are redefining how healthcare is strategized and delivered. This is a reflection of the urgent need to improve healthcare quality and the imperative of assessing healthcare interventions. The objective of this class is to expose students to the origins of the medical outcomes movement, the importance of understanding the forces driving outcomes management, and the necessity of developing the requisite skills for managing healthcare organizations. Topics examined in the class include developing strategies for implementing an outcomes measurement system, assessing customer satisfaction and feedback, quality of life measurement, the utilization of health services, small area variations, clinical practice guidelines, disease management, measuring outcomes in long term care, the dynamics of waiting lists, and system performance measurement. Didactic lectures, case analysis, assigned readings, assignments which combine theoretical and practical application, and a final presentation providing detailed analysis of an outcomes management project will be used to expose students to this area of healthcare management. 16

Section 7: MHA Course Descriptions HESA 6310 - HEALTHCARE POLICY Pre-requisites: HESA 5300 Instructor: C. Simms This class introduces the student to the evolution of Canadian healthcare policy. Students are exposed to three streams of study which, when taken together, help to illuminate how our healthcare system has emerged over time. The first stream will provide a conceptual and practical examination of public policy making which delimits the art and science of crafting healthcare policy. Public policy analysis will be introduced in a way that provides an overview of techniques and issues that are applicable to an understanding of healthcare policy at the provincial and federal levels. With this approach providing the backdrop, a second stream concentrates on current developments in the Canadian healthcare system as both a direct and indirect consequence of explicit and implicit public policy decisions. Finally, to facilitate interactive learning, problem solving, and critical thinking, students are required to examine and analyze a number of contemporary healthcare policy issues. HESA 6330 - STRATEGIC PLANNING IN HEALTHCARE Pre-requisites: HESA 6505, HESA 5320 Instructor: C. Simms The focus of the class is on the processes, methods, models and techniques of strategic planning and project management in a changing healthcare system. Relationships between strategic and operational planning will be explored, as will the factors that both inhibit or facilitate the planning process. The overarching objective of the class is to provide students with a firm grounding in the analytical, political and interpersonal skills necessary to enable them to assess health needs, plan services accordingly, implement and to evaluate the planning process. HESA 6340 - HUMAN RESOURCES IN HEALTHCARE Pre-requisites: HESA 5330 Instructors: S. Ashton The Canadian healthcare system, like many others, is facing unique challenges to the management of human resources. The healthcare environment poses particular challenges as governments and employers struggle with reform and restructuring, cost containment, and labor shortages. Human resource management is integral to the overall strategic planning process and key to organizational performance. Key industry leaders are calling for change and shifting focus to the healthy workplace to ensure success and sustainability in Canada's healthcare system. This course will provide the student with an opportunity to explore the challenges and best practices of administrative and operational management of human resources within the healthcare industry. Students will be challenged to understand human resource management strategies and the roles of leaders and managers to enable organizational, effectiveness and efficiency and performance excellence. HESA 6360 - HEALTHCARE LAW Pre-requisite: HESA 5315 Instructors: M. Hadskis This course provides instruction in the principles and practice of health law that are of relevance to health administrators in the public, private or public-private health sectors. By the end of the course, students will be familiar with many of the key laws and the public policy rationale that underlie them, will understand how the law applies to particular healthcare delivery situations, and will be able to identify potential and actual legal problems when they arise. The course beings by providing a foundation in the mechanics of the Canadian legal system (e.g., the difference between common law, statutes, and constitutional documents; the life cycle of a legal action from the initiation of a lawsuit to appealing a court decision) and by outlining the basic legal framework of Canada s healthcare system, including the implementation and enforcement of the Canada Health Act and important legal constitutional challenges to the single-payer system. With this as 17

Section 7: MHA Course Descriptions a backdrop, the course takes a detailed look at fundamental health law topics, including: negligence as it relates to healthcare providers misdiagnosis and improper treatment of patients and institutional liability; the regulation of healthcare professionals; malpractice issues relating to consent to medical treatment; legal issues that attend the delivery of healthcare to minors; confidentiality of and access to health information, including mandatory reporting obligations of healthcare practitioners and institutions; decision-making about end of life care; mental health law; regulation of human biomedical research; and public health law. HESA 6365 - QUALITY MANAGEMENT IN HEALTHCARE Pre-requisite: HESA 5315 Instructor: D. Mouland Quality Management (QM) provides participants with an understanding of QM concepts and practices in healthcare. The goal is to prepare students to actively contribute in a QM context. The scope ranges from broad topics associated with QM as an organization development strategy to teams, tools and techniques for effective process improvement projects. HESA 6380 - SENIOR SEMINAR Pre-requisites: All required courses Instructors: C. Simms Each class member prepares and presents a major analytical paper on a significant, unresolved healthcare problem related to his/her career aspirations. Practitioners and other interested persons are invited to the paper presentations scheduled during the last weeks of class. Classes focus on debates, an interprofessional learning modules, a values exercise, and current issues in healthcare management raised by class members and the instructor. The class provides opportunities to analyze, synthesize and integrate knowledge and values while refining communication and appraisal skills. Senior Seminar is normally completed in the last term of the MHA program. HESA 6000 - NURSING ADMINISTRATION AND LEADERSHIP This class will provide a general overview of organizational theories, and their relationship to nursing administration. The role of the Nurse Administrator and current issues and challenges facing nurse administrators in the nineties will also be examined. Students will compare and contrast selected theories of management and be able to discuss their relationship to administrative theory and nursing practice; examine the changing roles of the nurse administrator; critique existing nursing administrative practices from a multi cultural, feminist perspective; analyze an existing nursing management organization; discuss current issues and challenges facing Canadian nurse administrators and, formulate a personal philosophy of administration. CROSS-LISTING: NURS 6000.03 HESA 6325 - CONTINUING CARE ADMINISTRATION Pre-requisites: HESA 5315 Instructor: K. Schmitz This class is designed to enable students to understand and appraise government policies that have shaped the direction of Long Term Care/Continuing Care in Canada with particular emphasis on Nova Scotia; organize and contrast a number of current structures that have been put in place to provide care to seniors; explain the concepts of aging, disabilities, dementia, and the social and medical model of care; and explain, compare, contrast, and critique a variety of issues in Long Term Care/Continuing Care including facility and community based care, leadership styles, aging in place, home care models, living wills/advanced directives and palliative care. 18

Section 7: MHA Course Descriptions HESA 6341 - MANAGEMENT UNION RELATIONS IN HEALTHCARE Pre-requisites: HESA 5330 Instructor: K. Schmitz This class provides a comprehensive overview of labor relations in the healthcare system. Real life situations, cases and arbitration decisions will be analyzed and discussed. Issues studied include the certification process, the collective bargaining process, the outcomes of collective bargaining, grievance handling and the disciplinary process in a unionized environment. As well, trends in healthcare labour relations and management's role in maintaining and ensuring effective relations with unions will be addressed. DIRECTED PROJECT* In order to obtain credit, students are required to complete a written report based upon research in, or exposure to, a defined problem in health administration. For some students, this will involve research within a health agency or government department. It may be based upon the consideration of a problem which they have encountered during their actual employment or residency. In both cases, the design of the project and the preparation of the report will be done under the supervision of a member of the faculty. DIRECTED READING* A special programme of directed reading, with appropriate written assignments, may be arranged with a member of the faculty where the interest in a subject is not sufficiently widespread to warrant offering a regular class. Please note: Students are limited to two half credit directed studies during their MHA program. Please see Administrative Officer for outline, proposal template and Faculty of Graduate Studies form. ELECTIVE CLASSES Students choose 1 credit elective from the following, or other Faculties, pending approval of Graduate Coordinator. Please consult school as electives may not be offered every year. IPHE 5900: Interprofessional Education in the Health Professions All students enrolled in a program within the Faculty of Health Professions are required to register for IPHE 5900. Students enrolled In the MHA program are required to complete a minimum of four experiences throughout their program. There are four mandatory IPHE experiences for MHA students which are the First Year Faculty of Health Professions Event, Health Mentoring Program, MHA Residency and MHA Senior Seminar. Students must register during both the fall and winter terms for IPHE and all requirements must be satisfied prior to graduation. A final portfolio must be submitted to the Graduate Coordinator. A separate IPHE handbook is available for reference. CANADIAN COLLEGE OF HEALTH LEADERS CERTIFICATION The Canadian College of Health Leaders has developed a competency based program. It is the only Canadian professional credential available for people involved with health care management. Students graduating with their MHA are eligible to be certified. For further information, please visit the College website cchl-ccls.ca. 19

Section 8: MHA Program of Study Course Number Course Name First Year - (5 credits) - Required HESA 5300 HESA 5330 HESA 5339 HESA 5345 HESA 6505 HESA 5315 HESA 5320 HESA 5335 HESA 5340 HESA 5350 IPHE 5900* Introduction to the Canadian Health System Management & Design of Healthcare Organizations Introduction to Healthcare Economics for Health Administration Financial Accounting, Governance and Management Control Statistics for Health Administration Managing Change in Health Systems Managerial Epidemiology Information Systems in Health Administration Economic Evaluation/Policy for Health Administration Management Control and Funding Systems in Healthcare Interprofessional Health Education Summer - (1 credit) - Required HESA 6390 Health Administration Residency Second Year - (4 credits required) HESA 6100 HESA 6305 HESA 6310 HESA 6330 HESA 6340 HESA 6360 HESA 6365 HESA 6380 Ethics in Health Administration Analyzing the Outcomes of Healthcare Healthcare Policy Strategic Planning in Healthcare Human Resources in Healthcare Healthcare Law Quality Management in Healthcare Senior Seminar 1 credit HESA Electives selected from the following HESA 6000 HESA 6325 HESA 6341 HESA 6394 HESA 6395 Nursing Administration & Leadership Continuing Care Administration Management Union Relations in Healthcare Directed Project Directed Reading Other electives can be explored on an individual basis. Approval must be received from the School prior to registering for non-hesa electives. Total: 11 credits * Must register in IPHE 5900 during every term of MHA program Approved: School Council December 15, 2000; revised October 15, 2004. 20

Section 9: JD / MHA Program of Study Course Number Course Name First Year - (5 credits) - Required HESA 5300 HESA 5330 HESA 5339 HESA 5345 HESA 6505 HESA 5315 HESA 5320 HESA 5335 HESA 5340 HESA 5350 IPHE 5900* Introduction to the Canadian Health System Management & Design of Healthcare Organizations Introduction to Health Care Economics for Health Administration Financial Accounting, Governance and Management Control in Healthcare Statistics for Health Administration Managing Change in Health Systems Managerial Epidemiology Information Systems in Health Administration Economic Evaluation/Policy for Health Administration Management Control and Funding Systems in Healthcare Interprofessional Health Education Summer - (1 credit) - Required HESA 6390 Health Administration Residency Second Year First year of Law School Note: Years 1 and 2 can be done in reverse order. Third year and fourth year are a combination of MHA and Law classes. Healthcare Law is a required class and can be done either in Law or MHA (HESA 6360 Healthcare Law). Remaining MHA requirements are: HESA 6100 Ethics in Health Administration HESA 6305 Analyzing Outcomes of Healthcare HESA 6310 Health Care Policy HESA 6330 Strategic Planning in Healthcare HESA 6340 Human Resources in Healthcare HESA 6365 Quality Management in Healthcare HESA 6380 Senior Seminar TOTAL 9.5 CREDITS (not including Health Care Law) * Must register in IPHE 5900 during every term of MHA program NOTE: All requirements for both programs must be completed prior to graduation. A student cannot graduate with only one component of a combined degree. (e.g. Students can t graduate with JD component if MHA component is not complete, and vice versa). 21

