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

Working Around the World HCA 457 01 (3 Units)Spring 2015

Instructor: Henry O’Lawrence, Ph.D.On Campus: Henry.O’Lawrence@csulb.eduOffice Hours: Wednesdays –5:00-7:00 pmOffice Location: HHS1 001 – Phone: (562) 562-985-8103

Class Number: 5404Class Meets: Online

Additional Contact Information:HCA Dept. Administrative Coordinator: Deby McGill, deby.mcgill@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

Group projects, discussion and short essay reports

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.

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

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Your unit grade will be based on the following criteria: Profile with Picture 30Space Between Dimensions 508 Discussion Board Assignment @ 6 points each 80Discussion Participation to others’ Board Submissions – 16 @ 2 points each 80Questions for weekly readings – 11 @ 10 points each 110Midterm 100Group Project Proposal 40Group Project PowerPoint Presentation 100Group Project PowerPoint Presentation Comments 2 @ 5 Points 10Final Research Paper 100Final Exam 100Total 800

 SEMESTER LETTER GRADES

Please note that an A in this class is a 92.5% or better.

Course Grades will be assigned based on the following percentages/scores: 

% Letter Grade–93-100% A–83-92% B–73-82% C–63-72% D–0-62% F

6 The University’s General Education policy requires students in this course 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.

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.

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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 except the Beachboard assignments (which are answered on Beachboard) 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.

Exams/Weekly Quizzes:

You will have 11 true/false/multiple choice quizzes over the reading assignments from the textbook. You will be allowed take the exam two times and the computer will save the higher score. Once you open the exam, you must finish it. You cannot save it and return later. All weekly exams and the midterm will be opened 8:00 am on Friday and closed 11:59 pm on Sunday. The final will open 8:00 am on 5/9/15 and close 11:59 pm on 5/11/15. (This date is subject to change if the schedule of exams conflicts with it.)

There will also be a midterm and a final exam. The exams are multiple-choice and true/false. They are a random selection from the same question pool as the weekly quizzes. The final will cover material covered after the midterm.

Discussion Questions:Discussion Board LessonsMust show a total word count – references are not included in the word count

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350-400 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, and your ability to conduct additional and relevant research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference a minimum three sources of information; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

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

8 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

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, and at least 1 source is cited showing evidence of relevant research

5 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:Must show a word countYour comments must be at least 150 words each. The comments to each lesson’s Posting will be assessed according to the following rubric:

5 points per comment—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 comment—3 point per comment—the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion

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posting to which the comment is made. Comment does not have the required amount of words or sentences or does not acknowledge the points in the posting.

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 – This is the profile on the BeachBoard page- You complete it there and save it and I will grade it there. You do not need to submit it to me.

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 of music 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 – must describe even if a common site and tell why you like it – be creative on the sites

Future Goals: At least 3

Most Memorable Learning

Experience:

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

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

Space Between the Dimensions

Write a two page paper answering the questions below. Each section should be approximately one page. You must use at least 4 references (2 for each question) and it must be grammatically correct. Points will be deducted for grammar errors. Your references may come from your readings about sensibilities and/or globalization or from other research you complete.

1.     By asking you a simple question, I want to see where the answer will take you! With all the choices out there, how can you possibly figure out what job is right for you? Think of if the new job be filled with co-workers who share your sensibilities, or will have to fake it to get

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along..... The key word here is “sensibilities” those values, behaviors, and personality traits that make you feel like you’re among kindred spirits. Did you think the new job will stretch your mind and build your skills and otherwise take you out of your comfort zone, or make you feel like you are entering at the top of your game?

2. What is Globalization mean to you? Globalization is one of the most charged issues of the day. It is everywhere in public discourse – in TV sound bites and slogans on placards, in web-sites and learned journals, in parliaments, corporate boardrooms and labor meeting halls. Extreme opponents charge it with impoverishing the world's poor, enriching the rich and devastating the environment, while fervent supporters see it as a high-speed elevator to universal peace and prosperity. So, what did you think?

Note: There is no right or wrong answer to these questions; however, this is a critical thinking exercise and it is important that you are operating at a post-conventional level.

This paper should be 1 ½ to 2 pages.

Please make sure that you submit your responses in a Microsoft Word document to the dropbox.

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

Final Research Paper: A 7 to 10 page, double-spaced research paper using Arial or Times Roman 12 point font. It should be 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 a 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 10 different sources (minimum) that will include academic publications, national/international database, media/news reports, etc. The cover sheet, abstract page, and reference pages do not count as part of the 7 to 10 pages. You do need page numbers.

