COLLEGE OF HEALTH AND HUMAN SERVICESCalifornia State University, Long Beach

Health Care Administration Program

HCA 698 Final Project/Business Plans in Health Care Administration Semester Fall 2015

Instructor: Grace L Reynolds, D.P.A. Class Number: 9821E-mail: Grace.Reynolds@csulb.edu Class Meets: Tuesday 4-6:45

Room: SPA 208Office Hours: T/TH 1:30 to 3:30Phone: 562-985-5885 Additional Contact Information:

HCA Dept. Administrative Coordinator: Deby McGill, deby.mcgill@csulb.eduTel. 562/985-5694; fax 562/985-5886

I. Catalog Description

Project (3)Prerequisites: Advancement to candidacy & a completion of minimum 27 graduate units in HCA.Foundations of starting a new business in healthcare with a complete business plan, including pro-forma budget, market analysis, options for financing, marketing and advertising plan. Case studies to bring contextual focus on specific departments, organizations, and issues in healthcare. Letter grade only (A-F).

II. Student Learning Outcomes

Upon successful completion of the course, the student will be able to:

A. Analyze the essential elements of a business plan.B. Develop a statement of purpose for new or existing businesses in healthcare.C. Evaluate a detailed market research strategy that needs to support the

business plan.D. Develop/compare business options and scenarios, with strengths and

weaknesses of each in the context of healthcare organizations.E. Outline operating procedures and resources, implementation, transition plans

in order to support the new or existing business scenarios in healthcare.F. Evaluate the risk of existing operations associated with starting new or existing

business scenarios.G. Develop detailed financial information, including capital needs, equipment and

supply list, balance sheet, breakeven analysis, pro-forma income projections for healthcare organizations.

H. Develop detailed documentation of assumptions upon which projections are based.

I. Analyze sources of financing with recommendations.

J. Develop a professional presentation and supporting material for various stakeholders and potential investors.

K. Assess legal, ethical and conflict-of-interest issues that may relate to the new or existing business scenarios in healthcare.

L. Analyze key elements in the selection of the management team.M. Develop communication plan and related instruments to inform organization

and relevant community.

II. Required TextKuratko, Donald F. (2013). Entrepreneurship: Theory, Process and Practice, 9th

edition. Cengage Learning: New York.

IV. Course Modality

This course will be offered using traditional methods: face-to-face contact such as lectures, discussion, guest lectures and direct exchange of materials as

V. Course OverviewThis course is designed to assist students with a structured format for producing the culminating project of the master’s degree.

Learning Objective Domain Competency Assessment MethodConstruct the chapters of the project or business plan using American Psychological Association formatting

Professionalism Professional standards and codes of ethics

Write up of the project using APA format and Library thesis/dissertation office guidelines

Outline the steps necessary to successfully operationalize and carry out a business plan project

Business Knowledge and Skills

Principles of database and file management

Write up of market analysis, feasibility analysis, and legal/regulatory issues for business plan

Analyze data using basic financial techniques and software

Business Knowledge and Skills

Data collection, measurement and analysis tools and techniques;application software;Basic financial statements and use of Excel templates

Results write up for chapter or production of financial statements and spreadsheets for business plans

Synthesize the peer-reviewed research literature on the topic

Business Knowledge and Skills

Health informaticsElectronic education and

Market analysis, feasibility analysis and legal/regulatory issues

chosen for the project information resources and systems

chapters

Policy on late assignments: No late assignments will be accepted. You may fax or e-mail your assignments if you are unable to come to class as long as the assignment is received by the posted due date.

Grading of assignments for this class:

Because the final project grade is a consensus grade of all three readers, students will not receive a letter grade for this course until final approval has been received from the Library Thesis/Dissertation office. Students meeting course requirements will receive a temporary grade of RP—report of progress for the fall 698 course—if they do the following:

1. Turn in all six assignments by the due dates in the syllabus (literature review table; Chapter 1 Market Analysis; Chapter 2 Feasibility Analysis; Chapter 3 Legal and Regulatory Considerations; Chapter 4 Financial Overview including completion of Excel template financial statements; References for entire project.

