Healthcare Administration Archive 2019-2020

3

This course explores the origins, components, organization, and operation of the U.S. health system. It prepares students for subsequent healthcare administration courses that delve more deeply into key aspects of the health system. Topics include major current health and health system issues; the history and trends underlying those issues; and the organizations, professions, laws and policies, patients and consumers, payers and other aspects of the health system. Learning activities focus on the relationships among the many parts of the health system.

3

Develops foundational evidence-based management skills and initiates the professional self-development work that students undertake throughout the MHA Program. This course covers applied research methods and statistical tools as it develops students' skills at identifying, collecting, analyzing and interpreting data. Students engage in hands-on data collection, statistical analysis and interpretation of results. Professional development work includes self-assessments, clarification of career aims, and connecting with resources available to healthcare management professionals.

3

Builds essential accounting and financial management skills for healthcare managers. Topics include income statements, balance sheets, and interpretation and analysis of financial statements, as well as the implications of assuming financial risk. The course also covers the revenue cycle, financial information systems, and the use of financial information for decision-making. Focused attention is given to managerial accounting, cost allocation, budgeting and variance analysis, as well as ethical and legal perspectives.

HLTH 705 (or 701)

3

Builds on Health Systems I: Healthcare in the U.S. by examining the system through the lenses of economics, law, and policy. In order for students to be better prepared to help their organizations adapt effectively to opportunities and constraints presented by the environments in which they operate, they must be able to analyze and evaluate current and evolving healthcare markets, laws and public policies, payment methods, mechanisms for bearing and sharing financial risk, and their impact on healthcare business models and organizational models.

MHA and MSBA students only. HLTH 705 (or 701) and HLTH 707 (or 812) or SBS 604.

3

Introduces students to concepts, analytic tools, and techniques in operations management, including project management, process documentation and analysis, process improvement tools, Lean Six Sigma methodology, queuing theory, forecasting, Theory of Constraints, and supply chain management. Students will understand patient flow and will learn to measure and compare productivity between departments and healthcare organizations, to map processes and identify improvement opportunities," and to apply quantitative methods for optimal managerial decisions. The course builds on the ""Evidence-Based Healthcare Management"" foundation course. Class exercises\"

3

Develops students' knowledge and skills to enable them to engage more effectively with the human side of healthcare organizations. The course examines forces that shape healthcare organizations, and it draws on management theory and practice to explore topics including: governance and control; strategy; organizational structures, tasks and positions; culture and ethics; teamwork; communication; planning; decision making and problem solving; and managing people and performance in clinical and support services. The course also covers operational aspects of human resources planning and management, including recruiting, retaining and managing human resources; cultural competence and diversity management.

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604

3

"Introduces students to the new science of analytics in the context of the health and healthcare sectors. Building on the ""Evidence-Based Healthcare Management"" Foundation course\"

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604.

3

"The ""production"" of healthcare is a service of significant personal and social consequence and the quality of that service is high on the agenda of every healthcare leader. A number of trends in the industry are interacting to provide both new challenges and new opportunities for managers in the areas of healthcare quality\"

HLTH 705 (or 701); and HLTH 740 HLTH 808 or MBA 721

3

The business of delivering healthcare services generates a multitude of ethical questions which must account for a range of interests, from the interests of patients and consumers, to those of providers and staff, to those of the organization as a business, and the broader interests of community and society. This course familiarizes students with these issues and interests, and with ethical concepts and frameworks for ethical decision making. The course integrates ethics into students' development of their own leadership and change management skills and practice. The course is designed to promote intellectual growth and personal insight into one's own leadership capabilities and style, moral values and beliefs, and to develop competency both in one's personal leadership practice and in leading and managing organizational change.

HLTH 705 (or 701) and HLTH 707 (or 812)

3

The success of any healthcare organization depends on the ability of its leaders and managers to continuously identify, evaluate and address the key issues facing the organization. Innovations in technology, products, practices, and organization, which are continuously reshaping healthcare, are among the most important issues. This course introduces students to these types of innovations, as part of the larger healthcare environment, and integrates them into the larger framework of strategic management of healthcare organizations. The course explores the essential elements of strategic management: systems thinking, strategic analysis, and strategy development and implementation. Using healthcare industry publications and provocative case studies, students conduct assessments of external trends, assumptions and implications; identify and assess organizational opportunities and challenges as well as strengths and weaknesses; identify strategic and operational issues; and review and develop strategies and actions to address the issues and achieve success.

