Document 1 MBA Health Care Management May 2011 FACULTY OF HEALTH AND LIFE SCIENCES MBA Health Care Management Programme Specification 1
Contents Introduction 3 Part 1: Programme Specification 1-9 Basic Programme information 4 10 Educational Aims of the Programme 5 11 Intended Learning Outcomes 5 12 Programme Structure and Requirements 9 13 Support for Students and their Learning 11 14 Criteria for Admission 12 15 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning 16 Regulation of Assessment 13 17 Indicators of Quality and Standards 13 18 Additional Information 13 19 List of mandatory and option modules 15 20 Curriculum Map 16 Part 2: Supporting information 1 Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. 2 Teaching and Learning Strategy 17 3 Assessment Strategy 17 4 Programme/Course management 18 5 Entry Requirements and Selection Procedures 18 6 Compliance with the University s Academic Regulations and Current Legislation 18 Page number 12 17 2
Introduction The Department of Social and Community Studies has established a suite of leadership and management programmes for those in the health and social care sectors over the last four years, ranging from Foundation Degree to Masters in response to a recognised need to prioritise and develop expertise in this area of practice. The impetus for this is continuing to grow within the UK and internationally as healthcare provision increasingly transcends national boundaries. The MBA Health Care Management is a response to this trend. It represents collaboration between several departments within the faculty of Health and Life Sciences and the Faculty of Business, Environment and Society and aims to improve management skills for graduates who wish to acquire a theoretical and practical understanding of business and management to prepare them for a successful managerial career in the field of health care. The course is being developed in tandem with 2 further MBAs in the Faculty, one in Public Health Management to be managed by Nursing, and one in Biotechnology Management to be managed by Biomolecular and Sport Sciences (BSS). It is intended that 6 of the 9 modules on the programme be shared by the three courses, with three specialist modules for each programme. Three of the shared modules will be managed by BES and three by the Social and Healthcare leadership and Management team.. 3
Part 1: Programme Specification for MBA Health Care Management 1 Available Award(s) and Modes of Study Title of Award * Mode* UCAS Code MBA Health Care Management FHEQ Level* 12 months FT N/A Level 7 *This is a full-time MBA programme; PgDip and PgCert are given as exit or compensatory awards only. Qualification descriptors can be found at http://www.qaa.ac.uk/academicinfrastructure/fheq/ewni/default.asp#annex1 2 Awarding Institution/Body * Coventry University. 3 Teaching Institution * Coventry University, Faculty of Health and Life Sciences. 4 Internal Approval/Review Dates 5 Programme Accredited by* 6 Accreditation Date and Duration 7 QAA Subject Benchmark Statement(s) and/or other external factors * 8 Date of Programme Specification * 9 Programme Manager/Course Tutor * Date of approval: 2011 Date for next review: Academic year 2017 Not Applicable. This programme of study meets the subject benchmark statements for Masters awards in Business and Management. May 2011 Linda Martin 4
10 Educational Aims of the Programme General aims: To provide an educational environment which enables students to achieve an integrated understanding of the operation and strategy of management and to develop appropriate and personal skills. Specific aim of the named MBA award in Health Care Management: To provide an educational experience in which students can achieve an integrated understanding of the operation and strategy of business within the context of health care management, whilst also developing appropriate intellectual and personal skills. General objectives of the Coventry University MBAs are to: Provide the framework within which students can develop an analytical understanding of both the functional nature of business and the holistic nature of management. Foster in students the commitment to lifelong learning and personal development, a reflective style of management and a responsibility for their own learning. Provide students with the opportunities to develop a range of skills and the ability to apply a variety of management tools and techniques. Stimulate a proactive approach to organisational issues which illustrate an understanding of the impact of the changing environment and the context within which managers and organisations operate. Encourage students to demonstrate their capacity to enact the principles of change management and become effective change agents in organisations. Support students as they prepare for and carry out a sustained piece of research namely the MBA dissertation. 11 Intended Learning Outcomes The full-time MBA programme satisfies the Coventry University s Code of Practice for Academic and Professional Skills Development and conforms to the QAA benchmark statements for Masters Awards in Business and Management Section 20 maps the learning outcomes described below to the modules on the programme (these are identified in section 19) Section 21 shows the capabilities that students will be taught, will be given the opportunity to practise and will be assessed in. The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified below. After completing the foundation Business and Management modules, students should be able to: Demonstrate a systematic understanding of relevant knowledge about organisations, their external context and how they are managed. Apply relevant knowledge to a range of complex situations to include marketing; finance; 5