Research Paper Components:Cover PageAbstract PageContentReference Pages

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Components of a Research Report

Abstract (2%) Introduction (10%) Statement of the problem/purpose of study (10%) Need of the study/report/objective (Educational Value) (8%) Literatures (10%) Findings/Analysis (35%) Conclusion (5%) Recommendations (5%) References (5%) Overall APA format (10%)

* Note: All research projects must be written in APA style

It will be submitted to the dropbox.

GROUP PROJECT

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. The proposal will be submitted to the dropbox by the team leader. The team leader will be selected by the group and can be leader for the duration or for individual tasks. Be sure the group number and all members’ names are on the proposal. When submitting to the dropbox, be sure to list all members’ names in the comment section.

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 and must have at least one reference. Together you will develop a PowerPoint presentation of at least 12 slides and post it to the discussion board and to the dropbox. The reference slides are not included in the 12 slide. I expect to see creativity, graphics and information that is thorough enough for the reader to understand. Since this is strictly posted and not presented in person, the information must be clear and concise. Each member of the group is responsible for at least 3 references which will be cited in the text and in a reference list on the last slide. Group Project Responses: You have to comment on at least two of your classmate’s group projects. Your comments need to be insightful and thought provoking.

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

 Submission Instructions:

Discussion Questions; Discussion Participation Comments:

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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.

HCA 457Course Schedule

Assign Due Date DescriptionPROFILE 1-22-15 PROFILE Page Due

Complete profile Page (Be sure you have a picture of you.)

`1 1-29-15 Post Discussion Board 1 ResponsesRead Lesson IntroductionRead Key ConceptsRead Mor Barak text – Chapters 1 & 2, Pages 1-53

2-1-15 Post two comments on classmates discussion 1Complete Weekly Quiz 1 (10 pts)(The questions over the readings are located under the quiz tab in Blackboard.)

2 2-5-15 Post Discussion Board 2 responsesRead Lesson IntroductionRead Key ConceptsRead O’Lawrence - Chapter 1 – Pages 1-14Read Mor Barak – Chapters 3 & 4 – Pages 55-98

2-8-15 Complete Weekly Quiz 2 (10 points)Post two comments on classmates discussion 2(The questions over the readings are located under the quiz tab in Blackboard.)

3 2-12-15 Read Lesson Introduction Read Key Concepts Read O’Lawrence – Chapter 2 – Pages 15-103Read Mor Barak – Chapter 5 – Pages 99 – 117

2-15-15 Space Between Dimensions - Write a two page paper answering the questions on the direction sheet. Each section should be approximately one page. This paper requires APA references and it must be grammatically correct. Points will be deducted for grammar errors.

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Complete Weekly Quiz 3. (10 points)(The questions over the readings are located under the quiz tab in Blackboard.) Phone: (254) 493-8666 (Call or Text)

2-18-15 Space Between Dimensions – DUE – submit to the dropbox

4 2-19-15 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

2-22-15 Post two comments on classmates discussion 3Complete Weekly Quiz 4. (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

5 2-26-15 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

3-1-15 Post two comments on classmates discussion 4Complete Weekly Quiz 5 (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

6 3-5-15 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

3-8-15 Complete Weekly Quiz 6 (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

GROUP PROPOSAL

3-11-15 Group Project Proposal Due

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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. The proposal will be submitted to the dropbox by the team leader. The team leader will be selected by the group and can be leader for the duration or for individual tasks. Be sure the group number and all members’ names are on the proposal and members names and group number must be in comment section on the dropbox.

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 and must have at least one reference. 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. Your comments need to be insightful and thought provoking.

EXAM 3-15-15 Midterm Exam – complete between 3/13/15 & 3/15/15

7 3/19/15 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

3/22/15 Post two comments on classmates discussion 5Complete Weekly Quiz 7 (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

8 3/26/15 Post Discussion Board 6 responsesRead Technology slideRead Article - Global ShiftRead Lesson Introduction

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Read Key Concepts Read Mor Barak - Chapter 12 – Pages 241-257Read O’Lawrence – Chapter 8 – Pages 209 – 226

3/29/15 Post two comments on classmates discussion 6Complete Weekly Quiz 8. (10 points) (The questions over the readings are located under the quiz tab in Blackboard.)

SPRING BREAK

Spring Break March 30, 2015 to April 5, 2015

9 4/9/15 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

4/12/15 Post two comments on classmates discussion 7Complete Weekly Quiz 9 (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

10 4/16/15 Read Lesson Introduction Read Key Concepts Read Mor Barak – Chapters 14 & 15 – Pages 277-303

4/19/15 Complete Weekly Quiz 10. (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

FINAL PAPER DUE

4/22/15 Final Paper submitted to dropbox

11 4/23/15 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

4/26/15 Complete Weekly Quiz 11. (10 points)(The questions over the readings are located under the quiz tab in Blackboard.)

