SCHOOL OF

HEALTH

ADMINISTRATION

Graduate Program

Master of Health Administration

Faculty of Health

dal.ca/sha

.

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TABLE OF CONTENTS

Section 1: Important Dates ................................................................................................................. 1

Section 2: About the MHA and Thesis Option ............................................................................. 2

Section 3: Part-time Study and Grading Scheme ........................................................................ 3

Section 4: School Awards .................................................................................................................... 4

Section 5: Faculty ................................................................................................................................... 5

Section 6: Professor Emeritus ........................................................................................................... 6

Section 7: Sessional Lecturers ........................................................................................................... 6

Section 8: Executive-in-Residence ................................................................................................... 6

Section 9: MHA Course Descriptions .............................................................................................. 7

Section 10: MHA Program of Study ................................................................................................. 10

Section 11: MHA+ Certificate…Legal Matters in Health Admin. ........................................... 11

Section 12: MHA+ Certificate…Strategic Decisions in Health Admin. ................................. 12

Section 13: JD/MHA Program of Study .......................................................................................... 13

Section 14: Policy on Criminal Conviction .................................................................................... 14

Section 15: Policy on Affirmative Action ....................................................................................... 14

Section 16: Academic Support Policy for Students ................................................................... 14

Section 17: Human Rights & Equity Services .............................................................................. 15

Section 18: Student Grievances and Appeal Procedures. ........................................................ 15

Section 19: Guidelines for Writing Papers ................................................................................... 18

Section 20: Professionalism ............................................................................................................... 24

Section 21: Online Support ................................................................................................................. 27

Section 22: Dalhousie Libraries ........................................................................................................ 28

Section 23: Presentation Skills Evaluation ................................................................................... 29

Section 24: Norms for Working Together ..................................................................................... 30

Section 25: Student/Faculty Advising ............................................................................................ 30

Section 26: CA+HME .............................................................................................................................. 33

Section 27: NCHL Competencies ...................................................................................................... 34

Section 28: Administrative Odds and Ends .................................................................................. 35

Section 29: School Contacts and Information ............................................................................. 36

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Section 1: Important Dates

Undergraduate & Graduate Calendar Dates

Fall 2019 - 2020

September - December

August 26 – October 29 Mandatory Orientation for New Students

September 2 Labour Day – University closed

September 3 Classes begin, fall term

October 14 Thanksgiving Day – University closed

November 11 Remembrance Day – University closed

November 11-15 Study Break

November 19 Classes Resume

December 1 Last day to Apply to Graduate for Spring 2019 Convocation

December 3 Classes end, fall term

December 5 Examinations begin

December 15 Examinations end

December 25-31 University Closed

Winter 2019 - 2020

January - April

January 1 New Years Day – University closed

January 6 Classes begin, winter term

February 7 Munro Day – University closed

February 17 Nova Scotia Heritage Day – University closed

February 17-21 Study break

February 24 Classes resume

April 6 Classes end unless otherwise indicated

April 8 Examinations begin, regular session

April 10 Good Friday

April 24 Examinations end, regular session

Summer/Spring 2019 – 2020

May - August

May 18 Victoria Day – University closed

Spring Convocation

July 1 Canada Day – University closed

July 1 Last day to Apply to Graduate for Fall 2019 Convocation

August 3 Halifax/Dartmouth Natal Day – University closed

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Section 2: About the MHA and Thesis Option

Mission

Prepare highly qualified and motivated health administrators through knowledge, skills, and values acquired

using a competency-based model of learning.

Conduct research that enriches the body of knowledge in healthcare.

Engage in strategic collaboration to improve health and wellbeing through innovative and effective

administrative practice.

Vision

To inspire tomorrow’s healthcare leaders through the integration of research, practice and lifelong learning.

Values • Accountability • Collaboration • Diversity • Excellence • Integrity • Leadership • Professionalism

About the School

The School of Health Administration offers a Master in Health Administration (MHA) degree that is accredited by the Commission on Accreditation of Healthcare Management Education (CA+HME) which prepares the graduate for administrative careers in the Canadian healthcare delivery system. The MHA is guided by the National Centre for Healthcare Leadership (NCHL) competencies. See Sections 27 and 28 of this Handbook for more information on CA+HME and NCHL.

The program options are designed specifically for careers in hospital administration, nursing administration, and administration of health and health-related areas in district, provincial and federal governments. The School seeks to provide a conceptual background for the increasingly complex managerial tasks that need to be performed in health institutions and health related government departments. An effort is made to balance political, social, cultural, medical and psychological approaches to understanding the healthcare delivery system with those of the management sciences.

The emphasis in the School is on an academic, multidisciplinary and professional education. It is academic in that it emphasizes knowledge of current research findings and treats the practice of health administration as a phenomenon subject to social scientific analysis. It is multi-disciplinary in that faculty are drawn from traditional social and administrative sciences. It is a professional program in the sense that it attempts to broaden the social perspective of the student, emphasizing that a professional has a special responsibility to society, and must maintain ethical standards appropriate to a career in Health Administration.

Enrolment in the School of Health Administration is limited in order to ensure close faculty-student interaction. Those admitted to the School have varied backgrounds covering many fields of undergraduate, graduate and professional study. Student interaction is encouraged in all aspects of the program. Indeed, the program is committed to the principle that graduate education is, in large part, learning how to teach oneself. In this sense, one's fellow students become very important educational resources.

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The atmosphere is informal; classes are small; students and faculty meet frequently. The program is demanding, challenging, and rewarding, and students must be committed to serious study. Ten full course credits plus a 16-week residency are required.

The Health Administration student is self-motivating and capable of considerable self-direction; in short, a self-starter. A major function of the faculty of the School is to promote and foster the development of these attitudes, skills and characteristics. Student organization and participation in program governance is encouraged. There is opportunity for student representation at the School's faculty meetings, professional, social, and sports activities interspersed throughout the year.

Students are encouraged to act as ambassadors to the School. Students are requested to participate in recruitment by speaking to others regarding the program and providing information to those interested in pursuing a graduate degree.

In addition to the Master of Health Administration , the School also offers the following programs: • Master of Health Administration (MHA+) - Certificate in Advanced MHA studies:

o Legal Matters in Health Administration

o Strategic Decisions in Health Administration

• Juris Doctor/Master of Health Administration JD/MHA

• MHA Thesis Option

• JD/MHA Thesis Option

The MHA thesis option is typically opened to a maximum of three new students per year. Student research topics should be consistent with the School's research strategy and the availability of the research advisors. Research topics should be interdisciplinary where appropriate and grounded in the residency/field experience. For detailed information on the MHA Thesis Option, please see the 2019/2020 MHA Thesis Handbook

Section 3: Part-time Study, Advanced Standing, and Exemption, Grading System and

Good Standing

PART-TIME STUDY The program offered through the School is available to students on a part-time as well as a full-time basis. A part-time student may take up to two and a half full credits in any academic year (September 1 -August 31). In order to ensure that graduate students benefit from a reasonable concentration in their studies, part-time studies must normally be completed within six years. MHA students may switch between part and full time status, e.g. if employment situation changes. MHA students may also take the two year course over three years, e.g., to cope with family responsibilities.

ADVANCED STANDING AND EXEMPTION Applicants wishing to receive advanced standing should include course outlines for those classes previously taken which they consider to be equivalent to Dalhousie MHA classes.

Where it is determined at time of admission that a student has the equivalent of a required class but is not granted advanced standing (e.g. because the coursework was at undergraduate rather than graduate credit level), an exemption may be permitted, so that another class is substituted for the required class.

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GRADING SYSTEM AND GOOD STANDING The passing grades are: A+, A, A-, B+, B, and B-

MHA students are required by the Faculty of Graduate Studies to achieve a grade of "B-” or better in all classes taken. If a student receives an "F" grade in a class, the student (full time or part time) is withdrawn from the program for academic reasons.

Letter Grade Numerical Grade GPA

A+ 90-100 4.3

A 85-89 4.0

A- 80-84 3.7

B+ 77-79 3.3

B 73-76 3.0

B- 70-72 2.7

F <70

Section 4: School Awards

The following awards are made annually:

1. CCHL - Bluenose Chapter Award Sponsored by the Bluenose Chapter of the Canadian College of Health Leaders and awarded to the graduating student of Dalhousie University's Master of Health Administration program who exhibits both high academic standing and a high degree of professionalism generally consistent with the standards (e.g. ethical conduct, competencies) endorsed by the College. Activity in the College is considered in the selection process.

2. Robert Wood Johnson Award Sponsored by Johnson & Johnson Ltd. honouring excellence in the study of health administration. The award is given to the graduating student who is viewed most likely to contribute valuable service in the career of health services administration.

3. Dr. Alan D. Thomson Award Awarded for excellence in Health Services Planning. This award will be given to the student who best demonstrates the ability to integrate two essential elements of health services planning: (1) the application of epidemiological methods to define the health services needs of a population, and (2) an understanding of the political, social, and organizational dynamics that shape the process by which health services are planned.

4. Dr. A. Peter Ruderman Award Awarded to the student who is considered by faculty and preceptors to have shown the greatest originality and creativity in class and residency papers and projects, and who has achieved high academic standing.

