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COLLEGE OF HEALTH AND HUMAN SERVICESCalifornia State University, Long BeachHealth Care Administration Department

Working Around the World HCA 457 04 (3 Units)Fall 2013

Instructor: Dr. Linda MartinezE-mail: linda.martinez@csulb.edu

Office Hours: Mondays 1:00 to 4:00(Appointment recommended)Call for Appointment other timesCell Phone: 254-493-8666

Class Number: 9477 Class Meets: Online

Additional Contact Information:HCA Dept. Administrative Coordinator: Deby McGill, dmcgill@csulb.eduTel. 562/985-5694; fax 562/985-5886

INTRODUCTION

A study of the effects that religion, language and culture, political structure, economics, and physical environment have on the development of work and people’s perceptions of work and occupations in the United States and other countries around the world.  Teaching/Learning ObjectivesStudents who have completed this course should be able to:

Learning Objectives, Domain and Competency Table

Learning Objective Domain Competency Activity (A1), Assignment (A2) or Assessment (A3)

Create a climate that fosters understanding of cultural diversity and individual views of “work” and “job” in respective workplaces;

3 B. Professional Development and Lifelong Learning

Discussion, small exercises and reflection/critical commentary for each major discussion post

Develop a deeper understanding of cultural diversity issues that occur in the workplace;

2 B. Organizational Climate and Culture

Questions on Midterm and Final Exam

Analyze and discuss the current research, practice, and policy literatures related to cultural diversity; how to analyze a case study and how to develop a report;

5 E. Strategic Planning and marketing

Lecture, group discussion and short essay report

Discuss societal stereotypes of various cultural, ethnic, and racial groups and how stereotypes affect our perceptions of and interactions with persons from these groups;

1 A. Relationship Management

Group project report, assignment and beachboard discussion

 

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TEXTS

Required:

Mor Barak, M. E. (2014). Managing diversity: Toward a globally inclusive workplace. Thousand Oaks, CA: Sage Publications, Inc.

O’Lawrence, H. (2013). The historical Critique of career & technical education in California from 1900 – 2000 and the status of California community colleges. Santa Rosa, CA: Informing Science Press.

Highly Recommended Additional Readings:

Harrison, L. E. & Huntington, S. P. (Eds.) (2000). Culture matters: How values shape human progress. New

York, NY: Basic Books.

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METHODS OF INSTRUCTION Discussion Analytical and reflective writing Informal peer content critique/feedback Informal and formal critique/feedback by the instructor Readings from class texts, class notes/material, and from additional sources Individual field and research activities

EVALUATION

Your unit grade will be based on the following criteria: Profile with Picture 30Quiz 1 – Space Between Dimensions 508 Discussion Board Assignment @ 10 points each 80Discussion Participation to others’ Board Submissions – 16 @ 5 points each 80Questions for weekly readings – 11 @ 10 points each 110Midterm 100Group Project Proposal 30Group Project PowerPoint Presentation 100Group Project PowerPoint Presentation Comments 2 @ 10 Points 20Final Research Paper 100Final Exam 100Total 800

 SEMESTER LETTER GRADESCourse Grades will be assigned based on the following percentages/scores: 

Numeric Score Letter Grade800 - 740 A739 - 660 B659 - 580 C579 - 500 D499 - 0 F

6 The University’s General Education policy requires students in “I” courses to write a minimum of 5,000 words in the course of the semester

CLASS POLICIES:

Attendance: There is no attendance policy in this class in a traditional sense—the students are not required to participate in the class activities at any specific time each week. However, every assignment in this class has a due-date—such assignments must be submitted/presented on time.

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Participation: In this class, Participation is a set of specific weekly activities with the established deadlines. Due dates are described above. Specific topics will be on the Assignment Board.

Withdrawal policyWithdrawal after 2nd week and before final 3 weeks “permissible for serious and compelling reasons;” include statement of how you will interpret university policy.

Cheating and plagiarismStatement referencing University policy http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02. You may also state what you will do in case of cheating/plagiarism.