Section 10: MN / MHA Program of Study Course Number Course Name First Year - (5 credits) - Required HESA 5300 OR NURS 5200 HESA 5330 HESA 5339 HESA 5345 HESA 6505 HESA 5315 HESA 5320 HESA 5335 HESA 5340 HESA 5350 IPHE 5900* Introduction to the Canadian Health System Health Care System Policy Analysis Management & Design of Healthcare Organizations Introduction to Health Care Economics for Health Administration Financial Accounting, Governance and Management Control in Healthcare Statistics for Health Administration Managing Change in Health Systems Managerial Epidemiology Information Systems in Health Administration Economic Evaluation/Policy for Health Administration Management Control and Funding Systems in Healthcare Interprofessional Health Education Summer - (1 credit) - Required HESA 6390 Health Administration Residency Year 2 - Combination of MN and MHA courses - (7 credits) NURS 5050 NURS 5100 NURS 5120 NURS 5310 NURS 54X5/6 HESA 6380 NURS 6000 NURS 9000 Philosophical and Methodological Issues in Knowledge and Research Research Methods I (Qualitative) OR Research Methods II (Quantitative) Social Organization of Nursing Knowledge Clinical theory/practice courses (1 credit) Senior Seminar Nursing Administration and Leadership Thesis Students must choose 1.5 credits from the following: HESA 6310 HESA 6330 HESA 6340 HESA 6360 HESA 6365 HESA 6100 Healthcare Policy Strategic Planning in Healthcare Human Resources in Healthcare Healthcare Law Quality Management in Healthcare Ethics in Decision-Making in Health Administration TOTAL: 13 Credits (including thesis) * Must register in IPHE 5900 during every term of MHA program NOTE: All requirements for both programs must be completed prior to graduation. A student cannot graduate with only one component of a combined degree. (e.g. Students can t graduate with MN component if MHA component is not complete, and vice versa. ) 22

Section 11: MHA Thesis Option Course Number Course Name First Year - (5 credits) Required First Term HESA 5300 HESA 5330 HESA 5339 HESA 5345 HESA 6505 Introduction to the Canadian Health System Management & Design of Healthcare Organizations Introduction to Health Care Economics for Health Administration Financial Accounting, Governance and Management Control in Healthcare Statistics for Health Administration Second Term HESA 5315 HESA 5320 HESA 5335 HESA 5340 HESA 5350 IPHE 5900* Managing Change in Health Systems Managerial Epidemiology Information Systems in Health Administration Economic Evaluation/Policy for Health Administration Management Control and Funding Systems in Healthcare Interprofessional Health Education Summer Between First and Second Year1 - (1 credit) - Required HESA 6390 Health Administration Residency Second Year (5 credits) Thesis 2 credits 1.0 credit Research courses (from available existing graduate research courses) 0.5 credit Directed Reading or Project e.g. to work on literature review, thesis proposal, ethics review application, funding application, related project or reading, etc. 0.5 credit additional research course, HESA course or Directed Reading/Project Plus Students must choose 2 of the following half credit classes (1.0 credit) HESA 6100 Ethics in Health Administration HESA 6305 Analyzing Outcomes of Healthcare HESA 6310 Healthcare Policy HESA 6330 Strategic Planning in Healthcare HESA 6340 Human Resources in Healthcare HESA 6360 Healthcare Law HESA 6365 Quality Management in Healthcare TOTAL 11 CREDITS * Must register in IPHE 5900 during every term of MHA program 1 Or another appropriate time for part time students 23

Section 11: MHA Thesis Option These Thesis Guidelines apply to Students enrolled in the Master of Health Administration (MHA) and the Master of Applied Health Services Research (MAHSR)* in the School of Health Administration (SHA) at Dalhousie University. A full description of the most current information on the rights and responsibilities of Students and Supervisors is available from the Dalhousie University Faculty of Graduate Studies (FGS) website: http://www.dalgrad.dal.ca/regulations. Please become familiar with all pertinent FGS guidelines. MHA Thesis Option: The School offers an MHA Thesis Option that typically is open to from one to three new Students per year. Thesis Student research topics should be consistent with the School s research strategy and the availability of a Supervisor. Students are not admitted into the MHA Thesis Option at the time of admission to the MHA program. To be admitted to the MHA Thesis Option, MHA Students must: 1. Complete all 10 first year required MHA courses; 2. Attain an A- average (GPA of 3.7) or better in the 10 required first year courses which usually means that a Student has no grades below B+; 3. Demonstrate that they are self-motivated, organized, and analytical; 4. Identify a Thesis Supervisor who is an SHA faculty member, has a Dalhousie FGS, appointment, has the time and expertise to advise the Student, and agrees to supervise the Student; 5. Submit a letter to SHA Director requesting MHA Thesis Option, describing Thesis topic, proposed research method, and identifying Thesis Supervisor and a second SHA faculty member with an FGS appointment who has agreed to be the Reader (or co-supervisor) by May 1st of the academic year in which the first year MHA courses are completed; and 6. Receive approval by the SHA Director by May 21st that the area of research, capacity of the SHA, and background of the Student are all appropriate. MHA Thesis Option Students may be either full or part time Students. Work and other responsibilities of part and full time Students should allow them to devote themselves fully to their research for concentrated periods of time, e.g. a month or more devoted full time for each of three stages: develop research proposal; carry out data collection and analysis; and write the final thesis. MHA Thesis Option Students are expected to complete their MHA within a similar time frame as coursework MHA Students. This is normally 20 months for full time MHA coursework Students but may be longer for Thesis Option Students. The expected time line is as follows: Second term of academic Year 1: Students interested in the MHA Thesis Option should talk to possible Thesis Supervisors/Readers about pursuing the Thesis Option, possible topic, and probable research method. See Jackie Harnish for past SHA Master Theses and electronic thesis archives via FGS for more recent thesis. By May 1st of Academic Year 1: Student submits a written application to the SHA Director by providing the information listed above and indicating the Thesis Supervisor and Reader (or co-supervisor) who have agreed to serve on the Student s Supervisory Committee. By May 21st of Academic Year 1: Decision by SHA Director on admission to MHA Thesis Option. Summer Residency: Student and Supervisor are in regular contact regarding the Thesis question. * Admission to the MAHSR program was discontinued in Sept 2011. These guidelines provide common processes for Thesis Students across both graduate programs in the SHA. Since MAHSR students were admitted to their MAHSR program under the Atlantic Regional Training Program, their Supervisory Committee members are not limited to SHA faculty members as is the case for MHA Thesis option Students. 24

Section 11: MHA Thesis Option By mid-august, before beginning of Academic Year 2: Student commits time to writing and editing his/her Thesis proposal and preparing the proposal for submission to ethics review. September/October of Academic Year 2: Student submits written Thesis proposal to Supervisory Committee for review and approval. Once approved, Student is to provide the approved proposal to the SHA Graduate Coordinator, and to submit all necessary applications for Research Ethics Board (REB) review and approval. Fall of academic Year 2: Complete MHA course work. Make progress on literature search, research design development and data collection. Data collection begins after all necessary REB approvals are received. January to March of Academic Year 2: Complete data collection, carry out analysis, and draft traditional or manuscript Thesis. Manuscript style is preferred since this more readily leads to the publication of papers from the Thesis. The Graduate Coordinator can provide more information on the manuscript style and direct persons to theses that have used this style. April of Academic Year 2: Finalize writing Thesis for submission to the Supervisory Committee. Redirection Opportunity: MHA Thesis Option Students can convert back to a course work MHA prior to submission of their Thesis to the Examination Committee. Personal and career factors as well as a better understanding of the research process can lead to a decision to make this change. Thesis Option Students who revert back to the course work MHA are required to complete all MHA course credits in lieu of Thesis Option course credits. MHA Students can only request and be accepted into the Thesis Option once. If MHA Students commence the Thesis Option and then revert back to a coursework MHA, they are not eligible to apply again for the Thesis Option. Purpose of a SHA Master Thesis: The purpose of a Master s Thesis is to demonstrate the Student s skills in scholarly inquiry. The completion of a Thesis demonstrates that a Student can: 1. Ask a research question, discuss a health care problem, and justify his/her position; 2. Review related literature using a systematic literature review process, relieve gap(s) in knowledge and inform the question under investigation; 3. Carry out research methods to generate data and analyze findings about the study question; 4. Draw conclusions regarding data analyzed, determine implications and generalizability of findings, integrate this new knowledge within the knowledge of the field of study related to the research question and present policy implications and recommendations for next steps. Originality of Research: A Thesis represents a Student s own work with regard to academic content. While editorial correction of the writing is expected, it is not appropriate for a Thesis Supervisor to be involved in substantive rewriting of a Thesis. The services of professional editors are not permitted other than for proofreading and formatting. Dalhousie policy on plagiarism and academic integrity apply to a Thesis. Papers in a manuscript thesis can include co-authors. Composition and Function of a Thesis Supervisory Committee: The Supervisor will adhere to responsibilities in the Dalhousie FGS Calendar and ensure that the Thesis is written in proper FGS Thesis format. The Supervisor will advise the Student on how to prepare the Thesis proposal, suggest other Supervisory committee members (in addition to the Reader) and others as needed to provide the research expertise required to appropriately conduct the Thesis research, and guide in writing all chapters of the Thesis. The Supervisory Committee may include a third person who is health sector decision maker who may not be an SHA or FGS faculty member. 25

Section 11: MHA Thesis Option The functions of the Thesis Supervisory Committee are to: 1. 2. 3. 4. 5. 6. Provide guidance to the Student in the areas of specialized expertise needed to successfully complete the Thesis; Read the Thesis proposal and provide a critical evaluation of the research question and rationale, literature review, research design and methods, data collection and analysis, discussion of the findings, recommendations and conclusions; Provide feedback during data collection and data analysis stages in relation to areas of expertise as requested by the Student; Read the Thesis and provide critical evaluation prior to the submission for defence; Suggest possible External Examiners to the SHA Graduate Coordinator for inclusion on Thesis Examination Committee; and Participate as members of the Thesis Examination Committee. Format for Thesis Proposal: The following format is a suggested for the Thesis proposal: 1. 2. 3. 4. 5. 6. 7. 8. Cover page including Thesis title, degree, Student and Supervisory Committee members, date; Table of Contents with page numbers; Abstract; Introduction: Provide an overview of the study context and identify problem which Thesis addresses. State the purpose of the research and its significance to policy makers and/or health care providers and programs. Note limitations of the proposed Thesis, and describe the Thesis style (see below); Literature Review: Describe the literature search methods including databases searched, years, and search terms. Demonstrate understanding of the literature which frames the proposed research, identifies gap(s), and show how the proposed study will add new knowledge to the field of study. Tables summarizing the literature, e.g., with papers as rows and appropriate columns such as authors, year, study subjects, study design, and findings, can be useful to include. Ideally, the literature review will include a description of the theoretical or conceptual framework for the proposed research as well as a review of relevant data collection measurements and methods; Research Methods: Clearly describes details of the proposed research design, study subject selection, data collection techniques and procedures, REB protocol review process, and method(s) of quantitative, qualitative or other data analysis; References (using RefWorks, Zotaro or other citation software is advised); and Appendices (e.g., copies of data collection instruments, letters to be sent to study participants, consent forms, letter(s) of support from health care agency if appropriate) Ethical Review of the proposed Thesis Research: All research proposals which involve human subjects must receive ethical approval from the appropriate review committee at Dalhousie and elsewhere as needed before data collection can begin. Students should allow at least six to eight weeks for REB processing. Thesis Style: A Thesis may be written in a traditional Thesis style using the American Psychological Association (APA) format, or may take the form of an Introduction, publishable research manuscripts written in the style of the journal to which the manuscript is being submitted, and a Conclusion. In either case, the Thesis will conform to the FGS standards and regulations at Dalhousie University. Guidelines for preparation of a publication or manuscript Thesis can be found on the FGS web site: http://www.dal.ca/faculty/gradstudies/currentstudents/thesesanddefences/forms.html 26