accounting and human resource issues, taking into account of the inter-relationships of these topics and their interactions with other areas of the business and the industry and external environment. Demonstrate and understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues. Communicate effectively both orally and in writing using a range of media. After completing the specialist-route modules, students should also be able to: Evaluate strategic decisions and to work towards policy formulation and implementation. Creatively apply knowledge, demonstrating a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management. Acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of specialist/function-specific settings. Evaluate the rigor and validity of published research and assess its relevance to new situations. After completing the MBA dissertation, students should be able to: Demonstrate a critical awareness of current issues in business and management which is informed by leading edge research and/ or practice in the field. Extrapolate from existing research, scholarship and/or field work findings to identify new or revised approaches to practice. Conduct research/formal enquiry into business and management issues that require familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process. 11.1 Knowledge and Understanding* On successful completion of the programme students should be able to demonstrate knowledge and understanding of: KU1 Organisations- encompassing the internal aspects, functions and processes; their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence on the external context. KU2 External Context encompassing a wide range of factors including economic, environmental ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour and management of organisations. KU3 Management- encompassing the various processes, procedures and practices for effective leadership and management of organisations, including theories, models, frameworks, tasks and roles of management. The rational analysis and other processes of decision making within organisations and in relation to the external context. KU4 The critical evaluation of theory in relation to management practice, both in general terms and in the context of functional specialism. The principal teaching, learning and assessment methods used on the programme to achieve these learning outcomes are identified below. 6
KU 1 KU2 KU3 KU4 Teaching and Learning Lectures, seminars, and critical review of the literature. Lectures, seminars and critical review of the literature. Lectures, seminars, expert guest speakers and critical review of the literature. Lectures, seminars, guest speakers, critical review of the literature and problem-based learning. Assessment Individual and/or group assignments, and/or timed constrained activity Individual and/or group assignments, and/or timed constrained activity Individual and/or group assignments and/or timeconstrained activity. Individual and/or group assignments, and the Masters Dissertation / Internship. 11.2 Cognitive (thinking) Skills On successful completion of the programme students should be able to: CS1 Critically evaluate ideas and relevant literature. CS2 Engage in creative problem solving and decision- making. CS3 Evaluate and prioritise information and knowledge. CS4 Research business and management issues. CS5 Critically reflect on practice and experience. The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. CS1 CS2 CS3 Teaching and Learning Lectures, seminars, guest speakers and directed reading Lectures, seminars, case studies and problembased learning Seminars, case studies and the content of the Knowledge, and Information and Innovation management module Assessment Individual and/or group assignments and the Masters Dissertation Individual and/or group assignments and the Masters Dissertation Individual and/or group assignments and the Master Dissertation CS4 Case studies and problem-based learning Individual and/or group assignment and the Masters Dissertation CS5 Seminars and problem-based learning Individual and/or group assignments and the Masters Dissertation 7
11.3 Practical Skills On successful completion of the programme students should be able to: PS1 Communicate and work effectively to persuade and influence others. PS2 Collect relevant and appropriate data, analyse it and present findings. PS3 Use ICT effectively to search for, retrieve and communicate relevant information in an appropriate form. The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. Teaching and Learning Assessment PS1 Lectures, seminars and peer feedback. Individual and/or group assignments, timeconstrained activity and the Masters dissertation/internship PS2 Individual research Individual and/or group assignments and the Masters dissertation/ Internship PS3 Individual activities Inherent in all assignment activities. 11.4 Transferable Skills On successful completion of the programme students should be able to TS1 Write an evidence-based strategic management report and correctly identifying the sources of evidence. TS2 Work effectively in a group in order to achieve objectives utilising the skills of all the group members. TS3 Select, justify and apply appropriate research and decision making techniques to business problems. Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. 8