ASSIGNMENTS

All assignments accept the Blackboard assignments (which are answered on Blackboard) will be submitted to the dropbox. If you need to email me something, please be sure you specify you class number and section and if there is a file, use the format below:………………………………………………………………..

Lastname.Firstinitial.AssignmentName

Example: Jones.X.Quiz1

Please submit in word files…………………………………………………………………

Basic Technical Requirements:Internet access, E-mail account and access, Word Processing with MS Word compatibility doc file: many of the class notes, documents, and additional readings are stored as MS Word files and documents; the exam --you will need this program in order to retrieve and open these documents and files; you will also need to use a MS Word compatible program to submit some of your work to the instructor.

 Individual Assignments:

All individual assignments must be computer-typed and word-processed, in the format described in the latest APA manual. (See APA folder under Course Information tab for some of the basic tips on APA).

Discussion Board Lessons200-300 word essays addressing the questions stated in the assignment. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, your ability to conduct additional and relevant to the topic research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to accurately cite and reference minimum three sources of information; it might include the class textbook,

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lecture notes, and any other sources you find during your research activities for each lesson.

You will lose one point for your postings each day after the due date. For example, if the due date is 8/30/12 and you do not post until 8/31 and your graded score is 5/5, you will receive 4/5 of posting a day late. If you are two days late, you will receive 3/5 and so forth.

Evaluating Criteria for Discussion QuestionsThe responses to each lesson’s Discussion Questions will be assessed according to the following rubric:

10 points per lesson--relevant content provided to all questions for the lesson;well-organized, good writing mechanics (check spelling and grammar), evidence of relevant research; at least 3 sources are cited and referenced according to APA format

9 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, and evidence of relevant research at least 2 sources are cited and/or referenced according to APA format

8 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, and at least 1 source is cited showing evidence of relevant research

6 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references)

0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Discussion Participation Lessons Constructive comments on other classmates' postings, respectful communication style and overall active participation in the discussion board.  Evaluating Criteria for Discussion Participation:The comments to each lesson’s Posting will be assessed according to the following rubric:

5 points per lesson—at least two comments are posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made. Comments must be at least 5 sentences for each one.

3 point per lesson—only one comment is posted per lesson; the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made. Comment must be at least 5 sentences for each one.

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0 points per lesson—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification

Profile Page The requirements for each section of the profile page are listed below:

Must have picture for full creditInterests/Hobbies:

At least 3

Favorite Music: Favorite type and favorite song

Favorite TV Shows:

At least 3

Favorite Movies: At least 3

Favorite Books: At least 3

Favorite Quotations:

At least 1

Favorite Websites:

At least 3 with description

Future Goals: At least 3

Most Memorable Learning

Experience:

At least 1 with the reason it is your most memorable experience

“I don’t have one is not an acceptable answer for above.”

Midterm: Multiple choice and true false questions from the material covered in the first half of the class.

Final Research Paper: A 6 to 8-page font-12 double-spaced research paper on one of the topics covered and discussed in this course. The paper should address the issues of cultural differences in work-related aspects of society. The focus should be on countries and/or regions other than the US; however, the comparative analysis between other nations and the US is appropriate. You may also consider such Globalization issues as the effect of Globalization on a certain professional field or similar). In general, choose the topic that is relevant to the course topics and discussions, on the one hand; and on the other, something that is relevant to your own professional, personal, and/or academic experience and interests.

The Paper must be written and organized according to APA format; particularly, pay attention to citations and references of research sources, and to the correspondence between citations in the text of your essay and references at the end. It is expected that you will be using 5-7 different sources (minimum); that will include academic

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publications, national/international database, media/news reports, etc. The cover sheet and reference page do not count as part of the 6 to 8 pages.

Group Project Proposal: The proposal is to be between ½ and 1 page long. Using APA style, define your topic and explain why your group chose this topic. You must have at least one reference in the proposal.

