ࡱ> { ڶbjbjBrBr   3222224fffh|Jf_C^.BBBBBBB$WD GC2W2W2W2C22C;;;W2B22B;W2B;;@VB-6^A"B/C0_CA"G6GDBG2BV?";3(,`CC:_CW2W2W2W2G : Panuska College of Professional Studies Department of Health Administration and Human Resources Graduate MHA Program HAD 517 GLOBAL HEALTH MANAGEMENT Daniel J. West, Jr., Ph.D., FACHE, FACMPE (70) 941-4126 Steve Szydlowski, MHA, MBA, DHA (570) 941-4367 Fall 2011 I. COURSE TITLE: HAD 517 Global Health Management (3 credits) II. PREREQUISITES: None Elective Graduate Course III. TYPICAL COURSE SEQUENCE: 2nd Year of Graduate Study IV. COURSE DESCRIPTION: This course provides an introduction to global health care services and systems and a foundation for understanding, comparing, and analyzing select health care services and systems. The course allows students to appreciate social, cultural, historical, geographic, environmental, economic and political factors that influence health. Using a public health perspective important global health topics are studied with a specific focus on determinants of health and illness, health status indicators, health policy, how health care services and systems are organized, structured, financed, and delivered. Emphasis is placed on the role of the health care professional and health management strategies in the health care delivery system, understanding past and present problems, as well as current ethical issues surrounding cost, quality and access to health care. In the course, discussion and tasks are directed toward development of a self-directed learning focus and the development of interpersonal skills, written and oral communication, and experiential based learning. Students will analyze and relate the competencies needed to be an effective healthcare manager in a multicultural and global environment, and appreciate the disparities in health that exist between countries. COURSE RATIONALE: Health and illness are universal concerns given the interconnected and globalized world economy. Advancing international interests, trade and communications increase our sensitivity and awareness of global health problems, issues and concerns that transcend national boundries. The promotion of worldwide health addresses humanitarian tradition, but also requires that the United States take a leadership role in strengthening global health through education, research, science and technology. Countries throughout the world are increasingly concerned with the growing costs of health care, health status of populations, access to care, quality of care, and policy considerations that address health care reform. Opportunities exist for advancing leadership, developing global partnerships, ameliorating global health problems, and engaging in cooperative actions and solutions. Capitalizing on such opportunities requires an understanding of other countries, knowledge, an awareness of other cultures, and skills to effectuate collaboration. V. REQUIRED TEXTS: Garmen, A.N., Johnson, T.J. & Royer, T.C. (2011). The Future of Healthcare: Global Trends Worth Watching. Health Administration Press, Chicago, Illinois. Levine, R. (2007). Case Studies in Global Health. Jones & Bartlett, Sudbury, MA. Skolnik, R. (2012). Global Health 101 (2nd Edition). Jones & Bartlett, Sudbury, MA. VI. SUPPLEMENTAL TEXTS: Jacobsen, K.H. (2008). Introduction to Global Health. Jones & Bartlett, Sudbury, MA. Johnson, J.A. & Stoskopf, C.H. (2010). Comparative Health Systems, Jones & Bartlett, Sudbury, MA. Merson, M.H., Black, R.E. & Mills, A.J. (2012). Global Health: Diseases, Programs, Systems & Policies (3 Edition). Jones & Bartlett, Sudbury, MA. VII. COURSE OBJECTIVES: At the successful completion of this course, the student will: Develop a conceptual framework for studying, analyzing, and comparing national health services and systems. Identify and evaluate cultural, historical, geographic, environmental, economic and political factors that influence health care in specified countries. Recognize and explain basic factors influencing the use of health services and systems. Discuss and utilize determinants of health and illness, and health status indicators of populations, in analyzing and evaluating national health care services and systems. Manifest and illustrate an understanding of health care reform efforts in other countries, and models being used to effectuate changes; understand health policy development and analysis. Analyze structural and functional designs of health care services and systems in other countries; recognize essential differences; compare and contrast services and systems; examine public-private partnerships and articulate findings in class with colleagues. Evaluate elements of the health care professions in select national health care systems; understand health workforce changes. Develop skills in expressing educated opinions (eloquentia