2. The Literature Review table must include a MINIMUM of 15 peer-reviewed articles on the topic of the business plan and an additional 10 references on the topic (these can be webpages, business articles, newspapers articles, etc.). Student must have a MINIMUM of 25 references as noted above in order to be considered to have MET the Literature Review Table requirement.

3. The four chapters of the project must conform to the following parameters: Chapters 1, 2 and 3 MUST be 8 pages MIMIMUM, double-spaced. These are FULL pages. Students may have longer chapters, depending upon the business plan topic and need to explain complex issues, but any chapter LESS THAN 8 full double-spaced pages will receive an UNMET and deficiencies will need to be addressed before project is cleared to go to second and third readers.

4. Chapter 4 – Financial Information – must consist of no less than FOUR pages of financial assumptions regarding revenue and expenses PLUS the Excel template.

5. A reference listing of all outside sources, peer-reviewed journal articles, webpages, etc. must be included with the final project copy. It must be in APA format; all references in the list must be cited in text. At a MINIMUM students will have the 25 references from the literature review table. References may exceed 25 in cases where students have done a thorough job referring to, and citing, outside sources.

6. Provide an in-person “pitch” to the class, which is an overview of their business plan. ALL STUDENTS must complete the “pitch” and use powerpoint or other presentation materials to illustrate their proposed business.

7. Provide written critiques of all student “pitches” using form provided by instructor; this is to provide critical review and feedback to peers in an anonymous format. This also allows students to draw on their critical thinking abilities and knowledge from the course to identify gaps in students’ business plans.

Disabled students who qualify for alternative testing arrangements, please advise the instructor and make arrangements well in advance of the exams, preferably notify the instructor the first week of class of DSS classification.

COURSE FORMATLecture/discussion; in- and out-of-class exercises; long written assignments comprising final project report.

Grading of the Project course: The grade for the Project course is the grade for the ENTIRE completed Project/Thesis. - Completion of the business plan adequately will result in a grade of B. - Provision of brilliant creative insights and impeccably presented sections/chapters of the business plan may earn you an A. - Poorly written business plans will earn you a C or lower. - Grades are based on overall organization and clarity, quality and thoroughness of the literature review, appropriateness of the analytic or other methods, quality of presentation of results or completion of the business plan, overall writing quality and general contribution to the health care administration knowledge base.

The final grade on the Project is a consensus grade of all three faculty readers. All comments from all three readers must be corrected and addressed before the Project will be released to you for presentation to the Library.

Second readers WILL NOT begin review of your project until the first week of the spring semester 2016, approximately January 27, 2016.

Only after the Library has determined that all formatting is complete and correct will you be given clearance to receive a final grade for the Project course and cleared to graduate.

Simply finishing the Project/Thesis does NOT guarantee the quality of the Project/Thesis; finishing the Project/Thesis does NOT guarantee you will receive an A.

A Note about Good Written English and Grammar: For many graduate students, English may not be their first language. For others, English may be the first language, but students may have significant challenges in creating well-crafted prose. All students are encouraged to take advantage of the Writers’ Resource Lab, which provides editorial help for students on both a walk-in basis and by appointment. If the instructor specifically refers you to the Writers’ Resource Lab for writing assistance, it is possible that your compliance with this will be a prerequisite to any further reading of your Project/Thesis. Due to the large number of students and short deadlines, DO NOT expect the instructor to edit your grammar and English writing for the 25-35 pages of your project more than once. After reading your first draft of any of the sections of the project, if there are more than 3 spelling, punctuation or grammatical errors on at least 3 pages , the instructor will refer you to the Writers’ Resource Lab for individualized assistance ( http://www.csulb.edu/colleges/cla/departments/english/wrl/ ).

Students are expected to be proactive in using software available for spelling and grammar checks and for ensuring that they use proper English—this is a basic expectation for graduate students who have progressed to the final semester of coursework.

Students completing a business plan are expected to complete the Excel template for the financial statements which will be made available for that purpose in addition to the four written sections of the business plan.