Group Project: You will be assigned to groups of 3 and together as a group you will select a topic to investigate that must be considered when working in other countries, for example cultural differences or laws particular to other countries. You can draw on your readings from this semester and on other resources. Your topic must be approved by submitting a ½ to 1 page paper describing the topic, why you chose this topic and the sources you will consult. Together you will develop a PowerPoint presentation of at least 12 slides and post it to the discussion board under the correct date.

Group Project Responses: You have to comment on at least two of your classmate’s group projects.

Final Exam: Your final exam will be multiple choice and true/false questions. It will cover all material covered in the class.

 Submission Instructions:

Discussion Questions; Discussion Participation Comments:Type (or copy/paste from a word file) your answers, comments, and bibliography entries into the class main discussion board under the forums designated by the instructor. It is to your advantage to type it into word and then copy it into the discussion board. Word will spellcheck and grammar check your document and save you losing senseless points.

Quiz 1, Final Research Paperis to be submitted to the dropbox

HCA 457Course Schedule

Assign Due Date

Description

PROFILE 9/1/13 PROFILE Page Due

`1 9/5/13 Post Discussion Board 1 ResponsesRead Lesson IntroductionRead Key ConceptsRead Mor Barak text – Chapters 1 & 2, Pages 1-53

9/8/13 Post two comments on classmates discussion 1

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Complete profile Page (Be sure you have a picture of you.)Complete questions over readings. (10 pts)

2 9/12/13 Post Discussion Board 2 responsesRead Lesson IntroductionRead Key ConceptsRead O’Lawrence - Chapter 1 – Pages 1-14Read Mor Barak – Chapters 3 & 4 – Pages 55-98

9/15/13 Complete Questions over readings (10 points)Post two comments on classmates discussion 2

3(Please note - You have two

weeks to complete these assignments, please pay attention to due dates.)

9/26/13 Read Lesson Introduction Read Key Concepts Read O’Lawrence – Chapter 2 – Pages 15-103Read Mor Barak – Chapter 5 – Pages 99 – 117

9/29/13 Write a two page paper answering the questions on the direction sheet. Each section should be approximately one page. This paper does not require APA references, but it must be grammatically correct. Points will be deducted for grammar errors.

Complete Questions over readings. (10 points)

9/29/13 Quiz 1 – DUE

4 10/3/13 Post Discussion Board 3 responsesRead Lesson Introduction Read Key Concepts What is Work Ethic?Read Mor Barak – Chapter 6 - Pages 121 – 151Read O’Lawrence – Chapter 3 – Pages 103 - 143

10/6/13 Post two comments on classmates discussion 3Complete Questions over readings. (10 points)

5 10/10/13 Post Discussion Board 4 responsesNorth American Educator’s ForumJapan Hidden JoblessRead Lesson Introduction Read Key Concepts Read Mor Barak – Chapters 7 & 8 – Pages 153-195Read O’Lawrence – Chapter 4 – Pages 145-163

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10/13/13 Post two comments on classmates discussion 4Complete Questions over readings. (10 points)

`6 10/17/13 People Can Equal Profits or ProblemsRead Lesson Introduction Read Key Concepts Read Mor Barak – Chapter 9 – Pages 197-213Read O’Lawrence – Chapters 5 & 6 - Pages 165-192

10/20/13 Complete Questions over readings. (10 points)

GROUP PROPOSAL

10/20/13 Group Project Proposal Due

EXAM 10/27/13 Midterm Exam – complete between 10/25/13 & 10/27/13

7 10/31/13 Post Discussion Board 5 responsesWomen Rewrite RulesRead Lesson Introduction Read Key Concepts Read Mor Barak – Chapters 10 & 11 – Pages 217-239Read O’Lawrence - Chapter 7 – Pages 193-208

11/3/13 Post two comments on classmates discussion 5Complete Questions over readings. (10 points)

8 11/7/13 Post Discussion Board 6 responsesRead Technology slideRead Article - Global ShiftRead Lesson Introduction Read Key Concepts Read Mor Barak - Chapter 12 – Pages 241-257Read O’Lawrence – Chapter 8 – Pages 209 – 226