Section 11: MHA Thesis Option Thesis Examination Committee: The Examination Committee will include at least four Dalhousie FGS approved faculty: the two members of the Supervisory Committee, an External Examiner, and a Chair. The Chair will be the SHA Director or designate as approved by the SHA Graduate Coordinator and must be approved by the Dalhousie FGS. The Chair cannot be a member of the Supervisory Committee nor the External Examiner. The Chair is to read the Thesis and may participate as an Examiner. The External Examiner reads the Thesis in advance of the Thesis examination, may prepare a report and provide feedback to the Student and Supervisor in advance of the defence. Submitting the Thesis to Examination Committee: At least six weeks in advance of the intended date of the examination and defence of the Thesis, the Student is to notify the SHA Administrative Officer and the SHA Graduate Coordinator to ensure that arrangements are made for the appointment of an External Examiner and Chair, and for notification of the Examination Committee of the time and location of the thesis examination and defence. At least three weeks before the scheduled examination and defence, the Student is typically to submit the final Thesis document to all the Examination Committee members in accordance with the format described in Dalhousie s FGS Regulations for Submission of Thesis. Students are to consult the FGS web site to become familiar with deadlines: http://www.dal.ca/faculty/gradstudies.html Formal examination is based on the Examination Committee s review of the Thesis. Dialogue among the Student and Examination Committee members is part of the examination process and may occur before and/or at the formal defence. Examination Committee members may participate either in person or via teleconference or other distance technology. The Student is expected to provide an oral presentation (typically 30 minutes) of the Thesis research and to respond orally to Thesis-specific comments, issues, and concerns raised by Examination Committee members. The External Examiner takes the lead in asking the Student questions about his/her Thesis. This is followed by questions from the other Examination Committee members, and then others in attendance. Following this dialogue, the Examination Committee meets in camera to determine its decision, and then immediately meets with the Student to provide the Committee decision. All Examination Committee members are to provide written feedback to the Student in their copy of the Thesis or as a separate report. The Chair of the Examination Committee is responsible for submission of a written report of the outcome of the examination process using FGS approved categories and including changes required in the Thesis, the process for final review and approval and the date by which the changes must be made. This report is to be provided by the Chair to the Student, all Examination Committee members, the SHA Graduate Coordinator, and FGS. Each Student is expected to make a public presentation of the Thesis during, prior to, or after the formal Examination process and to include time for the Student to address Thesis questions. For Further Information Contact Dr. Grace Johnston, SHA Graduate Coordinator, for formal reporting and responsibilities for Master Theses by SHA Students; mailto:grace.johnston@dal.ca Sandra Drew, SHA Administrative Officer, for graduate program of study, Thesis information and committees, Thesis presentations, registration questions/issues: Sandra.Drew@dal.ca, 494-1547 Shelley Weir, SHA Administrative Assistant, for information on SHA Student files, SHA program information, registration and annual Thesis student reports to FGS: Shelley.Weir@dal.ca The Dalhousie University FGS website provides more detailed information with regard to formatting, deadlines, and regulations at http://www.dal.ca/faculty/gradstudies/currentstudents/thesesanddefences/submission.html 27

Section 12: Policy on Criminal Conviction Applicants to the Master of Health Administration should be aware that a prior criminal conviction may render them unable to practice in their field of study upon graduation, or to be able to participate in some fieldwork experiences in agencies throughout their course of study. The Faculty of Health Professions does not require a Criminal Records Check or other screening procedure (e.g. Vulnerable Sector Screen) as a condition of admission into its programs. However, students should be aware that such record checks may be a residency or other fieldwork requirement for graduation. It is the student s responsibility to have such procedures completed. Facilities may refuse to accept students on the basis of information contained in the record check or other screening procedure. If the student is unable to complete a clinical requirement due to a failure to meet the record check or screening requirements of the faculty, or if the student is refused access to the facility on the basis of the information provided, such a student may fail the course, and as a result, may not be eligible for progression or graduation. Facility requirements may change from time to time and are beyond the control of the University. Students should also be aware that some professional regulatory bodies may require a satisfactory record check as a condition of professional licensure. Students are required to sign the Faculty of Health Professions Statement Regarding Records Check, to verify that they have read the statement. 28

Section 13: Policy on Affirmative Action The School of Health Administration is committed to providing an educational environment that is free of dis-crimination and promotes equality of opportunity for all persons accessing entry into programs offered by the school. In keeping with this policy, the School of Health Administration has an equitable access policy for members of groups that are under-represented in the administrative levels of the health services in Canada (for example, Aboriginal peoples, African Canadians and persons with (dis)abilities). Members of these groups are encouraged to seek admission to the school under this policy. Applicants make their request in a place provided on the Personal statement cover sheet, which is part of the SHA application package. The School is committed to admitting and graduating a diverse student body that reflects the multi-ethnic and pluralistic composition of Canadian society. Although all candidates must fulfill the same basic admission criteria, those who wish to apply under this policy will be considered on their individual merits, rather than in relation to other applicants. * Source: Nova Scotia Department of Human Resources Approved: HSA School Council, February 1, 2001 FHP Faculty Council, March 8, 2001 SHA School Council, April 20, 2010 29

Section 14: Accommodation Policy for Students ACCOMMODATION POLICY FOR STUDENTS Dalhousie University recognizes the diversity of its students and is committed to providing a learning environment and community in which students are able to participate without discrimination on grounds prohibited by the Nova Scotia Human Rights Act. In particular, the University is committed to facilitating students access to the University s academic programs, activities, facilities and services. - Accommodation Policy for Students The University s commitment to safeguarding students and employees from prohibited discrimination is set out in the Statement on Prohibited Discrimination, and the procedures for addressing alleged violations of the Statement by employees are set out in the Statement on Prohibited Discrimination Procedure for Complaints against an Employee of the University. As stated in the Statement on Prohibited Discrimination: The University operates in accordance with the Nova Scotia Human Rights Act. The Act prohibits discrimination in certain activities including the provision of or access to services and facilities, accommodation, publications and employment. Discrimination is defined as making a distinction, whether intentional or not, based on a characteristic, or perceived characteristic... [see list below] that has the effect of imposing burdens, obligations or disadvantages on an individual or class of individuals not imposed upon others or which withholds or limits access to opportunities, benefits and advantages available to other individuals or classes of individuals in society. The Act prohibits discrimination based on the following grounds or characteristics: (i) age (ii) race (iii) colour (iv) religion (v) creed (vi) sex (vii) sexual orientation (viii) physical disability or mental disability (ix) an irrational fear of contracting an illness or disease (x) ethnic, national or aboriginal origin (xi) family status (xii) marital status (xiii) source of income (xiv) political belief, affiliation or activity (xv) association with an individual or a class of individuals having characteristics referred to in (i) to (xiv) 30

Section 14: Accommodation Policy for Students The University recognizes that its obligation to provide a learning environment and community free from prohibited discrimination includes the obligation to make accommodations for students in instances where a students learning environment or the University community in which they operate has a discriminatory effect on the students ability to fully participate in, and have access to, University academic programs, activities, facilities and services. In particular, the university is obliged to make every reasonable effort short of undue hardship to take substantial, timely and meaningful measures to eliminate or reduce the discriminatory effects of the learning and community environment, including facilities, policies, procedures, and practices. The purpose of this policy is to set out clear procedures to be followed in all instances where a student seeks accommodation to eliminate or ameliorate discrimination on one of the prohibited grounds. This policy replaces existing policies or practices concerning student accommodation. The Student Accommodation Office and the Human Rights and Employment Equity Office are resources available to students seeking accommodation and to units considering or implementing an accommodation plan. POLICY Definitions 1. In this policy, academic accommodation means accommodation in relation to the student s participation in an academic program or particular class; administrative head means the individual with day-to-day operational responsibility for a University operation, activity, service or non-academic program; non-academic accommodation means accommodation in relation to University activities and services that are not otherwise considered academic accommodation; student shall include individuals enrolled at the University; Student Accommodation Liaison means the individual or committee assigned responsibility for managing accommodation requests by each Faculty in accordance with section 3 of this policy. Role of Student Accommodation Office, Faculty and Administrative Heads 2. Subject to the terms of this policy, the Student Accommodation Office will be responsible for administering student requests for accommodation, in consultation with the Faculty s Student Accommodation Liaison in relation to academic accommodation, and in consultation with the relevant administrative head in relation to non-academic accommodation. 31

Section 14: Accommodation Policy for Students 3. Each Faculty shall either assign a senior academic administrator or a Faculty, School or Department committee the responsibility to act on behalf of the Faculty in relation to academic accommodation re quests under this Policy. Such individuals or committee shall be referred to in this policy as the Student Accommodation Liaison. 4. Prior to the commencement of each academic year, the Student Accommodation Liaison shall be responsible for approving parameters for academic accommodations relative to the Faculty s particular academic program and class requirements. Requests for accommodation 5. It is the student s responsibility to make a request for accommodation in accordance with this policy. The request for accommodation must be made reasonably in advance of the event or process in relation to which accommodation is being sought so that a decision can be made. Except in rare circumstances when significant psychological or mental health issues arise, there should be no after-the-fact accommodation. The University will consider a request for accommodation made by a third party (physician, family member, caregiver, advocate or other representative) only where the student has provided prior written consent. 6. A request for accommodation shall be made by the student in writing to the Student Accommodation Office, and shall contain the following information: a. b. c. d. The reasons for the accommodation (i.e. particulars of the discriminatory impact on the student on one of the prohibited grounds) and any supporting documentation; The accommodation being requested and/or any suggestions as to how the accommodation can be achieved; Where a medical condition is relevant to the request, copies of medical reports or additional medical documentation to substantiate the request and/or to assist in identifying the most appropriate means of accommodation; and Where the request relates to the academic accommodation in relation to a learning disability, a current psycho-educational report describing the nature of the learning disability. Assessment and Decisions concerning accommodation 7. The assessment by the Student Accommodation Office is a two-step process. First, the Student Accommodation Office screens the requests to ensure that only requests arising in relation to one of the prohibited grounds of discrimination are permitted to proceed. If the request does arise in relation to one of the prohibited grounds, the Student Accommodation Office shall proceed to the second step, and shall consider all relevant factors in making a preliminary assessment as to whether an accommodation could be made without imposing an undue hardship to the University. In making such an assessment, the Student Accommodation Office will usually consult with the student making the request. Relevant factors include, but are not limited to, the following: 32

Section 14: Accommodation Policy for Students a. Linkage - whether the proposed accommodation will have the practical effect of eliminateing or reducing the identified barrier; b. Safety - whether the proposed accommodation would pose a safety risk to faculty, staff, or other students or to the student seeking accommodation; c. Financial Cost - what are the costs (estimate out-of-pocket expenses to put the accommodation in place together with any long-term costs to sustain the proposed accommodation), and would such costs be prohibitive; d. Size and nature of the program or service - how disruptive would the proposed accommodation be to the program or service, considering the number of students, faculty and staff and the nature and inter-relationships of their roles; e. Impact on academic requirements - whether the proposed accommodation will substantially undermine the academic requirements of the program; and f. Alternatives - where a requested accommodation appears to create an undue hardship based on the above factors, whether an alternative accommodation may be available. 8. Where the request is for academic accommodation, the Student Accommodation Office, in consultation with the class instructor, shall assess the recommendation in light of the factors set out in section 7 above, and the parameters for academic accommodation approved by the Faculty responsible for the delivery of the class, and shall make a decision concerning the accommodation. Where the circumstances are not addressed by the approved parameters, the Student Accommodation Office shall also consult with the Student Accommodation Liaison. The Student Accommodation Office shall inform the student, those who are necessary for the implementation of the decision (such as the course instructor), and the Student Accommodation Liaison of the decision. Except in extraordinary circumstances, decisions concerning accommodation shall be communicated within five (5) working days of the student s request. A request can be expedited at the request of the student if circumstances war-rant. In consultation with the Student Accommodation Liaison, and class instructor as required, the Student Accommodation Office may review accommodation plans from time to time to determine whether any adjustments to the accommodation plan are necessary. 9. Where the request is for non-academic accommodation, the Student Accommodation Office shall work with the appropriate administrative head to determine what accommodation should be provided, consulting others, including the student making the request, as necessary. The Student Accommodation Office shall communicate the decision to the student. Accommodation plans may be reviewed from time to time to determine whether any adjustments to the accommodation plan are necessary. 10. The Student Accommodation Office in consultation with the Student Accommodation Delegates and the administrative heads, as appropriate, will monitor accommodation plans from time to time to en sure that they have been implemented in accordance with this policy. 33

