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COLLEGE OF HEALTH AND HUMAN SERVICESCalifornia State University, Long Beach
Health Care Administration Program
HCA 698 Final Project/Business Plans in Health Care Administration Semester Fall 2018
Instructor: Nathan Gerard, Ph.D. Class Number: 11225E-mail: [email protected] Class Meets: Tuesdays 4-6:45pmPhone: 562-985-5394 Room: SPA 102
Office Hours: Mondays & Wednesdays Additional Contact Information: 3:30-5pm HCA Dept. Administrative
Office Location: Office #04 Coordinator: Deby McGill (in front of HHS1) [email protected]
Tel. 562/985-5694; fax 562/985-5886
I. Catalog Description
Project (3)Prerequisites: Advancement to candidacy & completion of a minimum of 27 graduate units in HCA.Foundations of starting a new business in healthcare with a complete business plan, including pro-forma budget, market analysis, options for financing, marketing and advertising plan. Case studies to bring contextual focus on specific departments, organizations, and issues in healthcare. Letter grade only (A-F).
II. Student Learning Outcomes
Upon successful completion of the course, the student will be able to:
A. Analyze the essential elements of a business plan.B. Develop a statement of purpose for new or existing businesses in
healthcare.C. Evaluate a detailed market research strategy that needs to support the
business plan.D. Develop/compare business options and scenarios, with strengths and
weaknesses of each in the context of healthcare organizations.E. Outline operating procedures and resources, implementation, transition
plans in order to support the new or existing business scenarios in healthcare.
F. Evaluate the risk of existing operations associated with starting new or existing business scenarios.
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G. Develop detailed financial information, including capital needs, equipment and supply list, balance sheet, breakeven analysis, pro-forma income projections for healthcare organizations.
H. Develop detailed documentation of assumptions upon which projections are based.
I. Analyze sources of financing with recommendations.J. Develop a professional presentation and supporting material for various
stakeholders and potential investors.K. Assess legal, ethical and conflict-of-interest issues that may relate to the
new or existing business scenarios in healthcare.L. Analyze key elements in the selection of the management team.M. Develop communication plan and related instruments to inform
organization and relevant community.
III. Required Text
Kuratko, Donald F. (2016). Entrepreneurship: Theory, Process and Practice, 10th
edition. Cengage Learning: New York.*
(*CSULB Bookstore offers a loose-leaf format for significantly less than the hardcover)
IV. Course Modality
This course will be offered using traditional methods: face-to-face contact such as lectures, discussion, guest lectures and direct exchange of materials as needed.
V. Course Overview
This course is designed to assist students with a structured format for producing the culminating project of the master’s degree.
Learning Objective Domain Competency Assessment MethodConstruct the chapters of business plan using American Psychological Association (APA) formatting
Professionalism Professional standards and codes of ethics
Write up of the project using APA format and Library thesis/dissertation office guidelines
Outline the steps necessary to successfully operationalize and carry out business plan project
Business Knowledge and Skills
Principles of database and file management
Write up of market analysis, feasibility analysis, and legal/regulatory issues for business plan
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Analyze data using basic financial techniques and software
Business Knowledge and Skills
Data collection, measurement and analysis tools and techniques;application software;Basic financial statements and use of Excel templates
Results write up for chapter or production of financial statements and spreadsheets for business plans
Synthesize the peer-reviewed research literature on the topic chosen for the project
Business Knowledge and Skills
Health informaticsElectronic education and information resources and systems
Market analysis, feasibility analysis and legal/regulatory issues chapters
Policy on late assignments: No late assignments will be accepted. You may fax or e-mail your assignments if you are unable to come to class as long as the assignment is received by the posted due date.
Grading of assignments for the class:
Because the final project grade is a consensus grade of all three readers, students will not receive a letter grade for this course until final approval has been received from the Library Thesis/Dissertation office. Students meeting course requirements will receive a temporary grade of RP (Report of Progress) for the Fall 698 course if they do the following:
1. Turn in all six assignments by the due dates in the syllabus: literature review table; Chapter 1 Market Analysis; Chapter 2 Feasibility Analysis; Chapter 3 Legal and Regulatory Considerations; Chapter 4 Financial Overview including completion of Excel template financial statements; References for entire project. ALL SECTIONS MUST CONFORM TO THE RUBRICS PROVIDED BY THE INSTRUCTOR.