11/10/13 Post two comments on classmates discussion 6Complete Questions over readings. (10 points)

9 11/14/13 Post Discussion Board 7 responsesRead Lesson Introduction Read Key Concepts Research and read at least two articles on famous or interesting people Research and read about at least one article on unionized laborRead Mor Barak – Chapter 13 – Pages 259-275

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11/17/13 Post two comments on classmates discussion 7Complete Questions over readings. (10 points)

10 11/21/13 Read Lesson Introduction Read Key Concepts Read Mor Barak – Chapters 14 & 15 – Pages 277-303

11/24/13 Complete Questions over readings. (10 points)

FALL BREAK

11/25/13 to

12/1/13

FALL BREAKUse this time to work on your research paper.

11 12/5/13 Article - Europe’s Unwelcome GuestsRead Six Articles under Current Immigration Reform DebatesRead Lesson Introduction Read Key ConceptsRead Mor Barak – Chapter 16 & Appendix – Pages 305-323

12/8/13 Complete Questions over readings. (10 points)

GROUP PROJECT

12/8/13 Group Project Due posted to Discussion Board

12/10/13 Post two comments on two of your classmates group projects

12 12/8/13 Post Discussion Board 8 responses12/10/13 Post two comments on classmates discussion 8

Answer Questions about course

FINAL PAPER

12/14/13 Final Paper Due submitted to dropbox

FINAL EXAM

12/18/13 Final exam will be posted between 12/12/13 and 12/18/13 – you may take it anytime during that period

*Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the Beachboard. It is a student’s responsibility to remain updated on course changes.

Grades and Grading Procedures

Definitions:

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The following definitions apply to grades assigned in all undergraduate and graduate courses.

A. Performance of the student has been at the highest level, showing sustained excellence in meeting all course requirements and exhibiting an unusual degree of intellectual initiative.

B. Performance of the student has been at a high level, showing consistent and effective achievement in meeting course requirements.

C. Performance of the student has been at an adequate level, meeting the basic requirements of the course.

D. Performance of the student has been less than adequate, meeting only the minimum course requirements.

F. Performance of the student has been such that minimal course requirements have not been met in the format described in the latest APA manual. The preferred method of submission is with a staple in the upper left hand corner. A cover sheet is not required, but your name and the date should be placed in the upper right corner of the first page only.

NOTE: All written assignments must be word-processed and saved as a doc file, not docx. Due dates are listed on each assignment sheet and in the tentative schedule of classes.

Bibliography:

Acosta D. A. (2000). Impact of rural training on physician workforce:

The role of post-residency education. The Journal of Rural Health, 2000, 16(3):254–261.

Task force for scaling up education and training for health workers. Scaling

Up, Saving Lives. Geneva, World Health Organization / Global Health Workforce

Alliance, 2008 (http://www.who.int/workforcealliance/

documents/Global_Health%20FINAL%20REPORT.pdf. Retrieved on September 8,

2010.

Adler, N. (1996). International dimensions of organizational behavior. Cincinnati:

South-Western Publishing.

Anders, G., & Anderson, J. (2000). Managerial implications of cultural factors that

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influence programs in Mexican maquiladoras. Performance Improvement Quarterly,

13(2), 71- 96.

Couper, I.D., & Worley, P.S. (2006). Health and information in Africa: The role of

the journal rural and remote health. Rural and Remote Health, 9, 644.

Dussault, G., & Franceschini, M. C. (2006). Not enough there, too

many here: Understanding geographical imbalances in the distribution of the health

workforce. Human Resources for Health, 2006, 4-12. Retrieved from

http://www.humanresourceshealth.

Gagnon, M. P., et al. (2007). Implementing telehealth to support medical practice

in rural/remote regions: What are the conditions for success? Implementation Science,

1(18), 1-8.