perfecta), both orally and in writing, and defending these positions with appropriate citations, data and research. Identify and evaluate the prerequisite criteria for using models and experiences from one country to another. Identify and understand problems and issues confronting health care reform measures in select national health care systems; utilize the case method approach to analyze problems and guide to critical thinking. Develop an appreciation for and understanding of different cultures, values, norms, behaviors, communication, and ethical issues. Apply knowledge gained in health services administration to problems and issues of global health; identify potential solutions to national health care problems; synthesize principles, generalizations and theoretical concepts; incorporate course material to improve problem-solving and decision-making skills. Formulate operative strategies to address select national health care services and system problems and issues with new knowledge and skills. Discuss ethnicity, race, class and gender perspectives of select countries; understand basic concepts of intercultural communication; discuss contemporary global health issues; interact with professionals from other countries. Demonstrate in class discussions, presentations, and projects how the delivery of health services and the organization of health care systems utilize knowledge from the disciplines of history, law, economics, political science, sociology, anthropology and psychology. Integrate information from various sources to support and/or refute statements being made verbally and/or in writing. Synthesize major issues effecting select national health care systems; articulate possible solutions to problems using observation, evidence and research findings. Clarify and understand personal values and perceptions about other cultures and national health care services and systems. Understand, clarify and utilize new approaches to international and cross cultural management; mico-organizational approaches; meso-organizational approaches; macro-organizational approaches. Appreciate the competencies needed to be an effective healthcare manager in a multicultural and global environment. VIII. KEY CONCEPTS: In reference to this International Comparative Health Care course: ( Definitions and terms ( Privatization ( History, legislation ( Globalization ( Financing, cost of care ( Partnerships ( Determinants of health ( Global health research ( Health status indicators ( Cultural awareness and norms ( Health care reform ( Harmonization ( Structural and functional designs ( Democratization ( Models of care ( Continuum of Care ( Intercultural communication ( Resource allocation ( Health policy ( Health promotion ( Access and quality of care ( Health professions ( Nongovernmental organizations ( Complementary medicine (NGOs) ( Bioterrorism ( Health services research ( Public health ( Communication skills ( Development of systems of care (oral and written) ( Community health ( Regulation, role of government ( Self-directed learning ( Values clarification ( Cultural sensitivity ( Medical Tourism ( Global health management IX. STRATEGIC COURSE OBJECTIVES This course will be evaluated by you at the end of the semester using the IDEA Course Evaluation Survey Form. Specific course objectives listed in Section VIII are designed to address "Strategic Course Objectives" for IDEA evaluation purposes. As a result of taking this course, the student shall have: Essential Course Objectives: Learned to apply course material to improve rational thinking, problem-solving and decision-making. (4) Developed specific skills, competencies and points of view needed by professionals in the field most closely related to this course. Important Course Objectives: (1) Gained factual knowledge (terminology, classifications, methods, trends). (2) Learned fundamental principles, generalizations, or theories. (9) Developed skills in expressing oneself orally or in writing. X. MHA COMPETENCY MODEL & COURSE OBJECTIVES The MHA program utilizes the Healthcare Leadership Alliance (HLA) domains and competencies. Students are encouraged to reference the ACHE Healthcare Executive Competencies Assessment Tool 2011. The critical domains related to this course are: Communication & Relationship Management, Leadership, Professionalism, Knowledge of the Healthcare Environment, and Business Skills & Knowledge. Competencies noted below are specific to Global Healthcare Management (GHM). Domain 1 Communication & Relationship Management 1. Apply principles of communication and demonstrate specific applications to GHM 2. Use effective interpersonal skills with people from other cultures 3. Build collaborative relationships Domain 2 Leadership 1. Encourage a high level of commitment to the mission and values of the organization 