2. The Literature Review table must include a MINIMUM of 15 peer-reviewed articles on the topic of the business plan and an additional 10 references on the topic (these can be webpages, business articles, newspapers articles, etc.). Student must have a MINIMUM of 25 references as noted above in order to be considered to have MET the Literature Review Table requirement.
3. The four chapters of the project must conform to the following parameters: Chapters 1, 2, and 3 MUST be 8 pages MIMIMUM, double-spaced. These are FULL pages. Students may have longer chapters, depending upon the business plan topic and need to explain complex issues, but any chapter LESS THAN 8
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full double-spaced pages will receive an UNMET and deficiencies will need to be addressed before project is cleared to go to second and third readers.
4. Chapter 4 – Financial Information – must consist of no less than FOUR pages of financial assumptions regarding revenue and expenses PLUS the Excel template.
5. A reference listing of all outside sources, peer-reviewed journal articles, webpages, etc. must be included with the final project copy. It must be in APA format; all references in the list must be cited in text. At a MINIMUM students will have the 25 references from the literature review table. References may exceed 25 in cases where students have done a thorough job referring to, and citing, outside sources.
6. All project chapters and the complete final draft will be submitted and checked for originality using Turnitin. Any matches greater than 30% must be revised.
7. Projects MUST be for a stand-alone organization, either for profit or not for profit. Business Plan CANNOT be services or products added on to larger existing entity because of the complexity of trying to obtain financial information from existing healthcare organizations.
Disabled students who qualify for alternative testing/learning arrangements, please advise the instructor and make arrangements well in advance of the exams, preferably notify the instructor the first week of class of DSS classification.
Grading of the HCA 698 Project Course:
The grade for the Project course is the grade for the ENTIRE completed Project/Thesis.
- Completion of the business plan adequately will result in a grade of B if this is agreed upon by all three readers
- Provision of brilliant creative insights and impeccably presented sections/chapters of the business plan may earn you an A, if this is agreed up by all three readers.
- Poorly written business plans will earn you a C.
Grades are based on overall organization and clarity, quality and thoroughness of the literature review, appropriateness of the analytic or other methods, quality of presentation of results or completion of the business plan, overall writing quality and general contribution to the health care administration knowledge base.
The final grade on the Project is a consensus grade of all three faculty readers. All comments from all three readers must be corrected and addressed before the Project will be released to you for presentation to the Library.
Second readers WILL NOT begin review of your project until the first week of the spring semester 2019, approximately January 22, 2019.
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Only after the Library has determined that all formatting is complete and correct will you be given clearance to receive a final grade for the Project course and cleared to graduate.
Simply finishing the Project/Thesis does NOT guarantee the quality of the Project/Thesis; finishing the Project/Thesis does NOT guarantee you will receive an A.
Note about Good Written English and Grammar:
For many graduate students, English may not be their first language. For others, English may be the first language, but students may have significant challenges in creating well-crafted prose. All students are encouraged to take advantage of the Writers’ Resource Lab, which provides editorial help for students on both a walk-in basis and by appointment. If the instructor specifically refers you to the Writers’ Resource Lab for writing assistance, it is possible that your compliance with this will be a prerequisite to any further reading of your Project/Thesis. Due to the large number of students and short deadlines, DO NOT expect the instructor to edit your grammar and English writing for the 25-35 pages of your project more than once. After reading your first draft of any of the sections of the project, if there are more than 3 spelling, punctuation or grammatical errors on at least 3 pages , the instructor will refer you to the Writers’ Resource Lab for individualized assistance ( http://www.csulb.edu/colleges/cla/departments/english/wrl/ ).
Students are expected to be proactive in using software available for spelling and grammar checks and for ensuring that they use proper English—this is a basic expectation for graduate students who have progressed to the final semester of coursework.
Students completing a business plan are expected to complete the Excel template for the financial statements, which will be made available for that purpose in addition to the four written sections of the business plan.