5. Northwood’s Edward L. Roach Continuing Care Award Sponsored by the Northwood Foundation, and awarded to the graduating student of this program who has achieved high academic performance in Health Administration and has demonstrated particular interest in the field of long-term care.

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6. Glen Moore Memorial Award Sponsored by the School of Health Administration in memory of Glen Moore, and awarded to the first year student, selected by her/his peers, faculty and staff, for showing effective leadership, congeniality and deemed most likely to make a noteworthy contribution to the field of health administration.

7. Association of Health Administration Students (AHAS) Award Awarded to a graduating student in recognition of fellowship and valuable contribution to student life within the Association of Health Administration Students, the School of Health Administration, and the community at large.

8. Nestman Prize for Accounting Excellence Awarded to a student who has achieved academic excellence in HESA 5345 Health Services Accounting and Management Control, and HESA 5350 Health Services Management Accounting and Control. This award was created to honour the contributions of Professor Lawrence Nestman on his retirement. For many years, Professor Nestman was the instructor for these courses.

9. Dr. Thomas A. Rathwell Award Awarded to the student who had achieved outstanding academic excellence in Healthcare Policy.

10. First Year Academic Excellence Award Awarded in recognition of the first-year student engaged in full time studies who has demonstrated the highest level of academic excellence. To be awarded in September following completion of all 10 first year classes.

Full time study defined as completion of all 10 first year classes in the first academic year of the program.

Section 5: Faculty

For additional information about our faculty please follow website link

Joseph Byrne - MA, MHSA, PhD

Professor

Michael Hadskis, BSc (Hons.), LLB, LLM

Senior Instructor

Mohammad Hajizadeh, BA (Iran), MSc (Iran), PhD (Australia) Associate Professor

Catherine Mah, MD, FRCPC, PhD

Associate Professor

Tanya Packer - BSc (OT) (Western), MSc (Queens), PhD (Queens)

Director, Assistant Dean, Faculty of Health Vice-Chair, Student Affairs, Senate

David Persaud - MSc (Queens), MSA (Central Michigan), PhD (Toronto)

Associate Professor

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Christopher Simms, BA, MPA, MSc, PhD

Assistant Professor

Section 6: Professor Emeritus For additional information about our faculty please follow website link

Grace Johnston – BSc Honours (McGill), MHSA (AB), PhD (Western Ontario) Professor Emeritus

Lawrence J. Nestman - BComm (SK), CA (AB, NS), MHSA (AB) Professor Emeritus

Section 7: Sessional Lecturers For additional information about our faculty please follow website link

Steve Ashton, BSc (Hons), MBA (Dal), CHRP Vice President, People and Organization Development at the IWK Health Centre.

Dion Mouland, BSc (Dal), DHSA (Dal), MHSA (Dal) President & CEO Ocean View

Alejandro G. Ocampo, MD (U of Morelos), MHA (Dal), CHE Manager of Project Services

Section 8: Executive-in-Residence

Robert Zed, MHA (Dal) Chair and CEO, Triangle Strategies Healthcare Consulting The Executive in Residence is uniquely positioned within the School to foster the professional growth and development of future leaders in the health sector. Robert’s ability to inspire future leaders in health

administration, to see their potential and offer guidance spans several decades within the healthcare sector. To

read more about Robert please visit School’s Executive-in-Residence

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Section 9: MHA Course Descriptions

HESA 5330 - MANAGEMENT AND DESIGN OF HEALTHCARE ORGANIZATIONS Pre-requisite: None Instructor: D. Persaud

HESA 5345 - FINANCIAL ACCOUNTING, GOVERNANCE AND MANAGEMENT CONTROL IN HEALTHCARE Pre-requisite: None Instructor: A. G. Ocampo

HESA 6505 - STATISTICS FOR HEALTH ADMINISTRATION Pre-requisites: course in introductory statistics Instructor: M. Hajizadeh

HESA 5315 - MANAGING CHANGE IN HEALTH SYSTEMS: SUSTAINABILITY AND ADAPTATION. Pre-requisites: HESA 5330 Instructor: D. Persaud

HESA 5320 - MANAGERIAL EPIDEMIOLOGY Pre-requisites: HESA 6505, HESA 5300 Instructor: C. Mah

HESA 5335 - INFORMATION SYSTEMS IN HEALTH ADMINISTRATION Pre-requisites: Instructor: TBA

HESA 5341–HEALTHCARE ECONOMICS: EVALUATION AND POLICY Pre-requisites: None Instructor: M. Hajizadeh

HESA 5350 - MANAGEMENT CONTROL AND FUNDING SYSTEMS IN HEALTHCARE Pre-requisites: HESA 5345 Instructor: C. Snow

HESA 6390 - HEALTH ADMINISTRATION RESIDENCY Pre-requisite: First year courses Instructor: D. Persaud

HESA 6100 – ETHICAL DECISIONS IN HEALTH ADMINISTRATION Pre-requisite: HESA 5315 Instructor: J. Byrne

HESA 6305 - ANALYZING THE OUTCOMES OF HEALTHCARE Pre-requisites: None Instructor: C. Simms

HESA 6310 - HEALTHCARE POLICY Pre-requisites: HESA 5300 Instructor: C. Simms

HESA 6330 - STRATEGIC PLANNING IN HEALTHCARE Pre-requisites: HESA 6505, HESA 5320 Instructor: J. Byrne

HESA 6340 - HUMAN RESOURCES IN HEALTHCARE Pre-requisites: HESA 5330 Instructor: S. Ashton

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HESA 6360 - HEALTHCARE LAW Pre-requisite: HESA 5315 Instructors: M. Hadskis

HESA 6365 - QUALITY MANAGEMENT IN HEALTHCARE Pre-requisite: HESA 5315 Instructor: D. Mouland

HESA 6370 - INT. COMPARATIVE FUNDING AND INSURANCE SYSTEM Instructor: C. Simms

HESA 6380 - SENIOR SEMINAR Pre-requisites: All required courses Instructor: C. Simms

HESA 6341 - MANAGEMENT UNION RELATIONS: DECISIONS AND IMPLEMENTATION Pre-requisites: HESA 5330 Instructor: D. Mouland

HESA 6345 - HEALTHCARE LEADERSHIP: DEDISIONS, OWNERSHIP AND ACCOUNTABILITY Instructor: C. Simms

HESA 6361 - BUSINESS LAW FOR HEALTH ADMINISTRATORS Pre-requisites: None Instructor: TBA

HESA 6362 - ADVANCED HEALTHCARE LAW Instructor: M. Hadskis

HESA 6366 - HEALTH LAW AND POLICY: CURRENT ISSUES I Instructor: M. Hadskis HESA 6367 – HEALTH LAW AND POLICY: CURRENT ISSUES II Instructor: M. Hadskis

HESA 6400 - EXECUTIVE DECISIONS: DYNAMICS OF BIAS, RISK, AND PERSUASION Instructor: J. Byrne

DIRECTED PROJECT* Graduate Calendar Link

DIRECTED READING* Graduate Calendar Link

Please note: Students are limited to two half credit directed studies during their MHA program. Please see Administrative Manager for outline, proposal template and Faculty of Graduate Studies form.

Students are not permitted to take classes outside the prescribed MHA program without prior approval from the Graduate Coordinator.

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IPHE 5900: Interprofessional Health Education Portfolio All students enrolled in a program within the Faculty of Health are required to register for IPHE 5900. Students enrolled in the MHA program are required to complete a minimum of four experiences throughout their program. There are four mandatory IPHE experiences for MHA students which are the Dalmazing 1.0 (September), Dalmazing 2.0 (October), MHA Residency and MHA Senior Seminar. Students must register during both the fall and winter terms for IPHE and all requirements must be satisfied prior to graduation. A final portfolio must be submitted to the Graduate Coordinator. A separate IPHE handbook is available for reference. Please note: Fall graduates must also register for summer term in the last year of their program.

ELECTIVE CLASSES Students choose 3 credit electives from the following, or other Faculties, pending approval of Graduate Coordinator. Please consult school as electives may not be offered every year.

➢ BIOT 5000 Advanced Topics in Bioethics ➢ CH&E 5040 Intro. to Health Serv. Res. & Policy ➢ NURS 5893 Health Program Planning and Evaluation ➢ HINF 6020 Research Methods ➢ HPRO 5503 Intermediate Statistics for Health Sciences ➢ NURS 5830 Palliative Care Nursing ➢ HPRO 5514 Current Frameworks in Health Promotion ➢ BUSI 6523 Project Management: A Managerial Approach ➢ ECMM 6022 Project Management: A Managerial Approach ➢ HPRO 5620 Topics in Biopsychosocial Health ➢ HINF 6220 Networks and Web for Health Informatics

PLEASE REMEMBER: If you have registered for a course and need to drop it—you'll need to officially drop it through Dal Online by the withdraw deadlines. Non-attendance is not considered a withdraw otherwise, you will receive an F or Incomplete (INC), which counts as 0 in your GPA. Information is available at

CANADIAN COLLEGE OF HEALTH LEADERS CERTIFICATION The Canadian College of Health Leaders has developed a competency-based program. It is the only Canadian professional credential available for people involved with health care management. Students graduating with their MHA are eligible to be certified. For further information, please visit the College website.

