cahme phase ii: international healthcare management education · the project team submitted an...
TRANSCRIPT
![Page 1: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/1.jpg)
Phase II: International Healthcare
Management Education
Daniel J. West, Jr., PhD, FACHE, FACMPE
Professor and Chairman Department of Health Administration & Human Resources
Panuska College of Professional Studies University of Scranton
Gary Filerman, PhD Atlas Health Foundation
Bernardo Ramirez, MD, MBA
Assistant Professor College of Health and Public Affairs
Department of Health Management and Informatics University of Central Florida
Jill Steinkogler, MHSA
Senior Consultant
CAHME
![Page 2: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/2.jpg)
2
ACKNOWLEDGEMENTS
The PHASE II study was made possible through a grant from the ARAMARK Charitable Fund at the
Vanguard Charitable Endowment Program. Additional contributions were received from the
University of Scranton, Department of Health Administration and Human Resources and Atlas
Health Foundation. Technical support was received from Mr. Neel Pathak and Ms. Lauren Majeski
both serving as Graduate Assistants at The University of Scranton. A special acknowledgement to
Dr. Robert Spinelli for conducting telephone interviews with CAHME Accredited Program Directors
as part of this study.
![Page 3: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/3.jpg)
3
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............................................................................................................. 2
INTRODUCTION ........................................................................................................................ 4
OVERVIEW OF THE STUDY ........................................................................................................ 7
Domestic Methodology ............................................................................................................................... 8
International Methodology ......................................................................................................................... 9
Accrediting Organizations Research ...................................................................................................... 10
SURVEY FINDINGS AND OBSERVATIONS .............................................................................. 18
Domestic Survey ......................................................................................................................................... 18
International ................................................................................................................................................ 27
The International Programs: An Overview .......................................................................................... 28
Accrediting Organization Profiles .......................................................................................................... 31
Limitations .................................................................................................................................................... 33
CONCLUSIONS ........................................................................................................................ 33
Domestic ....................................................................................................................................................... 33
International ................................................................................................................................................ 34
RECOMMENDATIONS ............................................................................................................. 37
APPENDIX A: DOMESTIC SURVEY .......................................................................................... 39
APPENDIX B: CAHME TELEPHONE SURVEY QUESTIONNAIRE ............................................... 41
APPENDIX C: INTERNATIONAL DATABASE ........................................................................... 48
APPENDIX D: COUNTRY PROFILES AND PROGRAM TEMPLATES ......................................... 49
Colombia ..................................................................................................................................................... 49
Colombia Programs ................................................................................................................................ 54
Czech Republic ........................................................................................................................................... 59
Czech Republic Programs ...................................................................................................................... 64
Germany...................................................................................................................................................... 68
Germany Programs ................................................................................................................................. 72
Ireland .......................................................................................................................................................... 86
Ireland Programs .................................................................................................................................... 90
Netherlands ................................................................................................................................................. 95
Dutch Programs .................................................................................................................................... 100
South Korea.............................................................................................................................................. 105
South Korea Programs ........................................................................................................................ 110
APPENDIX E: ACCREDITING AGENCY PROFILES .................................................................. 120
APPENDIX F: CAHME PROGRAMS AND FACULTY CONTACTS ............................................ 216
APPENDIX G: BIBLIOGRAPHY ............................................................................................... 225
![Page 4: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/4.jpg)
4
INTRODUCTION
The initial PHASE I study for CAHME was conducted during 2010-2011 and results were reported
to the CAHME Board and approved in May 2011. The first phase examined 16 countries along
with 66 CAHME accredited programs. PHASE I showed that the health administration education
system is closely articulated with the recognized needs of the healthcare delivery system in
several countries and appears to provide a sufficient number of graduates. Furthermore, the
PHASE I study provided detailed information on CAHME accredited programs relative to
international involvement, international courses and curriculum, alumni and ideas on global
healthcare management.
Phase II study for CAHME was conducted September 1, 2011 – May 31, 2012. The PHASE II
study utilized findings from the PHASE I study to examine four main areas. First, six additional
countries (Germany, Ireland, Czech Republic, South Korea, Netherlands and Colombia) were
added to the existing 16 countries bringing the total to 22 countries that are analyzed.
Comprehensive contact information for key institutions was added to country-specific profiles.