Length, Format, and Typing of Final Project:
The usual length of the completed project/thesis will be between 25-40 pages, including all chapters, references, tables and figures. The final copy of the project or business plan must conform to all requirements by the University Library, http://www.csulb.edu/library/guide/serv/
Specifically, thesis requirements are outlined in the May 2016 manual, University Style and Format Guidelines for Master’s Theses and Project Reports, available online at https://www.csulb.edu/sites/default/files/groups/thesis-and-dissertation-office/content_library-2016-university-guidelines-manual.pdf . NOTE: Students must use the most recent edition of this manual, as of the semester during which the thesis/project is submitted and completed. Other style issues (citations; references) will
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follow the APA style manual (6 th edition).
Publication Manual of the American Psychological Association, 6th edition (2009). Washington, D.C.: American Psychological Association.
The 2016 edition of CSULB’s University Style and Format Guidelines for Theses, Project Reports, and Dissertations is available online at https://www.csulb.edu/sites/default/files/groups/thesis-and-dissertation-office/content_library-2016-university-guidelines-manual.pdf. More information from the Library can be found at http://www.csulb.edu/library/guide/serv/thesis_format.html
The CSULB Library has also put together at Resource Guide specifically for HCA 698 athttp://csulb.libguides.com/c.php?g=39187&p=250832
Costs:
Students are advised that thesis/project can involve certain costs in addition to tuition. These include a copyright fee paid to the Library at submission of the project. There may be other fees that the University or Library impose on students upon project/thesis completion. Students are encouraged to seek clarification from the Library when they are at the point of submitting their final projects to the Thesis/Dissertation office.
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Timeline:
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Start Project class, HCA 698August 28, 2018
Literature Review Table Due Sept. 11, 2018
Chapter 1 Due Sept. 25, 2018
Chapter 2 Due Oct. 16, 2018
Chapter 3 Due Oct. 30, 2018
Chapter 4 Due Nov. 27, 2018
Incorporate all feedback from instructor, put together full project (Dec. 4-10, 2018)
Final project (with corrections) due Dec. 11, 2018
Final projects to 2nd and 3rd readers on approx. January 22, 2019
February 2019—make revisions and corrections requested by 2nd and 3rd readers
All corrections completed; obtain signature page with all signatures; hand deliver to Library NO LATER than 5 p.m. April 12, 2019
April 12-May 24, 2019Work on Library formatting corrections
April-June 2019Final clearance received by Library; final grade submitted.
GENERAL GUIDELINES ON THE THESIS PROJECT:
[1] Each written assignment should be word processed, be double-spaced and have 1 inch margins everywhere (top, bottom, left, right).
[a] It should have section headings, where appropriate, printed in bold.
[b] It should have page numbers on each page except the first page. The page numbers should be CENTERED in the bottom of the page and must conform to the Library’s thesis guidelines.
[c] The assignments should be printed in a 12 character per inch font.
[d] There should be double spacing between paragraphs and after a heading.
[e] Each written assignment should conform exactly to the page structure and format requested in the University Guidelines. In most instances, this will require careful thought and editing on content.
[2] References, when used in any assignments, should be listed on the last, and a separate page.
[3] The final thesis project draft, with corrections required by the course instructor, is due to the instructor on Tuesday, December 11th, 2018 in order to graduate in Spring 2019 and meet the Library submission deadline. Submit your final draft first to the instructor and make revisions based on his/her comments/suggestions. Upon the instructor’s approval of your revision, your thesis will be submitted to your two faculty readers, after which you will then make revisions based on their comments/suggestions. (NOTE. Each review and critique by the instructor and two faculty readers requires at least 2 weeks’ time, so please plan accordingly.) Second readers WILL NOT begin review of your project until approximately January 22, 2019.
[4] After receiving the two faculty readers’ approval of your final revisions, you will (a) obtain a final signature page from the instructor and faculty readers (see pp. 31-32 in the University Thesis Guidelines) and (b) finalize the formatting of your final thesis to submit it to the university library. Project reports are typically 25-40 pages long, including tables, figures and/or appendices.
[5] Your responsiveness to the content and deadlines in this syllabus PLUS your responsiveness and timeliness to making recommended edits from the instructor for this class, and the 2nd and 3rd readers will be factored into your final project grade. Failure to meet deadlines, to adhere to the content of rubrics, to address instructor comments regarding use of good English writing and grammar, failure to attend the Writers’ Resource Lab if this is recommended, lateness in submission of ANY or all parts of the project will result in your final grade being reduced.
