BA (Hons) Healthcare Management
BA (Hons) Healthcare ManagementPublished January 2020V16Page 1 of 13
Introduction to the ProgrammeProgramme structureWelcome to the BA (Hons) Healthcare Management degree programme.The programme is made up of the core modules listed in the tables below. An outline of the contentof each of the modules and the assessment methods used can be found in the Module Detail sectionon iLearn.What is CMI?CMI is The Chartered Management Institute and is an awarding body that delivers qualifications formanagers. They are the only chartered professional body dedicated to promoting the higheststandards in management and leadership excellence. CMI offers practical, proven solutions forindividual managers, employers, and education providers alike. Their mandate is to create better ledand managed organisations.What does the student need to do?Once the student has enrolled onto the BA (Hons) Healthcare Management programme andcompleted the induction, Arden University will register their membership with the CMI. This willprovide the student with a wide range of resources that may help them during their studies. CMIoffers practical help, fast advice, new ways to learn, handy tools and techniques, regularnewsletters, access to events, and mentoring services. Once the student has completed theprogramme they will receive a Diploma at the relevant level, which is a qualification that is valued byemployers making them more marketable.Page 2 of 13
Programme StructureLevel 4Module le TitleSkills for Learning in CareSocial, Political and Environmental Issues inInternational HealthcareCommunication and Collaboration inManaging the Professional EnvironmentMeeting the Needs of Service UsersPlanning and Managing ResourcesFostering Dignity & RespectModule Type(Core/Option)Credits2020CC20C202020CCCModule TitleFinancial Control and BudgetingPerformance Improvement and Managementin Health & Social CarePublic HealthHealth PromotionInter-Agency WorkingLeading Teams in Health and Social CareCredits2020Module Type(Core/Option)CC20202020CCCCModule TitleQuality Management in a Care SettingBusiness Analysis and PlanningGlobal Health & SustainabilityProject Management & RiskFinal ProjectCredits2020202040Module Type(Core/Option)CCCCCLevel 5Module l 6Module CodeBUS6004BUS6005HCR6001PRM6001RES6005Please note that the order in which modules are delivered is subject to change.Page 3 of 13
Programme Specification1. Target Award2. Programme Title3. Exit Award4. Programme Leader(s)5. Delivery Model6. Start date7. Programme Accredited by(PSRB or other, if applicable)8. UCAS Code (If applicable)9. Relevant QAA subjectbenchmark statementBA (Hons) Healthcare ManagementBA (Hons) Healthcare ManagementCertificate of Higher Education in Healthcare Management (120 credits)Diploma of Higher Education in Healthcare Management (240 credits)BA Healthcare Management (300 credits).Saikou SanyangOnlineBlended LearningSeptember 2015CMIThe programmes do not sit within the frameworks of existing QAAbenchmarks however guidance on curriculum and standards has been drawnfrom facets of the existing benchmarks listed below to inform the curriculumand development of knowledge, intellectual, practical and transferable skills.Social Work 2008General Business 2007Health Studies 200810. Programme AimsThe BA (Hons) Healthcare Management aims to produce graduates who can contribute dynamicleadership and management in an international healthcare context.Our confident and creative alumni will lead on the creation of communities of best social care practiceby making a contribution to the development of dynamic, research informed, values-based practice.The programme aims to: facilitate the study of international healthcare organisations, their management and thechanging and challenging environment in which they operate.develop knowledge and understanding of relevant, key areas of management.facilitate the application of knowledge and understanding of business and management tocomplex healthcare issues through critical and analytical approaches to management theory,practice and research.enhance the ability to evaluate management techniques, tools and models in a variety ofcontexts and across the international community with a view to sharing good practicedevelop personal and interpersonal skills relevant to healthcare management andcommunicate the arising issues in written and oral form.equip students with the necessary knowledge and skills to achieve the appropriate level of postgraduate award and continue their lifelong learning developmentactively promote the use of research across the international healthcare community to makea contribution to the improvement of public health.achieve the learning outcomes contained within the modules of the pathway.Page 4 of 13