Complete 39 credits of MHA courses

3

The MHA capstone integrates information, concepts and tools from across the curriculum. Each student develops a strategic or operational plan for a healthcare organization or conducts a research project on a healthcare organization or a strategic or operational issue of particular interest. The student must conduct the planning or research from multiple perspectives, including financial, operational, human resources and community health, within a larger strategic assessment of the environment. Fundamentally," this course enables students to apply the aspects of strategic management to diagnose organizational circumstances and develop strategies for ""what to do next."" "

Take HLTH-701 or HLTH-705; and HLTH-707 or HLTH-812

0.00- 3.00

The internship enables students to learn about important aspects of healthcare by working in a healthcare organization. It is intended for students who do not have professional experience in the U.S. healthcare system as well as students who already work in healthcare and seek to gain exposure to other areas of the system. For all students, the internship provides networking opportunities for future career development. The internship requires each student to: work with a healthcare faculty member to identify opportunities and secure an internship in a healthcare organization; complete 400 hours of supervised work in that healthcare organization; attend classes to examine relevant aspects of the internship; and report on the lessons learned from the internship and how they could be applied in the student's future professional endeavors.

3

Introduces students to a wide range of current innovations as well as innovations that are expected in the future. The course builds students' skills to anticipate, adopt and manage innovation in healthcare. It covers innovation in the organization and delivery of healthcare services as well as in the pharmaceuticals, biotechnology, medical devices, and healthcare information technology. In particular, the course explores how innovation happens -- i.e., how players across the healthcare industry create, identify, pursue, and support or impede opportunities for innovation.

HLTH 701 or HLTH 705

3

This course prepares students to plan, lead," manage and improve primary care and other ambulatory patient care services (""APC"") toward achieving the ""Triple Aim"" of better population health\"

HLTH-701 or HLTH-705

3

The health and wellbeing of people throughout the world are challenged by many factors. To highlight those factors and what is being done to address them, this course focuses on global health problems and needs, including those related to infectious and chronic diseases, injuries, mental illness and substance abuse, and complex emergencies such as natural disasters and war, with particular attention to women, children and families. It also review critical global health-related policy issues such as poverty, population growth, the food and nutrition crisis, water wars, environmental degradation and climate change. Among the assignments, students write papers on specific global health problems and needs and identify healthcare and health-related organizations and financial resources in selected countries that are addressing the problems and needs. The course closes by examining the challenges of how to prioritize the deployment of scarce resources and mobilize citizens, governments and for-profit and non-profit organizations to enhance people's health and wellbeing and save civilization.

HLTH 810 or HLTH 831

3

Builds student competencies in the improvement and assurance of the quality and safety of healthcare services. This course builds on the principles, concepts, tools, and analytic methods addressed in the pre-requisite Core II course," ""Quality\"

3

England, as part of the United Kingdom, has a nationalized healthcare system. Given that it leads the systems in other countries on many aspects of care delivery and health outcomes, there is an advantage for healthcare administrators and policymakers in the U.S. to have exposure to this system for what they might learn and apply to improve our own healthcare system. Therefore, the purpose of this global travel seminar is to enable students to explore and answer one overarching question: What can we learn from the healthcare system in England that will enable us to better understand and make needed improvements to the healthcare system in the U.S.? At the macro level, students will learn about and analyze such features of the healthcare system in England as government ownership of healthcare delivery organizations, near-universal insurance coverage, allocation of resources according to national and regional budgets, and reforms to address serious quality and safety deficiencies. At the micro level, students will visit healthcare delivery organizations and meet with healthcare providers, managers and policy makers to get a close look at the realities of the healthcare system, including quality improvement and cost containment initiatives. By the end of this course, students will also understand how the healthcare system in England compares on key dimensions with the healthcare system in the U.S.

HLTH 701 or HLTH 705

3

"This course revisits the health system as a diverse set of public and private entities working together to build and sustain health at the community and population levels. It prepares students to be boundary-spanners within that system and to plan and manage services that optimize community and population health. The traditional ""caring and curing"" mission of healthcare delivery organizations is expanding toward prevention\"

Take HLTH-701;

1.00- 3.00

This is a student-initiated directed study project. The student and faculty advisor must concur on a written proposal and final report, and the project must be approved by the Dean of Academic Affairs prior to registration.

3

This course explores the origins, components, organization, and operation of the U.S. health system. It prepares students for subsequent healthcare administration courses that delve more deeply into key aspects of the health system. Topics include major current health and health system issues; the history and trends underlying those issues; and the organizations, professions, laws and policies, patients and consumers, payers and other aspects of the health system. Learning activities focus on the relationships among the many parts of the health system.

3

Develops foundational evidence-based management skills and initiates the professional self-development work that students undertake throughout the MHA Program. This course covers applied research methods and statistical tools as it develops students' skills at identifying, collecting, analyzing and interpreting data. Students engage in hands-on data collection, statistical analysis and interpretation of results. Professional development work includes self-assessments, clarification of career aims, and connecting with resources available to healthcare management professionals.