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Chronic lateness of chapters and/or the final project will not be tolerated. Students failing to meet deadlines will be advised to change their anticipated graduation date. This also applies to the spring of 2019 when students are expected to make accurate and timely revisions to projects based on 2nd and 3rd readers’ comments and edits. Failure to make these changes within the two-week turnaround time will result in BOTH a reduced final grade on the project AND/OR the recommendation to change anticipated graduation date. THERE ARE NO EXCEPTIONS.
The Library has moved to an electronic submission format. All students are expected to adhere to guidelines and follow instructions with respect to electronic submission to the Library.
All students are expected to be proactive about formatting their Project or Business Plan according to Library guidelines. Failure to conform to Library formatting guidelines can hold up your graduation by at least one full semester. It is the responsibility of each student to work with the Library thesis office to ensure compliance with all formatting and other Library guidelines.
[6] The purpose of this course is to develop the ability/habit of critical thinking and reasoning while learning and this can be best accomplished in a setting of phased learning. The written assignments and the feedback students receive from the instructor are designed to advance the cause of critical thinking and writing. This means students are expected to revise written assignments based on instructor’s comments.
[7] Student papers in this course presume both original and individual thought. Any source the student uses in the composition of the assignments/papers must be cited fully and accurately. The University Code of Honesty describes plagiarism as “giving the impression that you have written or thought something that in fact you borrowed from someone else.” Any failure (whether accidental and/or intentional) to follow the standards of scholarly accuracy constitutes dishonesty and will result in a mark of ‘F’ for this course.
[8] Papers will be returned for revision in a reasonable time period (about 2 weeks).
[9] Students should revise the original paper and discuss it with the instructor to make sure changes are accurate.
Please see section on excused and unexcused absences; this class will follow the University policy.CSULB policy on attendance (PS 01-01L http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/).
Powerpoint slides used for lectures will be available on Beachboard. It is required
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that you have the ability to access this material. In order to do so, you will need to establish a CSULB email account.
Communicating With the InstructorPlease sign any emails sent to the instructor with your full name. Instructor will not respond to unsigned emails. Please allow from 24-36 hours for instructor to respond, especially during the first and last months of the semester.
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Schedule—Subject to Change
Date Topic What is DueAugust 28 Overview of Project Course
Introduction to the parts of a business plan; 2nd and 3rd reader requirements;Library submission; APA formatting
Overview of Literature Review Tables—examples and requirements
Textbook: Chapter 1 (Overview), Chapter 12 (Developing an Effective Business Plan)
Begin literature review to inform the Market Analysis (Chapter 1)
September 4
Class meets in Library, Room 305 on the 3rd floor). Please bring your own device (laptop, tablet, phone) for workshop activities
Special Guest: Michelle DeMars to provide overview of how to search the Library electronic journal collections
Textbook: Chapter 2 (Cognition & Ethics) Chapter 10 (Market Challenges)
Article: Business Plan Writing for Physicians
September 11 The first chapter: Market Analysis
In-class examples of previous projects
Textbook: Chapter 3 (Corporate Entrepreneurship)Chapter 4 (Social and Global Entrepreneurship)
Literature Review Table due to drop box by 11:59 p.m.
September 18 The second chapter: Feasibility Analysis
SWOT Analysis
In-class examples of previous projects
Textbook: Chapter 5 (Innovation) and Chapter 6 (Opportunities)Lecture: Chapter 7 (Pathways)
Organizational charts; management structure; employees
September 25
Class does not meet Assignment DueChapter 1: Market Analysis due to drop box by 11:59 p.m.
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October 2 The second chapter (continued): Feasibility Analysis
In-class examples of previous projects
Feasibility & SWOT continued
October 9 The third chapter: Legal & Regulatory Considerations
In-class examples of previous projects
Textbook: Chapter 9 (Legal Challenges)
October 16
Class does not meet Assignment DueChapter 2: Feasibility analysis and SWOT analysis due to drop box by 11:59 p.m.
October 23 The third chapter (continued): Legal & Regulatory Considerations
In-class examples of previous projects
Legal, regulatory issues continued
October 30
Class does not meet Assignment Due
Chapter 3: Legal and Regulatory Considerations due to drop box by 11:59 p.m.