The modules which make up this award are a combination of core management modules deliveredwithin a health and social care context, alongside award specific modules such as Social, Political andEnvironmental issues in International Healthcare, Public Health, Health Promotion and Global Health& Sustainability.The award embeds across each level, three core themes, Professional Environment and Practice,Operations & Quality Management and Leadership & Management within a healthcare context. Thisgives clear effect to the aims of the award as students will be encouraged to explore their potentialfuture contributions to the international healthcare community as professional practitioner, managerand leader.Page 5 of 13
11. Intended programme learning outcomes and the means by which they are achieved and demonstrated11a. Knowledge and understandingThe means by which these outcomes are achievedStudents will be expected to:K1 Within the international context,identify those factors that impact uponthe management of healthcare delivery.K2 Explore the nature of humanrelationships in the workplace and theimportance of team working,collaborative practice and effectivecommunication.K3 Recognise the importance of personaland professional development toinform evidence-based practice in thefield of healthcare.Level 5 Outcomes:K4 Discuss the multiplicity of factors whichinform environment and clientassessment, evaluation and the deliveryof evidence-based practice inhealthcare.K5 Evaluate the impact of leadership andmanagement approaches and theethical perspectives that influencehealthcare.K6 Explore the importance of continuingself-development in healthcarepractices and take appropriate actionLevel 6 Outcomes:Acquisition of knowledge and understanding (K1 – K10) isfacilitated through a combination of lectures, tutorials; groupdiscussions and independent and directed study, supportedthroughout by comprehensive online teaching materials andbroader resources. We achieve this through a pedagogy thatincludes project work, group forums and project-based activities.Throughout, the learner is encouraged to undertake independentstudy to both supplement and consolidate what is being learnt andto broaden their individual knowledge and understanding of thesubject. Learning is facilitated largely by set tasks with regular tutorsupport including small group forums. This allows students to notonly discuss with staff their own work and progress, but to also seeother students’ work and to engage in the discussions that relateto the work of their peers.There is a requirement for written work at all levels includingreports, essays, practical tasks, and examinations upon all of whichdetailed feedback is supplied by tutors.Page 6 of 13The means by which these outcomesare demonstratedThe assessment strategy encourages avariety of assessment methods allexplicitly aligned to learning outcomesthatfocusuponknowledge,understanding and skills. These arecontextualised so that the assessmentis directly relevant to each subject areaand assessment methods include casestudy analysis, written essay, criticalself-reflection, portfolios of evidence,report production, preparation of asubject-specific plan, etc.
K7 Critically analyse the impact of theever-changing environment ofinternational healthcare at local andnational levels and its impact on theneed for continuous professionaldevelopment.K8 Utilise research findings and researchmethodology to both inform andevaluate healthcare practicesK9 Critically analyse multi-professional/multi-agency practice.K10 Critically analyse the impact ofprofessional, legal and ethicalframeworks in health and social care.11b. Intellectual, Practical & Transferable The means by which these outcomes are achievedskillsStudents will be expected to:Intellectual skills (IPT1 – IPT8) are developed throughout theprogramme by the methods and strategies outlined in section A,Level 4 Outcomes:above. Intellectual development is further encouraged viaIPT1 Reflect upon the holistic nature offormative assessment tasks including set briefs, in-modulehealthcare management andactivities, self-initiated briefs, and discussion with tutors and peersprocesses and the broad knowledgeand skills required to deliver effective (in synchronous and asynchronous online forums/debates).and ethical care.Specific modules support the development self-reflective skills,IPT2 Recognise the contribution that alland this is the focus of the Skills for Learning in Care module. Inteam members make to the deliveryaddition, the student’s thinking skills will be evident in aof effective care and reflect uponsummative assessment process which requires and rewardsone’s own contribution to thislearners for the demonstration of creative thinking and problemprocess.solving, analysis, judgement and self-reflection in the developmentIPT3 Promote individual rights throughof solutions.non-discriminatory practices in allaspects of healthcare.Page 7 of 13The means by which these outcomesare demonstratedOur assessment strategy encourages avariety of assessment methods allexplicitly aligned to learning outcomesthat focus upon the development ofsound academic practices and thedevelopment of intellectual skills.These are contextualised to health andsocial care management so that theassessment is directly relevant to eachsubject area and assessment methodsinclude case study analysis, writtenessay, critical self-reflection, portfolios
