COLLEGE OF HEALTH AND HUMAN SERVICESCalifornia State University, Long BeachHealth Care Administration Department

Working Around the World PROF 457I (3 Units)Spring 2013

Instructor: Dr. Linda MartinezE-mail: linda.martinez@csulb.edu

Office Hours: Wednesdays5:00 to 7:00 (Appointment recommended)Cell Phone: 254-493-8666

Class Number: 8198Class Meets: Online

Additional Contact Information:HCA Dept. Administrative Coordinator: Deby McGill, dmcgill@csulb.eduTel. 562/985-5694; fax 562/985-5886

INTRODUCTION

A study of the effects that religion, language and culture, political structure, economics, and physical environment have on the development of work and people’s perceptions of work and occupations in the United States and other countries around the world.  Teaching/Learning ObjectivesStudents who have completed this course should be able to:

Learning Objectives, Domain and Competency Table

Learning Objective Domain Competency Activity (A1), Assignment (A2) or Assessment (A3)

Create a climate that fosters understanding of cultural diversity and individual views of “work” and “job” in respective workplaces;

3 B. Professional Development and Lifelong Learning

Discussion, small exercises and reflection/critical commentary for each major discussion post

Develop a deeper understanding of cultural diversity issues that occur in the workplace;

2 B. Organizational Climate and Culture

Questions on Midterm and Final Exam

Analyze and discuss the current research, practice, and policy literatures related to cultural diversity; how to analyze a case study and how to develop a report;

5 E. Strategic Planning and marketing

Lecture, group discussion and short essay report

Discuss societal stereotypes of various cultural, ethnic, and racial groups and how stereotypes affect our perceptions of and interactions with persons from these groups;

1 A. Relationship Management

Group project report, assignment and beachboard discussion

 

TEXTS

Required:

Turner, C. & Trompenaars, A. (2000). Building cross cultural competence: How to create wealth from conflicting values. New Haven: Yale University Press.

Highly Recommended Additional Readings:

Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus and Giroux.

Harrison, L. E. & Huntington, S. P. (Eds.) (2000). Culture matters: How values shape human progress. New York, NY: Basic Books.

METHODS OF INSTRUCTION Discussion Analytical and reflective writing Informal peer content critique/feedback Informal and formal critique/feedback by the instructor Readings from class texts, class notes/material, and from additional sources Individual field and research activities

EVALUATION

Your unit grade will be based on the following criteria: Profile with Picture 75Quiz 1 – Space Between Dimensions 7512 Discussion Board Assignment @ 10 points each 120Discussion Participation to others’ Board Submissions – 24 @ 5 points each 120Midterm 100Group Project Proposal 70Group Project PowerPoint Presentation 120Group Project PowerPoint Presentation Comments 2 @ 10 Points 20Final Research Paper Proposal 70Final Research Paper 180Final Exam Reflection Paper 50Total 1000 SEMESTER LETTER GRADESCourse Grades will be assigned based on the following percentages/scores: 

Numeric Score Letter Grade1000 - 925 A924 - 825 B824 - 725 C724 - 625 D624 - 0 F

6 The University’s General Education policy requires students in “I” courses to write a minimum of 5,000 words in the course of the semester

CLASS POLICIES:

Attendance: There is no attendance policy in this class in a traditional sense—the students are not required to participate in the class activities at any specific time each week. However, every assignment in this class has a due-date—such assignments must be submitted/presented on time.

Participation: In this class, Participation is a set of specific weekly activities with the established deadlines. Due dates are described above. Specific topics will be on the Assignment Board.

Withdrawal policyWithdrawal after 2nd week and before final 3 weeks “permissible for serious and compelling reasons;” include statement of how you will interpret university policy.

Cheating and plagiarism

Statement referencing University policy http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2008/02. You may also state what you will do in case of cheating/plagiarism.

ASSIGNMENTS

Basic Technical Requirements:Internet access, E-mail account and access, Word Processing with MS Word compatibility doc file – not docx files: many of the class notes, documents, and additional readings are stored as MS Word files and documents; the exam is also written in MS Word--you will need this program in order to retrieve and open these documents and files; you will also need to use a MS Word compatible program to submit some of your work to the instructor.