November 6 The fourth chapter: Financial Overview
In-class examples of previous projects
Special Guest: Vivian Reed from the Thesis and Dissertation Office
Textbook: Chapter 8 (Sources of Capital)Chapter 11 (Financial Preparation)
Overview of formatting
November 13
Class does not meetTUESDAY CLASSES CANCELLED (VETERAN’S DAY)
November 20
Class does not meet THANKSGIVING BREAK
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November 27
Class does not meet Assignment Due
Chapter 4 & Financial statements due to drop box by 11:59 p.m.
December 4 Final Class/Wrap-Up
Individual meetings with instructor as needed
Review and incorporate instructor feedback on all chapters
December 11 Full Project due (with corrections) to drop box by 11:59 p.m.
Required Statements in Syllabi:
A. Statement of Accessibility http://www.csulb.edu/divisions/aa/academic_technology/itss/course_materials/accessibility/
1. Accommodation
Students needing special consideration for class format and schedule due to religious observance or military obligations must provide the instructor with written notice of those needs by the second week of class.
Students who require additional time or other accommodation for assignments must secure verification/assistance from the CSULB Disabled Student Services (DSS) office located at 270 Brotman Hall. The telephone number is (562) 985.5401.
Accommodation is a process in which the student, DSS, and instructor each play an important role. Students contact DSS so that their eligibility and need for accommodation can be determined. DSS identifies how much time is required for each exam. The student is responsible for discussing his/her need with the instructor and for making appropriate arrangements. Students who are eligible to receive accommodation should present an Accommodation Cover Letter and a DSS Student/Teacher Testing Agreement Form to the instructor as early in the semester as possible, but no later than a week before the first test. (It takes one week to schedule taking an exam at the DSS office.) The instructor welcomes the opportunity to implement the accommodations determined by DSS. Please ask the instructor if you have any
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questions.
B. Cheating and Plagiarism (CSULB Catalog, AY 2010-2011, pp. 50-52)
1. “Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one’s own, without giving credit to the source. Examples of plagiarism include, but are not limited to, the following: the submission of a work, either in part or in whole, completed by another; failure to give credit for ideas, statements, facts or conclusions [which] rightfully belong to another; in written work, failure to use quotation marks when quoting directly from another, or close and lengthy paraphrasing of another’s writing or programming.”
2. “Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Common examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; “cheat sheets,” or other information or devices inappropriate to the prescribed test conditions; allowing someone other than the officially enrolled student to represent the same.”
3. “Faculty choices for confirmed plagiarism include:a. Review- no action; and/orb. An oral reprimand with emphasis on counseling toward
prevention of further occurrences; and/orc. A requirement that the work be repeated; and/ord. Assignment of a score of zero (0) for the specific
demonstration of competence, resulting in the proportional reduction of final course grade; and/or
e. Assignment of a failing final grade; and/orf. Referral to the Office of Judicial Affairs for possible probation,
suspension, or expulsion.”4. Although the University catalog does not cover this aspect of
plagiarism, please be aware that it is NOT acceptable to submit the same paper for two courses. If you want to write a paper on the same topic area for two different courses, you must submit two different papers. If the faculty discovers that you have submitted the
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same paper for another course, you will receive a failing grade for your paper in this course.
C. Campus Behavior
1. “Civility Statement- Civility and mutual respect toward all members of the University community are intrinsic to the establishment of excellence in teaching and learning. The University espouses and practices zero tolerance for violence against any member of the University community. A threat of violence is an expression of intention that implies impending physical injury, abuse, or damage to an individual or his/her belongings. All allegations of such incidents will be aggressively investigated. Allegations that are sustained may result in disciplinary action up to and including dismissal from employment, expulsion from the University, and/or civil and criminal prosecution.” (CSULB Catalog, AY 2010-2011, p. 743).
2. Classroom Expectations- All students of the California State University system must adhere to the Student Conduct Code as stated in Section 41301 of the Title 5 of the California Code of Regulations as well as all campus rules, regulations, codes and policies. Students as emerging professionals are expected to maintain courtesy, respect for difference, and respect for the rights of others
3. Unprofessional and Disruptive Behavior- It is important to foster a climate of civility in the classroom where all are treated with dignity and respect. Therefore, students engaging in disruptive or disrespectful behavior in class will be counseled about this behavior. If the disruptive or disrespectful behavior continues, additional disciplinary actions may be taken.