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Section 10: MHA Program of Study Course Number Course Name First Year - (5 credits) - Required Fall

HESA 5330 Management & Design of Healthcare Organizations

HESA 5345 Financial Accounting, Governance & Management Control

HESA 6360 Healthcare Law

HESA 6370 Int. Comparative Funding and Insurance System

HESA 6505 Statistics for Health Administration

IPHE 5900

Winter

Interprofessional Health Education

HESA 5315 Managing Change in Health Systems

HESA 5320 Managerial Epidemiology

HESA 5341 Healthcare Economics: Evaluation and Policy

HESA 5350 Management Control and Funding Systems in Healthcare

(.5 credit elective) or HESA Elective

IPHE 5900 Interprofessional Health Education

Summer - (1 credit) - Required HESA 6390 Health Administration Residency

Second Year - (4 credits required)

Fall

HESA 6100 Ethical Decisions in Health Administration

HESA 6305 Analyzing the Outcomes of Healthcare

HESA 6330 Strategic Planning in Healthcare

HESA 6340 Human Resources in Healthcare

(.5 credit elective) or HESA Elective

IPHE 5900

Winter

Interprofessional Health Education

HESA 5335 Information Systems in Health Administration

HESA 6310 Healthcare Policy

HESA 6365 Quality Management in Healthcare

HESA 6380 Senior Seminar

(.5 credit elective) or HESA Elective

IPHE 5900 Interprofessional Health Education

HESA Electives selected from the following

HESA 6000 Nursing Administration & Leadership

HESA 6325 Continuing Care Administration HESA 6341 Management Union: Decisions & Implementations

HESA 6361 Business Law for Health Administrators

HESA 6362 Advanced Healthcare Law

HESA 6366* Health Law and Policy: Current Issues I

HESA 6367* Health Law and Policy: Current Issues II

HESA 6394 Directed Project

HESA 6395 Directed Reading

Total: 11 credits

* HESA 6366 and HESA 6367 must both be completed. Other electives can be explored on an individual basis. Approval must be received from the School prior to registering for non-HESA electives. * Must register in IPHE 5900 during every term of MHA program Approved: School Council December 15, 2000; revised October 15, 2004, revised September 2015

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Section 11: MHA+ Certificate in Advanced MHA Studies: Legal Matters in Health Administration Program of Study

First Year - (5 credits)

Fall

HESA 5330 Management & Design of Healthcare Organizations

HESA 5345 Financial Accounting, Governance & Management Control

HESA 6360 Healthcare Law

HESA 6370 Comparative Healthcare Funding and Insurance Systems

HESA 6505 Statistics for Health Administration

IPHE 5900

Winter

Interprofessional Health Education Portfolio

HESA 5315 Managing Change in Health Systems: Sustainability and Adaptation

HESA 5320 Managerial Epidemiology

HESA 5341 Healthcare Economics: Evaluation and Policy

HESA 5350 Management Control and Funding Systems in Healthcare

HESA 6361 Business Law for Health Administrators

IPHE 5900

Summer - (1 credit)

Interprofessional Health Education Portfolio

HESA 6390

Second Year - (5 credits)

Fall

Health Administration Residency

HESA 6100 Ethical Decisions in Health Administration

HESA 6305 Analyzing the Outcomes of Healthcare

HESA 6330 Strategic Planning in Healthcare

HESA 6340 Human Resources in Healthcare

HESA 6366 Healthcare Law and Policy: Current Issues I

IPHE 5900

Winter

Interprofessional Health Education Portfolio

HESA 5335 Information Systems in Health Administration

HESA 6310 Healthcare Policy

HESA 6362 Advanced Healthcare Law

HESA 6365 Quality Management in Healthcare

HESA 6367 Healthcare Law and Policy: Current Issues II

HESA 6380 Senior Seminar

IPHE 5900

TOTAL: 11 CREDITS

Interprofessional Health Education Portfolio

Students must register for IPHE 5900 during every term of the MHA program

MHA+ Certificate in Advanced MHA Studies: Legal Matters in Health Administration The purpose of the MHA+ Certificate in Advanced MHA Studies: Legal Matters in Health Administration is to provide MHA students with advanced knowledge of the myriad legal matters in healthcare administration. The Certificate is not a free-standing, nor an entry-level credential. Certificate recipients can neither practice law nor represent themselves to imply the right or competence to practice law. Only students of the Master of Health Administration program [MHA] will be eligible to complete the MHA+ Certificate. The four law-related courses will be completed concurrently with the MHA degree. Students enrolled in the JD/MHA program may pursue any of the elective courses noted below as MHA electives, but these courses would not count toward Law School credit hours. The five courses include: HESA 6360 Healthcare Law, HESA 6361 Business Law for Health Administrators, HESA 6362 Advanced Healthcare Law, and HESA 6366 & HESA 6367 Healthcare Law and Policy: Current Issues I & II. MHA students choosing not to complete the Certificate, continue to access other elective courses. Note: HESA 6366 and 6362 are both required for certificate. Students should declare the MHA+ at the beginning of their program, however they may opt out and complete the regular MHA program of study.

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Section 12: MHA+ Certificate in Advanced MHA Studies: Strategic Decisions in Health Administration Program of Study – Effective 2016-2017

First Year - (5 credits = 30 credit hours)

Fall

HESA 5330 Management & Design of Health Care Organizations HESA 5345 Financial Accounting, Governance & Management Control HESA 6360 Healthcare Law HESA 6370 Int. Comparative Funding and Insurance System HESA 6505 Statistics for Health Administration IPHE 5900 Interprofessional Health Education Winter HESA 5315 Managing Change in Health Systems HESA 5320 Managerial Epidemiology HESA 5341 Healthcare Economics: Evaluation and Policy HESA 5350 Management Control and Funding Systems in Healthcare HESA 6341 Management Union Relations: Decisions and Implementation IPHE 5900 Interprofessional Health Education

Summer - (1 credit – 6 credit hours)

HESA 6390 Health Administration Residency

Second Year - (5 credits – 30 credit hours)

Fall

HESA 6100 Ethical Decisions in Health Administration

HESA 6305 Analyzing the Outcomes of Healthcare

HESA 6330 Strategic Planning in Healthcare

HESA 6340 Human Resources in Healthcare

HESA 6400 Executive Decisions: Dynamics of Bias, Risk and Persuasion

IPHE 5900

Winter

Interprofessional Health Education

HESA 5335 Information Systems in Health Administration

HESA 6310 Healthcare Policy

HESA 6345 Healthcare Leadership: Decisions, Ownership and Accountability

HESA 6365 Quality Management in Healthcare

HESA 6380 Senior Seminar

IPHE 5900

Interprofessional Health Education

TOTAL: 11 CREDITS (66 credit hours)

Students must register for IPHE 5900 during every term of the MHA program MHA+ Certificate in Advanced MHA Studies: Strategic Decisions in Health Administration The purpose of the MHA+ Certificate in Advanced MHA Studies: Strategic Decisions in Health Administration is to provide MHA students with advanced knowledge of the science of decision-making. The Certificate is not a free-standing, nor an entry-level credential. Only students of the Master of Health Administration program [MHA] will be eligible to complete the MHA+ Certificate. The Certificate requires that students complete four courses to be completed concurrently with the MHA degree.

The four courses include: HESA 6341, Management Union Relations: Decisions and Implementation, HESA 6100, Ethical Decisions in Health Administration, HESA 6400, Executive Decisions: Dynamics of Bias, Risk and Persuasion, and HESA 6345, Healthcare Leadership: Decisions, Ownership and Accountability. MHA students choosing not to complete the Certificate, continue to access other elective courses. Students should declare the MHA+ at the beginning of their program, however they may opt out and complete the regular MHA program of study.

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Section 13: JD / MHA Program of Study

Course Number Course Name First Year - (5 credits) - Required Fall

HESA 5330 Management & Design of Healthcare Organizations

HESA 5345 Financial Accounting, Governance & Management Control

HESA 6360 Healthcare Law

HESA 6370 Int. Comparative Funding and Insurance System

HESA 6505 Statistics for Health Administration

IPHE 5900

Winter

Interprofessional Health Education

HESA 5315 Managing Change in Health Systems

HESA 5320 Managerial Epidemiology

HESA 5341 Healthcare Economics: Evaluation and Policy HESA 5350

.5 Credit elective

Management Control and Funding Systems in Healthcare

IPHE 5900 Interprofessional Health Education

Summer - (1 credit) - Required HESA 6390 Health Administration Residency

Second Year First year of Law School Note: Years 1 and 2 can be done in reverse order.

Third year and fourth year is a combination of MHA and Law classes.

Healthcare Law is a required class and can be done either in Law or MHA (HESA 6360, Healthcare Law). If students opt to take the class in Law rather than the first term of the MHA program, one of the remaining MHA requirements would be taken in its place.

Remaining MHA requirements – 4.0 credits:

Fall

HESA 6100 Ethical Decisions in Health Administration

HESA 6305 Analyzing the Outcomes of Healthcare

HESA 6330 Strategic Planning in Healthcare

HESA 6340 Human Resources in Healthcare

IPHE 5900

Winter

Interprofessional Health Education

HESA 5335 Information Systems in Health Administration

HESA 6310 Healthcare Policy

HESA 6365 Quality Management in Healthcare

HESA 6380 Senior Seminar IPHE 5900

Interprofessional Health Education

TOTAL: 10 CREDITS (with HESA 6360, Healthcare Law) 9.5 CREDITS (without HESA 6360, Healthcare Law)

Students must register for IPHE 5900 during every term of the MHA program Note: All requirements for both programs must be completed prior to graduation. A student cannot graduate with only one component of a combined degree

(e.g. Students cannot graduate with the JD if MHA component is not complete and vice versa).