2. Support cultural diversity programs 3. Anticipate the need for resources to carry out organizational initiatives in GHM 4. Explore opportunities for growth and development 5. Assess corporate values and culture Domain 3 Professionalism 1. Conduct self assessment and career planning 2. Identify and discuss organizational leadership issues, diversity and globalization 3. Understand people with different cultural norms and values 4. Adhere to ethical business principles in performing global activities Domain 4 Knowledge of the Healthcare Environment 1. Use marketing and needs assessment techniques in support of healthcare program development and implementation 2. Use GHM project management techniques 3. Apply principles and methods of GHM to healthcare settings 4. Utilize reflection to understand differences Domain 5 Business Skills & Knowledge 1. Compare and contrast health services and systems in different countries 2. Use project management techniques and adapt to new situations 3. Use statistical and analytical tools to measure and improve healthcare access and quality in other countries 4. Demonstrate critical thinking, analysis, decision-making, and problem solving skills in other cultures 5. Network with international colleagues 6. Utilize case studies to apply and integrate knowledge, skills and competencies 7. Participate in study tour abroad to apply, experience, and integrate knowledge, skills, abilities, values and competencies XI. MAJOR COURSE ACTIVITIES: A. Class Lecture J. Intercultural Communication Exercise B. Class Discussion K. Professional Paper and Presentation C. Class Participation L. Televideo Conferencing/Videos D. Class Attendance M. Supplemental Readings E. Critical Analysis Reports N. Research F. Group Activity O. Case Method & Analysis G. Course Handouts P. Journal H. Reading Assignments Q. Reflection Paper I. Guest Speakers R. Study Tour Abroad Class Lecture: A seminar style will be used throughout the course. The professor will provide additional information, research findings and opinions of other specialists via class lecture and discussion. This material will supplement text reading assignments and personal research. Effective note taking is essential and important because lecture material will be incorporated into class discussions, exercises, class projects, and case study analysis. Class Discussion and Participation: This course is designed to maximize class interaction and utilize the resources and expertise of every participant. Participants are encouraged to ask questions, complete reading and course assignments, generate relevant discussions, and express their opinion on issues. Everyone in class will be asked to participate in class discussions on specific topics, as well as small group exercises (see Appendix A). Student presentations will be made with time for discussion during class. Class Attendance: Class attendance is extremely important because of the manner in which the course is designed. If participants cannot attend class because of circumstances beyond their control, this must be discussed with the professor. Lectures are designed to augment and supplement reading assignments. Although attendance is not mandatory, students are responsible for everything covered during class sessions. Therefore, it is strongly suggested that students attend all scheduled meetings of courses in which they are enrolled. Every student is responsible for all material presented, discussions and announcements made during any class. Group Activity: Some class activities and projects require working together in small groups of 3-4 people. Appendix B provides guidelines to insure meaningful group participation. Critical Analysis Reports: Each participant is required to complete three (3) critical analysis reports from professional articles written in appropriate international journals. Refer to Appendix C for further instructions. Articles should be taken from refereed journals and not from trade magazines. Subject to the approval by the professor, participants may elect to use chapters in a professional text. Readings should focus on international health care services and systems. Refer to Appendix G for a listing of international journals. Guest Speakers: Outside professionals from other countries will offer lectures on a periodic basis. Such lectures provide a unique opportunity to experience a different point of view on select health care issues, and an opportunity to engage in discussions on specific topics and issues. Other guest speakers will be used to share global learning experiences. Reading Assignments/Handouts: Participants are required to read the course texts, journal articles, and course handouts to be completed between class sessions. Each student must thoroughly read the assigned readings and be ready for active and informed