Section 14: Accommodation Policy for Students Appeals 11. There shall be an Accommodation Appeals Committee comprising two members appointed by the Vice-President Finance and Administration, two members appointed by the Vice-President Academic and Provost, two members appointed by the Vice-President Student Services, and three students appointed by the Vice-President Student Services. 12. Where a student believes that his or her request for accommodation has not been handled in accordance with this policy or is not satisfied with the type of accommodation provided, the student may appeal such decision by providing written notice to the Student Accommodation Office within ten working days of the date of the decision. Upon receipt of such notice, the Student Accommodation Office shall ask the Vice-President Academic to select a hearing panel comprising three employees and two student members of the Accommodation Appeals Committee to hear the appeal. 13. The Accommodation Appeals Committee hearing panel may uphold the initial decision concerning the accommodation or may determine that an alternate form of accommodation should be provided. The decision of the hearing panel is final, and cannot be appealed further. Confidentiality 14. Particulars of requests for accommodation, including supporting documentation, shall be treated as strictly confidential, and shall not be disclosed to other persons without the consent of the student requesting accommodation, except and to the extent that such disclosure is reasonably necessary for the effective implementation of the accommodation plan. Cooperation 15. All faculty, staff and students shall cooperate with accommodation plans implemented under this policy. Failure to cooperate may be considered prohibited discrimination under the Statement on Prohibited Discrimination. 16. Notwithstanding anything in this policy, students have the right at any time to seek the assistance of the Nova Scotia Human Rights Commission. Procedures 1. Requests for accommodation under section 5 of the policy shall be on Form A. 2. The notice of appeal described under section 10 of the policy shall be on Form B. 34

Section 14: Accommodation Policy for Students CLASSROOM ACCOMMODATIONS Classroom accommodations may be approved to reduce or remove barriers faced by students as a result of a disability, religious obligation or other characteristic protected by the Nova Scotia Human Rights Act. Classroom accommodations may include one or more of the following: Verbalizing visually presented information Alternate formatting of classroom materials Note taking in the classroom Assistive technology* (specialized software and hardware) FM system* (assistive listening device) Sign-language interpretation* Breaks for prayer You are encouraged to use services provided by the Writing Centre and Study Skills for additional support. Note taking If note taking is one of your approved accommodations, our Note-Taking Coordinator will facilitate arrangements for a peer note taker. As we rely on other students to make this service successful, we cannot guarantee a note taker. We encourage you to check out assistive technologies for additional support and/or meet with an advisor to discuss alternatives. You may be eligible for financial assistance in the form of government grants to pay for note taking. Alternatively, we will pay a honourarium for note taking. Questions? Whether you re looking for a note taker, or wish to become a note taker, please contact notetaking@dal.ca. *Advising and Access Services Centre does not assume the cost of FM systems, assistive technology or sign language interpretation, however, you may be eligible for financial assistance in the form of government grants to pay for these types of goods and services. EXAM ACCOMMODATIONS SERVICE REQUEST FORM: Booking Scheduled Test & Exam Accommodations Deadlines for service requests will be posted each academic term. Reminders are sent to your Dalhousie email. Exam, test and quiz accommodations may be approved to reduce or remove barriers as a result of a disability, religious obligation or other characteristic protected by the Nova Scotia Human Rights Act. Exam, test and quiz accommodations may include one or more of the following: Extended time Timed breaks or stop-time breaks during exam Writing in own room or small group Having a reader and/or a scribe Use of a computer Use of disability-specific assistive technology Alternate formatting of evaluation materials Proctors, readers and scribes are selected and employed by the Advising and Access Services Centre. If you are interested in becoming a proctor, reader or scribe, please send an email to sasexams@dal.ca. 35

Section 14: Accommodation Policy for Students Non-academic Accommodation Non-academic accommodations may be approved to reduce or remove barriers as a result of a disability, religious obligation or other characteristic protected by the Nova Scotia Human Rights Act. These accommodations may include: Physical accessibility to buildings, classrooms, and facilities Adaptive equipment Adaptive furniture, such as adjustable tables or chairs Appropriate room in student residence Private space for prayer Private space for breast feeding Requests for non-academic accommodations should be made at the outset of the term, or, as soon as a barrier has been identified. Questions? Phone (902) 494.2836 or make an appointment online with an advisor through My.Dal s Learning Resources tab. 36

Section 15: Words and Expressions for Equality A major barrier to full social and economic participation by persons with disabilities and others is attributable to the attitudes and beliefs of society. The language used to describe persons with disabilities and the image that these descriptions portray, whether in media releases, speeches, brochures, or other forms of communications, has a significant impact on establishing and reinforcing societal attitudes towards persons with disabilities and others. The Nova Scotia Disabled Persons Commission urges the use of positive images in representing persons with disabilities or reporting on issues of relevance to persons with disabilities. The Commission recommends the focus should be placed upon the person and not the limitation, the ability not the disability, and the pro-motion of equality and responsibility rather than pity and charity. The use of inappropriate language rein-forces the belief in the helpless plight of persons with disabilities. Phrases such as suffering from a handicap, crippled, or afflicted with, illustrate the inferiority assumptions of the charitable approach to persons with disabilities. Differently abled is a term which some prefer to use The use of language leaves a lasting impression upon the audience or reader and misconstrued meanings evolve from the way words are used. Persons who are portrayed as being a retard, an idiot, or spastic have very little chance in full participation and have, in fact, been dehumanized and devalued as persons. It is understandable that persons who have intellectual disabilities have named their major consumer organization People First in response to the significant impact and disadvantage imposed upon them by labeling. In a similar manner, portraying persons with disabilities who strive for independence and achievement as courageous, heroic and an inspiration, while more positive in tone, undermine the notion that persons with disabilities undertake normal activities. The inappropriate portrayal of persons with disabilities reinforces the ignorance and the fear felt by the general public who have little or no contact with persons with disabilities. This ignorance and fear leads to the creation of barriers to full participation in society. The elimination of barriers should be based upon the premise of the right to equal participation, not notions of pity, charity, or fear. Words and expressions should represent persons with a disability in an appropriate, fair and accurate way. The Status of Disabled Persons Secretariat prepared guidelines in conjunction with individuals, advocacy groups and associations. This collaboration resulted in the development of guidelines for appropriate terminology when referring to persons with disabilities. The Disabled Persons Commission update these guidelines in order to support the general public, organizations and Government to communicate using Words and Expressions for Equality. The terms paraplegic, quadriplegic and amputee are used and accepted by persons with those disabilities. Appropriate terms are still being developed. 37

Section 15: Words and Expressions for Equality DO NOT USE USE INSTEAD Birth Defect, congenital defect, deformity... Person with a disability since birth, or person who has a congenital disability Sightless, visually challenged... Person who is blind, person who is visually impaired Confined, bound, restricted or wheelchair dependent... Person who uses a wheelchair Cripple, lame... Person with a disability; person with a mobility impairment; person who has arthritis, polio, etc. Deaf/mute... Person or persons who are deaf, deafened (indicates an individual who has lost their hearing later in life). The Disabled... Person or persons with a disability Epileptic... Person who has epilepsy Fit, attack, spell... Seizure The Handicapped... Person with a disability The Hard of Hearing... The Disabled Insane crazy, deviant, lunatic, maniac, diseased,... Person with a mental health disability; nuts, psychotic, mad, unsound mind, demented, has schizophrenia; has depression; mental loony, mental patient, neurotic, psycho, schizophrenic health consumer. Insane means unsound mind (used in legal sense). Invalid... Person with a disability. Invalid means not valid. Mentally retarded (defective, idiot, imbecile, retarded,... Person with an intellectual disability; person who is mongoloid, feeble minded, moron, simple) intellectually impaired. Normal... Person who is not disabled; able-bodied. Patient... Use only to refer to relationship between a doctor and client. (Hospitals and doctors have patients.) Suffers from (afflicted by and/or stricken with)... Person with a disability (a disability is not synonymous with suffering). Victim of cerebral palsy, polio, multiple sclerosis, arthritis, etc.... Person with a disability, mobility impairment; who has cerebral palsy, multiple sclerosis, arthritis, etc. 38

Section 16: Student Grievances & Appeal Procedures Appeal of Academic Standing student may dispute matters of academic standing. Students who wish to raise questions or register complaints about matters of academic standing are encouraged and strongly advised to communicate informally with their instructor or the Director of the School of Health Administration (hereafter referred to as the Director) before seeking a review under formal procedures. (See form on page 33) For matters concerning fairness or an appeal of a procedure or process, students should contact the Faculty of Graduate Studies. Reassessment of a Grade 1. To initiate an appeal for a reassessment of a grade, a student must complete and submit an Appeal Form to the Director within thirty (30) calendar days from the notification of the disputed academic grade. Thus, a request for a reassessment of a disputed grade on a midterm paper or exam, must be made within 30 calendar days of the notification of the grade awarded for that paper or exam. The Appeal Forms are available in the office of the School of Health Administration. 2. The Director may at his/her discretion grant permission to proceed with the reassessment of a grade despite the passage of the limitation period if there are extenuating circumstances. 3. The Director upon receipt of the Appeal Form, within the prescribed time period, shall appoint one individual knowledgeable in the subject area (hereafter referred to as the Readers) and not directly involved with the student or the class to reassess the examination or assignment. In the case where a student is appealing a failing grade, a committee of 3 individuals may be appointed. 4. The Director may provide the Readers with a sample of other students work on the examination or assignment, if this is deemed useful by the Director or the Readers. The identity of all students shall be concealed to ensure privacy and confidentiality. The Director will provide the Readers with a copy of the objectives and grading guide which was utilized by the instructor to evaluate the examination or assignment. 5. The Readers shall submit a grade of the student s work to the Director within 10 calendar days of receiving the examination or assignment. 6. Within 7 calendar days, after the receipt of the Readers assessment, the Director will provide to the student in writing, the final outcome of the student s appeal. 7. The Director shall advise the student of his/her right to appeal to the Faculty of Graduate Studies. 39