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Section 14: Policy on Criminal Conviction

Applicants to the Master of Health Administration should be aware that a prior criminal conviction may render them unable to practice in their field of study upon graduation, or to be able to participate in some fieldwork experiences in agencies throughout their course of study.

The Faculty of Health does not require a Criminal Records Check or other screening procedure (e.g. Vulnerable Sector Screen) as a condition of admission into its programs. However, students should be aware that such record checks may be a residency or other fieldwork requirement. It is the student’s responsibility to have such procedures completed.

Facilities may refuse to accept students on the basis of information contained in the record check or other screening procedure. If the student is unable to complete a clinical requirement due to a failure to meet the record check or screening requirements of the faculty, or if the student is refused access to the facility on the basis of the information provided, such a student may fail the course, and as a result, may not be eligible for progression or graduation. Facility requirements may change from time to time and are beyond the control of the University.

Students are required to sign the Faculty of Health Statement Regarding Records Check, to verify that they have read the statement.

Section 15: Policy on Affirmative Action

The School of Health Administration recognizes that deliberate Equitable Admissions processes are required to

increase the support and admission, and graduation of students who self-identify as belonging to historically underrepresented groups: persons of Aboriginal/Indigenous ancestry (especially Mi’kmaq), members of racialized

groups, persons of African descent (especially African Nova Scotians), Acadians, persons with dis/Abilities, and persons belonging to minority sexual orientation and/or gender identity (SOGI) groups and women.

The School of Health Administration will develop and implement Equitable Admissions policies and processes

consistent with the NS Human Rights Act. It will develop and implement strategies to identify and create recruitment and support systems, plus complementary policies and practices that create an inclusive, equitable

learning and working environment, to attract and support members of under-represented groups to enter and succeed in the School of Health Administration programs.

* Source: Nova Scotia Department of Human Resources Approved: HSA School Council, February 1, 2001

FHP Faculty Council, March 8, 2001

SHA School Council, April 20, 2010

Revised Version, June 2019

Section 16: Academic Support Policy for Students

A new Accommodation Policy for Students was approved by the Board of Governors at its meeting on June 24th, 2014. Please refer to the following website.

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Section 17: Human Rights & Equity Services

Human Rights & Equity Services (HRES) provides confidential Advisory service to members of the Dalhousie Community seeking advice & support.

Discrimination & Accommodation

The Statement on Prohibited Discrimination sets out Dalhousie University's commitment to safeguarding its students and employees against all forms of prohibited discrimination in the course of work or study or participation in University-sponsored organizations, activities and programs.

What is discrimination?

“For the purpose of this Act, a person discriminates where the person makes a distinction, whether intentional or not, based on a characteristic, or perceived characteristic…that has the effect of imposing burdens, obligations or disadvantages on an individual or a class of individuals not imposed upon others or which withholds or limits access to opportunities, benefits and advantages available to other individuals or classes of individuals in society.” -Section 4 of the Nova Scotia Human Rights Act

For further information on Discrimination & Accommodation, Sexual Violence, Equity & Inclusions, Harassment & Conflict, please see the HRES website at: https://www.dal.ca/dept/hres/human_rights_discrimination.html

Section 18: Student Grievances & Appeal Procedures

Appeal of Academic Standing

Student may dispute matters of academic standing. Students who wish to raise questions or register concerns about matters of academic standing are encouraged and strongly advised to communicate informally with their instructor or the Director of the School of Health Administration (hereafter referred to as the Director) before seeking a review under formal procedures. (See form on page 33)

For matters concerning fairness or an appeal of a procedure or process, students should contact the Faculty of Graduate Studies.

Appeals of a final grade

If you have questions or concerns about a final grade, you are encouraged to discuss them with your instructor. If the matter cannot be resolved informally, you can begin a formal reassessment process by filling out a Request for a Reassessment of a Final Grade [PDF - 246kB]. Your completed request form is to be submitted to the Registrar's Office with a fee of $50, which is refundable if the grade is changed. The Registrar will forward your request to the dean of the faculty or director of the college/school offering the course. The reassessment will then be carried out according to the procedures developed for this purpose by the faculty/school/college. These procedures should reflect the academic disciplines and assessment involved and should provide for a review of the assessment by a qualified person not responsible for the original evaluation.

For more information on the grade reassessment process, please go to

https://www.dal.ca/campus_life/academic-support/grades-and-student-records/appealing-a-grade.html

or contact the School Administrative Manager (mgrsha@dal.caor 902-494-1547).

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Section 19: Guidelines for Writing Papers

School of Health Administration students are to use the American Psychological Association (APA) publication manual. It is available without cost to MHA students at American Psychological Association. Some conventions which differ from or go beyond the APA Manual but are accepted in the School are detailed below.

1. General Format

1.1 The title page can be prepared on the basis of personal preference. 1.2 For longer papers (i.e. greater than 5 pages), include an abstract and table of contents.

1.3 If desired, margins may be set at one inch (1") on all sides.

1.4 The use of 'I' or 'we' is discouraged.

1.5 Avoid emotional statements; concentrate on an analysis of facts.

1.6 Avoid using italics, underlining, boldfacing, or capitals in the text for emphasizing points. This tends to stop the reader and thus the flow of the ideas which you are trying to convey. Use headings and sub-headings to guide the reader and emphasize your key points.

1.7 Avoid using one sentence paragraphs. This form of writing is difficult to read. Also, avoid paragraphs which are longer than half a page. Readers tend to lose your line of reasoning in long paragraphs.

2. References

It is recommended that reference manager citation software be used. An orientation to Ref Works is provided each September by a librarian from the Kellogg Library. Zotero is another option available at no cost.

2.1 The reference list may be typed single spaced, with a space between references. The second and sub-sequent lines of the reference need not be indented.

2.2 In the body of the paper, when references are at the end of a sentence, place the period at the end of the citation: (Smith, 1989).

2.3 Interviews (personal communication) should be included in the reference list. You may choose to incorporate them directly into the list or compile them separately. You should include the name, position, agency and city of the interviewee as well as the date of the interview. Reference to the interview should follow the standard format: (Smith, 1989).

2.4 Underlining the volume numbers of journals is optional; however, remain consistent in the style you have chosen.

2.5 Page numbers should be cited in the text i.e. (Smith, 1989, p. 10), if the reader might have trouble locating the reference. For example, generally the page number would be important to include when referencing books, government reports or other longer documents.

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3. Government References

3.1 Citation of an internal government document: Document Title (date) Unpublished manuscript received from [name, agency, address]

3.2 Guidelines for the referencing of Canadian Legislation (i.e. books, journals, statutes and case reports) can be found in the Legal Resources. It is on reference at the Dalhousie Law Library.

4. Web Site References

More information is provided in the APA Manual. (Publication Manual of the American Psychological Association, 6th ed.)

5. Non-sexist Language

Overall, persons in the School have become quite conscious of avoiding the use of sexist language in papers and presentations. However, while working on her Senior Seminar presentation entitle, “The Evolution of Health Administration: Women’s Influence on Plurality in Education and Practice,” Anne McGuire noted that, unfortunately, sexist language still occurs in less formal discussions in the School, in some teaching materials, and in the health care institutions which students visit. Hopefully, students and faculty in the School will continue to play a leadership role in the use of non-sexist language in all communication.

The School advocates the use of non-sexist language as recommended in "Her and His: Language of Equal Value" by Drs Toni Laidlaw and Wendy Katz. Dr. Laidlaw is associated with Women's Studies at Dalhousie University. Here are adaptations of their paper for use in the School.

5.1 The word 'man' is ambiguous. It can mean either human being or male human being. As a generic term, it has led to the misrepresentation and exclusion of women. The following alternatives are recommended.

Examples Alternatives Man individual, persons, humankind, men and women man hours hours, working hours manpower workforce chairman chair, chairperson

workman worker businessman business executive

Do not use derivative terms for women by adding 'ess', or 'ette'.

If a term that is now deemed sexist is included in a direct quote which you wish to use, consider paraphrasing the quote and still acknowledge the original source of the idea.

5.2 Avoid the use of 'he', 'his' and 'him' as generic pronouns. Alternatives include: (1) omitting the singular pronoun if it is redundant, (2) recasting the text into the plural form using 'they', 'their', or 'them', (3) substituting 'he and she', 'his/hers', etc, (4) using indefinite pronouns such as anybody, somebody, nobody, or (5) using alternative wording, e.g. administrators and wives" can be changed to "administrator and spouse".

5.3 Words that are in theory semantically free of bias like nurse and doctor, are not contextually free of

it. For many people, these are automatically assumed to be 'she' and 'he', respectively. As a result, some persons use terms such as 'women doctor' and 'male nurse', a practice which indicates that the person in question is somewhat deviant. Edit your work to eliminate contextual bias such as this.

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5.4 Avoid expressions which are patronizing. For example, replace 'Administrators have wives and children to support" with "Administrators have family responsibilities".