Length, Format, and Typing of Final ProjectThe usual length of the completed project/thesis will be between 25-35 pages, including all chapters, references, tables and figures. The final copy of the project or business plan must conform to all requirements by the University Library, http://www.csulb.edu/library/guide/serv/

Specifically, thesis requirements are outlined in the January 2010 manual, University Style and Format Guidelines for Master’s Theses and Project Reports, available online at http://www.csulb.edu/library/guide/serv/documents/thesis_manual.pdf . NOTE: Students must use the most recent edition of this manual, as of the semester during which the thesis/project is submitted and completed. Other style issues (citations; references) will follow the APA style manual (6 th edition).

CostsStudents are advised that thesis/project can involve certain costs in addition to tuition. These include a copyright fee paid to the Library at submission of the project. There may be other fees that the University or Library impose on students upon project/thesis completion. Students are encouraged to seek clarification from the Library when they are at the point of submitting their final projects to the Thesis/Dissertation office.

Information about textbooks/readings

Publication Manual of the American Psychological Association, 6th edition (2009). Washington, D.C.: American Psychological Association.

The 2010 edition of the University Style and Format Guidelines for Theses, Project Reports, and Dissertations is available online at http://www.csulb.edu/library/guide/serv/documents/thesis_manual.pdf.

More information from the Library can be found at http://www.csulb.edu/library/guide/serv/thesis_format.html

GENERAL GUIDELINES ON THE THESIS PROJECT:

[1] Each written assignment should be word processed, be double-spaced and have 1 inch on top, bottom, and right margins. The left margin should be 1.5 inches.

[a] It should have section headings, where appropriate, printed in bold.

[b] It should have page numbers on each page except the first page. The page numbers should be CENTERED in the bottom of the page and must conform to the Library’s thesis guidelines.

[c] The assignments should be printed in a 12 character per inch font.

[d] There should be double spacing between paragraphs and after a heading.

[e] Each written assignment should conform exactly to the page structure and format requested in the University Guidelines. In most instances, this will require careful thought and editing on content.

[2] References, when used in any assignments, should be listed on the last, and a separate page.

[3] The final thesis project draft, with corrections required by the course instructor, is due to the instructor on December 9, 2015 in order to graduate in Spring 2016 and meet the Library submission deadline. Submit your final draft first to the instructor and make revisions based on his/her comments/suggestions. Upon the instructor’s approval of your revision, submit your thesis to your two faculty readers and then make revisions based on their comments/suggestions. (NOTE. Each review and critique by the instructor and two faculty readers requires at least 2 weeks’ time, so please plan accordingly.) Second readers WILL NOT begin review of your project until January 27, 2016.

[4] After receiving the two faculty readers’ approval of your final revisions, you will (a) obtain a final signature page from the instructor and faculty readers (see pp. 31-32 in the University Thesis Guidelines) and (b) finalize the formatting of your final thesis to submit it to the university library. Project reports are typically 25-35 pages long, including tables, figures and/or appendices.

The Library has moved to an electronic submission format. All students are expected to adhere to guidelines and follow instructions with respect to electronic submission to the Library.

All students are expected to be proactive about formatting their Project or Business Plan according to Library guidelines. Failure to conform to Library formatting guidelines can hold up your graduation by at least one full semester. It is the responsibility of each student to work with the Library thesis office to ensure compliance with all formatting and other Library guidelines.

[5] The purpose of this course is to develop the ability/habit of critical thinking and reasoning while learning and this can be best accomplished in a setting of phased learning. The written assignments and the feedback students receive from the instructor are designed to advance the cause of critical thinking and

writing. This means students are expected to revise written assignments based on instructor’s comments.

[6] Student papers in this course presume both original and individual thought. Any source the student uses in the composition of the assignments/papers must be cited fully and accurately. The University Code of Honesty describes plagiarism as “giving the impression that you have written or thought something that in fact you borrowed from someone else.” Any failure (whether accidental and/or intentional) to follow the standards of scholarly accuracy constitutes dishonesty and will result in a mark of ‘F’ for this course.

[7] Papers will be returned for revision in a reasonable time period (about 2 weeks).

[8] Students should revise the original paper and discuss it with the instructor to make sure changes are accurate.

Please see section on excused and unexcused absences; this class will follow the University policy.

CSULB policy on attendance (PS 01-01L http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2001/01/).

Powerpoint slides used for lectures will be available on Beachboard. It is required that you have the ability to access this material. In order to do so, you will need to establish a CSULB email account.