Second, in-depth telephone discussions were held with CAHME accredited Program Directors (PDs)
to gather additional information on global centers, courses, international research, partnerships,
and faculty. Third, other accreditation programs in business, medicine, and public health were
surveyed to identify domains that pertain to health services administration sponsorship, processes
and memberships. Fourth, a strategy and plan of action to implement international demonstration
site visits in different countries using the 2013 CAHME Accreditation Criteria was developed. This
included identifying relevant CAHME criteria that can be used outside of the USA under some
type of external review such as certification.
On May 16, 2012 CAHME conducted a 2012 corporate member meeting at the Feinstein Institute
for Medical Research, North Shore-LIJ Health System, Manhasset, New York. The program
“Healthcare Reform: Positioning Graduate Healthcare Management Education for the Future” had
several objectives:
1) Develop a shared understanding of the leadership challenge to our profession in
transforming the future.
2) Reconfirm the compact between practitioners and the academic community about “what
comes next” in graduate healthcare management education.
3) Collectively determine what skills and attributes will be required of future leaders.
Develop a shared understanding of what steps need to be taken in the next decade to
better prepare future leaders.
4) There has been a transformative change in graduate education in the past decade
leading to competency-based education and more sophisticated assessment. Do
practitioners feel academic programs are meeting their needs?
![Page 5: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/5.jpg)
6
A final report is forthcoming; however, lectures, presentations and group discussions suggested
that future leaders need to understand the impact of globalization and associated competencies
when considering future innovations. In looking at CAHME and the future, the “2012 CAHME
Survey of Program Directors and Faculty” presents information that could help to frame further
thinking around international accreditation/certification with respect to value, quality, potential
difficulties, advantages of accreditation, and disadvantages/drawbacks of accreditation.
Although USA responses cannot be generalized to other countries and faculties, the survey
responses raised areas worthy of discussion within an international context.
Globalization has impacted graduate education in the USA. The number of international students
enrolled in graduate education in the USA is significant. Career opportunities for graduates with
multi-national corporations, NGOs and international organizations appear to be increasing. The
global competencies needed by future students are constantly changing placing pressure on
graduate programs in health management education to re-examine the importance of
accreditation, competency models and specific competencies, demonstrated knowledge and skills
and placement following graduation. Dr. Stephen F. Lobes, Professor Emeritus, the Ohio State
University was commissioned by The National Center for Healthcare Leadership to examine the
“status of university based graduate education in health management.” As presented at the
AUPHA Leaders Conference (March 20, 2012), the “Report on Graduate Health Management
Education in the United States 2001-2011” provides a critical examination of prior
accomplishments; but more importantly, challenges and recommendations for improvement. The
future direction of CAHME accreditation and AUPHA membership offers opportunities for national
dialogue regarding global health management, and how to engage global health systems.
The U.S. Agency for International Development (USAID) has issued a report “USAID Policy
Framework 2011-2015” that provides an agenda for change and development. This plan also
suggests a strategic framework for international development and promoting U.S. national
interests (USAID, 2011). It also addresses principles consistent with the Presidential Policy Directive
on Global Development (PPD-6), the Quadrennial Diplomacy and Development Review (QDDR),
and the U.S. Government Strategy for Meeting the Millennium Development Goals (MDGs). The
opportunities for graduate education programs to prepare future leaders to meet the new
challenges and opportunities is immense. In a global economy, graduate programs in health
management education can have an impact on research, partnership development, service
opportunities for students and faculty, outcomes assessment, leadership preparation, improving
quality, access to care and promoting public-private sector development.
In a very interesting article “Lost in Translation: Degree Definition and Quality in a Globalized
World”, Madeleine Green (2011) examines quality, the need for diversity and innovation in
universities and organizations across borders. Green thoughtfully offers the following:
“As if it weren’t difficult enough to compare quality and to define degrees within
a country, the problem is exponentially greater globally. Intensified globalization
![Page 6: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/6.jpg)
7
has resulted in increased academic and employee mobility, a growth in the
number of academic programs offered across borders, and the multiplication of
institutional partnerships. The need to understand institutional quality, however it is
defined, and to compare learning outcomes across borders is even greater in this
new environment, with practical and serious implications for mobile students and
faculty, globally engaged institutions, and employers and organizations with
global reach.” (p. 19)
This article challenges current thinking about accreditation and suggests other approaches may be
needed to address teaching methods, quality and outcome measurement of specific competencies
that have global application.