Hongoro C & Normand C. (2006). Health workers: Building and motivating the

workforce. In: Jamison DT et al. Disease Control Priorities in Developing Countries, 2nd

ed. The World Bank / World Health Organization / Fogarty International Centre of the

National Institutes of Health, 2006, 71,1309–1322.

Huicho L. (2010). Increasing access to health workers in underserved areas: A conceptual

framework for measuring results. Bulletin of the World Health Organization. 88(5), 357-

63.

Willis-Shattuck, M. (2008). Improving motivation and retention of health

professionals in developing countries: A systematic review. BMC Health Services

Research.

Barth, S. (1997) Bridge over troubled (cultural) water. World Trade, 10,(8), 32-

33.

Hamilton K., & Yau J. (ND). The global tug-of-war for health care workers. Washington, DC,

Migration Policy Institute, 2004. Retrieved from http://www.migrationinformation.org/

Gray, K., & Herr, E. (1998). Workforce education: The basics. Boston: Allyn &

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Bacon.

Hofsteed, G. (1997). Cultures and organizations: Software of the mind:

Intercultural cooperation and its importance for survival. McGraw-Hill: New York.

Reid S. (2004). Monitoring the effect of the new rural allowance for health professionals

– Research project report. Durban Health Systems Trust, 2004. Retrieved from

http://healthlink.org.za/uploads/files/rural_allowance.pdf.

Sanchez, C., & Curtis, D. (2000). Different minds and common problems: Geert

Hofstede’s research on culture. Performance Improvement Quarterly, 13 (2), 9-18.

Mangham L. J., & Hanson, K. (2008), Employment preferences of public sector nurses in

Malawi: results from a discrete choice experiment. Health Economics and Financing

Programs, 2008, 13(12):1433–1441.

Omole, O. B, Marincowitz, G., & Ogunbanjo, G. A. (2005). Perceptionsof hospital managers regarding the impact of doctors’community service. South African Family Practice. 47(6):55–59.

The World Health Report (2008). Primary health care: now more than ever. http://www.who.int/whr/2008/whr08_en.pdf. Retrieved on September 8, 2010

Thurow, L. C. (1996). The future of capitalism. New York: Morrow and Co.

Trompenaars, A. (1998). Riding the waves of culture. Homewood IL: Irwin.

World Urbanization Prospects: The 2003 Revision Population Database. New

York, NY, United Nations Department of Economic and Social Affairs, 2004. Retrieved

from http:// www.un.org/esa/population/publications/wup2003/

WUP2003Report.pdf.

Appendix E

CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010

The Healthcare Leadership Alliance (HLA) Competency Directory is comprised of 297 specific competencies, organized into 5 domains (http://www.healthcareleadershipalliance.org/). CSULB’s Health Care Administration Department has adopted these competencies as the basis for its curriculum, effective 2010. The domains are listed and defined below, with the principal areas included in each domain. HCA graduates are expected to demonstrate competence in aspects of all five domain areas.

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Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with internal customers, establishes and maintains relations, and facilitates constructive interactions with individuals and groups.

A. Relationship ManagementB. Communication SkillsC. Facilitation and Negotiation

Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains.

A. Leadership Skills and BehaviorB. Organizational Climate and CultureC. Communicating VisionD. Manage Change

Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong learning and improvement.

A. Personal and Professional AccountabilityB. Professional Development and Lifelong LearningC. Contributions to the Community and Profession

Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the environment in which healthcare managers and providers function.

A. Healthcare Systems and OrganizationsB. Healthcare PersonnelC. The Patient’s PerspectiveD. The Community and the Environment

Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the healthcare environment.

A. General ManagementB. Financial ManagementC. Human Resource ManagementD. Organizational Dynamics and GovernanceE. Strategic Planning and MarketingF. Information ManagementG. Risk ManagementH. Quality Improvement

"Students with Disabilities:Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructors.  If a student with a disability feels that modifications, special assistance, or accommodations offered are inappropriate or insufficient, s/he should seek the assistance of the Director of Disabled Student Services on campus."