Communicating With the InstructorPlease sign any emails sent to the instructor with your full name. Instructor will not respond to unsigned emails. Please allow from 24-36 hours for instructor to respond, especially during the first and last months of the semester.

Schedule—Subject to Change

Date Topic What is DueAugust 25 Overview of Project

course, Business plan,Library submission requirements, 2nd and 3rd reader requirements; the mini manuscript, APA formatting

Literature review to inform the market analysis—go over the literature review table assignment; chapters 1-4 assignments that comprise the overall business plan

Lecture: Chapter 1 (overview), Chapter 12 (overview of the business plan)

September 1 Introduction to the parts of a business plan

The Patient/Consumer

1. Patients as consumers of healthcare2. Models that address and emphasize wellness

Lecture: Chapter 2 (ethics) Chapter 10 (Market Analysis)

Articles: Business Plan Writing for Physicians

The promises and constraints of consumer-directed healthcare

September 8 The first chapter: the Market Analysis and marketing plan

Chapter 3 (corporate entrepreneurship)Chapter 4 (social and global entrepreneurship)

Case study: Proton Cancer Therapy Center: an Entrepreneur’s Dilemma; pp. 567-574

September 15 Innovation: The creative pursuit of ideas

Lecture: Chapter 5 and Chapter 6 (entrepreneurial assessment)Plus Appendix 6A

Literature review table due to drop box by 11:59 p.m.

September 22 The second chapter: Feasibility Analysis

Assessment of Entrepreneurial OpportunitiesSWOT Analysis

Lecture: Chapter 7

Secret shoppingOrganizational charts; management structure; employees

September 29 The third chapter: Legal challenges for

Market Analysis and marketing plan due

entrepreneurial and other ventures Lecture: Chapter 9 (Legal issues

for entrepreneurship)

October 6 Patients and payers Legal, regulatory issues, continued

October 13 In-class case studies Feasibility and SWOT analysis due

October 20 The fourth chapter of the business plan: Financial preparation for entrepreneurial and other ventures

Chapter 8 (sources of capital)Chapter 11 (financial preparation)

October 27 In-class case studies Legal and regulatory issues chapter due

November 3 Class does not meetNovember 10 In-class case studies Financial statements and

overview dueNovember 17 The “pitch” students

present business plans to class

First draft of entire business plan due

November 24 Class does not meet Thanksgiving WeekDecember 1 The “pitch” students

present business plans to class

Feedback on first full draft

December 8 Final corrections to full project due to instructor

Required Statements in Syllabi: A. Statement of Accessibility

http://www.csulb.edu/divisions/aa/academic_technology/itss/course_materials/accessibility/ 1. Accommodation

Students needing special consideration for class format and schedule due to religious observance or military obligations must provide the instructor with written notice of those needs by the second week of class.

Students who require additional time or other accommodation for assignments must secure verification/assistance from the CSULB Disabled Student Services (DSS) office located at 270 Brotman Hall. The telephone number is (562) 985.5401.

Accommodation is a process in which the student, DSS, and instructor each play an important role. Students contact DSS so that their eligibility and need for accommodation can be determined. DSS identifies how much time is required for each exam. The student is responsible for discussing his/her

need with the instructor and for making appropriate arrangements. Students who are eligible to receive accommodation should present an Accommodation Cover Letter and a DSS Student/Teacher Testing Agreement Form to the instructor as early in the semester as possible, but no later than a week before the first test. (It takes one week to schedule taking an exam at the DSS office.) The instructor welcomes the opportunity to implement the accommodations determined by DSS. Please ask the instructor if you have any questions.

B. Cheating and Plagiarism (CSULB Catalog, AY 2010-2011, pp. 50-52)1. “Plagiarism is defined as the act of using the ideas or work of another

person or persons as if they were one’s own, without giving credit to the source. Examples of plagiarism include, but are not limited to, the following: the submission of a work, either in part or in whole, completed by another; failure to give credit for ideas, statements, facts or conclusions [which] rightfully belong to another; in written work, failure to use quotation marks when quoting directly from another, or close and lengthy paraphrasing of another’s writing or programming.”

2. “Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Common examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; “cheat sheets,” or other information or devices inappropriate to the prescribed test conditions; allowing someone other than the officially enrolled student to represent the same.”