5.5 Avoid using "lady" since it has been used to imply a condescension or trivialization of women. Avoid the use of stereotypical terms, e.g. 'fair sex', 'weaker sex', 'acts like suffering from PMS'.

5.6 Use 'Ms' rather than 'Miss' or 'Mrs'. In this way, men and women are treated in a similar manner; neither are identified in terms of marital status. Do not automatically assume that a woman is without a title such as 'Dr'.

5.7 Men have traditionally preceded women in expressions such as 'men and women', 'his and hers', and 'doctors and nurses'. Try using 'women and men, and 'nurses and doctors'.

6. Preliminary Steps

6.1 Carefully read the instructions that you are given. Make sure that you understand exactly what to do. If you have any questions, ask your instructor.

6.2 Refer to some key reference to get an overview of the subject area that you selected. Attempt to narrow your focus and develop a well-defined topic/problem, one that you can handle in the time and space allowed.

6.3 Develop a preliminary outline of your paper, using appropriate headings and sub-headings. Provide a brief sketch of what you plan to report in each section.

Develop a time frame for the work that you must do.

Writing is like a muscle which must be developed through exercise. Many people find it difficult to write clearly, concisely and logically. Write, rewrite, revise, edit, rework; your paper can always be improved.

7. Intellectual Honesty

The Faculty of Graduate Studies Calendar states that a University should epitomize the quest for intellectual honesty. Failure to measure up to the quest for such a standard can result in an academic offence. The seniority of the student concerned, the presence of a dishonest intent, and other circumstances may all be relevant to the seriousness with which the matter is viewed.

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7.1 Plagiarism or Self-Plagiarism

Dalhousie University defines plagiarism as the presentation of the work of another author in such a way as to give one’s reader reason to think it to be one’s own. Plagiarism is a form of academic fraud. Plagiarism is considered a serious academic offence which may lead to loss of credit, suspension or expulsion from the University, or even the revocation of a degree. The University attaches great importance to the contribution of original thought to scholarship. It attaches equal importance to the correct attribution of authorities from which facts and opinions have been derived.

In its grossest form, plagiarism includes the use of a paper purchased from commercial research cooperation or prepared by any person other than the individual claiming to be the author. Plagiarism using material from web sites, including inadequate citations, is a major concern. Therefore, instructors are being made aware of ways to detect fraud of this type.

Self-plagiarism is the submission of work by a person which is the same or substantially the same as work for which he or she has already received academic credit. You can build on work of your own and others in other courses, but this work must be referenced using the standards for referencing published papers.

In an effort to bring important information on this subject together in one place, the Libraries’ website on plagiarism has been revamped and added to by the Senate Ad Hoc Committee on Plagiarism. It has also been linked from the Dal web pages for Students and Faculty and moved to a more visible and accessible web address Web Link

Both students and faculty will find important and useful information on what plagiarism is, how to avoid it, how to detect and prevent it, what policies exist as well as the penalties and discipline process. In addition, there is information about the Committee including members and terms of reference.

The Committee would especially like to draw your attention to an interactive multimedia presentation “Research Ethically” which was developed by the Libraries. It covers what plagiarism is, the Dalhousie discipline process and strategies for avoiding plagiarism including citing and paraphrasing. Information can be found on the following website: Academic Support or Writing Centre Resource Guide Students who are in any doubt about the proper forms of citation and attribution of authorities and sources should discuss the matter in advance with the faculty members for whom they are preparing assignments. Failure to abide by the attribution standards of the School in the preparation of assignments, reports, term papers, and theses might constitute plagiarism.

7.2 School of Health Administration

Ethical standards of scholarly writing are expected. Plagiarism has occasionally been a concern. Therefore, during the term, you could be asked by the instructor to provide your rough notes, drafts, etc. When people write good quality, original papers, their working notes will contain evidence of literature reviews, numerous drafts that have been edited, and documentation of sources of information. You should be able to show evidence of how sections of your paper evolved. Therefore, do not destroy any of your work in progress material.

Students are expected to work co-operatively, discuss ideas, and debate differences in interpretations of information. Reviewing and critiquing papers and assignments of past and present students also aid in learning. However, no past or present student should make available his or her own, or any other person's, work in hard copy or electronic form by email, on USB, or otherwise unless 1) the students involved are working together on a group project, or 2) the work is made available through an open disclosure process that is known and available to all students and faculty, e.g. permission has been granted by the student(s) for a professor to provide the work as example(s) for all others to review, the work is catalogued and available

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in the School, Dalhousie Library, or elsewhere. Standard referencing practices should then be used to cite the work of past and present students.

7.3 Faculty Responsibilities

All faculty shall discuss with students the reasons plagiarism is considered to be a serious academic offence.

The following statement shall be deemed to be part of every course outline, whether it appears there or not; however, instructors are encouraged to include this wording on written handouts or web-based course information;

All students in this class are to read and understand the policies on plagiarism and academic honesty referenced in the Policies and Student Resources sections of the plagiarism website. Ignorance of such policies is no excuse for violations.

URKUND: Plagiarism Detection Students may be asked to submit their written papers through a plagiarism detection program called Urkund.

Urkund is a practical tool for plagiarism control and has been integrated with Dalhousie's Brightspace. Students send their assignments to their professors for analysis via email, direct upload or through an LMS/VLE. Urkund automatically checks texts against the internet, archives and databases, reporting any similarities, and offers source track-back in an easy to operate analysis.

Urkund then presents the information required by the professor in order to determine whether or not the text contains plagiarism.

8. Accuracy in Resumes (job and career services for resume help)

The student is to be fully accurate in the facts given in their resumes. For example, they are to state that they are a student or candidate for an MHA, and not imply they are an MHA graduate until such time as they are granted the degree. If MHA students or graduates are applying for a position that asks for or is more familiar with an MHA or MPH or other designation, their resume should state MHA and their cover letter should describe how the MHA can be considered equivalent to the required degree. Students in the coursework option should not prepare their resume in a way that implies they have completed a thesis (e.g. a Senior Seminar paper is not a thesis). Activities should be fully and accurately presented, e.g. co-secretary of AHAS, should indicate co-secretary on resume, not secretary.

9. Research for Academic Papers

Research for a paper should be developed with the quality and reliability of sources in mind. As much as possible, students should seek verified and expert sources. Scholarly sources which have been approved by a group with recognized expertise in the field, for example, books published by university presses, articles in peer-reviewed journals or journals that appear in the ranked list of journals are good sources for academic writing. It should be noted that some internet sources may be comparatively easy to access but may contain unverified opinions or unreliable information (for example, Wikipedia, private websites etc).

To make researching for papers easy, Dalhousie University Libraries have recently added LibGuides, a webbased portal to information arranged by subject. There is a LibGuides designed specifically for students and faculty in Health Administration where you can find links to databases and journals, the library’s online catalogue of materials, websites in SHA, podcasts and RSS feeds, electronic books and more. To access the LibGuides, visit the library home page at Web Link and click on Subject Guides or here is the direct link: Web Link. You may want to book mark it.

Journal Citation Reports – Search a journal title.

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Definitions of terms

Adapted from Web of Science, ISI Web of Knowledge Web Link

The following definitions and terms will be helpful in understanding ranking lists:

• Immediacy Index: Average number of times an article is cited in the year it is published. Cites to current articles: Number of current articles

• Impact Factor: Average number of times articles from the journal published in the past two years have been cited in the JCR year.

• Cites to recent articles: Number of recent articles

• JCR year (Journal Citation Report): The year of the JCR edition displayed in the top right-hand corner of the page. Each JCR year contains one year of citation data. You select the JCR year on the Welcome page.

• Citing Half-Life: Median age of articles cited by the journal in the JCR year. • Cited Half-Life Calculations: The cited half-life calculation finds the number of publication years from the

current JCR year that account for 50% of citations received by the journal.

• ISSN: International Standard Serial Number, a unique number that identifies a journal. The format is four numbers, a hyphen (-), three numbers, and then a check character that may be a number or X (e.g., 0010-4620).

• Citation: A citation is the formal acknowledgment of intellectual debt to previously published research. It generally contains sufficient bibliographic information to uniquely identify the cited document

• Total Cites: The total number of times that a journal has been cited by all journals included in the database in the JCR year.

Citations to journals listed in JCR are compiled annually from the JCR year’s combined database, regardless of which JCR edition lists the journal and regardless of what kind of article was cited or when the cited article was published. Each unique article-to-article link is counted as a citation.

Students are encouraged to research journals from ranking lists in other categories available at Web of Science, ISI Web of Knowledge like:

• Public, Environmental and Occupational Health • Medical Informatics • Operations Research and Management Science Examples of other prestigious journals relevant to Health Administration but not included in the ranking list for Health Care Sciences and Services. (Note: These journals have been ranked highly in journal ranking lists other than Health Care Sciences and Services)

• British Medical Journal • Canadian Medical Association Journal • Canadian Journal of Public Health • Journal of American Medical Association • Health Services Management Research • Healthcare Management Forum

Journal titles recommended by the National Information Center on Health Services Research and Health Care Technology (NICHSR) site on Health Outcomes are also relevant.