 Individual Assignments:

All individual assignments must be computer-typed and word-processed, in the format described in the latest APA manual. (See APA folder under Course Information tab for some of the basic tips on APA).

Discussion Board Lessons200-300 word essays addressing the questions stated in the assignment. The essays should demonstrate your familiarity with the reading material and concepts, understanding of the topic discussed, your ability to conduct additional and relevant to the topic research and integrate the knowledge from the class material and other sources with your personal and professional experience. You are expected to cite and reference minimum three sources of information; it might include the class textbook, lecture notes, and any other sources you find during your research activities for each lesson.

You will lose one point for your postings each day after the due date. For example, if the due date is 8/30/12 and you do not post until 8/31 and your score is 10/10, you will receive 9/10 of posting a day late. If you are two days late, you will receive 8/10 and so forth.

Evaluating Criteria for Discussion QuestionsThe responses to each lesson’s Discussion Questions will be assessed according to the following rubric:

10 points per lesson--relevant content provided to all questions for the lesson;well-organized, good writing mechanics (check spelling and grammar), evidence of relevant research; at least 3 sources are cited and referenced according to APA format

8 points per lesson—relevant content provided to all questions for the lesson, well organized, good writing mechanics, and evidence of relevant research at least 2 sources are cited and/or referenced according to APA format

6 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with

only some spelling and grammatical errors, and at least 1 source is cited showing evidence of relevant research

5 points per lesson—relevant content provided to most of the questions for the lesson, reasonably well organized, writing mechanics is acceptable with only some spelling and grammatical errors, BUT no evidence of relevant research (no citations or references)

0 points per lesson—no response posted OR the content is insufficient, no organization, no evidence of research.

Discussion Participation Lessons Constructive comments on other classmates' postings, respectful communication style and overall active participation in the discussion board.  Evaluating Criteria for Discussion Participation:The comments to each lesson’s Posting will be assessed according to the following rubric:

5 points per lesson—at least two comments are posted per lesson; the comments are constructive, acknowledge some of the points, arguments, propositions stated in the discussion posting(s) to which the comments are made. Comments must be at least 5 sentences for each one.

3 point per lesson—only one comment is posted per lesson; the comment is constructive, acknowledges some of the points, arguments, propositions stated in the discussion posting to which the comment is made. Comment must be at least 5 sentences for each one.

0 points per lesson—there are no comments posted; OR the comments are openly hostile; OR the comments are limited to simple greeting-like statements (“I agree/disagree”; “Well said,” etc.) without explanation or justification

Profile Page The requirements for each section of the profile page are listed below:

Must have picture for full creditInterests/Hobbies:

At least 3

Favorite Music: Favorite type and favorite song

Favorite TV Shows:

At least 3

Favorite Movies: At least 3

Favorite Books: At least 3

Favorite Quotations:

At least 1

Favorite At least 3 with description

Websites:

Future Goals: At least 3

Most Memorable Learning

Experience:

At least 1 with the reason it is your most memorable experience

“I don’t have one is not an acceptable answer for above.”

Midterm Paper: Choose another country where you might be interested in working. Research this country and write a 3 to 5 page report describing the countries main industry and products, the location of their main center of industry, cultural differences as working days, holidays, benefits… In general, this paper should be about all the things you would want to know before accepting a job offer in this country.

Final Reflection Paper: A reflective paper will require the student to develop a personal action plan based upon knowledge gained from the readings, and from the group discussions. Paper will be 1 to 2 pages.

Research Paper Proposal: Select a topic to use to write an 8- 10 page, double-spaced paper assessing the chosen topic. The proposal is to be between ½ and 1 page long. Using APA style, define your topic and explain why this topic is important to you. You must have at least 1 reference for the proposal.

Final Research Paper: an 8-10-page font-12 double-spaced research paper on one of the topics covered and discussed in this course. The paper should address the issues of cultural differences in work-related aspects of society. The focus should be on countries and/or regions other than the US; however, the comparative analysis between other nations and the US is appropriate. You may also consider such Globalization issues as the effect of Globalization on a certain professional field, or similar). In general, choose the topic that is relevant to the course topics and discussions, on the one hand; and on the other, something that is relevant to your own professional, personal, and/or academic experience and interests.