DEFINITION OF CHEATING:
Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; discussion of answers or ideas relating to the answers on an examination or test unless such discussion is specifically authorized by the instructor; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; "cheat sheets," or other information or devices inappropriate to the prescribed test conditions,
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as when the test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included is plagiarism as defined and altering or interfering with the grading procedures.
It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid use of unauthorized assistance, and to avoid any implication of cheating, by such means as sitting apart from one another in examinations, presenting the work in a manner which clearly indicates the effort of each individual, or such other method as is appropriate to the particular course.
ACADEMIC ACTION:
One or more of the following academic actions are available to the faculty member who finds a student has been cheating or plagiarizing.
(a) Review -- no action. (b) An oral reprimand with emphasis on counseling toward prevention of
further occurrences; (c) A requirement that the work be repeated; (d) Assignment of a score of zero (0) for the specific demonstration of
competence, resulting in the proportional reduction of final course grade;
(e) Assignment of a failing final grade; (f) Referral to the Office of Judicial Affairs for possible probation,
suspension, or expulsion.
Commitment to Inclusion California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect. All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation. Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.
Withdrawal Policy This Policy Statement supersedes Policy Statement 85-01 (Rev.). It was revised by the Academic Senate on November 8, 2001, and received the concurrence of the President on February 7, 2002. It was further revised on July 30, 2002, to bring it into conformity with a change in Title V regulations governing the refund of student fees.
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WITHDRAWAL (W)
The symbol "W" indicates that the student was permitted to drop a course after the second week of instruction with the approval of the instructor and appropriate campus official. It carries no connotation of quality of student performance and is not used in calculating grade point average.
Students are held responsible for completion of every course in which they register OR FOR WITHDRAWING DURING THE FIRST TWO WEEKS OF CLASSES FROM COURSES WHICH THEY DO NOT INTEND TO COMPLETE. Application for withdrawal from the University or from a class must be officially filed by the student at the Admissions and Records Office whether the student has ever attended the class or not; otherwise, the student will receive a grade of "U" (unauthorized incomplete) in the course. Application for withdrawal is made at the Admissions and Records Office.
Regulations governing the refund of student fees in the California State University system are prescribed by the CSU Board of Trustees; see California Code of Regulations, Title 5, Education, Section 41802.
1. Withdrawal during the first two weeks of instruction:
Students may withdraw during this period and the course will not appear on their permanent records. To do this a student must file a Complete Withdrawal Application to drop all classes or a Change of Program Form for a specific class or classes.
2. Withdrawal after the second week of instruction and prior to the final three weeks of instruction:
Withdrawal during this period are permissible only for serious and compelling reasons. The procedure for withdrawal during this period are the same as in item 1, except that the approval signatures of the instructor and department chairperson are required. The request and approvals shall state the reasons for the withdrawal. Students should be aware that the definition of "serious and compelling reasons" as applied by faculty and administrators may become narrower as the semester progresses. Copies of such approvals are kept on file in the Admissions and Records Office.
3. Withdrawal during the final three weeks of instruction:
Withdrawal during the final three weeks of instruction are not permitted except in cases such as accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student's control and the assignment of an Incomplete is not practical. Ordinarily, withdrawal in this category will involve total withdrawal from the campus except that a Credit/No Credit grade or an Incomplete may be assigned for courses in which sufficient work has been completed to permit an evaluation to be made. Request for permission to withdraw under these circumstances must be made in writing on forms available in the Office of Admissions and Records. The requests and approvals shall state the reasons for the withdrawal. These requests must be approved
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by the instructor, department chairperson and dean of the school. Copies of such approvals are kept on file in the Office of Admissions and Records.