3

Builds essential accounting and financial management skills for healthcare managers. Topics include income statements, balance sheets, and interpretation and analysis of financial statements, as well as the implications of assuming financial risk. The course also covers the revenue cycle, financial information systems, and the use of financial information for decision-making. Focused attention is given to managerial accounting, cost allocation, budgeting and variance analysis, as well as ethical and legal perspectives.

HLTH 705 (or 701)

3

Builds on Health Systems I: Healthcare in the U.S. by examining the system through the lenses of economics, law, and policy. In order for students to be better prepared to help their organizations adapt effectively to opportunities and constraints presented by the environments in which they operate, they must be able to analyze and evaluate current and evolving healthcare markets, laws and public policies, payment methods, mechanisms for bearing and sharing financial risk, and their impact on healthcare business models and organizational models.

MHA and MSBA students only. HLTH 705 (or 701) and HLTH 707 (or 812) or SBS 604.

3

Introduces students to concepts, analytic tools, and techniques in operations management, including project management, process documentation and analysis, process improvement tools, Lean Six Sigma methodology, queuing theory, forecasting, Theory of Constraints, and supply chain management. Students will understand patient flow and will learn to measure and compare productivity between departments and healthcare organizations, to map processes and identify improvement opportunities," and to apply quantitative methods for optimal managerial decisions. The course builds on the ""Evidence-Based Healthcare Management"" foundation course. Class exercises\"

3

Develops students' knowledge and skills to enable them to engage more effectively with the human side of healthcare organizations. The course examines forces that shape healthcare organizations, and it draws on management theory and practice to explore topics including: governance and control; strategy; organizational structures, tasks and positions; culture and ethics; teamwork; communication; planning; decision making and problem solving; and managing people and performance in clinical and support services. The course also covers operational aspects of human resources planning and management, including recruiting, retaining and managing human resources; cultural competence and diversity management.

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604

3

"Introduces students to the new science of analytics in the context of the health and healthcare sectors. Building on the ""Evidence-Based Healthcare Management"" Foundation course\"

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604.

3

"The ""production"" of healthcare is a service of significant personal and social consequence and the quality of that service is high on the agenda of every healthcare leader. A number of trends in the industry are interacting to provide both new challenges and new opportunities for managers in the areas of healthcare quality\"

HLTH 705 (or 701); and HLTH 740 HLTH 808 or MBA 721

3

The business of delivering healthcare services generates a multitude of ethical questions which must account for a range of interests, from the interests of patients and consumers, to those of providers and staff, to those of the organization as a business, and the broader interests of community and society. This course familiarizes students with these issues and interests, and with ethical concepts and frameworks for ethical decision making. The course integrates ethics into students' development of their own leadership and change management skills and practice. The course is designed to promote intellectual growth and personal insight into one's own leadership capabilities and style, moral values and beliefs, and to develop competency both in one's personal leadership practice and in leading and managing organizational change.

HLTH 705 (or 701) and HLTH 707 (or 812)

3

The success of any healthcare organization depends on the ability of its leaders and managers to continuously identify, evaluate and address the key issues facing the organization. Innovations in technology, products, practices, and organization, which are continuously reshaping healthcare, are among the most important issues. This course introduces students to these types of innovations, as part of the larger healthcare environment, and integrates them into the larger framework of strategic management of healthcare organizations. The course explores the essential elements of strategic management: systems thinking, strategic analysis, and strategy development and implementation. Using healthcare industry publications and provocative case studies, students conduct assessments of external trends, assumptions and implications; identify and assess organizational opportunities and challenges as well as strengths and weaknesses; identify strategic and operational issues; and review and develop strategies and actions to address the issues and achieve success.

Complete 39 credits of MHA courses

3

The MHA capstone integrates information, concepts and tools from across the curriculum. Each student develops a strategic or operational plan for a healthcare organization or conducts a research project on a healthcare organization or a strategic or operational issue of particular interest. The student must conduct the planning or research from multiple perspectives, including financial, operational, human resources and community health, within a larger strategic assessment of the environment. Fundamentally," this course enables students to apply the aspects of strategic management to diagnose organizational circumstances and develop strategies for ""what to do next."" "

Take HLTH-701 or HLTH-705; and HLTH-707 or HLTH-812

0.00- 3.00

The internship enables students to learn about important aspects of healthcare by working in a healthcare organization. It is intended for students who do not have professional experience in the U.S. healthcare system as well as students who already work in healthcare and seek to gain exposure to other areas of the system. For all students, the internship provides networking opportunities for future career development. The internship requires each student to: work with a healthcare faculty member to identify opportunities and secure an internship in a healthcare organization; complete 400 hours of supervised work in that healthcare organization; attend classes to examine relevant aspects of the internship; and report on the lessons learned from the internship and how they could be applied in the student's future professional endeavors.