Section 16: Student Grievances & Appeal Procedures Grievance with School Policy 1. A student is encouraged to discuss a grievance with school policy with his/her student representative. The student representative should present the issue to other students for discussion. In this way, a student can determine whether there is general consensus about the grievance, and whether the students can suggest a change in policy which would be agreeable to all. 2. Upon completion of this consultation process the student or student representative should take the matte up with the Director of the School. 3. The Director discretion may resolve the issue or may choose to consult with the entire faculty of the School about the grievance. 4. If the Director chooses to raise the issue with the entire faculty, the matter will be placed on the agenda for the next School Council Meeting. The student who initiated the grievance with School Policy and/or the student representative may be invited to present the students arguments at the School Council meeting. 5. Within 7 calendar days of the School Council meeting, the Director shall inform the student, in writing, of the outcome of his/her grievance with the School Policy. 6. The Director shall advise the student of his/her right to appeal to the Dean of the Faculty of Graduate Studies. Grievance with course exemption or advanced standing in the residency program If a student wishes to request an advanced standing in the residency program or a course exemption, the following procedures are suggested: 1. The student should first discuss the request with an academic advisor, faculty member or mentor. 2. Upon completion of this consultation process, a student wishing to request a course exemption or advanced standing in the residency program should direct his/her request in writing to the Director. A student s written request for advanced standing in the residency program or course exemption shall include testimony of why the student believes that a course exemption or advanced standing in the residency program is merited. 3. Within 7 calendar days of the receipt of the written request for advanced standing in the residency pro-gram or a course exemption, the Director will meet with the student to discuss the student s request. 4. Within 7 calendar days of the meeting with the student the Director will provide his/her decision to the student in writing providing the grounds upon which the decision is based. 5. If the student is not satisfied with the Director s decision he/she may request that the matter be brought before a full faculty meeting for resolution. The matter will be placed on the agenda for the next School Council meeting. All faculty members will be provided with the student s written request for a course exemption or advanced standing in the residency program. The student may be invited to attend the School Council meeting to elaborate or clarify his/her written submission. 6. Within 7 calendar days of the School Council meeting the Director shall inform the student in writing of the decision of the School Council. 7. The Director shall advise the student of his/her right to appeal to the Dean of the Faculty of Graduate Studies. Adopted: School Council Meeting, April 27, 1995. Revised: School Council Meeting, November 17, 2009. 40

Section 16: Student Grievances & Appeal Procedures 41

Section 17: Guidelines for Writing Papers School of Health Administration students are to use the American Psychological Association (APA) publication manual. It is available without cost to MHA students at http://www.apa.org. Some conventions which differ from or go beyond the APA Manual but are accepted in the School are detailed below. 1. General Format 1.1 The title page can be prepared on the basis of personal preference. 1.2 For longer papers (ie. greater than 5 pages), include an abstract and table of contents. 1.3 If desired, margins may be set at one inch (1") on all sides. 1.4 The use of 'I' or 'we' is discouraged. 1.5 Avoid emotional statements; concentrate on an analysis of facts. 1.6 Avoid using italics, underlining, boldfacing, or capitals in the text for emphasizing points. This tends to stop the reader and thus the flow of the ideas which you are trying to convey. Use headings and sub-headings to guide the reader and emphasize your key points. 1.7 Avoid using one sentence paragraphs. This form of writing is difficult to read. Also, avoid paragraphs which are longer than half a page. Readers tend to lose your line of reasoning in long paragraphs. 2. References It is recommended that reference manager citation software be used. An orientation to Ref Works is provided each September by a librarian from the Kellogg Library. Zotero is another option available at no cost. 2.1 The reference list may be typed single spaced, with a space between references. The second and sub-sequent lines of the reference need not be indented. 2.2 In the body of the paper, when references are at the end of a sentence, place the period at the end of the citation: (Smith, 1989). 2.3 Interviews (personal communication) should be included in the reference list. You may choose to incorporate them directly into the list or compile them separately. You should include the name, position, agency and city of the interviewee as well as the date of the interview. Reference to the interview should follow the standard format: (Smith, 1989). 2.4 Underlining the volume numbers of journals is optional; however, remain consistent in the style you have chosen. 2.5 Page numbers should be cited in the text ie. (Smith, 1989, p. 10), if the reader might have trouble locating the reference. For example, generally the page number would be important to include when referencing books, government reports or other longer documents. 42

Section 17: Guidelines for Writing Papers 3. Government References 3.1 Citation of an internal government document: Document Title (date) Unpublished manuscript received from [name, agency, address] 3.2 Guidelines for the referencing of Canadian Legislation (ie. books, journals, statutes and case reports) can be found in the Legal Writing and Research Manual (Christie & Yogis). It is on reference at the Dalhousie Law Library. 4. Web Site References More information is provided in of the APA Manual and at apastyle.org/manual/index.aspx 5. Non-sexist Language Overall, persons in the School have become quite conscious of avoiding the use of sexist language in papers and presentations. However, while working on her Senior Seminar presentation entitle, The Evolution of Health Administration: Women s Influence on Plurality in Education and Practice, Anne McGuire noted that, unfortunately, sexist language still occurs in less formal discussions in the School, in some teaching materials, and in the health care institutions which students visit. Hopefully, students and faculty in the School will continue to play a leadership role in the use of non-sexist language in all communication. The School advocates the use of non-sexist language as recommended in "Her and His: Language of Equal Value" by Drs Toni Laidlaw and Wendy Katz. Dr Laidlaw is associated with Women's Studies at Dalhousie University. Here are adaptations of their paper for use in the School. 5.1 The word 'man' is ambiguous. It can mean either human being or male human being. As a generic term, it has led to the misrepresentation and exclusion of women. The following alternatives are recommended. Examples Alternatives Man... individual, persons, humankind, men and women man... hours hours, working hours manpower... workforce chairman... chair, chairperson workman... worker businessman... business executive Do not use derivative terms for women by adding 'ess', or 'ette'. If a term that is now deemed sexist is included in a direct quote which you wish to use, consider paraphrasing the quote and still acknowledge the original source of the idea. 43

Section 17: Guidelines for Writing Papers 5.2 Avoid the use of 'he', 'his' and 'him' as generic pronouns. Alternatives include: (1) omitting the singular pronoun if it is redundant, (2) recasting the text into the plural form using 'they', 'their', or 'them', (3) substituting 'he and she', 'his/hers', etc, (4) using indefinite pronouns such as anybody, somebody, nobody, or (5) using alternative wording, e.g. administrators and wives" can be changed to "administrator and spouse". 5.3 Words that are in theory semantically free of bias like nurse and doctor, are not contextually free of it. For many people, these are automatically assumed to be 'she' and 'he', respectively. As a result, some persons use terms such as 'women doctor' and 'male nurse', a practice which indicates that the person in question is somewhat deviant. Edit your work to eliminate contextual bias such as this. 5.4 Avoid expressions which are patronizing. For example replace 'Administrators have wives and children to support" with "Administrators have family responsibilities". 5.5 Avoid using "lady" since it has been used to imply a condescension or trivialization of women. Avoid the use of stereotypical terms, e.g. 'fair sex', 'weaker sex', 'acts like suffering from PMS'. 5.6 Use 'Ms' rather than 'Miss' or 'Mrs'. In this way, men and women are treated in a similar manner; neither are identified in terms of marital status. Do not automatically assume that a woman is without a title such as 'Dr'. 5.7 Men have traditionally preceded women in expressions such as 'men and women', 'his and hers', and 'doctors and nurses'. Try using 'women and men, and 'nurses and doctors'. 6. Preliminary Steps 6.1 Carefully read the instructions that you are given. Make sure that you understand exactly what to do. If you have any questions, ask your instructor. 6.2 Refer to some key reference to get an overview of the subject area that you selected. Attempt to narrow your focus and develop a well-defined topic/problem, one that you can handle in the time and space allowed. 6.3 Develop a preliminary outline of your paper, using appropriate headings and sub-headings. Provide a brief sketch of what you plan to report in each section. 44

Section 17: Guidelines for Writing Papers Develop a time frame for the work that you have to do. Writing is like a muscle which must be developed through exercise. Many people find it difficult to write clearly, concisely and logically. Write, rewrite, revise, edit, rework; your paper can always be improved. 7. Intellectual Honesty The Faculty of Graduate Studies Calendar states that a University should epitomize the quest for intellectual honesty. Failure to measure up to the quest for such a standard can result in an academic offence. The seniority of the student concerned, the presence of a dishonest intent, and other circumstances may all be relevant to the seriousness with which the matter is viewed. 7.1 Plagiarism or Self-Plagiarism Dalhousie University defines plagiarism as the presentation of the work of another author in such a way as to give one s reader reason to think it to be one s own. Plagiarism is a form of academic fraud. Plagiarism is considered a serious academic offence which may lead to loss of credit, suspension or expulsion from the University, or even the revocation of a degree. The University attaches great importance to the contribution of original thought to scholarship. It attaches equal importance to the correct attribution of authorities from which facts and opinions have been derived. In its grossest form, plagiarism includes the use of a paper purchased from commercial research cooperation, or prepared by any person other than the individual claiming to be the author. Plagiarism using material from web sites, including inadequate citations, is a major concern. Therefore, instructors are being made aware of ways to detect fraud of this type. 45

Section 17: Guidelines for Writing Papers Self-plagiarism is the submission of work by a person which is the same or substantially the same as work for which he or she has already received academic credit. You can build on work of your own and others in other courses, but this work must be referenced using the standards for referencing published papers. In an effort to bring important information on this subject together in one place, the Libraries website on plagiarism has been revamped and added to by the Senate Ad Hoc Committee on Plagiarism. It has also been linked from the Dal web pages for Students and Faculty and moved to a more visible and accessible web address http://www.dal.ca/dept/university_secretariat/academic-integrity.html Both students and faculty will find important and useful information on what plagiarism is, how to avoid it, how to detect and prevent it, what policies exist as well as the penalties and discipline process. In addition, there is information about the Committee including members and terms of reference. The Committee would especially like to draw your attention to an interactive multimedia presentation Research Ethically which was developed by the Libraries. It covers what plagiarism is, the Dalhousie discipline process and strategies for avoiding plagiarism including citing and paraphrasing. Information can be found on the following website: http://www.dal.ca/campus_life/student_services/academicsupport/writing-and-study-skills/academic-integrity-module.htmlor http://dal.ca.libguides.com/content.php?pid=174958&sid=1472641 Students who are in any doubt about the proper forms of citation and attribution of authorities and sources should discuss the matter in advance with the faculty members for whom they are preparing assignments. Failure to abide by the attribution standards of the School in the preparation of assignments, reports, term papers, and theses might constitute plagiarism. 7.2 School of Health Administration Ethical standards of scholarly writing are expected. Plagiarism has occasionally been a concern. Therefore, during the term, you could be asked by the instructor to provide your rough notes, drafts, etc. When people write good quality, original papers, their working notes will contain evidence of literature reviews, numerous drafts that have been edited, and documentation of sources of information. You should be able to show evidence of how sections of your paper evolved. Therefore, do not destroy any of your work in progress material. In the School of Health Administration, students are expected to work co-operatively, discuss ideas, and debate differences in interpretations of information. Reviewing and critiquing papers and assignments of past and present students also aid in learning. However, no past or present student should make available his or her own, or any other person's, work in hard copy or electronic form by email, on diskette, or otherwise unless 1) the students involved are working together on a group project, or 2) the work is made available through an open disclosure process that is known and available to all students and faculty, e.g. permission has been granted by the student(s) for a professor to provide the work as example(s) for all others to review, the work is catalogued and available in the School, Dalhousie Library, or elsewhere. Standard referencing practices should then be used to cite the work of past and present students. 46