4. Medical Withdrawal: Complete Medical Withdrawal:
The University may allow a student to withdraw without academic penalty from all classes if the following criteria are met: A. A completed Medical Withdrawal Form, including any required documentation, is submitted to Enrollment Services before the end of the semester, and B. The student presents evidence to demonstrate that a severe medical or debilitating psychological condition prevented the student from attending and/or doing the required work of the courses to the extent that it was impossible to complete the courses. The Provost (or designee) will review the evidence presented and, in consultation with appropriate medical or psychological professionals as needed, determine whether the request for a medical withdrawal should be granted. Repeat Complete Medical Withdrawal:
If the student has received a complete medical withdrawal in the immediately preceding term, then additional complete medical withdrawal requests must consider the question of whether or not the student can complete appropriate educational objectives, and must be reviewed on a case-by-case basis. After a repeat medical withdrawal is granted, the student may be required to obtain a clearance from an appropriate medical or psychological professional that states the student is well enough to return to classes with the full expectation that the student will be able to complete the semester and intended educational objectives.
Partial Medical Withdrawal:
Students seeking withdrawal from part of their enrollment for any reason, including medical or psychological reasons, are subject to the normal withdrawal policy and process.
Instructor Withdrawal:
An instructor may withdraw a student who has never attended a class by completing an "Instructor Drop Card" and submitting it to the Office of Admissions and Records along with the Enrollment Verification List at the end of the third week of classes. Students, however, should not rely on the instructor to do this and should officially withdraw from classes themselves to avoid assignment of a "U" in the course.
An instructor may also withdraw a student who has enrolled in a course requiring "permission of the instructor" or completion of prerequisites if the student has not properly secured this permission or satisfactorily completed the prerequisites before enrolling.
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XI. Bibliography
A. Books
(Entrepreneurship-general)
Case, S. (2016). The third wave: An entrepreneur’s vision of the future. New York: Simon & Schuster.
Christensen, C. (2016). The innovator’s dilemma. Cambridge, MA: Harvard Business Review Press.
Dyer, J., Gregersen, H., & Christensen, C. (2011). The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators. Cambridge, MA: Harvard Business Review Press.
Feld, B. (2012). Venture deals: Be smarter than your lawyer and venture capitalist. New York: Wiley
Harvard Business Review (2014). Creating business plans (20-minute manager series). Cambridge, MA: Harvard Business Review Press.
Hill, B., & Power, D. (2013).The Pocket Small Business Owner's Guide to Business Plans. New York: Allworth Press.
Moore, G. (1999). Crossing the chasm: Marketing and selling high-tech products to mainstream customers. New York: Harper Business
Rich, R., Gumpert, D. (1992). How to write a business plan. In (Salhman, W., & Stevenson, H. (Eds.), The entrepreneurial venture. Cambridge, MA: Harvard Business School Publications.
(Healthcare entrepreneurship)
Christensen, C. (2008). The innovator’s prescription: A disruptive solution for health care. New York: McGraw-Hill.
Corso, K., Hunter, C., Dahl, O., Kallenberg, G., & Manson, L. (2016). Integrating behavioral health into the medical home: A rapid implementation guide. Phoenix, MD: Greenbranch Publishing.
Cosgrove, T. (2014). The Cleveland Clinic way: Lessons in excellence from one of the world’s leading health care organizations. New York: McGraw-Hill Education.
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Cutler, David M. (2004). Your money or your Life: Strong medicine for America’s Health Care System, New York: Oxford University Press.
Mukherjee, S. (2011). The emperor of all maladies: A biography of cancer. New York: Scribner
Topol, E. (2013). The creative destruction of medicine: How the digital revolution will create better health care. New York: Basic Books
Topol, E. (2015). The patient will see you now: The future of medicine is in your hands. New York: Basic Books.
B. Professional Journals and Periodicals
American Journal of Public HealthFrontiers of Health Services ManagementHealth AffairsHealthcare Benchmarks and Quality ImprovementHealthcare ExecutiveHealth Care Financing ReviewHealthcare Risk ManagementHealth Care Strategic ManagementHealth Economics, Policy and LawHealth Policy and PlanningHealth Services Management ResearchHealth Services ResearchHospital Case ManagementHuman Resources for HealthInquiryInternational Journal of Health Care Finance and EconomicsInternational Journal of Health Planning and ManagementInternet Journal of Law, Healthcare and EthicsJournal of the American Medical AssociationJournal of Health Administration EducationJournal of Health and Human Services AdministrationJournal of Health Care FinanceJournal of Healthcare ManagementJournal of Health Care MarketingJournal of Health EconomicsJournal of Health Organization and ManagementJournal of Health Policy, Politics and LawJournal of Health Services Research & PolicyJournal of Primary Care and Community HealthJournal of Population Health ManagementJournal of Public Health Management and Practice
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Journal of Public Health PolicyMarketing Health ServicesManaged Healthcare ExecutiveMedical CareMedical Care Research and ReviewMedicine, Health Care, and PhilosophyModern HealthcareMorbidity and Mortality Weekly ReportNew England Journal of MedicineQI/TQMQuality & Safety in Health CareQuality Management in Health CareQualitative Health ResearchResearch in Healthcare Financial ManagementSocial Science and Medicine
C. Journal articles
Barnett, K. (2015). Group medical visits: The future of healthcare? Global Advances in Health and Medicine, 4(6): 6-7.