3

Introduces students to a wide range of current innovations as well as innovations that are expected in the future. The course builds students' skills to anticipate, adopt and manage innovation in healthcare. It covers innovation in the organization and delivery of healthcare services as well as in the pharmaceuticals, biotechnology, medical devices, and healthcare information technology. In particular, the course explores how innovation happens -- i.e., how players across the healthcare industry create, identify, pursue, and support or impede opportunities for innovation.

HLTH 701 or HLTH 705

3

This course prepares students to plan, lead," manage and improve primary care and other ambulatory patient care services (""APC"") toward achieving the ""Triple Aim"" of better population health\"

HLTH-701 or HLTH-705

3

The health and wellbeing of people throughout the world are challenged by many factors. To highlight those factors and what is being done to address them, this course focuses on global health problems and needs, including those related to infectious and chronic diseases, injuries, mental illness and substance abuse, and complex emergencies such as natural disasters and war, with particular attention to women, children and families. It also review critical global health-related policy issues such as poverty, population growth, the food and nutrition crisis, water wars, environmental degradation and climate change. Among the assignments, students write papers on specific global health problems and needs and identify healthcare and health-related organizations and financial resources in selected countries that are addressing the problems and needs. The course closes by examining the challenges of how to prioritize the deployment of scarce resources and mobilize citizens, governments and for-profit and non-profit organizations to enhance people's health and wellbeing and save civilization.

HLTH 810 or HLTH 831

3

Builds student competencies in the improvement and assurance of the quality and safety of healthcare services. This course builds on the principles, concepts, tools, and analytic methods addressed in the pre-requisite Core II course," ""Quality\"

3

England, as part of the United Kingdom, has a nationalized healthcare system. Given that it leads the systems in other countries on many aspects of care delivery and health outcomes, there is an advantage for healthcare administrators and policymakers in the U.S. to have exposure to this system for what they might learn and apply to improve our own healthcare system. Therefore, the purpose of this global travel seminar is to enable students to explore and answer one overarching question: What can we learn from the healthcare system in England that will enable us to better understand and make needed improvements to the healthcare system in the U.S.? At the macro level, students will learn about and analyze such features of the healthcare system in England as government ownership of healthcare delivery organizations, near-universal insurance coverage, allocation of resources according to national and regional budgets, and reforms to address serious quality and safety deficiencies. At the micro level, students will visit healthcare delivery organizations and meet with healthcare providers, managers and policy makers to get a close look at the realities of the healthcare system, including quality improvement and cost containment initiatives. By the end of this course, students will also understand how the healthcare system in England compares on key dimensions with the healthcare system in the U.S.

HLTH 701 or HLTH 705

3

"This course revisits the health system as a diverse set of public and private entities working together to build and sustain health at the community and population levels. It prepares students to be boundary-spanners within that system and to plan and manage services that optimize community and population health. The traditional ""caring and curing"" mission of healthcare delivery organizations is expanding toward prevention\"

Take HLTH-701;

1.00- 3.00

This is a student-initiated directed study project. The student and faculty advisor must concur on a written proposal and final report, and the project must be approved by the Dean of Academic Affairs prior to registration.

3

This course explores the origins, components, organization, and operation of the U.S. health system. It prepares students for subsequent healthcare administration courses that delve more deeply into key aspects of the health system. Topics include major current health and health system issues; the history and trends underlying those issues; and the organizations, professions, laws and policies, patients and consumers, payers and other aspects of the health system. Learning activities focus on the relationships among the many parts of the health system.

3

Introduces students to a wide range of current innovations as well as innovations that are expected in the future. The course builds students' skills to anticipate, adopt and manage innovation in healthcare. It covers innovation in the organization and delivery of healthcare services as well as in the pharmaceuticals, biotechnology, medical devices, and healthcare information technology. In particular, the course explores how innovation happens -- i.e., how players across the healthcare industry create, identify, pursue, and support or impede opportunities for innovation.

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604.