discussion in class. Active discussion of readings will require students to have a strong command of issues in readings. Students should critique and appraise the readings so that effective synthesis and evaluation of issues can take place for each reading. Televideoconferencing (TVC)/Video Reviews: Students will be asked to participate in one or two TVCs arranged with students and faculty from another country. This exercise will provide an opportunity to discuss health care services and systems with another country and to apply new knowledge to understanding the system of care. Supplemental Readings: The professor will reference additional books and journal articles to supplement and support lecture content and class discussions. Students are encouraged to read additional materials on specific topics as needed to further expand learning experiences and acquire additional knowledge on a subject (see Appendix H). Intercultural Communication: Each student will interview a person from another culture to develop cultural awareness and to experience intercultural communication. The focus should be on how cultural factors influence health behavior and the health care delivery system. (See Appendix D) Case Method Research and Application: Each student will prepare a (1 to 2 pages) case study for discussion in class. This case will illustrate and discuss an important health care service and/or system issue from another country. In developing the case for class discussion, the student shall draw upon class lecture, research materials and readings. The case method of study should facilitate critical thinking and critical analysis on the part of colleagues. The case description must be related to the country under study as part of the professional paper. Small groups will be used to analyze and discuss the case. Relevant discussion questions must be presented at the end of the case for use in class discussions. (See Appendix J). Professional Paper and Presentation: A team of three (3) students will prepare a written analysis of a nations health care system utilizing a comparative framework. This analysis will be presented in class using appropriate media and handouts. Appendix E provides guidelines for the development of the professional paper and Appendix F provides guidelines for the professional presentation. National health care service and system projects must focus on countries in South America, Central America, Asia, or Africa. If the course includes a study abroad component, students must prepare a research paper on issues related to countries as part of the study aborad experience. Research: Completion of assignments will require individualized research to support ideas and to document opinions advanced on specified national systems. Preparation of a research paper for the scientific symposium. Optional Learning Experience: The professional presentation and professional paper as a class exercise can be modified. This course provides students with an optional international study tour at the end of the semester or during semester break. Students can use this course to develop an international lecture(s) or research paper to be presented at a university in another country. The student can also develop a manuscript for publication in an appropriate international journal (See Appendix I and Appendix K) or prepare an abstract to present at a conference. Study Tour Abroad: The professor will provide all students with an opportunity to participate in an international study tour. This is an optional experience above and beyond the regular course assignments, and will be used as a graded class activity. Each student must keep a journal and prepare a 10 page reflection paper. Appendix L provides additional information and assignments related to study abroad experiences as an options to this course. See the explanation under grading criteria. Journal: Each student participating in the study abroad course option will maintain a journal. Students are expected to make daily entries into the journal on significant cognitive, behavioral or affective events. The journal will be used, along with other course activities to prepare the required reflection paper (10 page minimum). Reflection Paper: Students participating in the international study abroad part of the course will complete a 10 page reflection paper. All class activities are used to prepare the reflection paper. Students must include cognitive, behavioral and affective dimensions in the paper. Discuss how the study abroad has changed your thinking and develop new ideas about global health management. XII. COURSE EVALUATION AND ASSIGNMENTS: The main purpose of the course evaluation, activities, readings, discussions, and assignments will be to assess to what extent participants have achieved a better understanding, working