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Section 20: Professionalism

POLICY ON PROFESSIONALISM SCHOOL OF HEALTH ADMINISTRATION The Health Administration student is highly motivated and capable of considerable self-direction – in short, a self-starter. A major function of the faculty is to promote and further these attitudes, skills and characteristics. The program is demanding, challenging and rewarding. We expect students to be committed to serious study, as well as exhibit professional behavior.

The purpose of this section is to assist students in creating a professional image, maintaining a positive attitude, managing time and priorities, communicating efficiently and effectively, and improving cooperation. First year MHA students must also attend the professionalism workshop offered during orientation.

Class Participation and Attendance Students and faculty share an expectation of a respectful and cooperative classroom environment to foster a positive and effective learning experience. While such expectations are inherently reasonable in any pedagogically forum, they are particularly pertinent to the training of administrators, managers and leaders. The behavior exhibited in the classroom provides an excellent opportunity for students and faculty to assess their own professional conduct and the professional conduct of their colleagues. Essentials of a leader include not only core content knowledge but the professionalism to ensure effective communication, fostering a respectful and professional work environment and to ensure meaningful and sustained implementation of initiatives. It is acknowledged that students and faculty have many demands on their time. However, it is assumed that if students have enrolled in a graduate-level course and faculty have agreed to teach the course, each has engaged in due diligence and assessed their individual schedules [personal, family, professional work] and determined that their schedules can accommodate the listed in-class time [e.g., 3 hour per week]. This is dedicated time. As such, disruption of class attendance or participation is expected to be under reasonable but rare circumstances. The following principles of professional conduct are endorsed by the School of Health Administration and the Association of Health Administration Students. 1. Students and faculty make every effort to be punctual;

2. Preparation for optimal participation and learning experience is accepted professional courtesy;

3. Content-appropriate, individual conversations during a lecture, if needed, should be conducted in a manner so as not to distract colleagues;

4. Every participant in the class is valued. The opinions expressed are received in a respectful and professional manner and responded to in a similar manner. Debate and discussion are expected to be issue driven and not at a personal level;

5. Early departure from classes should be minimal. When unavoidable, early departure should be timed to have the least disruption on the conduct of the class. Informing the professor, prior to the class, of the need for early departure is accepted professional courtesy;

6. The active use of all electronic devices (e.g., cell phones, pagers, PDAs, and any similar electronic device) is prohibited. Such devices can be checked during schedule class breaks. Electronic devices should be turned off or set on the silent (vibrate) mode and ordinarily should not be taken out during class;

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6.1 Individuals expecting an important call can notify the main reception desk and the individual can be summoned from class;

6.2 Individuals registered with the university-wide alert system may set their electronic device on vibrate to permit notice of university-wide emergencies. Individual checking for such a message would be expected to be minimal;

6.3 In the event an individual has a medical condition and it is essential that they use the electronic device as a reminder to address this condition, it is requested that the device be set on vibrate;

7. Laptops are permitted during class for purposes of transcribing lectures and making presentations. However, laptop connection to the internet is prohibited during class, unless determined by the professor as essential to the conduct of that particular class.

The emphasis on problem-solving and related skills is designed to prepare students for the health administration work environment. All course outlines include a description of the how students will be assessed.

Student Responsibilities It is the responsibility of the student to read the Student Handbook and the Graduates Studies Calendar and to be familiar with the policies and procedures of the School and the University. Students are asked to be mindful of all relevant deadlines for registration, withdraw dates, intent to graduate, etc. All students are to meaningfully contribute to group work; failure to “pull one’s own weight” is unprofessional and unacceptable.

Over the course of the program, students will be in contact with senior members of the health care community, be it through class field projects, guest speakers, residency preceptors, mentors, activity in the Canadian College of Health Leaders, the Health Administration Alumni Association, or as Senior Seminar paper supervisors. We expect students to exercise professionalism in all cases and to be respectful of their peers, faculty and staff. This would include appropriate dress, attending presentations, not leaving in the middle of guest speaker presentations, leaving cell phones off, and completing tasks you agreed to carry out.

We expect students to present themselves in a professional manner while at the School, in class projects, group work with classmates, and during the Health Services Residency placement. Fundamental principles of professionalism are provided below.

FUNDAMENTAL PRINCIPLES OF PROFESSIONALISM

Altruism Altruism is the essence of professionalism and asks that the best interest of others, including colleagues, classmates, instructors, mentors and trainees be placed before self-interest.

For example:

• A professor stays after their normal hours of work to help a student who is having difficulty with a course.

• A student will give up a practicum spot in metro to another student in need of a local placement.

Accountability Professionals are accountable to their colleagues, classmates, instructors, society as a whole and to their profession for adhering to ethical principles.

For example: • Professors describe and follow explicit policies and procedures for student evaluation.

• Professors come prepared to scheduled meetings with students and vice versa.

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• Students give appropriate attribution for individual effort made to team projects.

• Professors send out reports to appropriate agencies in a timely fashion.

• We (professors, students) do not accept major gifts from people known in a work context.

• We take RESPONSIBILITY for mistakes we make without seeking to place the blame elsewhere.

Excellence and a personal commitment to life-long learning Professionals make a conscientious effort to exceed expectations and a commitment to life-long learning. This commitment to excellence should begin on the first day of graduate school and then be maintained throughout one’s professional life.

For example: • Students ask questions in class and seek information when they don’t understand.

• Professors revise class assignments by updating them and responding to student feedback.

• Professors regularly attend professional conferences, workshops, or seminars.

• We (professors, students) seek out information beyond that required for performance of an assigned task and recognize that learning may be acquired in many ways (through personal communication, observation, reading, etc.).

Duty Duty involves the free acceptance of a commitment to service. It entails being available and responsive when needed for the betterment of individuals and of the professions and includes participation in professional organizations, community programs and committees.

For example:

• We (professors, students) join relevant professional associations (e.g., Canadian College of Health Leaders)

• We become involved in community programs or activities.

Honour and integrity Professionals maintain a consistent regard for the highest standards of behaviour. Such behaviour involves being fair and truthful, keeping one’s word and meeting commitments. It also requires that we recognize possible conflicts of interest and avoid relationships that supersede the best interest of the professions.

For example: • We (professors, students) communicate in a constructive way about difficulties encountered and do not Incite anger and dissatisfaction behind the scenes.

• We are open, honest, and direct, recognizing that honour and integrity in interpersonal relations goes Beyond mere civility.

Respect for others Professionals demonstrate respect for others including (but not limited to) colleagues, classmates, instructors and other professionals. Adherence to this principle is the essence of humanism and is central to cooperation.

For example:

• We (students, professors) attempt to understand the other person’s perspective especially when their stated views differ from our own.

• We come to class and meetings on time.

• We maintain confidentiality about professional matters.

• We show respect for cultural diversity.

• We follow appropriate channels when seeking help.

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Adapted from: Purkerson Hammer, D., “Professional Attitudes and Behaviors: The “A’s and B’s” of Professionalism,” Am. J. Pharm. Educ., 64, 455-464 (2000).

“Project Professionalism” - ABIM Committee on Evaluation of Clinical Competence and Communications Programs, Fifth printing 1999 (c) American Board of Internal Medicine, Walnut Street, Suite 170, Philadelphia, Pennsylvania, 19106-3699

The “Dean’s Advisory Group on Professionalism”, The University of Kansas School of Medicine, July 2000.

The American Board of Pediatrics, “Professionalism” The American Board of Pediatrics, “Professionalism”, Approved: School Council, April 20, 2010

Further information on ethical Issues can be found on the Canadian College of Health Leaders website.

Section 21: Online Support

Brightspace Brightspace is web-based system that is used to deliver online courses at Dalhousie University.

1. Your Brightspace username and password are your Dalhousie username/NetID and password. • To lookup your Dalhousie username & password

2. To login to Brightspace – Once you registered online: • Go to Dalhousie main web page

• Click the Brightspace Link • Enter your Dalhousie username in the User name box (e.g. student)

• Enter your Dalhousie email password in the Password box

• Your courses should be listed under the My Courses Section • Scroll down and select the course you wish to access

Help Desk Our Help Desk provides Dalhousie students with information and assistance with computing questions and problems, including: Killam Help Desk: Killam Library, Room G45, Phone: 902-494-4357, E-mail: support@dal.ca

• General computer troubleshooting • Application/software support • Assistance with Dalhousie Software downloads • NetID assistance • Network connectivity (WiFi, Ethernet) • Printing support (including web printing) • Study room booking • Poster printing • 3D printing

Killam Library Help Desk 902-494-4357

Sexton Library Help Desk 902-494-4357

Wallace McCain Learning Commons Help Desk 902-494-6997

Kellogg Library Learning Commons (CHEB) Help Desk 902-494-2482

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Section 22: Dalhousie Libraries

Getting started with the Dalhousie Library: Make sure you have a Dalhousie NetID. Your NetID and password are essential to you accessing the many electronic resources available through Dalhousie.

Secondly you should activate your student card at the library. This will allow you to check out books or use Document Delivery which is free and is generally delivered to you via email. To activate your student card with the library, you can stop by any of the Dalhousie libraries or go to this website and complete the form.

Library website

General Questions about the Library Resources or Services:

For general questions regarding Library resources or services, contact us Monday to Friday 10am-4pm by Live Help or e-mail kellogg.library@dal.ca or by phone: 494-2482. You can also stop by during reference hours which are: Monday to Friday 9 am to 5 pm. *Saturday/Sunday 1 to 4 pm service is available from September to April.