The Paper must be written and organized according to APA format; particularly, pay attention to citations and references of research sources, and to the correspondence between citations in text of your essay and references at the end. It is expected that you will be using 5-7 different sources (minimum); that will include academic publications, national/international database, media/news reports, etc.

Group Project Proposal: The proposal is to be between ½ and 1 page long. Using APA style, define your topic and explain why your group chose this topic. You must have at least one reference in the proposal.

Group Project: You will be assigned to groups of 3 and together as a group you will select a topic to investigate that must be considered when working in other countries, for example cultural differences or laws particular to other countries. You can draw on your readings from this semester and on other resources. Your topic must be approved by submitting a ½ to 1 page paper describing the topic, why you chose this topic and the sources you will consult. Together you will develop a PowerPoint presentation of at least 12 slides and post it to the discussion board under the correct date.

Group Project Responses: You have to comment on at least two of your classmate’s group projects.

 Submission Instructions:

Discussion Questions; Discussion Participation Comments:Type (or copy/paste from a word file) your answers, comments, and bibliography entries into the class main discussion board under the forums designated by the instructor. It is to your advantage to type it into word and then copy it into the discussion board. Word will spellcheck and grammar check your document and save you losing senseless points.

Quiz 1, Midterm, Final Research Paper and Final Reflectionsare to be submitted by e-mail (linda.martinez@csulb.edu) to the instructor as an attachment. DO NOT SUBMIT ON BEACHBOARD! I do not use dropbox!

HCA 457iCourse Schedule

Assign Due Date

Description

`1 1/24/13 Post Discussion Board 1 ResponsesRead Lesson IntroductionRead Key ConceptsRead Additional NotesRead Chapter 1 – 2 Turner, C. & Trompenaars,

1-27-13 Post two comments on classmates discussion 1Complete profile Page with picture

PROFILE 1-27-13 PROFILE Page Due

2 1-31-13 Post Discussion Board 2 responsesRead Lesson IntroductionRead Key ConceptsRead Turner and Trompenaars Chapters 3-4

2-3-13 Post two comments on classmates discussion 2

3 2/7/13 Post Discussion Board 3 responsesPost two comments on classmates discussion 3Read Lesson Introduction Read Key Concepts Read Turner and Trompenaars Chapters 5 and 6

2/10/13 Appendix 4: The Space Between Dimensions pp. 359-364. Please read and respond to the questions for the Quiz 1 – Space Between Dimensions Assignment

QUIZ 2/10/13 Quiz 1 – DUE

4 2-14-13 Post Discussion Board 4 responsesRead Lesson Introduction Read Key Concepts What is Work Ethic?Read Turner and Trompenaars Chapter 7

2-17-13 Post two comments on classmates discussion 4

5 2-21-13 Post Discussion Board 5 responsesNorth American Educator’s ForumJapan Hidden JoblessRead Lesson Introduction Read Key Concepts Read Turner and Trompenaars Chapter 8

2-24-13 Post two comments on classmates discussion 5

`6 2-28-13 Post Discussion Board 6 responsesPeople Can Equal Profits or ProblemsRead Lesson Introduction Read Key Concepts Read Turner and Trompenaars Chapter 9

3-3-13 Post two comments on classmates discussion 6

GROUP PROPOSAL

3-3-13 Group Project Proposal Due

EXAM 3-10-13 Midterm Exam

RESEARCH PROPOSAL

3-10-13 Final Research Paper Proposal Due

7 3-14-13 Post Discussion Board 7 responses

Women Rewrite RulesRead Turner and Trompenaars Appendix 2Read Lesson Introduction Read Key Concepts Read Turner and Trompenaars Chapter 10

3-17-13 Post two comments on classmates discussion 7

8 3-21-13 Post Discussion Board 8 responsesRead Technology slideRead Article - Global ShiftRead Lesson Introduction Read Key Concepts Read Turner and Trompenaars Chapter 11 and 12

3-24-13 Post two comments on classmates discussion 8

9 3-28-13 Post Discussion Board 9 responsesRead Lesson Introduction Read Key Concepts Research and read at least two articles on famous or interesting people Research and read about at least one article on unionized laborRead Turner and Trompenaars Appendix 1

3-31-13 Post two comments on classmates discussion 9

BREAK SPRING BREAKUse this time to work on your research paper.