knowledge, and comprehensive of global health care services and systems in select countries; an awareness of important issues and concerns; and an ability to communicate information effectively to colleagues and the professor, both orally and in writing. Study abroad requires the use of a personal journal and reflection exercise. XIII. ALIGNMENT OF COMPETENCIES, OBJECTIVES AND ASSIGNMENTS Course Activity Domain & Competency Class Lecture D2.1, D3.4, D5.1, D5.3 Class Discussion/Participation D1.1, D1.2, D3.2, D3.4, D5.4 Critical Analysis Reports D2.3, D4.1, D4.3 Group Activity D1.1, D1.2, D5.4, D5.5, D5.7 Reading Assignments D2.1, D3.4, D4.1, D5.4 Intercultural Communication D1.2, D1.3, D5.2, D5.5 Professional Paper & Presentation D3.2, D3.3, D4.2, D5.4 TVC D2.5, D3.3, D5.5 Study Tour Abroad D1.3, D3.1, D3.3, D.4.3, D4.4, D5.4, D.5.5, D5.7 Case Method Research D2.2, D4.2, D5.1, D5.3, D5.6 Journal D2.4, D3.1, D4.4, D5.7 Reflection Paper D2.2, D2.4, D3.1, D4.4, D5.4, D5.7 IX. GRADING CRITERIA: Weight Points Assignments Class Participation 30 7% Critical Analysis Reports (3 Reports x 35 pts.)* 105 23% Intercultural Communication Exercise* 65 13% Case Method Research and Application 60 13% Professional Paper* 100 22% Professional Presentation 100 22% Total 460 100% * Students participating in the study tour abroad are required to develop a research focused paper to present at a symposium, keep a daily journal, and develop a 10 page reflection paper. XIV. DETERMINATION OF COURSE GRADE: Each course assignment has been assigned a point value and has an identifiable level of measure. The participant will perform each requirement to the grade level he/she desires as follows: Grade GPA Points Definition % Cutoff A = 4.00 460-437 Superior/outstanding 95-100 A- = 3.67 436-432 Excellent 92-94 B+ = 3.33 431-419 Very Good 89-91 B = 3.00 418-396 Good 86-88 B- = 2.67 395-382 Fair 83-85 C+ = 2.33 381-368 Passing Grade 80-82 C = 2.00 367-340 Minimal passing grade 74-80 F = 0.00 339-0 Failure 73 XV. INSTRUCTIONAL ASSISTANCE: The professor will be available to answer questions and help participants before, during and after class. Individual appointments are available upon request. Participants are encouraged to talk with the professor if there are unique problems or questions requiring further discussion or clarification. The professor can be reached by telephone at work (941-4126) or during regular office hours. Participants who wish to explore other possible ways of achieving a desired grade in this course are invited to arrange for an appointment with the professor to further discuss this possibility. If a participant would like to adopt course assignments to their work setting, such arrangements require an appointment with the professor to finalize topics and modifications to the course requirements. XVI. STUDENT RESPONSIBILITIES: Students are responsible for: * acting ethically and professionally, interacting appropriately in class. * participating in class discussions, asking questions as needed. * completing reading assignments prior to scheduled classes. * attending (on time) and actively contributing to all classes. * completing all course assignments and activities as scheduled. * presenting scholarly activities in class. * talking with the professor regarding questions or concerns about assignments, grades, class activities, or other aspects of the course. * reading and following the university plagiarism policy. * adhering to the "Academic Code of Honesty" standards. * adhering to ACHE Code of Ethics. * discussing problems in the course promptly with the professor. * using APA Publication Manual and Style in all written work (6th edition). * preparing all written work on computer using appropriate word processing. * assessing ACHE competencies Academic Code of Honesty All students are expected to adhere to the Academic Code of Honesty (see:  HYPERLINK "http://matrix.scranton.edu/student_handbook/policy_academic_code_honesty.html" http://matrix.scranton.edu/student_handbook/policy_academic_code_honesty.html). Students with Disabilities The University of Scranton complies with all applicable laws and regulations with respect to the provision of reasonable accommodation for students with disabilities as these terms are defined in the law. The University will provide reasonable accommodations so that students can fully participate in curricular and extracurricular activities. Students who have a physical or learning disability and need assistance to achieve successfully their academic or extracurricular goals should contact the Center for Teaching and Learning Excellence (CTLE) at 570-941-4039. In order to receive appropriate accommodations, students with disabilities must register with the Center for Teaching and Learning Excellence and provide relevant and current medical