OVERVIEW OF THE STUDY
This survey research is an initiative of the Commission on Accreditation of Healthcare Management
Education (CAHME), implemented by the University of Scranton and The Atlas Health Foundation.
It is supported primarily by the ARAMARK Charitable Fund with contributions from the University
of Scranton and Atlas Research, LLC. The project team included:
Daniel J. West, Jr., PhD, FACHE Principal Investigator
The University of Scranton
Gary L. Filerman, PhD, MHA President
Atlas Health Foundation
Bernardo Ramirez, MD, MBA Assistant Professor & Consultant
University of Central Florida
Jill Steinkogler, MHSA Senior Consultant
Neel Pathak Graduate Assistant, MHA Program
The University of Scranton
The Phase II study was designed to expand and elaborate findings from the Phase I study as well
as to provide future direction.
![Page 7: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/7.jpg)
8
The grant award had a domestic initiative/methodology and an international
initiative/methodology. Specifically the study was structured to:
1) Examine the supply of professionally trained health care administrators in six countries. A
country profile template was created. Within each country program profiles were created
that provide available information on universities, degrees awarded, and other
information.
2) Provide a summary of the health systems of the six countries.
3) Use an expert panel to provide opinions, advice, and access to information.
4) Assess the extent of international health care management education activities of CAHME
accredited programs and their faculties and describe involvement in international health
administration education.
5) Survey accreditation programs in business, medicine and/or public health to identify their
domains, sponsorship, processes and memberships.
As part of the study progress reports were prepared and submitted to CAHME. Continuous input
and contact was maintained with Mr. John Lloyd providing clarification and utilizing appropriate
feedback. The expert panel was used throughout the study by Dr. Gary Filerman and his staff.
The University of Scranton provided marketing and publicity associated with the study.
Suggestions have continuously been sought from a variety of sources on presenting results of the
study in journals and at professional meetings/conferences, both in the USA and to international
audiences.
DOMESTIC METHODOLOGY
The study required a survey of CAHME accredited programs and their faculties focusing on
global centers, research grants, partnerships, courses and study abroad opportunities. Based on
the results from PHASE I, 40 graduate programs were identified for inclusion in the PHASE II
study.
In the design of the survey instrument, specific information and points of interest to CAHME were
considered (Appendix A). Authorization to conduct the study was secured and articulated in a
letter of engagement dated August 12, 2011. The study was initiated on September 1, 2011.
The project team analyzed results from the PHASE I study and decided to conduct in-depth
telephone interviews with CAHME graduate PDs. A survey instrument was designed to capture
detailed information (Appendix B). Research Assistants were trained to conduct telephone
interviews using the survey instrument. The telephone survey consisted of 40 questions. In advance
of making telephone contacts, an e-mail was sent to all PDs with a copy of the survey instrument
asking for their cooperation in the survey.
![Page 8: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/8.jpg)
9
The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of
Scranton. IRB approval for a period of one year was received on April 13, 2012. The approved
survey had 40 questions in five sections that focused on global centers, international research,
study abroad, global health courses, and partnerships.
The CAHME website and office was contacted to secure a current listing of all CAHME accredited
programs in the United States and Canada. Updated PD names and telephone numbers were
secured for 40 programs that participated in the PHASE I study.
The telephone survey was titled “CAHME PHASE II Study: International Health Education Survey”
and was composed of 40 questions with specific instructions. The entire survey was designed to
take 15-20 minutes to administer and complete using a telephone interview. Participation in the
study was voluntary, could be discontinued at any time, all responses were treated with
confidentiality, and results reported in aggregate.
Telephone surveys were initiated on April 16, 2012 by two trained Research Assistants. Forty (40)
PDs were contacted. Several PDs responded immediately, others were contacted multiple times.
One program declined to participate. There were no withdrawals from the study. Efforts were
made to reach all 40 identified graduate programs. Twenty-six out of 40 PDs (65%) responded
to the telephone survey. Interviews were conducted from April 16, 2012 to May 11, 2012 (4
weeks). Data analysis was done using Microsoft Excel.