3

"The ""production"" of healthcare is a service of significant personal and social consequence and the quality of that service is high on the agenda of every healthcare leader. A number of trends in the industry are interacting to provide both new challenges and new opportunities for managers in the areas of healthcare quality\"

HLTH 701 or HLTH 705

3

This course prepares students to plan, lead," manage and improve primary care and other ambulatory patient care services (""APC"") toward achieving the ""Triple Aim"" of better population health\"

HLTH-701 or HLTH-705

3

The health and wellbeing of people throughout the world are challenged by many factors. To highlight those factors and what is being done to address them, this course focuses on global health problems and needs, including those related to infectious and chronic diseases, injuries, mental illness and substance abuse, and complex emergencies such as natural disasters and war, with particular attention to women, children and families. It also review critical global health-related policy issues such as poverty, population growth, the food and nutrition crisis, water wars, environmental degradation and climate change. Among the assignments, students write papers on specific global health problems and needs and identify healthcare and health-related organizations and financial resources in selected countries that are addressing the problems and needs. The course closes by examining the challenges of how to prioritize the deployment of scarce resources and mobilize citizens, governments and for-profit and non-profit organizations to enhance people's health and wellbeing and save civilization.

1

SBS 700 is the first required course in Suffolk's graduate programs. The course is based on the precepts of experiential learning. Based on the idea that people learn best by participating in meaningful activities, this course provides students with the opportunity to learn about and experience first-hand the many complexities of business and the role of top managers. To accomplish this, students will work in small groups as they take on the roles of top managers in a hands-on behavioral simulation.

MBA students only

1

This course teaches students ethical frameworks to lead and manage organizations that go beyond the standard legal compliance and risk management approaches, and that embrace the more inclusive principles of sustainability and corporate responsibility. This course will set forth the fundamentals of managerial ethics and will prepare students for the complex, multilevel managerial and leadership integrity challenges that corporations face today.

MBA students only

3

This first-semester MBA course introduces students to the topic of world-class clusters as a multi-level phenomenon. Beginning from the macro level of analysis and proceeding to the micro level, the course covers a panoply of concepts and frameworks for understanding why world-class clusters emerge at specific locations in the first place and then regularly succeed in transforming themselves to keep up with and even lead the pace of change in their respective industries. In the group projects that they conduct for this course, students are expected to emulate the characteristics of high-powered teams found in world-class clusters: the course thus begins with conceptual understanding of world-class clusters and then proceeds to have students emulate the behavior that can be observed in world-class clusters.

1.5

This course introduces the basic tools and concepts of microeconomics (2 classes) for supply and demand analysis; for consumer market behavior; and for production, cost, and pricing decisions in different market structures. Greater emphasis (4 to 5 classes) in the course is on the macroeconomic topics of national economic performance, the economic role of government and fiscal and monetary policy, and the banking and financial system in the current economic environment. The course is intended for MBA students who have no recent academic background in economics.

1.5

This course emphasizes the importance of basic concepts in probability and statistics for managerial decision making with a strong emphasis on practical application. Students will learn basic data analysis, random variables and probability distributions, sampling distributions, interval estimation, hypothesis testing and regression. MS Excel will be used throughout the course. Numerous examples are chosen from quality control applications, finance, marketing and Management to illustrate the managerial value of applying sound statistical techniques to the analysis of operational data.

MBA-625 or SBS-604 (may be taken concurrently)

3

This course provides students with Operations Management concepts, techniques, and tools to design, analyze, and improve operational capabilities in any organization. Students will understand and analyze common OM decisions on managing inputs (materials, information, finances, and human resources) and processes to deliver desirable outcomes to customers. Topics covered include operations strategy, process analysis, quality management and lean operations, capacity analysis, inventory management, product development, supply chain management, project management, revenue management and pricing, decision analysis, and forecasting. Software tools used may include MS Excel, Visio, and Project Management. This course will contain experiential learning components related to Boston's world-class industries, which may include guest lectures, simulation exercises, or visits to local organizations.

3

This course deals with the structure and information content of the three principal financial statements of profit-directed companies, namely the income statement, balance sheet, and statement of cash flows. It develops skill in using accounting information to analyze the performance and financial condition of a company, and to facilitate decision making, planning and budgeting, and performance appraisal in a managerial context. This course also contains an experiential component by offering guided inquiry and real company cases.

1 course from each of the following groups: MBA-615 or SBS-603; MBA-625 or SBS-604; MBA-640 or ACCT-800; These courses may be taken prior to or concurrently with MBA-650.

3

This course introduces the basic principles of corporate finance. The main focus is on fundamental principles such as time value of money, asset valuation, and risk and return tradeoff. Topics to be covered also include cost of capital, capital budgeting, and capital structure.

3

At its core, marketing is about providing consumer value. The practice of doing this is changing constantly-driven by rapid and far-reaching changes in technology; globalization; and the evolution of consumer values, practices, and lifestyles. This course will present themes, theories, and trends that are critical for: 1. understanding the business of creating, capturing and sustaining value; 2. introducing students to the global, consumer, and technological realities of marketing in the 21st Century; and 3. providing students with a sound foundation to explore marketing in further depth in upper-level elective courses. This course also contains an experiential component. .