3. “Faculty choices for confirmed plagiarism include:a. Review- no action; and/orb. An oral reprimand with emphasis on counseling toward

prevention of further occurrences; and/orc. A requirement that the work be repeated; and/ord. Assignment of a score of zero (0) for the specific demonstration

of competence, resulting in the proportional reduction of final course grade; and/or

e. Assignment of a failing final grade; and/orf. Referral to the Office of Judicial Affairs for possible probation,

suspension, or expulsion.”4. Although the University catalog does not cover this aspect of plagiarism,

please be aware that it is NOT acceptable to submit the same paper for two courses. If you want to write a paper on the same topic area for two different courses, you must submit two different papers. If the faculty discovers that you have submitted the same paper for another course, you will receive a failing grade for your paper in this course.

C. Campus Behavior

1. “Civility Statement- Civility and mutual respect toward all members of the University community are intrinsic to the establishment of excellence in teaching and learning. The University espouses and practices zero tolerance for violence against any member of the University community. A threat of violence is an expression of intention that implies impending physical injury, abuse, or damage to an individual or his/her belongings. All allegations of such incidents will be aggressively investigated. Allegations that are sustained may result in disciplinary action up to and including dismissal from employment, expulsion from the University, and/or civil and criminal prosecution.” (CSULB Catalog, AY 2010-2011, p. 743).

2. Classroom Expectations- All students of the California State University system must adhere to the Student Conduct Code as stated in Section 41301 of the Title 5 of the California Code of Regulations as well as all campus rules, regulations, codes and policies. Students as emerging professionals are expected to maintain courtesy, respect for difference, and respect for the rights of others

3. Unprofessional and Disruptive Behavior- It is important to foster a climate of civility in the classroom where all are treated with dignity and respect. Therefore, students engaging in disruptive or disrespectful behavior in class will be counseled about this behavior. If the disruptive or disrespectful behavior continues, additional disciplinary actions may be taken.

DEFINITION OF CHEATING:

Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; discussion of answers or ideas relating to the answers on an examination or test unless such discussion is specifically authorized by the instructor; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; "cheat sheets," or other information or devices inappropriate to the prescribed test conditions, as when the test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included is plagiarism as defined and altering or interfering with the grading procedures.

It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid use of unauthorized assistance, and to avoid any implication of cheating, by such means as sitting apart from one another in examinations, presenting the work in a manner which clearly indicates the effort of each individual, or such other method as is appropriate to the particular course.

ACADEMIC ACTION:

One or more of the following academic actions are available to the faculty member who finds a student has been cheating or plagiarizing.

(a) Review -- no action. (b) An oral reprimand with emphasis on counseling toward prevention of

further occurrences; (c) A requirement that the work be repeated; (d) Assignment of a score of zero (0) for the specific demonstration of

competence, resulting in the proportional reduction of final course grade; (e) Assignment of a failing final grade; (f) Referral to the Office of Judicial Affairs for possible probation, suspension,

or expulsion.Commitment to Inclusion California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect.  All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation.  Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.       

Withdrawal Policy This Policy Statement supersedes Policy Statement 85-01 (Rev.). It was revised by the Academic Senate on November 8, 2001, and received the concurrence of the President on February 7, 2002. It was further revised on July 30, 2002, to bring it into conformity with a change in Title V regulations governing the refund of student fees.

WITHDRAWAL (W) The symbol "W" indicates that the student was permitted to drop a course after the second week of instruction with the approval of the instructor and appropriate campus official. It carries no connotation of quality of student performance and is not used in calculating grade point average. Students are held responsible for completion of every course in which they register OR FOR WITHDRAWING DURING THE FIRST TWO WEEKS OF CLASSES FROM COURSES WHICH THEY DO NOT INTEND TO COMPLETE. Application for withdrawal from the University or from a class must be officially filed by the student at the Admissions and Records Office whether the student has ever attended the class or not; otherwise, the student will receive a grade of "U" (unauthorized incomplete) in the course. Application for withdrawal is made at the Admissions and Records Office. Regulations governing the refund of student fees in the California State University system are prescribed by the CSU Board of Trustees; see California Code of Regulations, Title 5, Education, Section 41802. 1. Withdrawal during the first two weeks of instruction: Students may withdraw during this period and the course will not appear on their permanent records. To do this a student must file a Complete Withdrawal Application to drop all classes or a Change of Program Form for a specific class or classes.