INTERNATIONAL METHODOLOGY
The study team had the benefit of counsel from an advisory committee that reviewed the design
and suggested sources of information about programs. The members of the committee were:
Gilles Dussault, PhD Professor, National Institute of Hygiene and Medicine, Portugal
Alex Preker, MD, PhD, Lead Health Economist, The World Bank
Bernardo Ramirez, MD, MBA, Assistant Professor and Director, Global Health Initiatives,
University of Central Florida
Anne Rooney, RN, MS, MPH, Vice President, Consulting and Education Services, Joint
Commission International
Jorge Talavera, PhD Rector, Universidad Esan and Executive Director, CLADEA, Peru
The intent of the study was to identify university and other providers of programs that lead to a
credential that is recognized by the health services delivery system/community as attesting to the
successful completion of a course of study that is appropriate preparation for management
practice.
![Page 9: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/9.jpg)
10
The education provider section of the summary paper was developed based upon the information
provided by various organizations, program files, personal contacts, and journal articles. The
result is that our inventory of the twenty-two countries is the most comprehensive database for
them that has been developed since the publication of the AUPHA directories in the 1970’s and
1980’s.
We identified, researched, and contacted many potential sources of information about specific
health care management education programs. As there is no international directory or guide to
programs in health services administration, it was necessary to contact many sources directly
regarding specific components of the field. A web search was conducted on each education
provider. A profile of each was then developed. The profile and the project description were then
sent to each program for which we found an email contact with a request that it be checked for
accuracy and completeness and be returned. Appendix C, a separate document is an Excel
spreadsheet providing in-depth information on each program. Appendix D provides an in-depth
list of the country profiles and program templates filled out for each country.
ACCREDITING ORGANIZATIONS RESEARCH
The third area included in the second phase of the CAHME study consisted of identifying
accreditation organizations in business, public health and medicine that may have an interest in
accreditation/certification in the sphere of influence of health services administration. An analysis
was made to identify the domains that pertain to the mission and aims of each organization
related to health services administration; sponsorship, membership composition and international
reach; accreditation/certification process, criteria, requisites and cost; and contact information.
Information was gathered from 21 accrediting or quality improvement organizations in the
following areas: Health Services Administration (2 organizations); Business Administration (10
organizations); Public Health (2 organizations) and; Medicine (7 organizations). All of these
organizations are either accrediting agencies, or have relations/support mission and activities
related to accreditation/certification/education/quality improvement. The area that is most
developed, and has advanced international reach was in the area of business, followed by public
health and medicine. The following table enumerates these organizations by areas of study.
![Page 10: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/10.jpg)
11
ACCREDITING AGENCIES IDENTIFIED
Name Organization Web Page
Country where
organization is
based
Primary Service
Area
Health Services Administration
EHMA/FIBAA European Health
Management
Association/ The
Foundation for
International Business
Administration
Accreditation
http://www.e
hma.org/
http://www.fi
baa.org/en/fi
baa.html
Brussels/Germany
EHMA does not
accredit programs,
only through FIBAA
SHAPE/ACHSM Society for Health
Administration
Programs in
Education/
Australasian College
of Health Services
Management
http://www.sh
ape.org.au/
http://www.a
chse.org.au/
New South
Wales, Australia
ACHSM does the
accreditation
process for the
SHAPE programs
Business Administration
AACSB Association to Advance
Collegiate Schools of
Business
http://www.a
acsb.edu/
Tampa, Florida,
U.S.A.
International Asia
Headquarters in
Singapore
Accreditation of
schools and
business/accounting
undergraduate and
graduate programs.
Accredited
members in 41
countries
ACBSP Accreditation council
for Business Schools &
Programs
http://www.a
cbsp.org/
Kansas City,
Kansas, U.S.A.
Office in Europe
located in
Brussels, Belgium
Accreditation of
business schools and
programs.
Accredited
members in 44
countries.
EFMD The Management
Development Network
http://www.e
fmd.org/
Brussels, Belgium Accreditation of
business schools,
programs,
corporate
universities and
technology-
enhanced learning
![Page 11: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/11.jpg)
12
ACCREDITING AGENCIES IDENTIFIED
programs.
Accredited
members in 81
countries
AMBA Association of MBAs http://www.
mbaworld.co
m/
London, England Accredits MBA, DBA
and MBM programs
Accredited
members in 75
countries (70% in
Europe)
FIBAA The Foundation for
International Business
Administration
Accreditation
http://www.fi
baa.org/en/f
ibaa.html
Bonn, Germany Accreditation,
certification and
consulting of
business, law and
social economical
sciences programs.
Accredited
members in 20
countries, most of
them in Europe.