3

This course teaches students critical thinking and problem solving skills in the context of two essential ingredients of collaboration: leading people and teams, and managing projects. Students will learn concepts and processes that support building and launching high performing teams that can manage complex projects efficiently and effectively. Students will collaborate experientially to solve problems facing Boston's world-class industry clusters.

3

This course introduces students to three essential ingredients of innovation: Entrepreneurial Thinking, Information Technology in an Age of Disruption, and Law as Framework. Entrepreneurial thinking is a critical element in the creation, growth, and sustainability of an organization. In new ventures, entrepreneurs drive innovation with limited resources and within a flat organization. Information technology, strategically selected and implemented, can provide a significant, competitive advantage. Students will survey the increasingly complex, evolving, and highly competitive business environment in which ethical, legal, economic, and regulatory forces are continuously reshaping the global marketplace both to create and limit competitive opportunities. This course will contain experiential components, relating to Boston's world-class industries.

3

The Immersion course provides an opportunity for students to link their program work to hands-on experience and visits to real-life global companies. The highly experiential, intensive course combines classroom learning with a direct business and cultural experience. Students will work in teams directly for a client or several clients, solving real challenges, using their analytical skills, knowledge, and experience to develop feasible solutions. Required for all MBA students, the course will be offered globally or nationally to accommodate a variety of student needs.

3

This course explores the origins, components, organization, and operation of the U.S. health system. It prepares students for subsequent healthcare administration courses that delve more deeply into key aspects of the health system. Topics include major current health and health system issues; the history and trends underlying those issues; and the organizations, professions, laws and policies, patients and consumers, payers and other aspects of the health system. Learning activities focus on the relationships among the many parts of the health system.

HLTH 705 (or 701)

3

Builds on Health Systems I: Healthcare in the U.S. by examining the system through the lenses of economics, law, and policy. In order for students to be better prepared to help their organizations adapt effectively to opportunities and constraints presented by the environments in which they operate, they must be able to analyze and evaluate current and evolving healthcare markets, laws and public policies, payment methods, mechanisms for bearing and sharing financial risk, and their impact on healthcare business models and organizational models.

3

Develops students' knowledge and skills to enable them to engage more effectively with the human side of healthcare organizations. The course examines forces that shape healthcare organizations, and it draws on management theory and practice to explore topics including: governance and control; strategy; organizational structures, tasks and positions; culture and ethics; teamwork; communication; planning; decision making and problem solving; and managing people and performance in clinical and support services. The course also covers operational aspects of human resources planning and management, including recruiting, retaining and managing human resources; cultural competence and diversity management.

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604

3

"Introduces students to the new science of analytics in the context of the health and healthcare sectors. Building on the ""Evidence-Based Healthcare Management"" Foundation course\"

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604.

3

"The ""production"" of healthcare is a service of significant personal and social consequence and the quality of that service is high on the agenda of every healthcare leader. A number of trends in the industry are interacting to provide both new challenges and new opportunities for managers in the areas of healthcare quality\"

3

Introduces students to a wide range of current innovations as well as innovations that are expected in the future. The course builds students' skills to anticipate, adopt and manage innovation in healthcare. It covers innovation in the organization and delivery of healthcare services as well as in the pharmaceuticals, biotechnology, medical devices, and healthcare information technology. In particular, the course explores how innovation happens -- i.e., how players across the healthcare industry create, identify, pursue, and support or impede opportunities for innovation.

HLTH 701 or HLTH 705

3

This course prepares students to plan, lead," manage and improve primary care and other ambulatory patient care services (""APC"") toward achieving the ""Triple Aim"" of better population health\"

HLTH-701 or HLTH-705

3

The health and wellbeing of people throughout the world are challenged by many factors. To highlight those factors and what is being done to address them, this course focuses on global health problems and needs, including those related to infectious and chronic diseases, injuries, mental illness and substance abuse, and complex emergencies such as natural disasters and war, with particular attention to women, children and families. It also review critical global health-related policy issues such as poverty, population growth, the food and nutrition crisis, water wars, environmental degradation and climate change. Among the assignments, students write papers on specific global health problems and needs and identify healthcare and health-related organizations and financial resources in selected countries that are addressing the problems and needs. The course closes by examining the challenges of how to prioritize the deployment of scarce resources and mobilize citizens, governments and for-profit and non-profit organizations to enhance people's health and wellbeing and save civilization.

HLTH 810 or HLTH 831

3

Builds student competencies in the improvement and assurance of the quality and safety of healthcare services. This course builds on the principles, concepts, tools, and analytic methods addressed in the pre-requisite Core II course," ""Quality\"

Take HLTH-701;

1.00- 3.00

This is a student-initiated directed study project. The student and faculty advisor must concur on a written proposal and final report, and the project must be approved by the Dean of Academic Affairs prior to registration.