MBA Pg Dip 12 Programme Structure and Requirements, Levels, Modules, Credits and Awards Modules within the programme, their credit value and pre/co requisites are given below. 12.1 Study programme for MBA in Health Care Management (180 Credits). * = modules required for named award Module code Module title Credit value Pre/Co requisite Status M04MKT Principles of Marketing 15 * * M05EFA M11HRM M19SHC M04HLS M17CPD M18SHC Financial Analysis & Decision-making Human Resource Management Strategic Health Care Management Contemporary Issues in Health Public Health and Health Development Operational Health Care Management 15 * * 15 * * 15 * * 20 * * 20 * * 20 * * M20SHC Research Methods 10 * M21SHC Research Dissertation 50 * Note For candidates enrolled on the full-time programme, the awards of PgCert and PgDip are not available, except as compensatory or exit awards (Ref Section 16 Note A) 12.2 Requirements for award Standard University Requirements for minimum number of credits (single 20 credit modules) passed Total Credits Masters 180 (8) PgDip 120 (6) PgCert 60 (3) 12.3 Progression to alternative award and award cascade a) Any student enrolled on a named MBA course within the Programme in Health Care Management who fails to pass required modules of their programme may transfer to alternative awards provided that the individual satisfies the University and course regulations for these awards. b) Any student who has failed to qualify for their named award may be offered an alternative award by the Programme Assessment Board as detailed below provided that the individual satisfies the course and University regulations for these awards. 9
The award cascade is as follows: MBA in named course i.e. Health Care Management PgDip in named course i.e. Health Care Management will be awarded on attainment of 120 credits accrued from M18SHC, M04HLS, M17CPD, M11HRM, M19SHC, M04MKT, M05EFA PgCert in Health Care will be awarded on attainment of 60 credits accrued from M18SHC, M04HLS and M17CPD PgCert in Business Administration will be awarded on attainment of 60 credits accrued from M19SHC, M04MKT, M05EFA, M11HRM PgCert Post Graduate Certificate PgCert is available as a fall back award. The PAB may offer the award of PgCert provided that, in the event, the individual satisfies the University general regulations for a PgCert. 10
13 Support for Students and their Learning Students attend an Induction Programme in the week preceding the beginning of the Academic Year. Each student has the opportunity to attend a number of academic, administrative and social events that include a welcome and introduction to the University, facilities and specifically the Faculty of Health and Life Sciences, the course, course director, module leaders, lecturers, key staff and tutors who provide academic and pastoral support. There is an opportunity to be trained on CU on-line, a tour of the library and study skills development. A number of social activities are organised by the Student s Union, including an introduction to University Clubs and Societies. As this programme recruits International students there is particular emphasis during induction on ensuring students can access all relevant supports, on developing group cohesion and creating a supportive learning culture. Students have access to the facilities of the Frederick Lanchester library and to the University s Open Access computing laboratories, including local PC laboratories. The University and the Faculty provide a range of support mechanisms to meet the educational and pastoral needs of students. The Student Services department provides welfare support, careers guidance, counselling, catering, residences and a chaplaincy. The Students' Union is also available to offer support to all students. Information to students about the available support systems is provided in University guides and during induction. Programme and Faculty specific support for students with special needs are actioned in conjunction with central provision and support from the Disabilities Office. Students may also draw on help from the Centre for Academic Writing for individualised advice on writing essays, reports, dissertations, theses, exams and other assignments. Students experiencing or diagnosed as having difficulties in statistics will be referred to the Mathematics Support Centre which offers extra help to students experiencing difficulties in this area via the Statistics Advisory Service. Additional support services can be accessed at Student Services and International Students may obtain further help from the student welfare team in the International Office. Coventry University is one of a select few in the UK to provide a dedicated facility for its postgraduate students. The Graduate centre is designed specifically to meet the needs of Postgraduate students, providing a pleasant environment in which to study. Students have access to well-equipped teaching and conference rooms, quiet Wi-Fi work areas, computer suites, café bar and social areas. The Centre is there to support students throughout their studies at Coventry University, by providing top class teaching, learning and social facilities. Academic staff have academic surgery/office hours when students see them. This allows students to talk to staff about specific queries with academic material, general study skills problems and possibly personal problems. In addition, The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. International students receive intensive support to assist them in adapting to the approach to learning and academic requirements of the programme which includes an induction programme specific to their needs and detailed constructive feedback in the early stages of the course. All students are provided with a course handbook and a module guide for each module taken specifying module aims, learning outcomes, indicative content, assessment criteria and recommended reading. Online support is available via the course, subject and module webs. 11
