Author： Belasen Alan T. Huppertz John W.
Publisher： Association of University Programs in Health Administration
ISSN： 0735-6722
Source： Journal of Health Administration Education, Vol.26, Iss.1, 2009-0, pp. : 5-25
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Abstract
Noting the recent criticisms of business curriculum and shortcomings of healthcare management education by Griffith, Bennis & O'Toole, as well as Mintzberg and others, this paper reviews the process leading to the design and implementation of assessment of student learning goals over a two-year period in one MBA programin healthcare management. The purpose of the assessment was twofold: to comply with the new AACSB requirements highlighted by Pringle & Michel; and to develop a continuous improvement program aimed at making the MBA healthcare management education more relevant and accountable. The paper illustrates how the outcomes of the assessment during the first cycle (2005/06) triggered changes in teaching pedagogy as well as investments in curricular improvement. Two areas emerged as needing improvement: managerial ethics and citizenship. An audit was conducted, and the results were circulated for faculty review. Follow-up discussions resulted in action plans and agreement among faculty to increase emphasis on ethics and corporate social responsibility topics in course contents. The second cycle of the assessment (2006/07) showed a significant increase in both ethics (+27.7%) and citizenship (+25.7%). The paper concludes with a discussion of institutional and programmatic challenges faced by designers and evaluators of assessment of student learning and offers guidelines for initiating a successful assessment program.
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