documentation. Students should contact Mary Ellen Pichiarello (Extension 4039) or Jim Muniz (Extension 4218), 5th floor, St. Thomas Hall, for an appointment. For more information, see  HYPERLINK "http://www.scranton.edu/disabilities" http://www.scranton.edu/disabilities. Writing Center Services The Writing Center focuses on helping students become better writers. Consultants will work one-on-one with students to discuss students work and provide feedback at any stage of the writing process. Scheduling appointments early in the writing progress is encouraged. To meet with a writing consultant, stop by during the Writing Centers HYPERLINK "http://matrix.scranton.edu/academics/ctle/writing/hours.shtml"regular hours of operation, call (570) 941-6147 to schedule an appointment, or complete the HYPERLINK "http://matrix.scranton.edu/academics/ctle/writing/online-request-form.shtml"Writing Assistance Request Form online. 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If you believe you have been discriminated against because of race, color, religion, national origin, ancestry, sex, sexual orientation, age, or handicap or disability, please contact the Director of Equity and Diversity at 570-941-6645. Library Resources The online resources of the University of Scrantons Weinberg Memorial Library may be accessed via the main homepage directly at:  HYPERLINK "http://www.scranton.edu/library" http://www.scranton.edu/library or, via the myScranton portal at:  HYPERLINK "http://my.scranton.edu" http://my.scranton.edu (once logged in, click on Library tab). XVII. OFFICE HOURS: Tuesday: 7:30-9:30 PM; Thursday: 5:00-8:30 PM; Other Hours By Appointment Only XVIII. COMMUNICATION MEDIA FAX: (570) 941-5882 Telephone: (570) 941-4126 (voice mail) E-Mail: WestD1@UofS.edu Department: (570) 941-4350 Secretaries: Joanne Reichle (7:00-3:00) 941-4350 Michele Heenan (3:00-8:00) 941-4350 Graduate Assistants: Lauren Majeski 941-6237 Neel Pathak 941-6237 Brittany Speer 941-6237 Office Address: Daniel J. West, Jr., Ph.D., FACHE, FACMPE Associate Professor and Chairman Department of Health Administration and Human Resources University of Scranton McGurrin Hall (MGH) 417 Scranton, PA 18510 XIX. APPENDICIES: Appendix A Guidelines for Class Participation Appendix B Guidelines for Participation in Group Activity Appendix C Guidelines for Preparation of a Critical Analysis Report Appendix D Guidelines for Intercultural Communication Exercise and Paper Appendix E Guidelines for Professional Paper Appendix F Guidelines for Professional Presentation Appendix G Listing of International Journals Appendix H Supplemental Readings Appendix I Optional Learning Experience Appendix J Guidelines for Case Method Research and Application Appendix K Faculty Student Research Program Appendix L Study Abroad XX. COURSE LOCATION AND TIMES: Tuesday: 4:30-7:10 PM McGurrin Hall, Room 402 HAD 517 GLOBAL HEALTH MANAGEMENT COURSE OUTLINE AND CLASS SCHEDULE Tuesday: 4:30 7:10 PM MGH 402 WEEK DATE CONTENT AREAS READINGS 1 Aug. 30 Welcome & Introductions Syllabus & Outline Overview of Course Appendices Syllabus & Outline Handouts Course Requirements & Assignments Chl - S Global Health Concepts Introduction - L Sources of Globalization Global Health Concerns Principles & Goals of Global Health 2 Sept. 6 Health Determinants, Measurement Ch 2 S & Trends Health Indicators & Risk Factors Ch 1 GJR Organizational Fit Case # 1 L Global Environments International Data Bases 3 Sept. 14 Health, Education, Poverty & the Economy Ch 3 & 4 S Intercultural Communication Case # 2 L Ethical & Human Rights Concerns Research in Human Subjects CRITICAL ANALYSIS REPORT # 1 4 Sept. 20 Health Systems & Services Ch 5 S Culture, Behavior & Health Ch 2 GJR Public v. Private Organization & Structure Frameworks to Study Global Health 5 Sept. 27 The Environment & Health Ch 6 & 7 S Reducing the Burden of Disease Case # 3 L Social Determinators Global Health Leadership Stakeholders & Governance 6 Oct. 4 Market Economics Ch 8 & 9 S Financial Markets Ch 3 GJR NGOs Nutrition & Global Health CRITICAL ANALYSIS REPORT # 2 7 Oct. 11 Womens Health Ch 10 & 11 S Child Health Case # 4 L Reproductive Health Ambulatory Care Public Health Communicable Diseases CASE METHOD RESEARCH & ANALYSIS (Team # 1) 8 Oct. 18 STUDY TOUR ABROAD Journal Reflection Discernment Research 9 Oct. 25 Political & Legal Environments Ch 12 & 13 S Role of Governments in Health Ch 4 GJR Noncommunicable Disease Unintentional Injuries & Violence CRITICAL ANALYSIS REPORT # 3 10 Nov. 1 Global Mental Health Ch 14 S Workforce Considerations Case # 5 L Privatization of Medical Care Humanitarian Emergencies Natural Disasters CASE METHOD RESEARCH & ANALYSIS (Team # 2) 11 Nov. 8 Global Teams to Improve Health Ch 15 S Collaboration & Models of Care Ch 5 GJR Business Ethics Case # 9 L Professional Organizations