Undergraduate Course: Health Management and Management of Health (SHSS10007)
Course Outline
| School | School of Health in Social Science |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This is a compulsory course for students in the fourth year of the MA (Hons) in Health, Science and Society. Building on the teaching in the first, second and third years, this action-based learning course aims to provide students with the knowledge and critical skills to understand and work innovatively within the dynamic policy and systems environment of health management (including the NHS, third sector and global networks), while assessing the complexities of managing the health and well being of the 'self' and 'others'. |
| Course description |
Overview
This action-based learning course will address issues to do with health management by creatively exploring the role of all agents within complex systems against the backdrop of policy that emphasises co-production, person-centred care, asset-based approaches and integration.
The course will provide students with cutting-edge knowledge and tools to support innovate change and the advancement of healthcare systems and leadership.
Although influenced by the (world-leading) Scottish NHS model of improvement, the course will be of relevance globally and draw on examples from both developing and more developed countries and global networks.
Topics addressed will include:
-health policy, practice and research.
-holistic approaches to health and well being.
-management and the role of other stakeholders.
-changing power relationships.
-creativity and empathy in the workplace (and beyond).
-good decision-making.
-evidence in policy and practice.
-interdisciplinary collaborations and teamworking.
-leadership and organisation theory.
-social change and innovation.
Contents & Structure
This course will consist of ten 2-hour interactive teaching and action-based learning sessions based on three, interconnected strands:
1. What does it mean to be a health manager?
- Leadership from without (e.g. leading a group, leading others)
- Leadership from within (e.g. personal mastery, alignment)
- The role of creativity and values in effective leadership
2. What is does it mean to be well?
- Intellectual and theoretical understandings of health and well being
- Understanding of health and well being in relation to the 'self', 'others' and the bigger picture (empathy and systems thinking)
- Listening and learning - where intellect meets empathy - what works and what doesn't
3. What is good decision-making?
- What counts as evidence
- Collecting and integrating different types of data
- Role of communication (methods used and their impact / effectiveness, understanding your 'audience' and speaking in their language)
The final session will guide students to critically reflect on what they have learned in this course and how it can be applied in real-world settings, emphasising the link between theory and practice.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | Visiting students should have at least 2 University social science courses (such as Health Studies, Sociology, Politics, Social Policy, Social Anthropology, Psychology, etc) at grade B or above. |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Available to all students (SV1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
176 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
30% - Presentation (in a selected medium representative of the student's management style)
70% - 3,000 word essay
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| Feedback |
Through a process of innovative leadership and co-production, students will decide on preferred mechanisms for presenting formative work (group or individually) in the form of a poster, powerpoint presentation, or other creative ways on a topic of their choice based on the contents of the course.
This presentation will not be graded. The aim is to facilitate students to consolidate their learning and to provide constructive feedback (from both peers and tutor) to help students approach the summative assessment with more effective skills and confidence. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- A critical understanding of those who manage and work within healthcare systems in relation to service co-production, asset-based approaches, integration and person-centred care.
- Critical analysis of mechanisms that support changes in health management (and other sectors) and social change, and the role of 'external voices' in driving and implementing those changes.
- Critical reflection on the process of good decision-making and what counts as evidence for different stakeholders.
- Capacity to apply and critically appraise the complexities of managing the health and wellbeing of the 'self' and 'others'.
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Reading List
Indicative Reading (subject to periodic updates and library availability)
Brown, G., T. Lawrence, et al. (2005). "Territoriality in Organizations." Academy of Management Review 30(3): 577.
Cialdini, R. B. (2007). Influence: The psychology of persuasion. New York: Collins.
Foot J. & Hopkins T. (2010). A glass half full: how an asset approach can improve community health and wellbeing. London: Improvement and Development Agency.
Friedli, L. (2012). 'What we've tried, hasn't worked': the politics of assets based public health. Critical Public Health, DOI:10.1080/09581596.2012.748882
Hustedde, R. J. (1998). On the Soul of Community Development, Journal of the Community Development Society, 29:2, 153-165
Manning, G. and Curtis, K. (2015). The Art of Leadership (eth edition). New York: McGraw Hill Education.
Scott-Samuel, A. and Smith, K.E. (2015) Fantasy Paradigms of Health Inequalities: utopian thinking? Social Theory & Health, 13(4): 418-36.
Westoby, P. (2015). Soul, Community and Social Change: Theorising a Soul Perspective on Community Practice. Farnham: Ashgate.
Williams, D. (2015) Leadership for a Fractured World: How to Cross Boundaries, Build Bridges, and Lead Change. CA: BK Publishers.
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Additional Information
| Graduate Attributes and Skills |
Assessment of complex situations to inform decision-making
Interdisciplinary, collaborative working
Team work skills, including project planning and management of tasks
Communication skills
Applied theory in practice
Leadership development |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Marisa De Andrade
Tel: (0131 6)51 5554
Email: marisa.deandrade@ed.ac.uk |
Course secretary | Miss Morven Sutherland
Tel: (0131 6)51 3972
Email: Morven.Sutherland@ed.ac.uk |
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