Beaulieu, N., et al. (2006). The Business Case for Diabetes Disease Management at Two Managed Care Organizations, Forum for Health Economics and Policy.
Berndt, E., et al., (2000). Medical Care Prices and Output, in Anthony Culyer and Joseph Newhouse, Handbook of Health Economics, Volume IA, 119-180.
Bodenheimer, T., Matin, M., & and Laing, B. (2008). The Specialist–Generalist Income Gap: Can We Narrow It? Journal of General Internal Medicine 23(9):1539–41.
Brennan, T. A. (2005). Concierge care and the future of general internal medicine. Journal of General Internal Medicine, 20(12), 1190-1195.
Brown, R. (2009). The Promise of care coordination: Models that decrease hospitalizations and improve outcomes for Medicare beneficiaries with chronic illness, The National Coalition on Care Coordination.
Casale A., et al. (2007). ProvenCareSM: A provider-driven pay-for-performance program for acute episodic cardiac surgical care,” Annals of Surgery, 246:613-623.
Casalino, L., et al. (2009) What Does It Cost Physician Practices to Interact with Health Insurance Plans? Health Affairs, w533–w543.
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Christianson, C. M., Kenagy, J. & Bohmer, R. (2004). Will disruptive innovations cure health care? Harvard Business Review, 82(8), 77-87
Cohn, K. H. & Schwartz, R. W. (2002). Business plan writing for physicians. The American Journal of Surgery, 184 (2002), 114-120.
Congressional Budget Office (2004). An Analysis of the Disease Management Industry, Washington, D.C.: Congressional Budget Office.
Congressional Budget Office (2009). The Long-Term Budget Outlook, Washington, D.C.: Congressional Budget Office.
Grazier, K., & Metzler, B. (2006). Health care entrepreneurship: Financing innovation. Journal of Health and Human Service Administration, 28(4): 485-503.
Hinz, V., & Ingerfurth, S. (2013). Does Ownership Matter Under Challenging Conditions?: On the relationship between organizational entrepreneurship and performance in the healthcare sector. Public Management Review, 15(7): 969-991.
Kaplan, R., & Porter, M. (2011). The big idea: How to solve the cost crisis in health care. Harvard Business Review, 89(9): 46-64.
Lee, T., & Cosgrove, T. (2014). Engaging doctors in the health care revolution. Harvard Business Review, 92(6): 104-111.
McLaughlin, D., & Militello, J. (2015). Finding the path to innovation. Journal of Healthcare Management, 60(4): 243-245.
Mintzberg, H. (2010). The myths of healthcare. Journal of Health Administration Education, 27(3): 229-247.
Mintzes, B. (2002). For and against: Direct to consumer advertising is medicalising normal human experience. British Medical Journal, 324(7342), 908-909.
Ostrovsky, A., & Barnett, M. (2014). Accelerating change: Fostering innovation in healthcare delivery at academic medical centers. Healthcare, 2(1): 9-13.
Phillips, F., & Garman, A. (2006). Barriers to entrepreneurship in healthcare organizations. Journal of Health and Human Services Administration. 28(4): 472-484.
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Porter, M., & Lee, T. (2013). The strategy to fix healthcare. Harvard Business Review, 91(10): 50-70.
Porter, M., & Teisberg, E. (2004). Redefining competition in healthcare. Harvard Business Review, 82(6), 65-77.
Power, P. & Laufer, R. (2010). The promises and constraints of consumer-directed healthcare. Business Horizons, 53, 171-182
Szabo, J. (2007). Patient care: Health coaches win big by driving down costs. Hospitals and Health Networks, 81(2), 28
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