Intercultural Communication Exercise Due CASE METHOD RESEARCH & ANALYSIS (Team # 3) 12 Nov. 15 Science, Technology & Global Health Ch 16 S Health Care Outcomes Case # 14 L Access & Quality of Care Environmental Health PROFESSIONAL PAPER DUE (All Teams) Journal Submission Due 13 Nov. 22 Long Term Care Ch 17 S Rehabilitation Services Ch 6 GJR Pharmaceuticals Case # 16 L Working in Global Health Chronic Diseases PROFESSIONAL PRESENTATIONS 14 Nov. 29 Management & Planning for Global Health Ch 18 S Health & The Economy Ch 7 GJR Evaluation of Program & Services Case # 18 L Cooperation in global Health PROFESSIONAL PRESENTATIONS Reflection Paper Due 15 Dec. 6 Project Presentations Ch 8 GJR Reflection & Discernment Globalization & Health Case # 19 L Closure to Class Activities Review COURSE EVALUATION PROFESSIONAL PRESENTATIONS 16 Dec. 13 FINAL EXAMINATION SUPPLEMENTAL READINGS E-RESERVE LIST HAD 517 Global Health Management Fall 2011 Adams, R.J. (2001). Human Rights: Indications of the International Consensus for Management Training and Practice, Journal of Comparative International Management, 4, 22-32. Adler, N. & Graham, J. Cross-cultural interactions: The international comparison fallacy? Journal of International Business Studies, 20(3): 515-537. Albrecht, M.H. (2000). International HRM: Managing Diversity in the Workplace. Vermont: Blackwell Publishing Co. Avolio, B.J., Bass, B.M., & Jung, D.I. (1999). "Re-examining the Components of Transformational and Transactional Leadership Using the Multifactor Leadership Questionnaire, Journal of Occupational and Organizational Psyshology, 72(4,), 441-460. Bateman, C., Baker, T., Hoomenborg, E., & Ericsson, U. (2001). Bringing Global Issues to Medical Teaching. The Lancet, 385(3), 1539-1542. Bennett, M.J. Basic Concepts of Intercultural Communication. Yarmouth, Maine: Intercultural Press, 1998. Bilchik, G.S. (2000). "The Slow Road to Executive Diversity." Hospitals and Health Networks, 74(5), 34-40. Boulding, E. Building a Global Civic Culture. New York: Teachers College Press, 1988. Burba, F.J., Petrosko, J.M., & Boyle, M.A. (2001). Appropriate and Inappropriate Instructional Behaviors for International Training. Human Resource Development Quarterly, 12(3), 267-283. Chazottes, E. (2001). International Training: Its Smart Buisness, Area Development, 83-85. Chiavenato, I. (2001). Advances and Challenges in Human Resource Management in the New Millennium. Public Personnel Management, 30(1), 17-26. Connor, J. (2000). Developing the Global Leaders of Tomorrow. Human Resource Management, 39(2&3), 147-157. Coulter, A. & Cleary, P.D. (2001). Patients Experiences with Hospital Care in Five Countries. Health Affairs, 20(3), 244-252. Cushner, K. & Brislin, R.W. (2000). Intercultural Interactions: A Practical Guide. Thousand Oaks, CA: Sage Publishing. Dalton, M., Ernst, C., Deal, J. & Leslie, J. Success for the New Global Manager: How to Work Across Distances, Countries, and Cultures. Indianapolis, IN: Wiley/Jossey-Bass. Day, N., & Schoenrade, P. (2000). The relationship among reported disclosure of sexual orientation, anti-discrimination policies, top management support, and work attitudes of gay and lesbian employees. Personnel Review, 29, 346-363. Earley, P.C. (1999). Innovations in International and Cross-Cultural Management. Thousand Oaks, CA: Sage Publishing Co. Friedrich, M.J. (2001). "Chinese and US Health Care Leaders Discuss Challenges of the 21st Century." Journal of the American Medical Association, 286(6), 659-661. Galanti, G. (2001). The challenge of serving and working with diverse popuatlions. Diversity Factor, 9, 21-26. Gannon, M.J. (2000). Understanding Global Cultures: Metaphorical Journeys through 23 Nations. California: Sage Publishing Co. Gannon, M.J. (2000). Working Across Cultures: Applications and Exercises. Thousand Oaks, CA: Sage Publishing Co. Greenburg, M. (2001). Earth day plus 40 years: Public concern and support for environmental health. American Journal of Public Health, 19, 59-562. Greenberg, M. (2001). "Special Focus: The Environment and Health." American Journal of Public Health, 91(4), 559-562. Grensing-Pophal, L. (2001). Transferring Employees Smoothly Takes Time, HR Magazine, 113-120. Gupta, A.K. & Govindarajan, V. (2002). Cultivating A Global Mindset. Academy of Management Executive, 16(1), 116-126. Hall, E. (1977). Beyond Culture. Garden City, NY: Anchor Books. Hammer, M.R, Hart, W., & Rogan, R (1998). "Can You Go Home Again: An Analysis of the Repatriation of Corporate Managers and Spouses." Management International Review, 38(1), 67-87. Hanrehan, B. & Bentivaglio, D.R. (2002). Safe Haven. HR Magazine, 52-53. Harvey, M., Speir, C., & Novecevic, M.M. (2001). A Theory-Based Framework for Strategic Global Human Resource Staffing Policies and Practices. 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