2. Withdrawal after the second week of instruction and prior to the final three weeks of instruction: Withdrawal during this period are permissible only for serious and compelling reasons. The procedure for withdrawal during this period are the same as in item 1, except that the approval signatures of the instructor and department chairperson are required. The request and approvals shall state the reasons for the withdrawal. Students should be aware that the definition of "serious and compelling reasons" as applied by faculty and administrators may become narrower as the semester progresses. Copies of such approvals are kept on file in the Admissions and Records Office. 3. Withdrawal during the final three weeks of instruction: Withdrawal during the final three weeks of instruction are not permitted except in cases such as accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student's control and the assignment of an Incomplete is not practical. Ordinarily, withdrawal in this category will involve total withdrawal from the campus except that a Credit/No Credit grade or an Incomplete may be assigned for courses in which sufficient work has been completed to permit an evaluation to be made. Request for permission to withdraw under these circumstances must be made in writing on forms available in the Office of Admissions and Records. The requests and approvals shall state the reasons for the withdrawal. These requests must be approved by the instructor, department chairperson and dean of the school. Copies of such approvals are kept on file in the Office of Admissions and Records. 4. Medical Withdrawal:

Complete Medical Withdrawal: The University may allow a student to withdraw without academic penalty from all classes if the following criteria are met:

A. A completed Medical Withdrawal Form, including any required documentation, is submitted to Enrollment Services before the end of the semester, and

B. The student presents evidence to demonstrate that a severe medical or debilitating psychological condition prevented the student from attending and/or doing the required work of the courses to the extent that it was impossible to complete the courses.

The Provost (or designee) will review the evidence presented and, in consultation with appropriate medical or psychological professionals as needed, determine whether the request for a medical withdrawal should be granted.

Repeat Complete Medical Withdrawal: If the student has received a complete medical withdrawal in the immediately preceding term, then additional complete medical withdrawal requests must consider the question of whether or not the student can complete appropriate educational objectives, and must be reviewed on a case-by-case basis. After a repeat medical withdrawal is granted, the student may be required to obtain a clearance from an appropriate medical or psychological professional that states the student is well enough to return to classes with the full expectation that the student will be able to complete the semester and intended educational objectives.

Partial Medical Withdrawal: Students seeking withdrawal from part of their enrollment for any reason, including medical or psychological reasons, are subject to the normal withdrawal policy and process.

Instructor Withdrawal: An instructor may withdraw a student who has never attended a class by completing an "Instructor Drop Card" and submitting it to the Office of Admissions and Records along with the Enrollment Verification List at the end of the third week of classes. Students, however, should not rely on the instructor to do this and should officially withdraw from classes themselves to avoid assignment of a "U" in the course.

An instructor may also withdraw a student who has enrolled in a course requiring "permission of the instructor" or completion of prerequisites if the student has not properly secured this permission or satisfactorily completed the prerequisites before enrolling.

XI. Bibliography

A. Books

Christensen, C. M. (2008). The innovator’s prescription: A disruptive solution for health care. New York: McGraw-Hill

Cutler, David M. (2004). Your Money or Your Life: Strong Medicine for America’s Health Care System, New York: Oxford University Press.

Dyer, J., Gregersen, Hal, & Christensen, C.  2011. The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators. Boston: Harvard Business Review Press

Feld, B. (2012). Venture deals: Be smarter than your lawyer and venture capitalist. New York: Wiley

Moore, G. A. (1999). Crossing the chasm: Marketing and selling high-tech products to mainstream customers. New York: Harper Business

Mukherjee, S. (2011). The emperor of all maladies: A biography of cancer. New York: Scribner

Rich, R. S., Gumpert, D. E. (1992). How to write a business plan. In: Salhman, W. A. & Stevenson, H. H., editors. The entrepreneurial venture. Boston: Harvard Business School Publications

Topol, E. (2013). The creative destruction of medicine: How the digital revolution will create better health care. New York: Basic Books