10 4-11-13 Post Discussion Board 10 responsesRead Lesson Introduction Read Key Concepts Research at least two articlesRead Turner and Trompenaars 241 – 241Read Turner and Trompenaars Appendix 3

4-14-13 Post two comments on classmates discussion 10

11 4-18-13 Post Discussion Board 11 responsesArticle - Europe’s Unwelcome GuestsRead Six Articles under Current Immigration Reform DebatesRead Lesson Introduction Read Key Concepts

4-21-13 Post two comments on classmates discussion 11

12 4-25-13 Post Discussion Board 12 responses

4-28-13 Post two comments on classmates discussion 12Answer Questions about course

13FINAL PAPER

5-3-13 Final Paper Due submitted by email

14GROUP

PROJECT

5-6-13 Group Project Due posted to Discussion Board

15 5-8-13 Post two Individual comments on group postings16

FINAL REFLECTION

5-13-13 Final Reflections Due

*Instructor reserves the right to alter or change assignments. Changes in the syllabus will be announced via email and on the Beachboard. It is a student’s responsibility to remain updated on course changes.

Grades and Grading Procedures

Definitions:The following definitions apply to grades assigned in all undergraduate and graduate courses.

A. Performance of the student has been at the highest level, showing sustained excellence in meeting all course requirements and exhibiting an unusual degree of intellectual initiative.

B. Performance of the student has been at a high level, showing consistent and effective achievement in meeting course requirements.

C. Performance of the student has been at an adequate level, meeting the basic requirements of the course.

D. Performance of the student has been less than adequate, meeting only the minimum course requirements.

F. Performance of the student has been such that minimal course requirements have not been met in the format described in the latest APA manual. The preferred method of submission is with a staple in the upper left hand corner. A cover sheet is not required, but your name and the date should be placed in the upper right corner of the first page only.

NOTE: All written assignments must be word-processed and saved as a doc file, not docx. Due dates are listed on each assignment sheet and in the tentative schedule of classes.

Bibliography:

Acosta D. A. (2000). Impact of rural training on physician workforce:

The role of post-residency education. The Journal of Rural Health, 2000,

16(3):254–261.

Task force for scaling up education and training for health workers. Scaling

Up, Saving Lives. Geneva, World Health Organization / Global Health

Workforce Alliance, 2008 (http://www.who.int/workforcealliance/

documents/Global_Health%20FINAL%20REPORT.pdf. Retrieved on September

8, 2010.

Adler, N. (1996). International dimensions of organizational behavior. Cincinnati:

South-Western Publishing.

Anders, G., & Anderson, J. (2000). Managerial implications of cultural factors that

influence programs in Mexican maquiladoras. Performance Improvement

Quarterly, 13(2), 71- 96.

Couper, I.D., & Worley, P.S. (2006). Health and information in Africa: The role of

the journal rural and remote health. Rural and Remote Health, 9, 644.

Dussault, G., & Franceschini, M. C. (2006). Not enough there, too

many here: Understanding geographical imbalances in the distribution of the

health workforce. Human Resources for Health, 2006, 4-12. Retrieved from

http://www.humanresourceshealth.

Gagnon, M. P., et al. (2007). Implementing telehealth to support medical practice

in rural/remote regions: What are the conditions for success? Implementation

Science, 1(18), 1-8.

Hongoro C & Normand C. (2006). Health workers: Building and motivating the

workforce. In: Jamison DT et al. Disease Control Priorities in Developing

Countries, 2nd ed. The World Bank / World Health Organization / Fogarty

International Centre of the National Institutes of Health, 2006, 71,1309–1322.

Huicho L. (2010). Increasing access to health workers in underserved areas: A conceptual

framework for measuring results. Bulletin of the World Health Organization.