Level 5 Outcomes:IPT4 Develop the ability to be responsiblefor one’s own CPD, acknowledgingthe importance of this for effectivecare delivery and evidence-basedpractice.IPT5 Reflect upon the legal and ethicalparameters of healthcare strategyand interventions and how one isenabled or fettered by policy,management and leadershipapproaches.IPT6 Examine the nature ofcommunication within the context ofvarious relevant client groups andhow one’s own approach impactsupon the team dynamics.Practical and transferable skills are employed in the production ofethical solutions to real life situations developed through set briefsand are a particular focus in Communication and Collaboration inManaging the Professional Environment, Planning & ManagingResources and Inter-Agency Working. The important modern-dayskills of engaging in academic debate, working independently andpresenting ideas clearly using appropriate terminology pervade allmodule and forms of assessment on the programme.Level 6 Outcomes:IPT7 Demonstrate critical and insightfulproblem-solving strategies in theprovision of quality in healthcaremanagement in an interprofessional/ multi-agency context.IPT8 Act as a resource for professionaldevelopment for colleagues/ interprofessional team members sharingknowledge within their field ofexpertise.Page 8 of 13of evidence, sector report production,preparation of a plan, etc.To support the development ofpractical skills, students must supplyworked materials and evidence incompletion of their assignments.Logical reasoning, good presentationand sound evidence trails in allassignmentsarerewarded.Assessment briefs include a variety ualsetting.Students receive formative feedbackon all tasks, activities and assessmentwhich includes practical examplestowards improvement.To embed transferable skills allassignments must meet time deadlinesand word count guidelines as guidedby our policies All assessed work mustbe submitted independently evenwhere group activity has been anelement of the process. Students musttake responsibility for their own work.All assignments require students toengage in critical enquiry and selfreflection which is rewarded inmarking guides. These guides, in line
with good practice are available tostudents and are included with everyassignment brief.Page 9 of 13
12. Graduate Attributes and the means by which they are achieved and demonstratedAttributes of the Arden University GraduateThis set of Arden University attributes have been taken across the programme specifications at bothundergraduate and postgraduate level along with ‘outward facing’ sources of information on whatemployers seek in graduate appointments.1. Discipline ExpertiseKnowledge and understanding of chosen field. Possess a range of skills to operate within this sector,have a keen awareness of current developments in working practice being well positioned to respondto change.2. Effective CommunicationCommunicate effectively both, verbally and in writing, using a range of media widely used in relevantprofessional context. Be IT, digitally and information literate.3. Responsible Global CitizenshipUnderstand global issues and their place in a globalised economy, ethical decision-making andaccountability. Adopt self-awareness, openness and sensitivity to diversity in culture.4. Professional SkillsPerform effectively within the professional environment. Work within a team, demonstratinginterpersonal skills such as effective listening, negotiating, persuading and presentation. Be flexible andadaptable to changes within the professional environment.5. Reflective PractitionerUndertake critical analysis and reach reasoned and evidenced decisions, contribute problem-solvingskills to find and innovate in solutions.6. Lifelong LearningManage employability, utilising the skills of personal development and planning in different contextsto contribute to society and the workplace.The development of these attributes is integrated into all programmes of study curriculum, unit studytasks (individual and group work), formative tasks and through summative assessment tasks.13. Learning and teaching methods and strategiesThe teaching and learning strategies adopted within the programme have been informed by anawareness of the social, professional and academic characteristics of our student group and thechallenges of the international healthcare setting.Students will undertake an induction before the commencement of their first module. This will developa better understanding of the opportunities and challenges of being a learner and will provideadditional interactive support and guidance through My Study Skills resources and quizzes under theguidance of the Subject Tutor and Study Skills Tutor.The opening module of the award will focus on Skills for Learning in Care. The overriding aim is toprovide an ethos that facilitates