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12 4/30/15 Post Discussion Board 8 responses

5/3/15 Post two comments on classmates discussion 8Answer Questions about course

GROUP PROJECT

5/4/15 Group Project Due added to dropbox (by one member) and posted to Discussion Board

5/6/15 Post two comments on two of your classmates group projects

FINAL EXAM

5-11-15 Final Exam – will be posted 5-9-15 to 5-11-15

*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: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.

NOTE: All written assignments must be word-processed and saved as a doc file. Due dates are listed on each assignment sheet and in the tentative schedule of classes.

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

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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.   

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

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.

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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 &

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.

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Omole, O. B, Marincowitz, G., & Ogunbanjo, G. A. (2005). Perceptions

of 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.

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

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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."

My Rubric for Grading Research Paper

Levels of Writing Quality Research Paper for the Following Classes(HCA 417i, 410, and422i, 457i)

Writing quality research paper for my course will be evaluated using the features defining the four levels. A passing grade for the writing quality of the paper will be achieved by writing at Level 3.

Level 1 Writing (Beginner). Features of these papers: Ill-defined or no thesis Unfocused sense of audience

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Inadequate organization and/or development Inappropriate or insufficient details to support ideas Does not demonstrate understanding of topic beyond a surface level Multiple errors in grammar, diction, sentence structure, or spelling

Level 2 Writing (Novice). Features of these papers: Vague purpose or multiple purposes Sense of audience wavers Evident but inconsistent development Does not advance an argument with adequate support Demonstrates some understanding of the topic, but does make connections among ideas Lack of language facility with frequent errors

Level 3 Writing (proficient). Features of these papers: Expresses a clear, coherent thesis Sticks to the purpose and provides adequate transitions among ideas Connects ideas within the material and to other ideas and sources Moves beyond surface understanding and demonstrates facility with topical and disciplinary

knowledge Conveys a sense of audience with appropriate use of disciplinary language Advances argument with sound evidence and references Readability enhanced by facility with language and sentence conventions

Level 4 Writing (Advanced). Features of these papers: Insightful, creative or skillfully designed purpose Sense of audience demonstrated through form and language Demonstrates disciplinary understanding and interconnections; makes links that suggest the

discovery of new information or new ways of designing/displaying information Effective organization contributes to full development of presentation Innovatively or expertly advances argument with well-researched evidence and

documentation Work enhanced by facility in language use, range of diction, and syntactic variety

Dichotomous Scale for Evaluating Writing

Yes No Substance ___ ___ 1. Paper addresses the issue.

___ ___ 2. Paper has a focus, central idea. ___ ___ 3. Paper develops major aspects of the central idea. ___ ___ 4. Paper shows awareness of importance of main

ideas.

Organization ___ ___ 5. Structure or pattern of the paper is clear. ___ ___ 6. Paper has an introduction, development, and

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conclusion. ___ ___ 7. Each paragraph is coherent. ___ ___ 8. Transitions from one idea to next are logical.

Mechanics ___ ___ 9. Sentence structure is coherent___ ___ 10. Sentences are not awkward. ___ ___ 11. Sentences are varied. ___ ___ 12. Errors in use of verbs are few.___ ___ 13. Errors in use of pronouns are few. ___ ___ 14. Errors in use of modifiers are few.___ ___ 15. Errors in word usage are few.___ ___ 16. Punctuation errors are few.___ ___ 17. Spelling errors are few.

Evidence ___ ___ 18. Statements are accurate. ___ ___ 19. Opinions are adequately supported.

___ ___ 20. Sources are identified and documented appropriately.

Mechanics (alternative) ___ ___ Paper shows control of grammar.

___ ___ Paper shows control of syntax.___ ___ Paper has few misspellings.

Appendix D

CRITERIA FOR GRADINGA Grade

Participate in all group activities/assignments/discussions Take all quizzes (92%) Write a research paper (must include 10 references, not less than 7 pages, written

in APA style, must grammatically sound, and must be a very good quality report) Take mid-term examination (must score 92%) Take final exam (must score 92%)

B Grade

Participate in all group activities/assignments/discussions Take all quizzes (85% or higher) Take mid-term examination (must score 85% or higher) Take final exam (must score 85% or higher) Research paper acceptable

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C Grade Participate in all group activities/assignments/discussions Take all quizzes (75%) Take mid-term examination (must score 75% or higher) Take final examination (must score 75% or higher) Poor final research paper