Section 17: Guidelines for Writing Papers 7.3 Faculty Responsibilities All faculty shall discuss with students the reasons plagiarism is considered to be a serious academic offence. The following statement shall be deemed to be part of every course outline, whether it appears there or not; however, instructors are encouraged to include this wording on written handouts or web-based course information; All students in this class are to read and understand the policies on plagiarism and academic honesty referenced in the Policies and Student Resources sections of the plagiarism.dal.ca website. Ignorance of such policies is no excuse for violations. SafeAssign Students may be asked to submit their written papers through a plagiarism detection program called SafeAssign (or a similar program). SafeAssign is a tool that helps prevent plagiarism and enables institutions to protect the originality of student work. SafeAssign will automatically examine the papers against the source materials in its comprehensive databases. The instructor can review the paper along with the originality report to see whether the student has referred the matching parts properly. Students will receive an originality report once the paper has been submitted through the link in their OWL (BbLearn) course space. 8. Accuracy in Resumes The student is to be fully accurate in the facts given in their resumes. For example, they are to state that they are a student or candidate for an MHA, and not imply they are an MHA graduate until such time as they are granted the degree. If MHA students or graduates are applying for a position that asks for or is more familiar with an MHA or MPH or other designation, their resume should state MHA and their cover letter should describe how the MHA can be considered equivalent to the required degree. Students in the coursework option should not prepare their resume in a way that implies they have completed a thesis (e.g. a Senior Seminar paper is not a thesis). Activities should be fully and accurately presented, e.g. if they were co-secretary of AHAS, the resume should say co-secretary not Secretary. 9. Research For Academic Papers Research for a paper should be developed with the quality and reliability of sources in mind. As much as possible, students should seek verified and expert sources. Scholarly sources which have been approved by a group with recognized expertise in the field, for example, books published by university presses, articles in peer-reviewed journals or journals that appear in the ranked list of journals are good sources for academic writing. It should be noted that some internet sources may be comparatively easy to access but may contain unverified opinions or unreliable information (for example, Wikipedia, private websites etc). To make researching for papers easy, Dalhousie University Libraries have recently added LibGuides, a webbased portal to information arranged by subject. There is a LibGuides designed specifically for students and faculty in Health Administration where you can find links to databases and journals, the library s online catalogue of materials, websites in SHA, podcasts and RSS feeds, electronic books and more. To access the LibGuides, visit the library home page at http://libraries.dal.ca/research/health_sciences_research.html and click on Subject Guides or here is the direct link: http://dal.ca.libguides.com/healthadmin. You may want to book mark it. 47

Section 17: Guidelines for Writing Papers Journal Citation Reports are available in different categories and can be accessed at: http://admin.webofknowledge.com/sessionerror.cgi?csid=&destapp=jcr&error=session+not+active Definitions of terms Adapted from Web of Science, ISI Web of Knowledge http://apps.webofknowledge.com/ua_generalsearch_input.do?product=ua&search_mode=generalsearch &SID=1CKjAOJehBolC1AaK9H&preferencesSaved= The following definitions and terms will be helpful in understanding ranking lists: u Immediacy Index: Average number of times an article is cited in the year it is published. Cites to current articles: Number of current articles u Impact Factor: Average number of times articles from the journal published in the past two years u u u u u u have been cited in the JCR year. Cites to recent articles: Number of recent articles JCR year (Journal Citation Report): The year of the JCR edition displayed in the top right-hand corner of the page. Each JCR year contains one year of citation data. You select the JCR year on the Welcome page. Citing Half-Life : Median age of articles cited by the journal in the JCR year. Cited Half-Life Calculations: The cited half-life calculation finds the number of publication years from the current JCR year that account for 50% of citations received by the journal. ISSN: International Standard Serial Number, a unique number that identifies a journal. The format is four numbers, a hyphen (-), three numbers, and then a check character that may be a number or X (e.g., 0010-4620). Citation: A citation is the formal acknowledgment of intellectual debt to previously published research. It generally contains sufficient bibliographic information to uniquely identify the cited document Total Cites: The total number of times that a journal has been cited by all journals included in the database in the JCR year. Citations to journals listed in JCR are compiled annually from the JCR year s combined database, regardless of which JCR edition lists the journal and regardless of what kind of article was cited or when the cited article was published. Each unique article-to-article link is counted as a citation. Students are encouraged to research journals from ranking lists in other categories available at Web of Science, ISI Web of Knowledge like: u Public, Environmental and Occupational Health u Medical Informatics u Operations Research and Management Science 48

Section 17: Guidelines for Writing Papers Examples of other prestigious journals relevant to Health Administration but not included in the ranking list for Health Care Sciences and Services.(Note: These journals have been ranked highly in journal ranking lists other than Health Care Sciences and Services) British Medical Journal Canadian Medical Association Journal Canadian Journal of Public Health Journal of American Medical Association Health Services Management Research Healthcare Management Forum Journal titles recommended by the National Information Center on Health Services Research and Health Care Technology (NICHSR) site on Health Outcomes are also relevant. 49

Section 18: Professionalism POLICY ON PROFESSIONALISM SCHOOL OF HEALTH ADMINISTRATION The Health Administration student is highly motivated and capable of considerable self-direction in short, a self-starter. A major function of the faculty is to promote and further these attitudes, skills and characteristics. The program is demanding, challenging and rewarding. We expect students to be committed to serious study, as well as exhibit professional behavior. The purpose of this section is to assist students in creating a professional image, maintaining a positive attitude, managing time and priorities, communicating efficiently and effectively, and improving cooperation. Class Participation and Attendance Students and faculty share an expectation of a respectful and cooperative classroom environment to foster a positive and effective learning experience. While such expectations are inherently reasonable in any pedagogically forum, they are particularly pertinent to the training of administrators, managers and leaders. The behavior exhibited in the classroom provides an excellent opportunity for students and faculty to assess their own professional conduct and the professional conduct of their colleagues. Essentials of a leader include not only core content knowledge but the professionalism to ensure effective communication, fostering a respectful and professional work environment and to ensure meaningful and sustained implementation of initiatives. It is acknowledged that students and faculty have many demands on their time. However, it is assumed that if students have enrolled in a graduate-level course and faculty have agreed to teach the course, each has engaged in due diligence and assessed their individual schedules [personal, family, professional work] and determined that their schedules can accommodate the listed in-class time [e.g., 3 hour per week]. This is dedicated time. As such, disruption of class attendance or participation is expected to be under reasonable but rare circumstances. The following principles of professional conduct are endorsed by the School of Health Administration and the Association of Health Administration Students. 1. Students and faculty make every effort to be punctual; 2. Preparation for optimal participation and learning experience is accepted professional courtesy; 3. Content-appropriate, individual conversations during a lecture, if needed, should be conducted in a manner so as not to distract colleagues; 4. Every participant in the class is valued. The opinions expressed are received in a respectful and professional manner, and responded to in a similar manner. Debate and discussion are expected to be issue driven and not at a personal level; 5. Early departure from classes should be minimal. When unavoidable, early departure should be timed to have the least disruption on the conduct of the class. Informing the professor, prior to the class, of the need for early departure is accepted professional courtesy; 50

Section 18: Professionalism 6. 7. The active use of all electronic devices (e.g., cell phones, pagers, PDAs, and any similar electronic device) is prohibited. Such devices can be checked during schedule class breaks. Electronic devices should be turned off or set on the silent (vibrate) mode and ordinarily should not be taken out during class; 6.1 Individuals expecting an important call can notify the main reception desk and the individual can be summoned from class; 6.2 Individuals registered with the university-wide alert system may set their electronic device on vibrate to permit notice of university-wide emergencies. Individual checking for such a message would be expected to be minimal; 6.3 In the event an individual has a medical condition and it is essential that they use the electronic device as a reminder to address this condition, it is requested that the device be set on vibrate; Laptops are permitted during class for purposes of transcribing lectures and making presentations. However, laptop connection to the internet is prohibited during class, unless determined by the professor as essential to the conduct of that particular class. The emphasis on problem-solving and related skills is designed to prepare students for the health administration work environment. All course outlines include a description of the how students will be assessed. Student Responsibilities It is the responsibility of the student to read the Student Handbook and the Graduates Studies Calendar and to be familiar with the policies and procedures of the School and the University. Students are asked to be mindful of all relevant deadlines for registration, withdraw dates, intent to graduate, etc. All students are to meaningfully contribute to group work; failure to pull one s own weight is unprofessional and unacceptable. Over the course of the program, students will be in contact with senior members of the health care community, be it through class field projects, guest speakers, residency preceptors, mentors, activity in the Canadian College of Health Leaders, the Health Administration Alumni Association, or as Senior Seminar paper supervisors. We expect students to exercise professionalism in all cases and to be respectful of their peers, faculty and staff. This would include appropriate dress, attending presentations, not leaving in the middle of guest speaker presentations, leaving cell phones off, and completing tasks you agreed to carry out. We expect students to present themselves in a professional manner while at the School, in class projects, group work with classmates, and during the Health Services Residency placement. Fundamental principles of professionalism are provided below. 51

Section 18: Professionalism FUNDAMENTAL PRINCIPLES OF PROFESSIONALISM Altruism Altruism is the essence of professionalism and asks that the best interest of others, including colleagues, class-mates, instructors, mentors and trainees be placed before self-interest. For example: A professor stays after their normal hours of work to help a student who is having difficulty with a course. A student will give up a practicum spot in metro to another student in need of a local placement. Accountability Professionals are accountable to their colleagues, classmates, instructors, society as a whole and to their profession for adhering to ethical principles. For example: Professors describe and follow explicit policies and procedures for student evaluation. Professors come prepared to scheduled meetings with students and vice versa. Students give appropriate attribution for individual effort made to team projects. Professors send out reports to appropriate agencies in a timely fashion. We (professors, students) do not accept major gifts from people known in a work context. We take RESPONSIBILITY for mistakes we make without seeking to place the blame elsewhere. Excellence and a personal commitment to life-long learning Professionals make a conscientious effort to exceed expectations and a commitment to life-long learning. This commitment to excellence should begin on the first day of graduate school and then be maintained throughout one s professional life. For example: Students ask questions in class and seek information when they don t understand. Professors revise class assignments by updating them and responding to student feedback. Professors regularly attend professional conferences, workshops, or seminars. We (professors, students) seek out information beyond that required for performance of an assigned task and recognize that learning may be acquired in many ways (through personal communication, observation, reading, etc.). Duty Duty involves the free acceptance of a commitment to service. It entails being available and responsive when needed for the betterment of individuals and of the professions and includes participation in professional organizations, community programs and committees. For example: We (professors, students) join relevant professional associations (e.g., Canadian College of Health Leaders) We become involved in community programs or activities. 52

Section 18: Professionalism Honour and integrity Professionals maintain a consistent regard for the highest standards of behaviour. Such behaviour involves being fair and truthful, keeping one s word and meeting commitments. It also requires that we recognize possible conflicts of interest and avoid relationships that supersede the best interest of the professions. For example: We (professors, students) communicate in a constructive way about difficulties encountered and do not Incite anger and dissatisfaction behind the scenes. We are open, honest, and direct, recognizing that honour and integrity in interpersonal relations goes Beyond mere civility. Respect for others Professionals demonstrate respect for others including (but not limited to) colleagues, classmates, instructors and other professionals. Adherence to this principle is the essence of humanism and is central to cooperation. For example: We (students, professors) attempt to understand the other person s perspective especially when their stated views differ from our own. We come to class and meetings on time. We maintain confidentiality about professional matters. We show respect for cultural diversity. We follow appropriate channels when seeking help. Adapted from: Purkerson Hammer, D., Professional Attitudes and Behaviors: The A s and B s of Professionalism, Am. J. Pharm. Educ., 64, 455-464 (2000). Project Professionalism - ABIM Committee on Evaluation of Clinical Competence and Communications Programs, Fifth printing 1999 (c) American Board of Internal Medicine, Walnut Street, Suite 170, Philadelphia, Pennsylvania, 19106-3699 The Dean s Advisory Group on Professionalism, The University of Kansas School of Medicine, July 2000. The American Board of Pediatrics, Professionalism, https://abp.org/abpwebstatic/ / July 2000. Approved: School Council, October 24, 2003 (in principle with revisions to be made to reflect HSA) Ratified: School Council, January 30, 2004 Revised: February 2010 Approved: School Council, April 20, 2010 Further information on ethical Issues can be found on the Canadian College of Health Leaders website http://www.cchl-ccls.ca/default1.asp 53