B. Professional Journals and Periodicals

American Journal of Public HealthFrontiers of Health Services ManagementHealth AffairsHealthcare Benchmarks and Quality ImprovementHealthcare ExecutiveHealth Care Financing ReviewHealthcare Risk ManagementHealth Care Strategic ManagementHealth Economics, Policy and LawHealth Policy and PlanningHealth Services Management ResearchHealth Services ResearchHospital Case ManagementHuman Resources for HealthInquiry

International Journal of Health Care Finance and EconomicsInternational Journal of Health Planning and ManagementInternet Journal of Law, Healthcare and EthicsJournal of the American Medical AssociationJournal of Health Administration EducationJournal of Health and Human Services AdministrationJournal of Health Care FinanceJournal of Healthcare ManagementJournal of Health Care MarketingJournal of Health EconomicsJournal of Health Organization and ManagementJournal of Health Policy, Politics and LawJournal of Health Services Research & PolicyJournal of Primary Care and Community HealthJournal of Population Health ManagementJournal of Public Health Management and PracticeJournal of Public Health PolicyMarketing Health ServicesManaged Healthcare ExecutiveMedical CareMedical Care Research and ReviewMedicine, Health Care, and PhilosophyModern HealthcareMorbidity and Mortality Weekly ReportNew England Journal of MedicineQI/TQMQuality & Safety in Health CareQuality Management in Health CareQualitative Health ResearchResearch in Healthcare Financial ManagementSocial Science and Medicine

C. Journal articles

Brennan, T. A. (2005). Concierge care and the future of general internal medicine. Journal of General Internal Medicine, 20(12), 1190-1195.

Beaulieu, Nancy, et al., The Business Case for Diabetes Disease Management at Two Managed Care Organizations, Forum for Health Economics and Policy, 2006.

Berndt, Ernst, et al., Medical Care Prices and Output, in Anthony Culyer and JosephNewhouse, Handbook of Health Economics, Volume IA, 2000, 119-180.

Bodenheimer, Thomas, Mina Matin, and Brian Yoshio Laing, The Specialist–Generalist Income Gap: Can We Narrow It? Journal of General Internal Medicine 23(9):1539–41

Brennan, Troy, et al., (1991). Incidence of adverse events and negligence in hospitalized patients. Results of the Harvard Medical Practice Study I, New England Journal of Medicine, 324(6), 370-376.

Brown, Randall, (2009, March). The Promise of Care Coordination: Models that Decrease Hospitalizations and Improve Outcomes for Medicare Beneficiaries with Chronic Illness, The National Coalition on Care Coordination.

Casale Alfred S., et al. (2007). ProvenCareSM: A provider-driven pay-for-performance program for acute episodic cardiac surgical care,” Annals of Surgery, 246:613-623.

Casalino, Lawrence P., Sean Nicholson, D. N. Gans et al., (Web Exclusive, May 14, 2009) What Does It Cost Physician Practices to Interact with Health Insurance Plans? Health Affairs w533–w543.

Christianson, C. M., Kenagy, J. & Bohmer, R. (2004). Will disruptive innovations cure health care? Harvard Business Review, 82(8), 77-87

Cohn, K. H. & Schwartz, R. W. (2002). Business plan writing for physicians. The American Journal of Surgery, 184 (2002), 114-120.

Congressional Budget Office (2004). An Analysis of the Disease Management Industry, Washington, D.C.: Congressional Budget Office.

Congressional Budget Office (2009). The Long-Term Budget Outlook, Washington, D.C.: Congressional Budget Office.

Mintzes, B. (2002). For and against: Direct to consumer advertising is medicalising normal human experience. British Medical Journal, 324(7342), 908-909.

Porter, M. E. & Teisberg, E. O. (2004). Redefining competition in healthcare. Harvard Business Review, 82(6), 65-77.

Power, P. T. & Laufer, R. (2010). The promises and constraints of consumer-directed healthcare. Business Horizons, 53, 171-182

Reardon, J. (1995). The restructuring of the hospital services industry. Journal of Economic Issues, 29(4), 1063-1081.

Szabo, J. (2007). Patient care: Health coaches win big by driving down costs. Hospitals and Health Networks, 81(2), 28