14 Criteria for Admission The general requirements are in line with University Policy. To commence the full-time MBA Health Care Management applicants must have: 1. An Honours degree in an undergraduate course and students will normally have achieved a 2:1 or above 2. or equivalent appropriate qualification Students whose first language is not English are normally required to have >6.5 IELTS, (or 6.0 IELTS plus compulsory 5-week pre-sessional English course), TOEFL computer-based >230, TOEFL score of >573 for paper based. 15 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the Social and Health Care (SHC) Board of Studies of the Faculty of Health and Life Sciences. The SHC Programme Assessment Board is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Study of the departments which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Academic Registry s web site. Students are represented on the Student Forum, SCH Board of Study and Faculty Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. All programmes are subject to a major review involving subject experts external to the University, normally on a six year cycle. At these reviews the views of current and former students and employers are sought where appropriate. 12
16 Regulation of Assessment In line with University policy all assessed work undergoes internal moderation. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers, and view representative samples of work for the modules for which they have responsibility. At programme level, External examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. Awards for Taught Masters programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively), when calculated using the method detailed in the University s Academic Regulations 7.6.3 and 7.6.5). (Note A) Pg Certificate and Pg Diploma Awards: As this is a full-time MBA programme, these lower level awards are given only as exit or compensatory awards. The awards are mutually exclusive (candidates cannot receive both), and the designation of the awards shall be Pg Diploma in Biotechnology Management, and Pg Certificate (un-named). 17 Indicators of Quality and Standards The University has well established mechanisms for the review and evaluation of teaching, learning, assessment, curriculum and outcome standards. External examiners reports: These have confirmed the high standard of teaching and programme delivery, innovative assessments, and subject material. Facilities: State-of-the-art Library, excellent provision of and access to IT and computing facilities, high quality laboratory provision (including recent refurbishment). Staff and staff development: Highly qualified staff - all full time academic staff have higher degrees and higher education teaching certificates. A significant number have SEDA accreditation. Innovative teaching and assessment strategies are incorporated into modules and courses, reflecting staff interest and expertise. Continual staff development is actively encouraged. Teaching staff are research active and present at national and international conferences. Annual staff appraisal and regular peer observation of teaching occur. 18 Additional Information Key sources of information about the course and student support can be found in Faculty Handbook Student Course Handbook Module Guides CU On-line Module Information Directory (Coventry University : Learn Online - MID Student Services http://www.coventry.ac.uk/postgraduate Study Support: 13
http://www.coventry.ac.uk/postgraduate-study/library-and-study-support/a/768 Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 14
19 Mandatory Modules for MBA Health Care Management Module code Module title Credit value Pre/Co Requisite Status M04MKT Principles of Marketing 15 M M05EFA Financial Analysis & Decisionmaking 15 M M11HRM Human Resource Management 15 M MX19SHC Strategic Health Care Management 15 M M04HLS Contemporary Issues in Health 20 M M17CPD M18SHC Public Health and Health Development Operational Health Care Management 20 M 20 M M20SHC Research Methods 10 M M21SHC Research Dissertation 50 M Key M = Mandatory (i.e. must be studied and passed) 15
20 Curriculum Map Module codes M04MKT Principles of Marketing Knowledge and Understanding KU KU KU KU 1 2 3 4 Intended Learning Outcomes Cognitive (Thinking) Practical Skills Skills CS CS CS CS CS PS PS 1 2 3 4 5 1 2 X X X PS 3 Transferable Skills TS TS TS 1 2 3 M05EFA Financial Analysis and Decision Making M11HRM X X X X X X X X X X X HRM M19SHC X X X X X X X X X X X X Strategic Health Care Manageme nt M04HLS X X X X X X X X X X X X Contempor ary Issues in Health M17CPD X X X X X X X X X X X X X Public Health and Health Developme nt M18SHC Operational Health Care Manageme nt M20SHC Research Methods M21SHC Dissertation X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 16