Section 19: Online Support BbLearn OWL (BbLearn) is web-based system that is used to deliver online courses at Dalhousie University. 1. Your BbLearn username and password are your Dalhousie username/netid and password. To lookup your Dalhousie username & password, go to https://wa.its.dal.ca/newuser/ 2. To login to BbLearn Once you registered online: Go to http://its.dal.ca/services/other_services/ilo/ Click the Log in to OWL (BbLearn) button Enter your Dalhousie username in the User name box (e.g. student) Enter your Dalhousie email password in the Password box Your courses should be listed under the Courses & Communities page Scroll down and select the course you wish to access Help Desk Our Help Desk provides Dalhousie students with information and assistance with computing questions and problems, including: E-mail General Computing Password Resets Personal Computers Supported Software Web Page Hosting Wired & Wireless Network Software Downloads Phone or send e-mail to: Killam Help Desk Killam Library, Room G45 Phone: 494-2376 Toll-free: 1-800-869-3931 E-mail: helpdesk@dal.ca 54

Section 20: Dalhousie Libraries Getting started with the Dalhousie Library: Make sure you have a Dalhousie NetID. Your NetID and password are essential to you accessing the many electronic resources available through Dalhousie. Secondly you should activate your student card at the library. This will allow you to check out books or use Document Delivery which is free and is generally delivered to you via email. To activate your student card with the library, you can stop by any of the Dalhousie libraries or go to this website and complete the form: http://www.library.dal.ca/services/patronregistration/ Library website http://libraries.dal.ca/ General Questions about the Library Resources or Services: For general questions regarding Library resources or services, contact us any time by email kellogg@dal.ca or by phone: 494-2482. You can also stop by during reference hours which are: Monday to Friday 9 am to 5 pm. *Saturday/Sunday 1 to 4 pm service is available from September to April. Your Subject Specialist & Subject Guide: Melissa Helwig is the Subject Specialist for Health Administration. Her contact info is: melissa.helwig@dal.ca or 494-1338. Melissa s office is located in the W.K. Kellogg Library. A good starting point for your research would be the Library Subject Guides. The Health Administration Guide is located here: http://dal.ca.libguides.com/healthadmin Online Library Tutorials We provide online tutorials to introduce you to the library and the library resources. See the link below to access these: http://libraries.dal.ca/using_the_library/online_tutorials.html Tutorials that may be of interest to you include the Intro to Dal Libraries for Health Sciences Students Part 1 & 2 and the Introduction to the Dal Libraries Website. Both of these tutorials are located under the Welcome to the Libraries section. Electronic Resources Once you have a NetID, you can access the libraries electronic resources from home. To do so you will want to go to the Dalhousie Libraries webpage: http://libraries.dal.ca/and then search for books or journals using the search box in the middle of the page. If you are using library resources from off campus you will be asked for a user name and password. This is your NetID and password. See the tutorials above for more information or contact the library. More Health Sciences Library Information: http://libraries.dal.ca/locations_services/locations/w_k_kellogg_healthscienceslibrary.html RefWorks It is recommended that reference manager/citation software be used. RefWorks is available for use through the Dalhousie Libraries. If you have any questions about using reference manager/citation software, please stop by the library or check out our website: http://libraries.dal.ca/research/refworks.html You may also decide to use an open source tool like Zotero (http://www.zotero.org/) or a subscription based tool like Endnote. 55

Section 21: Presentation Skills Evaluation 56

Section 22: Norms for Working Together 57

Section 22: Norms for Working Together 58

Section 23: Student / Faculty Advising Academic and career advising comes from a variety of sources: faculty advisors, the School Director, MHA Coordinator, handbooks, mentors, preceptors, alumni interactions, and the Frank G. Lawson Career Information Centre and the Writing Resource Centre at Dalhousie University. Student advising is administered through the School of Health Administration with information available from the School s Administrative Officer. Upon admission to the MHA program, students are provided with the name and contact information of their Faculty Advisor. Students are encouraged to network and seek the advice of mentors, preceptors, and alumni members. New students are also partnered with a second year student. The faculty advisor is available to students via email, telephone, or by appointment. The advisors provide sup-port for those students who are returning to school after taking time off or beginning their careers, and may have fears surrounding entrance into the academic environment. Advisors meet with the students at the beginning of each term and are available on an as needed basis throughout the year. Students may change academic advisors by notifying the advisor (and the Administrative Officer) of the desired change and arranging an alternative advisor from the full time faculty. In order to ensure efficient use of time for faculty, staff and students, a few tips are provided below to assist students with information on where to seek assistance. If you are ever unsure as to whom to go to for a particular issue or advice on a particular matter, please ask. STAFF: Sally Alshazly Having a great passion for online education and instructional technologies; as the Distance Education Coordinator at School of Heath Administration at Dalhousie University, Sally overseas the management of the Distance Programs. Previously, Sally served at Dalhousie University for several years working at the office of Integrated Learning Online handling the administration and adoption of instructional technologies used at the university. Through the course of her career, Sally received a Certificate of Performance in Coaching and Staff Supervision from Dalhousie University, Canada. Sally has also spoken at several conferences worldwide promoting the use of elearning as a means to meet the changing needs of the universal learner. Sally received her BSc in Computer Science from Dalhousie University and is a Senior Blackboard Certified Trainer, a Postgraduate level program, focusing on the skills needed to train elearning users to effectively implement educational technologies through the application of Instructional Design principles and pedagogy. Sandra Drew is the Administrative Officer at the School. She is available to assist with all administrative matters. If you have questions about your registration, sequence of courses, advice to part time students regarding course registration and sequencing, program of study form, tracking for graduation, etc. She can also assist you with student account information, Faculty of Graduate Studies policy and procedures, academic regulations, student appeals, information for persons interested in the School and program, computer services, etc. If issues or situations arise that a student is not comfortable discussing with their advisor, she will ensure that you are referred to the appropriate person to handle the situation. Students are encouraged to check with Sandra periodically during the course of study to ensure that they are on track for graduation. Sandra also assists with the Health Administration Residency placements and maintains the residency files for each student. She is available weekdays to speak to Students on a one-to-one basis about the process and progress being made. She is the key communications and process link for your residency placement. 59

Section 23: Student / Faculty Advising Jackie Harnish-Grandy is the School Secretary/Receptionist and is the first point of contact. Jackie can answer your questions regarding room bookings, equipment bookings, faxes, couriers, photocopy numbers, course readings, course evaluation, building access, etc. If at anytime Jackie is not available please contact Sandra or Shelley. Shelley Weir is the Administrative Assistant at the School. Please see Shelley if you wish to set up an appointment with the Director. She can also answer your questions regarding course scheduling, invoicing, attendance at inter-professional modules, alumni and admission inquiries. She also works with the Professional Advisory Council members and manages the Excellence in Health Lecture Series. FULL-TIME MHA FACULTY ADVISORS: Faculty advisors should be consulted for academic and career counseling. See your advisor for suggestions for mentors, topics for class projects and papers, academic matters such as selection of electives, directed studies, residencies opportunities, etc. In addition, the Director has additional responsibilities and expertise as outlined below. Joseph Byrne is the School s Director. He should be contacted regarding School policies and processes including elective and residency exemptions, strategic initiatives, personality conflict with instructor, major financial difficulty, admissions academic appeals, international opportunities, and the Association of Health Administration Students (AHAS). Dr. Byrne teaches Ethics in Health Administration (HESA 6100) in the MHA onsite and online programs. Michael Hadskis "Michael Hadskis is a faculty member of the School of Health Administration, the Schulich School of Law, and the Health Law Institute. Michael teaches courses in the areas of health law and tort law. His research is both interdisciplinary and collaborative and deals with contemporary health law and policy issues." Grace Johnston is a Professor and the Graduate Coordinator. As Graduate Coordinator, Dr. Johnston assists all students with academic issues, ensures Faculty of Graduate Studies policies and procedures are followed, advises students on the MHA thesis option and inter-professional learning modules, approves directed study proposals, leaves of absences, and program extensions, and assists with the maintenance of Commission of Accreditation for Health Management Education standards. She meets with students to review concerns students have with a wide range of issues associated with the MHA program and career development. She works closely with the Administrative Officer who typically handles the more routine queries, and reports to the School Director on proposals for any changes in policy and practice. She provides oversight for the MAHSR thesis students. Dr. Johnston is also the Residency Academic Advisor. She provides an orientation to the residency process and is in continual contact with the Administrative Officer regarding all residency placements, monitors the process, advises on processes to address problems and new issues that arise, and has responsibility for ensuring high academic standards and optimal learning during the residency experience. She communicates directly with each part time student typically after they have completed two years of part time study, to commence planning for their residencies. We also encourage part time students to contact her at any time regarding residency plans. She is responsible for updates to this MHA, the Residency and IPHE Handbooks. She wass the instructor for Managerial Epidemiology and Senior Seminar. She will be on sabbatical leave from January to June 2014. Her research interests include cancer screening, palliative and end of life care, breast cancer issues, cancer registries, inter-professional and inter-disciplinary learning, and evaluation and improvement of educational programs. 60

Section 23: Student / Faculty Advising Shyumeng (Sherman) Luu is an Assistant Professor. He lead the implementation of NCHL Competencies in the MHA Program. He is the Program Coordinator for the DHSA and DEHSM undergraduate programs. In that capacity, he assists students with academic issues, ensures policies and procedures are followed, and is the Chair for the Undergraduate Admissions Committee. Dr. Luu teaches in the School s two undergraduate programs. He teaches the MHA Financial Accounting and Governance and Management Control in Healthcare, Managerial Epidemiology (HESA 5320) and Statistics for Health Administration (HESA 6505) courses. His research interests include pre-hospital emergency care, healthcare utilization, health outcome, and integration of health care organizations. David Persaud is an Associate Professor who teaches MHA students in their first year of the MHA program: Management and Design of Healthcare Organizations (HESA 5330) in the fall term, and he also teaches them one course in the second term of their first year: Managing Change in Health Systems HESA 5315). He teaches a second year required class: Analysis in the Outcomes of Healthcare (HESA 6305). Therefore, he also gets to know each student very well. He is known for his sense of humour, and positive and supportive approach to all issues. His academic interests are in institutional theory, resource dependency theory, information systems, quality of life measurement, and health services utilization. He is responsible for the graduating student survey. Christopher Simms is an Assistant Professor who teaches Introduction to Healthcare Economics for Health Administration (HESA 5339/5340) and Analyzing Outcomes of Healthcare (HESA 6305) in the MHA online program. He also teaches Strategic Planning in Healthcare (HESA 6330) and Senior Seminar (HESA 6380) in the MHA onsite program. His research interests include the influence of reform and globalization on access to effective health care particularly by the poorest quintile, aid effectiveness, the policy process, and the HIV pandemic. UNIVERSITY-WIDE SUPPORT SERVICES The University offers students help in academic and financial matters through the Faculty of Graduate Studies and Student Accounts. Advising resources are substantial and therefore students are encouraged to seek the advice of the Administrative Officer or their faculty advisor so that their issues can be handled. Frank G. Lawson Career Information Centre The Dalhousie Counselling Services provide a wealth of information for students and students are encouraged to use the services available at the Centre. The Centre provides a study skills program which provides assistance in preparing and writing exams, planning and writing papers, preparing and delivery effective presentations, learning from textbooks and lectures, and self-management. The Centre also provides support and information on career options, labour market, job search resources, career portfolios, career awareness, learning, education and training, and multimedia resources. Assistance with resume writing and interviewing skills are also provided. More detailed information on the Frank G. Lawson Career Information Centre as well as Counselling and Psychological Services can be found on the website at, http://www.dal.ca/campus_life/student_services/health-and-wellness/ counselling.html or phone 902-4942081. Writing Resource Centre The Writing Centre provides writing support services to students at Dalhousie University. The Centre offers services that support student success in all the endeavors' that involve writing. Obviously, foremost is the need to write for academic purposes (essays, literature reviews, etc.), but students also require writing experience in other areas: for personal development (e-portfolio), for career development (resumes and cover letters), for entrepreneurial ventures (business plans) and for many more 61