Take MBA-701, MBA-710, MBA-721, MBA-730, and SBS-700

1

This course involves synthesizing and applying the content from Values Based Decision Making through two deliverables, both of which require reflection on the MBA experience. Students will consider the external clients they have worked with in their client oriented classes and the MBA curriculum through an ethical lens. They will focus on identifying organization-based ethical issues and values, applying ethical frameworks to analyze them, and making an argument as leaders or managers for an ethical solution. This course will offer application and synthesis, taught towards the end, allowing students to creatively apply ethical perspectives to what they learned in the MBA.

MBA students only. SBS-700, MBA-701, MBA-710, MBA-615(or SBS 603), MBA-625(or SBS 604), MBA-635, MBA-640(or ACCT 800,) MBA-650, MBA-660, MBA-720(or MBA-721), MBA-730, and MBA-745(may be taken concurrently)

3

This course introduces students to the fundamentals of the global business environment in a way specifically relevant to innovation in world-class clusters. The course has a three-part format: 1. global business fundamentals; 2. opportunity recognition, validation and planning; and 3. experiential term group project in the elaboration of a proposed innovation. Global business fundamentals include the complexities of operating in the international economic environment, the theory and practice of trade, the global integration and local responsiveness of the multinational firm, the internationalization decision of firms, as well as the different modes of entry.

SBS-700, MBA-701, MBA-710, MBA-615(or SBS 603), MBA-625(or SBS 604), MBA-635, MBA-640(or ACCT 800,) MBA-650, MBA-660, MBA-720(or MBA-721), MBA-730, and MBA-745(may be taken concurrently)

3

Students engage in a variety of learning activities, such as case studies, computer simulations, examinations, project reports, and most especially, experiential exercises involving competition. Students will develop a multi-functional general management perspective. The course is designed to help students integrate and apply their knowledge and techniques learned in the core courses of the MBA program into an overall view of the firm, evaluate the environment, and speculate on the future direction of the organization. Students will also learn about the principal concepts, frameworks, and techniques of strategic management, they will develop the capacity for strategic thinking, and they will examine the organizational and environmental contexts in which strategic management unfolds. This course will make extensive use of experiential activities and projects designed to get students to experience the dynamics of competition right in the classroom.

MBA students only. SBS-700 MBA-701 MBA-710 MBA-615 MBA-625 MBA-635 MBA-640 MBA-650 MBA-660 MBA-720(or MBA-721) MBA-730 MBA-745 MBA-750 MBA-760 (MBA 745, MBA-750 and MBA-760 may be taken concurrently with MBA 770)

3

The final course in the MBA curriculum ties together the integral components of the four industry clusters, strategy and business fundamentals to the experience of leading change. Students experience the change process personally through a simulation. Students then apply their learning to an applied project based in one of the four clusters that is team-based, client-focused, grounded in research, and integrates MBA concepts as required with a final presentation to a live client. As part of understanding change, students will also evaluate the wider societal impacts of the business change. Finally, students reflect on their MBA program in total, revisiting their career plan and vision. This course uses multiple approaches, defining, understanding and experiencing the strategic value of change at the organizational, team, and individual levels.

3

This course explores the origins, components, organization, and operation of the U.S. health system. It prepares students for subsequent healthcare administration courses that delve more deeply into key aspects of the health system. Topics include major current health and health system issues; the history and trends underlying those issues; and the organizations, professions, laws and policies, patients and consumers, payers and other aspects of the health system. Learning activities focus on the relationships among the many parts of the health system.

3

Builds essential accounting and financial management skills for healthcare managers. Topics include income statements, balance sheets, and interpretation and analysis of financial statements, as well as the implications of assuming financial risk. The course also covers the revenue cycle, financial information systems, and the use of financial information for decision-making. Focused attention is given to managerial accounting, cost allocation, budgeting and variance analysis, as well as ethical and legal perspectives.

HLTH 705 (or 701)

3

Builds on Health Systems I: Healthcare in the U.S. by examining the system through the lenses of economics, law, and policy. In order for students to be better prepared to help their organizations adapt effectively to opportunities and constraints presented by the environments in which they operate, they must be able to analyze and evaluate current and evolving healthcare markets, laws and public policies, payment methods, mechanisms for bearing and sharing financial risk, and their impact on healthcare business models and organizational models.