Part 2: Supporting Information for MBA Health Care Management 1. Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The University is committed to presenting a health and social care provision that is of high quality and recognised as fulfilling the requirements for the competencies outlined by the university in relation to the academic awards. These modules will be available on an online and standalone basis so that they can also be recognised as being valid areas of continued professional development (CPD) for relevant professionals. To this end the course structures presented here are designed to incorporate nationally recognised descriptors for training in health and social care. Specifically they are designed to: Satisfy the description of a Master award as defined by the Framework for Higher Education Qualifications in England, Wales and Northern Ireland The University has taken these new national developments into account to ensure that the programme remains current and in line with national trends. The programme has been written to incorporate key skills and standards which span across all the disciplines that are eligible to register for this programme. 2. Teaching and Learning Strategy A broad range of teaching and learning strategies is utilised to develop student skills as identified in the learning outcomes stated in the Programme Specification, and is in line with University Teaching and Learning strategy. The strategies employed reflect the aims and learning outcomes of each of the new programmes with teaching methods selected to be appropriate for the content and aims of each module on that programme. Students gain knowledge and develop critical and evaluative skills through a structured series of online lectures, live discussions, tutorials, seminars, workshops and independent learning activities, along with supplementary learning through appropriate documents and the development of podcasts and video interviews with key specialist and professionals. They develop critical awareness through small online group discussions following engagement with primary materials, and in some instances with key specialists in the area for discussion. They are also directed to lecture related resource materials (such as web resources and research databases) and essential and additional reading. Much of the work is done independently with supervisory guidance from a tutor, and may involve specialist equipment as well as computer generated exercises. Through structured problem-solving exercises, students practise skills of data collection, synthesis, analysis, interpretation and scientific report writing. Generic transferable skills are embedded within teaching on the modules, through the use of work based learning activities and a learning contract. Independence is fostered progressively at each stage. Course material is informed by current research. 3. Assessment Strategy The assessment strategy is designed to take account of module learning outcomes and informed by the University regulations and guidelines for assessment, Faculty policies and national guidelines. A broad range of assessment techniques is used to facilitate the performance of students. Through their engagement with different modules and assessment patterns students are required to demonstrate their knowledge and skills in a variety of ways. Learning outcomes are clearly linked to assessment in each of the module descriptors to ensure that students meet threshold requirements of the courses. Module guides are given to students for each module and these clearly state the learning outcomes of the module and the requirements for assessment. 17
There will be clear assessment criteria for each of the assessment types employed and these are presented to students in student handbooks. As well as these generic assessment schemes, each module leader also produces advice for students and specific marking guidelines for co-markers, detailing the type of content to be expected in an answer. These are used to further promote equity of marking. Moderation of assessment is carried out for coursework following University and Faculty policies. External Examiners for each module are required to comment on the appropriateness of the marking and standards achieved. Feedback is provided on all assessed coursework with sections relevant to the published assessment criteria. Written comments are provided on each aspect of the work considered in marking along with guidance on ways of improving similar future work. Policies for the submission of late work, queries about marks awarded and other assessment regulations are clearly stated in the Student Handbook. As far as possible assessments are spread throughout the duration of the course to avoid excessive student workloads at any one time. Assessment for all modules is in line with Faculty policy on parity of student effort across modules, which specifies the appropriate number of units of assessment to be applied to modules at each stage. 4. Programme/Course Management The Head of Department has overall responsibility for the management of all courses within the department. The postgraduate courses are managed by a Course Director who has overall responsibility for the co-ordination, organisation and day-to-day management of the courses. Module leaders are responsible for managing the modules. Students on each stage of the course are represented by an elected student representative who receives training from the Students Union. Student representatives, module leaders and the Course Director will assemble for the Student Forum that meets at least once a term. Student representatives also attend Boards of Study. Issues raised at the Student Forum feed into the Boards of Study and subsequently to the Faculty Board. Service user feedback and involvement in the course will be amalgamated into the second and third mandatory attendance days. 5. Compliance with the University s Academic Regulations and current legislation The proposed course structure complies with the University Academic Regulations. Its procedures and practices are consistent with the University guidelines, policies and codes of practice. 6. Entry Requirements and Selection Procedures Normally achievement of a 2:1 in a Bachelor level degree. Selection is based on an application form which is supplemented with interview where appropriate. Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 18