Your Subject Specialist & Subject Guide: Melissa Helwig is the Subject Specialist for Health Administration. Her contact info is: melissa.helwig@dal.ca or 494-1338. Melissa’s office is located in the W.K. Kellogg Library. A good starting point for your research would be the Library Subject Guides. The Health Administration Guide.

Online Library Tutorials We provide online tutorials to introduce you to the library and the library resources.

Tutorials that may be of interest to you include the Intro to Dal Libraries for Health Sciences Students Part 1 & 2 and the Introduction to the Dal Libraries Website. Both of these tutorials are located under the Welcome to the Libraries section.

Electronic Resources Once you have a NetID, you can access the libraries’ electronic resources from home. To do so you will want to go to the Dalhousie Libraries webpage: Web Link and then search for books or journals using the search box in the middle of the page. If you are using library resources from off campus you will be asked for a user name and password. This is your NetID and password. See the tutorials above for more information or contact the library.

More Health Sciences Library Resources:

RefWorks It is recommended that reference manager/citation software be used. RefWorks is available for use through the Dalhousie Libraries. If you have any questions about using reference manager/citation software, please stop by the library or check out our website.

You may also decide to use an open source tool like Zotero or a subscription based tool like Endnote.

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Section 23: Presentation Skills Evaluation

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Section 24: Norms for Working Together

1. Be candid while respecting other points of view

2. Be clear and concise

3. Everyone is a full participant

4. Share the air time

5. Don’t reinvent the wheel

6. Collaborate

Section 25: Student / Faculty Advising

Academic and career advising comes from a variety of sources: faculty advisors, the School Director, MHA Coordinator, handbooks, mentors, preceptors, alumni interactions, the Frank G. Lawson Career Information Centre and the Writing Resource Centre at Dalhousie University.

Student advising is administered through the School of Health Administration with information available from the School’s Administrative Assistant or Administrative Manager. Upon admission to the MHA program, students are provided with the name and contact information of their Faculty Advisor. Students are encouraged to network and seek the advice of mentors, preceptors, and alumni members. New students are also partnered with a second year student.

The faculty advisor is available to students via email, telephone, or by appointment. Advisors provide support for those students who are returning to school after taking time off or beginning their careers and may have fears surrounding entrance into the academic environment. Advisors meet with the students at the beginning of each term and are available on an as needed basis throughout the year. Students may change academic advisors by notifying the advisor (and the Administrative Manager) of the desired change and arranging an alternative advisor from the full-time faculty.

In order to ensure efficient use of time for faculty, staff and students, a few tips are provided below to assist students with information on where to seek assistance. If you are ever unsure as to whom to go to for a particular issue or advice on a particular matter, please ask.

STAFF:

Beth Weir, Administrative Manager. She is available to assist with all administrative matters. If you have questions about your registration, sequence of courses, advice to part time students regarding course registration and sequencing, program of study form, tracking for graduation, etc. She can also assist you with student account information, Faculty of Graduate Studies policy and procedures, academic regulations, student appeals, information for persons interested in the School and program, computer services, etc. If issues or situations arise that a student is not comfortable discussing with their advisor, she will ensure that you are referred to the appropriate person to handle the situation. Students are encouraged to check with Beth periodically during the course of study to ensure that they are on track for graduation.

Jackie Harnish, School Secretary/Receptionist. Jackie can answer your questions regarding room bookings, equipment bookings, faxes, couriers, photocopy numbers, course readings, course evaluation, building access, etc. If at any time Jackie is not available, please contact Beth or Shelley.

Shelley Weir, Administrative Assistant. If you wish to set up an appointment with the Director, have questions regarding course scheduling, inter-professional health education, professional development requirements, IPHE Portfolio submissions, alumni or admission inquiries, please see Shelley. She also assists with the Health Administration Residency placements and maintains the residency files for each student. She

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is available weekdays to speak to Students on a one-to-one basis about the process and progress being made. She is the key communications and process link for your residency placement.

FULL-TIME MHA FACULTY ADVISORS:

Faculty advisors should be consulted for academic and career counseling. See your advisor for suggestions for mentors, topics for class projects and papers, academic matters such as selection of electives, directed studies, residencies opportunities, etc.

Joseph Byrne Professor. President and CEO, Halifax Neuropsychology Clinic. Chief of Psychology, IWK Health Centre. President & CEO of Executive Function. 60 Scholarly papers (clinical, policy). National and International governing/advisory boards. J.A. Burzle Scholar, Fellow-Canadian Psychology Assoc., Heizer Presidential Award-American Psychological Assoc., Robert Wood Johnston Award.

Michael Hadskis University Teaching Fellow. Michael teaches courses in the areas of health law and tort law. His research is both interdisciplinary and collaborative and deals with contemporary health law and policy issues. Michael Hadskis has an academic appointment with both the School of Health Administration and the Schulich School of Law.

Mohammad Hajizadeh Associate Professor. He received his PhD in Economics from the University of Queensland and has held postdoctoral positions at the University of Western Ontario and McGill University. He completed his master’s degree in Health Economics at Iran University of Medical Sciences. Prior to commencing his PhD studies, Mohammad worked as a lecturer at Tabriz University of Medical Sciences for more than three years. A health economist by training, his primary research interests are analyzing equity of health care financing and utilization, measuring inequality in health, and evaluating health policies. His other research interests include health services research, global health and economic analysis of chronic diseases. He received a postdoctoral fellowship from the Global Health Research - Capacity Strengthening (GHR-CAPS) Program and subsequently received a CIHR Fellowship award.

David Persaud Associate Professor. He is known for his sense of humour, and positive and supportive approach to all issues. His academic interests are organization learning, innovation, performance, commitment, and change.

Christopher Simms Assistant Professor. His research interests include the influence of reform and globalization on access to effective health care particularly by the poorest quintile, aid effectiveness, the policy process, and the HIV pandemic.

UNIVERSITY-WIDE SUPPORT SERVICES The University offers students help in academic and financial matters through the Faculty of Graduate Studies and Student Accounts. Advising resources are substantial and therefore students are encouraged to seek the advice of the Administrative Manager or their faculty advisor so that their issues can be handled.

Frank G. Lawson Career Information Centre The Dalhousie Counselling Services provide a wealth of information for students and students are encouraged to use the services available at the Centre. The Centre provides a study skills program which provides assistance in preparing and writing exams, planning and writing papers, preparing and delivery effective presentations, learning from textbooks and lectures, and self-management. The Centre also provides support and information on career options, labour market, job search resources, career portfolios, career awareness, learning, education and training, and multimedia resources. Assistance with resume writing and interviewing skills are also provided. More detailed information on the Frank G. Lawson Career

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Information Centre as well as Counselling and Psychological Services can be found on the website or phone 902-494-2081.

Writing Resource Centre The Writing Centre provides writing support services to students at Dalhousie University. The Centre offers services that support student success in all the endeavors' that involve writing.

Obviously, foremost is the need to write for academic purposes (essays, literature reviews, etc.), but students also require writing experience in other areas: for personal development (e-portfolio), for career development (resumes and cover letters), for entrepreneurial ventures (business plans) and for many more applications. The Centre inspires students to express their thoughts, their knowledge, their learning, and their dreams in the most effective way.

Individual (one-on-one) tutorials are offered at the Centre. Discussions with a tutor might be on the structure of the assignment or transitions between ideas. The main focus will always be on training students to be their own editors. Learning to be independent learners is one of the goals of a university education. A good writer has learned to identify the objective of an assignment, acknowledge the audience’s expectations and revise effectively. More detailed information on the Writing Resource Centre can be found on the website at, Web Link phone 902-494-1963, or Email writingcentre@dal.ca.

International Centre International Students can look towards the International Centre office to provide ongoing support and help in making a smooth transition as they become familiar with their new university and surroundings. International Centre offers continued advice and support to international students throughout the duration of their academic program, and fosters understanding of cross-cultural issues within the university and Halifax community. The International Student Advisor provides services and programs for students from around the world, serves as a resource for international students and is dedicated to ensuring that international students make the most of their stay in Canada. Other services available for International Students include:

Provision of information & advice on financial, legal, immigration matters

Referrals to other campus services which assist with issues related to health, housing, language and travel

International Student Orientation program

Airport pick-up service in September

A variety of social, cultural & educational programs throughout the year More detailed information on the International Student can be found on the website or you can phone 902494-1566, or Email: international.centre@dal.ca

Scams Targeting International Students: One scam targets students from China who are contacted and asked about their computer. A few months later they receive another call and advised they have won money from a computer company and are directed to send money to claim their prize. In two cases, people sent money but did not receive their winnings. Another scam is focused on obtaining an individual’s identification. International Students are contacted by phone and offered free long distance calling. In order to obtain this service, they are required to provide their personal information. You are reminded never to provide any personal information unless you have generated the contact yourself or you know with whom you are speaking.

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Anytime you are contacted, whether by phone, email or in person, and are offered a service or deal, make sure you check to ensure the person or company is legitimate. Remember, if it sounds too good to be true, it probably is. Contact Halifax Regional Police Financial Crime Section 490-1985 with any concerns.