3

Develops students' knowledge and skills to enable them to engage more effectively with the human side of healthcare organizations. The course examines forces that shape healthcare organizations, and it draws on management theory and practice to explore topics including: governance and control; strategy; organizational structures, tasks and positions; culture and ethics; teamwork; communication; planning; decision making and problem solving; and managing people and performance in clinical and support services. The course also covers operational aspects of human resources planning and management, including recruiting, retaining and managing human resources; cultural competence and diversity management.

HLTH 705 (or 701); and HLTH 740 HLTH 808 or MBA 721

3

The business of delivering healthcare services generates a multitude of ethical questions which must account for a range of interests, from the interests of patients and consumers, to those of providers and staff, to those of the organization as a business, and the broader interests of community and society. This course familiarizes students with these issues and interests, and with ethical concepts and frameworks for ethical decision making. The course integrates ethics into students' development of their own leadership and change management skills and practice. The course is designed to promote intellectual growth and personal insight into one's own leadership capabilities and style, moral values and beliefs, and to develop competency both in one's personal leadership practice and in leading and managing organizational change.

3

Develops foundational evidence-based management skills and initiates the professional self-development work that students undertake throughout the MHA Program. This course covers applied research methods and statistical tools as it develops students' skills at identifying, collecting, analyzing and interpreting data. Students engage in hands-on data collection, statistical analysis and interpretation of results. Professional development work includes self-assessments, clarification of career aims, and connecting with resources available to healthcare management professionals.

MHA and MSBA students only. HLTH 705 (or 701) and HLTH 707 (or 812) or SBS 604.

3

Introduces students to concepts, analytic tools, and techniques in operations management, including project management, process documentation and analysis, process improvement tools, Lean Six Sigma methodology, queuing theory, forecasting, Theory of Constraints, and supply chain management. Students will understand patient flow and will learn to measure and compare productivity between departments and healthcare organizations, to map processes and identify improvement opportunities," and to apply quantitative methods for optimal managerial decisions. The course builds on the ""Evidence-Based Healthcare Management"" foundation course. Class exercises\"

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604

3

"Introduces students to the new science of analytics in the context of the health and healthcare sectors. Building on the ""Evidence-Based Healthcare Management"" Foundation course\"

HLTH 705 (or 701); and HLTH 707 HLTH 812 MBA 625 or SBS 604.

3

"The ""production"" of healthcare is a service of significant personal and social consequence and the quality of that service is high on the agenda of every healthcare leader. A number of trends in the industry are interacting to provide both new challenges and new opportunities for managers in the areas of healthcare quality\"

This course was formerly ISOM-815

3

Introduces the importance of information as an organizational resource, role of big data in organizations, and the application of tools to provide high quality information. Students will be able to select the most appropriate data management tool (e.g., SQL vs. non-SQL databases) to business scenarios. Develops the skills needed to succeed in today's big data environment through the application of data management techniques, cases and exercises. Students will become proficient in designing databases using entity relationship modeling and normalization, in building and querying databases of various sizes with Access and SQL (an industry standard), preparing high quality data and applying data visualizing techniques. Students will complete a series of business-oriented hands-on exercises, prepare cases, and complete projects on database design and big data.

3

Predictive analytics make predictions about unknown future events. It is crucial for companies to ask the right questions, perform rigorous analysis, and take actions that will result in the most desirable outcomes. This course develops students' capability in applying the core concepts and techniques of predictive analytics to identify opportunity, recognize patterns, predict outcomes, and recommend optimal actions within the context of organizational decision-making. Topics include: business analytics life cycle, data pre- processing, linear and nonlinear regression, tree-based methods, model assessment and selection, and resampling methods.

3

Introduces business intelligence and data analytics. Business intelligence and data analytics help organizations in strategic and operational decision making by improving performance management, optimizing customer relations, monitoring business activity, and improving decision support. On a macro-level, the class will discuss business cases for the adoption of business intelligence and data analytics. We will discuss technologies and processes for gathering, storing, accessing, and analyzing data to provide users with better insights and business decisions. On a micro-level, students will use a variety of tools to build their skills in analyzing data to solve business problems. In summary, this course provides a conceptual understanding of business data resources and the development of capabilities for data preparation, warehousing, selection, description, mining, interpretation, visualization, communication, and innovation.

3

Introduces the basic principles, tools and technique of the Project Management Life Cycle with practical real-life examples and scenarios. The basic concepts will be studied within the framework of the Project Management Book of Knowledge (PMBOK (R)Guide) guidelines set forth by the Project Management Institute (PMI). Other project management framework will be described though not in detail. The course will attempt to help students understand the relationship between good project management and successful software management, development and implementation, and the best practices at each stage of project planning, execution, control and closure. The course will also help build skills to research, analyze and report project management case studies that illustrate the topics covered in this course. PMP(R) and (PMBOK(R)Guide) are registered marks of the Project Management Institute, Inc.