Section 23: Student / Faculty Advising applications. The Centre inspires students to express their thoughts, their knowledge, their learning, and their dreams in the most effective way. Individual (one-on-one) tutorials are offered at the Centre. Discussions with a tutor might be on the structure of the assignment or transitions between ideas. The main focus will always be on training students to be their own editors. Learning to be independent learners is one of the goals of a university education. A good writer has learned to identify the objective of an assignment, acknowledge the audience s expectations and revise effectively. More detailed information on the Writing Resource Centre can be found on the website at, http://www.dal.ca/campus_life/student_services/academic-support/writing-and-studyskills.html phone 902-494-1963, or Email writingcentre@dal.ca. International Student and Exchange Services (ISES) International Students can look towards the International Student and Exchange Services (ISES) office to provide ongoing support and help in making a smooth transition as they become familiar with their new university and surroundings. ISES offers continued advice and support to international students throughout the duration of their academic program, and fosters understanding of cross-cultural issues within the university and Halifax community. The International Student Advisor provides services and programs for students from around the world, serves as a resource for international students and is dedicated to ensuring that international students make the most of their stay in Canada. Other services available for International Students include: Provision of information & advice on financial, legal, immigration matters Referrals to other campus services which assist with issues related to health, housing, language and travel International Student Orientation program Airport pick-up service in September A variety of social, cultural & educational programs throughout the year More detailed information on the International Student and Exchange Services can be found on the website at, http://www.dal.ca/admissions/international_students.html phone 902-494-1740, or Email: mailto:admissions@dal.ca Scams Targeting International Students: One scam targets students from China who are contacted and asked about their computer. A few months later they received another call and advised they had won money from a computer company and are directed to send money to claim their prize. In two cases, people sent money but did not receive their winnings. Another scam is focused on obtaining an individual s identification. International Students are contacted by phone and offered free long distance calling. In order to obtain this service they are required to provide their personal information. You are reminded never to provide any personal information unless you have generated the contact yourself or you know with whom you are speaking. Anytime you are contacted, whether by phone, email or in person, and are offered a service or deal, make sure you check to ensure the person or company is legitimate. Remember, if it sounds too good to be true, it probably is. Contact Halifax Regional Police Financial Crime Section 490-1985 with any concerns. 62

Section 24: Student Mentorship Program The School of Health Administration, in concert with the Bluenose Chapter of the Canadian College of Health Leaders, established the Health Administration Mentorship Program to encourage the formation of mentoring relationships between practicing health service managers and students. Program goals: To facilitate the formation of mutually beneficial student-mentor relationships; To continuously evaluate and improve the program by soliciting feedback from students and mentors and tailoring the design of the program to present day needs and realities; To transform the protégés of today into the mentors of tomorrow. How it works: Individuals interested in becoming mentors submit their business card to the School. Business cards are placed on the "Wall of Fame" in the School for all students to consult as they organize their plans for mentorship. Student(s) may contact mentors for a variety of reasons such as assistance with career planning assistance or information for student projects/papers. The student is not evaluated academically for participation in the Mentorship Program. The relationship between the student and the mentor is very flexible and reflects the student's previous health care experience and knowledge. Mentors are prepared to meet with the student at the request of the student. Students are encouraged to contact their mentors on a regular basis. If you have any questions regarding the Mentorship Program, please contact the Executive Committee member responsible for overseeing the program at the Chapter. The Executive Committee list is posted on the Bluenose Chapter's page of the CCHL website at http://www.cchl-ccls.ca/default1.asp 63

Section 25: CA+HME The MHA program is reviewed by and has received accreditation from the Commission on Accreditation of Healthcare Management Education (CA+HME) For detailed information on CA+HME, please visit their website at cahme.org The CA+HME curriculum content areas and the School s interpretations of them are as follows: Structuring, marketing, positioning, and governing health organizations to achieve optimum performance. Exploring concepts of organizational accountability, governance and stewardship, in the context of the health system. Financial management of health organizations Provide education in the principles and competencies in the area of financial analysis, interpretation and dissemination to support evidence-based decisions pertaining to the development of health policy, practice and/or service delivery. Leadership, interpersonal relations, conflict and change management, and written and oral communication skills. Employing leadership and communication styles to communicate a compelling vision of the future that enhances commitment to stakeholders and the Canadian Health Care System. Managing human resources and health professionals in diverse organizational environments (e.g., hospitals, clinics, home health agencies, insurers, pharmaceutical firms). Managing Human Resources and Health Professional in Diverse Organizational Environments: Education in the principles of human behaviour involved in the selection, retention, education and performance evaluation of health care professionals and support staff, with reference to pertinent legal and regulatory statutes, and applied to diverse organizational environments. Managing information including the collection, the statistical and non-statistical analysis, and summarizing management and health data for decision-making. The utilization of organizational resources including innovative systems and technology to capture data and contextual information which can be stored, retrieved, analyzed, and synthesized, in order to enhance evidence-based decision and policy making. Economic analysis to support decision-making. Statistical, financial and economic terms and methods are presented and employed in conceptual, critical analysis and applied context to plan for and evaluate health of populations, policy, health outcomes, quality of care and health systems. 64

Section 25: CA+HME Legal and ethical analysis applied to business and clinical decision-making. Education in the knowledge, development, and application of ethical and legal principles and frameworks, with reference to the alignment of personal, professional and institutional values and the principles of the Canada Health Act. Government health policy formulation, implementation, and evaluation. Analysis and understanding the processes of developing and implementing policy and assessing the implications. Understanding the parameters that impact on the process: political, economical, financial, ethical, legal and societal. Assessment and understanding of the health status of populations, determinants of health and illness, and health risks and behaviors in diverse populations. The measurement of organizational inputs, activities, outputs, and outcomes in order to assess the efficiency and effectiveness of organizational functioning and quality improvement and management of risk. The management of change in health care organizations in diverse communities drawing broadly on the social and behavioral sciences. Analysis and understanding of the complex interplay of human behaviour and organizational structure, with economic, business and policy initiatives, that determine the successful implementation and maintenance of change in diverse health care environments. Quality assessment of both business practices and health care delivery focusing on outcomes measurements, process/outcome relationships, and methods for process improvement. The assessment and application of best practices in order to enhance the efficiency and effectiveness of health care organizations including quality improvement, management of risk and patient safety. 65

Section 26: NCHL Health Leadership Competency Model The National Center for Healthcare Leadership (NCHL) model identifies competencies required for outstanding healthcare leadership for the future. The MHA program uses a Canadian modification of the NCHL model. As a component of CAHME accreditation, the MHA program is guided by the NCHL framework which includes the following competencies. Levels to be attained for each competency and included in MHA Course outlines. Transformation Achievement Orientation Analytical Thinking Community Orientation Financial Skills Information Seeking Innovative Thinking Strategic Orientation Execution Accountability change Leadership Collaboration Communication Skills Impact and Influence Information Technology Management Initiative Organizational Awareness Performance Measurement Process Management/ Organizational Design Project Management People Human Resources Management Interpersonal Understanding Professionalism Relationship Building Self Confidence Self Development Talent Development Team Leadership 66

Section 27: Administrative Odds and Ends Where do I pay my fees? The Henry Hicks Administration Building (clock on top) on Studley Campus, at the end of University Avenue. (campusmap.dal.ca/) Where do I pick up my student loan? Also at the Henry Hicks Administration Building. They post a list outside the Registrar s Office and on their website of those loans that have arrived. Don t wait in the ridiculously long line unless you re sure your loan has arrived. Why do I need a DalCard? For identification as ID cards must be presented to write an officially scheduled exam or to use the library facilities. In addition, some services such as the issuing of bursary or scholarship cheques, require the presentation of a valid Dalhousie ID. You will also need your DalCard to enter the Dalplex and it also acts as a debit card for photocopying while on campus (not at the School). New students will need to have their photo taken when picking up their Dal card. Returning students do not need to have a new photo taken and can pick up their card from Ancillary Services. Many businesses including Metro Transit and some area bars and businesses give discounts to students with a valid student ID. Where do I get my student card and how much does it cost? In the basement of the SUB if you re in Halifax early, we recommend you avoid the line-ups and get it early. Your first DalCard is free. If it is lost, stolen or damaged there is a $15 replacement fee. Where can I grab a bite to eat between classes? There are lots of sandwich shops and eateries in the downtown area. How do I find a local Doctor or Dentist? For a doctor, call the Medical Society/Doctors NS at 468-1866. They keep a list of metro doctors taking new patients. You can also call Dal Health and Wellness at 494-2171 for a doctor s appointment. However, the quickest way to see a doctor is The Family Focus, a walk-in/same day appointment clinic in the Halifax Professional Centre at 5991 Spring Garden Road call 420-2038. If you are interested in bargain dental care, Dal has plenty of dental students willing to give good deals on tooth repair. The procedure may take a little longer but it is fully supervised. Call the Dental School at 494-2101. 67

Section 28: School Contacts and Information Student Council - Association of Health Administration Students (AHAS) Co-Presidents Vicky Smith & Parveen Brar Vice President Andrew Milligan Treasurers Jennie Ding Second Year Reps Hongpeng Pan & Marya Haq CCHSE Student Rep Lebene Numekevor Email AHAS@dal.ca SHA Contact Information Director Joe Byrne 494-7097 byrne@dal.ca Administrative Officer - Sandra Drew 494-1547 sandra.drew@dal.ca Administrative Assistant - Shelley Weir 494-2201 shelley.weir@dal.ca Receptionist/Secretary - Jackie Harnish 494-7097 jharnish@dal.ca Distance Education Coordinator Sally Alshazly 494-6579 Sally.Alshazly@Dal.Ca Alumni Association President - Reese Bearnes - rbearnes@dal.ca Grace Johnston 494-1309 Grace.Johnston@Dal.Ca David Persaud 494-1308 d.persaud@dal.ca Christopher Simms 494-7017 Christopher.Simms@dal.ca Sherman Luu 494-8881 s.luu@dal.ca School Fax number 494-6849 Photocopying The photocopier is available for student use. The cost is $0.10 per page. User ID numbers are assigned by staff when requested. Students are invoiced for their copies at the end of each term. Mailboxes Each student is assigned a mailbox at the School. University communications, assignments and other correspondence can be picked up by the students at their convenience. Supplies Students may purchase transparencies ($1.00), printer paper ($5.00 per package), coil bindings and covers for presentations ($2.00) from the School. There is a binding machine at the School for student use. 68

Section 28: School Contacts and Information There is a printer located in the student room. Internet access is also available. You can borrow one of the School Laptops, they are to be used at the school. It is the student s responsibility to have their own computer paper. Packages can be obtained from the School for a cost of $5. Note: Students must save their work on a memory stick and not directly to the hard drive. School Access School is open from 8:00 a.m. 4:30 p.m. In Case of Fire Alarm First stage alarm is just a warning something is going on in the building. Remain where you are, and await further instructions over intercom. Should second stage alarm sound, evacuate immediately via nearest fire exit, stairs by south door. Upon Discovery of Fire Leave fire area immediately and close door. Sound the fire alarm, pull the manual alarm. Leave building by nearest exit In an emergency call 423-9138 to let building security know. Or call building Maintenance at 422-5546. Call Fire Department Dial 911. Caution!!! If you encounter smoke, use alternate exit. Remain Calm, DO NOT USE ELEVATORS! Scent Free Initiative Office of Environmental Health and Safety Dalhousie University launched We Share the Air in 2002-03. Dalhousie University and the organizations which represent students, faculty and other employees support the efforts of the Dalhousie University Environmental Health and Safety Committee to create a scent-free University. In consideration of the difficulties that exposure to these products cause sensitive individuals, the University encourages faculty, staff, students and visitors to avoid the use of scented personal care products. For information on Dalhousie s scent free initiative, please visit one of the following websites: to obtain further information: mailto:safety.office@dal.ca http://safety.dal.ca/programs_services/scentfree/ Please note that the health facilities where you will complete residencies, carry out projects, and attend meetings are also likely to be scent-free. 69

Section 29: Notes 70