the student’s use of experience, reflection and learning in line withtheir own level of experience and development needs. The anticipated outcome for this approach isthat the student will use the learning experience to collaborate with their peers to develop and advancetheir skills and practice. Student centred learning is suited particularly well to the largely mature andvery experienced individuals who are likely to make up these specific student groups. To address theneeds of diverse learning styles, a variety of teaching and learning strategies are used to help studentsgain the most from their studies. This is facilitated through high quality student/staff interaction bothface to face and in ilearn. Students will be also be encouraged to recognise their preferred learningstyle as part of the Skills for Learning in Care module and to develop new learning approaches to equipthemselves for the range of responses necessary to cope with complexity and changes in practice.Page 10 of 13
The BA (Hons) Healthcare Management aims not only to encourage students to bring their ownexperience, skills and knowledge to the pathway, it also encourages reflective practice, collaborativeinterprofessional learning and exploration of the underpinnings of practice in order to promoteinnovation and change.Reflection will be central to activities students engage in during their studies. The use of reflection todevelop and empower practitioners is central to the continuing professional development process. Thiswill feature as a component of assessment across the three levels of the award.These elements feature in the core modules of Fostering Dignity & Respect, Communication andCollaboration in Managing the Professional Environment, Inter-Agency Working, Leading Teams,Quality Management in Care and the Final Project. Here students will explore what is means to be ahealth professional and how to actively make a contribution to the community with a view toimproving public health.14. Assessment methods and strategiesThe assessment process involves both formative opportunities for assessment and summativeelements and is developmental in nature. It attempts to integrate theory and practice allowing thestudent to: delve deeper into healthcare management practice acquire new knowledge and develop new skills adapt and apply new skills to new contexts develop existing skills and knowledge to a greater depth and breadth extend transferable skillsStrategies have been selected to maximise student learning and give opportunities for students todemonstrate the acquisition of specialist knowledge and skills in both the face to face sessions andonline discussions.The assessment designed for each module reflects the intentions of that module and will measure theidentified learning outcomes. A variety of assessment strategies will be used to reflect and test theachievement of the learning outcomes. These are detailed within each module. Assessment strategiesare seen to be dynamic and are reviewed regularly in order to maintain rigour and reflect changes inprofessional focus, practice etc.Environment and profession practice modules are normally assessed through the use of a variety ofmeans including care studies, critical reflection on practice, portfolios, case presentations and thedevelopment of individual learning plans with mentors that reflect and expand upon the practicerelated learning outcomes for each module.15. EmployabilityOur approach pays due regard to the UKCES report ‘The Employability Challenge’ (2009a) definition ofemployability, ‘the skills almost everyone needs to do almost any job. They are the skills that must bepresent to enable an individual to use the more specific knowledge and technical skills that theirparticular workplaces will require.’ Employability is an important strand integrated into the curriculum,learning tasks and summative assessment.16. Entry Requirements Two Subjects at GCE A level or equivalent, plus passes at grade C or above in three subjects atGCSE level or equivalent; orCompletion of a recognised Access Programme or equivalent.IELTS 6.0 (no less than 5.5 in any element) or equivalent for students whose medium of priorlearning was not English.Page 11 of 13
Candidates who demonstrate an ability to study the programme as evidenced throughreferences, relevant prior experience and qualifications; and a personal statement (ofbetween 350-500 words) that addresses their motivation for undertaking the programme.Applicants holding a relevant HND or equivalent may be admitted into Level 6 of the programmeprovided that the totality of their learning experience would allow them to achieve the programmeaims. Exemptions may
CMI is The Chartered Management Institute and is an awarding body that delivers qualifications for managers. They are the only chartered professional body dedicated to promoting the highest standards in management and leadership excellence. CMI offers practical, proven solutions for
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