88(5), 357-63.

Willis-Shattuck, M. (2008). Improving motivation and retention of health

professionals in developing countries: A systematic review. BMC Health

Services Research.

Barth, S. (1997) Bridge over troubled (cultural) water. World Trade, 10,(8), 32-

33.

Hamilton K., & Yau J. (ND). The global tug-of-war for health care workers.

Washington, DC, Migration Policy Institute, 2004. Retrieved from

http://www.migrationinformation.org/

Gray, K., & Herr, E. (1998). Workforce education: The basics. Boston: Allyn &

Bacon.

Hofsteed, G. (1997). Cultures and organizations: Software of the mind:

Intercultural cooperation and its importance for survival. McGraw-Hill: New

York.

Reid S. (2004). Monitoring the effect of the new rural allowance for health professionals

– Research project report. Durban Health Systems Trust, 2004. Retrieved from

http://healthlink.org.za/uploads/files/rural_allowance.pdf.

Sanchez, C., & Curtis, D. (2000). Different minds and common problems: Geert

Hofstede’s research on culture. Performance Improvement Quarterly, 13 (2), 9-

18.

Mangham L. J., & Hanson, K. (2008), Employment preferences of public sector nurses in

Malawi: results from a discrete choice experiment. Health Economics and

Financing Programs, 2008, 13(12):1433–1441.

Omole, O. B, Marincowitz, G., & Ogunbanjo, G. A. (2005). Perceptionsof hospital managers regarding the impact of doctors’community service. South African Family Practice. 47(6):55–59.

The World Health Report (2008). Primary health care: now more than ever. http://www.who.int/whr/2008/whr08_en.pdf. Retrieved on September 8, 2010

Thurow, L. C. (1996). The future of capitalism. New York: Morrow and Co.

Trompenaars, A. (1998). Riding the waves of culture. Homewood IL: Irwin.

World Urbanization Prospects: The 2003 Revision Population Database. New

York, NY, United Nations Department of Economic and Social Affairs, 2004.

Retrieved from http:// www.un.org/esa/population/publications/wup2003/

WUP2003Report.pdf.

Appendix E

CSULB HCA COMPETENCIES - From ACHE Competencies Assessment Tool, 2010

The Healthcare Leadership Alliance (HLA) Competency Directory is comprised of 297 specific competencies, organized into 5 domains (http://www.healthcareleadershipalliance.org/). CSULB’s Health Care Administration Department has adopted these competencies as the basis for its curriculum, effective 2010. The domains are listed and defined below, with the principal areas included in each domain. HCA graduates are expected to demonstrate competence in aspects of all five domain areas.

Domain 1 – Communication and Relationship Management. The ability to communicate clearly and concisely with internal customers, establishes and maintains relations, and facilitates constructive interactions with individuals and groups.

A. Relationship ManagementB. Communication SkillsC. Facilitation and Negotiation

Domain 2 – Leadership. The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organization’s strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains.

A. Leadership Skills and BehaviorB. Organizational Climate and CultureC. Communicating VisionD. Manage Change

Domain 3 – Professionalism. The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient and community, a service orientation, and a commitment to lifelong learning and improvement.

A. Personal and Professional AccountabilityB. Professional Development and Lifelong LearningC. Contributions to the Community and Profession

Domain 4 – Knowledge of the Healthcare Environment. The understanding of the healthcare system and the environment in which healthcare managers and providers function.

A. Healthcare Systems and OrganizationsB. Healthcare PersonnelC. The Patient’s PerspectiveD. The Community and the Environment

Domain 5 – Business Skills and Knowledge. The ability to apply business principles, including systems thinking, to the healthcare environment.

A. General ManagementB. Financial ManagementC. Human Resource ManagementD. Organizational Dynamics and GovernanceE. Strategic Planning and MarketingF. Information ManagementG. Risk ManagementH. Quality Improvement

"Students with Disabilities:Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructors.  If a student with a disability feels that modifications, special assistance, or accommodations offered are inappropriate or insufficient, s/he should seek the assistance of the Director of Disabled Student Services on campus."