Section 26: CA+HME

The MHA program is reviewed by and has received accreditation from the Commission on Accreditation of Healthcare Management Education (CA+HME)

For detailed information on CA+HME, please visit their website The CA+HME curriculum content areas and the School’s interpretations of them are as follows:

Structuring, marketing, positioning, and governing health organizations to achieve optimum performance.

Exploring concepts of organizational accountability, governance and stewardship, in the context of the health system.

Financial management of health organizations

Provide education in the principles and competencies in the area of financial analysis, interpretation and dissemination to support evidence-based decisions pertaining to the development of health policy, practice and/or service delivery.

Leadership, interpersonal relations, conflict and change management, and written and oral communication skills.

Employing leadership and communication styles to communicate a compelling vision of the future that enhances commitment to stakeholders and the Canadian Health Care System.

Managing human resources and health professionals in diverse organizational environments (e.g., hospitals, clinics, home health agencies, insurers, pharmaceutical firms).

Managing Human Resources and Health Professional in Diverse Organizational Environments: Education in the principles of human behaviour involved in the selection, retention, education and performance evaluation of health care professionals and support staff, with reference to pertinent legal and regulatory statutes, and applied to diverse organizational environments.

Managing information including the collection, the statistical and non-statistical analysis, and summarizing management and health data for decision-making.

The utilization of organizational resources including innovative systems and technology to capture data and contextual information which can be stored, retrieved, analyzed, and synthesized, in order to enhance evidence-based decision and policy making.

Economic analysis to support decision-making.

Statistical, financial and economic terms and methods are presented and employed in conceptual, critical analysis and applied context to plan for and evaluate health of populations, policy, health outcomes, quality of care and health systems.

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Legal and ethical analysis applied to business and clinical decision-making.

Education in the knowledge, development, and application of ethical and legal principles and frameworks, with reference to the alignment of personal, professional and institutional values and the principles of the Canada Health Act.

Government health policy formulation, implementation, and evaluation.

Analysis and understanding the processes of developing and implementing policy and assessing the implications. Understanding the parameters that impact on the process: political, economical, financial, ethical, legal and societal. Assessment and understanding of the health status of populations, determinants of health and illness, and health risks and behaviors in diverse populations.

The measurement of organizational inputs, activities, outputs, and outcomes in order to assess the efficiency and effectiveness of organizational functioning and quality improvement and management of risk.

The management of change in healthcare organizations in diverse communities drawing broadly on the social and behavioral sciences.

Analysis and understanding of the complex interplay of human behaviour and organizational structure, with economic, business and policy initiatives, that determine the successful implementation and maintenance of change in diverse health care environments.

Quality assessment of both business practices and healthcare delivery focusing on outcomes measurements, process/outcome relationships, and methods for process improvement.

The assessment and application of best practices in order to enhance the efficiency and effectiveness of health care organizations including quality improvement, management of risk and patient safety.

Section 27: NCHL Health Leadership Competency Model

The National Center for Healthcare Leadership (NCHL) model identifies competencies required for outstanding healthcare leadership for the future. The MHA program uses a Canadian modification of the NCHL model.

As a component of CAHME accreditation, the MHA program is guided by the NCHL framework which includes the following competencies. Levels to be attained for each competency and included in MHA Course outlines.

Transformation Execution People

Achievement Orientation Accountability Human Resources Management

Analytical Thinking change Leadership Interpersonal Understanding

Community Orientation Collaboration Professionalism

Financial Skills Communication Skills Relationship Building

Information Seeking Impact and Influence Self Confidence

Innovative Thinking Information Technology Management Self-Development

Strategic Orientation Initiative Talent Development

Organizational Awareness Team Leadership

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Performance Measurement

Process Management/ Organizational Design

Project Management

Section 28: Administrative Odds and Ends

Where do I pay my fees?

The Henry Hicks Administration Building (clock on top) on Studley Campus, at the end of University Avenue. (Campus Maps)

Where do I pick up my student loan? Notification will be sent to your Dalhousie e-mail account when

your electronic statement is available.

To view your statement:

1. Login to Dal Online.

2. Select: Web for Students > Student Records > Account Detail by Term.

3. Select the appropriate term, then "Submit".

4. You will be directed to a screen displaying your Account Detail by Term. This shows most current Account

Activity.

5. To access your statement, select “Statement and Payment History” (link at the bottom of the page)

6. In the drop down list next to "Select Statement Date", choose the appropriate date, then click "View

Statement".

Why do I need a DalCard?

For identification as ID cards must be presented to write an officially scheduled exam or to use the library facilities. In addition, some services such as the issuing of bursary or scholarship cheques, require the presentation of a valid Dalhousie ID. You will also need your DalCard to enter the Dalplex and it also acts as a debit card for photocopying, load money and pay for food on and off campus. New students will need to have their photo taken when picking up their Dal card, save time by submitting your photo online in advance. Returning students can pick up their renewal sticker and UPasses from DalCard Office. Many businesses including Metro Transit and some area bars and businesses give discounts to students with a valid student ID.

Where do I get my student card and how much does it cost?

Studley Campus Howe Hall, 6230 Coburg Road – if you’re in Halifax early, we recommend you avoid the line-ups and get it early. Your first DalCard is free. If it is lost, stolen or damaged there is a $15 replacement fee. Save time by submitting your photo online in advance (students starting in September only).

How do I find a local Doctor or Dentist?

You can call Student Health and Wellness at (902)494-2171 for a doctor’s appointment. However, the quickest way to see a doctor is The Family Focus Medical Clinic, a walk-in/same day appointment clinic in the Halifax Professional Centre at 5991 Spring Garden Road – call (902)420-6060.

If you are interested in bargain dental care, Dal has plenty of dental students willing to give good deals on tooth repair. The procedure may take a little longer, but it is fully supervised. Call the Dal Dental Clinic at (902)494-2101.

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Section 29: School Contacts and Information

Student Council - Association of Health Administration Students (AHAS)

President – Peter Richard

Vice President – Emily Gaunce

Treasurer – Calvin D’Souza

Second Year Rep – Aafreen Valiya Manathal

Email - AHAS@dal.ca

SHA Contact Information Director .................................................................................Tanya Packer 902-494-3788 tanya.packer@dal.ca

Administrative Manager ............................................... Beth Weir 902-494-1547 managersha@Dal.ca Administrative Assistant ...............................................Shelley Weir 902-494-2201 sweir@dal.ca Receptionist/Secretary ................................................. Jackie Harnish 902-494-7097 jharnish@dal.ca Faculty ...................................................................................David Persaud 902-494-1308 d.persaud@dal.ca Faculty ................................................................................ Joseph Byrne 902-494-1307 byrne@dal.ca Faculty .................................................................................. Christopher Simms 902-494-7017 Christopher.Simms@dal.ca Faculty .................................................................................. Michael Hadskis 902-494-2534 Michael.hadskis@dal.ca Faculty .................................................................................. Mohammad Hajizadeh 902-494-8098 M.Hajizadeh@dal.ca Faculty .................................................................................. Catherine Mah 902-494-1110 Catherine.Mah@dal.ca School Fax number 902-494-6849

Photocopying The photocopier is available for student use. The cost is $0.10 per page. User ID numbers are assigned by Jackie when requested. Students are invoiced for their copies at the end of each term.

Mailboxes Each student is assigned a mailbox at the School. University communications, assignments and other correspondence can be picked up by the students at their convenience. Mailboxes are located in the Photocopy room.

Supplies Students may purchase Computer/printer paper ($5.00 per package), coil bindings and covers for presentations ($2.00) from the School. There is a binding machine at the School for student use.

There is a printer located in project room 3. Internet access is also available. It is the student’s responsibility to have their own computer paper.

Classroom Location Most classes will be held in the CHEB , Tupper, or Dentistry buildings. For class times and locations, please consult the academic timetable. https://dalonline.dal.ca/PROD/fysktime.P_DisplaySchedule

School Access

The Tupper Building opens 7:30am, after hour access is available with I/d card and PIN. School is open from 8:00 a.m.—4:30 p.m.

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In Case of Fire Alarm When alarm bells ring, everyone is to evacuate the building. Our gathering point is the grass area near Dentistry/Nursing.

Fire Wardens Handbook

Upon Discovery of Fire

Leave fire area immediately and close door.

Sound the fire alarm, pull the manual alarm.

Leave building by nearest exit

In an emergency call Dal Security 4109.

Call Fire Department—Dial 911.

Upon exiting ore to the grassy area of the quad (between Tupper & Dentistry bldgs.)

Caution!!! If you encounter smoke, use alternate exit.

Remain Calm, DO NOT USE ELEVATORS!

Scent Free Initiative—Office of Environmental Health and Safety Dalhousie University launched “We Share the Air” in 2002-03. Dalhousie University and the organizations which represent students, faculty and other employees support the efforts of the Dalhousie University Environmental Health and Safety Committee to create a scent-free University. In consideration of the difficulties that exposure to these products cause sensitive individuals, the University encourages faculty, staff, students and visitors to avoid the use of scented personal care products. For information on Dalhousie’s scent free initiative, please visit the following website: Scent Free to obtain further information email: safety.office@dal.ca

Please note that the health facilities where you will complete residencies, carry out projects, and attend meetings are also likely to be scent-free.