ECBE European Council for
Business Education
http://www.e
cbe.eu
Chamby,
Switzerland
Accredits business
related programs
and off-campus
worked based
training programs.
37 accredited
members.
CEEMAN IQA International
Management
Development
Association
http://www.c
eeman.org/
Bled, Slovenia Accredits business
schools and
programs. Started
in Central and
Easter Europe and
has expanded to
the rest of Europe.
AABS Association of African
Business Schools
http://www.a
abschools.com
/
Kenya, Africa Does not provide
accreditation, but in
order to join schools
have to be
accredited by other
recognized
![Page 12: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/12.jpg)
13
ACCREDITING AGENCIES IDENTIFIED
accreditation body.
26 business schools
members in Africa.
CLADEA The Latin American
Council of
Management Schools
www.cladea.
org
Lima, Peru Does not provide
accreditation.
Strategic
arrangements with
AACSB, ACBSP and
EFMD. 180 schools
mainly in Latin
America, but also in
North America,
Europe and
Oceania.
AAPBS Association of Asia-
Pacific Business Schools
http://www.a
apbs.org/
Seoul, South
Korea
Does not provide
accreditation.
Strategic
arrangements with
AACSB and EFMD.
147 schools in 22
countries
Public Health
CEPH Council on Education of
Public Health
http://www.c
eph.org/
Washington, D.C.,
U.S.A.
Accredits schools of
public health and
MPH programs. 44
schools and 83
programs with only
1 International
School & 2 MPH
programs
ASPHER The Association of
Schools of Public
Health in the European
Region
http://www.a
spher.org/
Brussels, Belgium Accredits schools
and MPH programs
in the European
Region.
Medicine
LCMA Liaison committee on
Medical Education
http://www.lc
me.org/
Chicago, Illinois,
U.S.A. (CMEAMA)
& Washington,
D.C., U.S.A.
Accredits medical
education programs
leading to an M.D.
degree in the USA
![Page 13: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/13.jpg)
14
ACCREDITING AGENCIES IDENTIFIED
(AAMC) (137 accredited
programs) and in
Canada (17
accredited
programs).
IAOMC International
Association of Medical
Colleges
http://www.i
aomc.org/
Stonington,
Connecticut, U.S.A.
Accredits
International
medical schools.
Does not appear to
have any current
members.
ACCM The Accreditation
Commission on Colleges
of Medicine
http://www.a
ccredmed.org
/
Wicklow, Ireland Accredits medical
schools in 4
countries of the
Caribbean Region.
WFME World Federation for
Medical Education
http://www.
wfme.org/
Copenhagen,
Denmark
Supports
accreditation for
medical education
with the 6 Regional
Associations and
with an official
relation with WHO.
ACGME Accreditation Council
for Graduate Medical
Education
http://www.a
cgme.org/
Chicago, Illinois,
U.S.A.
Accredits and
evaluates residency
programs in the
U.S.A.
NCFMEA National Committee on
Foreign Medical
Education and
Accreditation
http://www2.
ed.gov/about
/bdscomm/lis
t/ncfmea.html
Washington, D.
C., U.S.A.
Reviews the
standards that
foreign countries
use to accredit
medical schools to
determine whether
those standards are
comparable to the
ones used in the
U.S.A.
ECFMG Educational Commission
for Foreign Medical
Graduates
http://www.e
cfmg.org/
Philadelphia, PA,
U.S.A.
Standards for
international
medical graduates
to enter residency
![Page 14: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/14.jpg)
15
ACCREDITING AGENCIES IDENTIFIED
program or to
practice in the
U.S.A.
In the health administration area we have complete and firsthand information of CAHME and
AUPHA, so profiles were not created for those two organizations. Both of them have well-
developed accreditation and certification processes, but no institutional international formal
experience. There are several individuals that have experience working with quality standards of
health care management education and have applied their experience with international
programs.
There are two other organizations involved with health care management education. EHMA (The
European Health Management Association) started associating health administration education
programs in Europe and in recent years expanded their membership to include all types of
healthcare organizations. The university-based programs of EHMA are no longer the majority of
the membership and prime focus. Currently they associate 160 academic and health services
members in 37 countries, the majority of them are in the European Union with the exception of
organizations in Egypt, Georgia, Turkey & Kazakhstan. EHMA offers accreditation through FIBAA
(The Foundation for International Business Administration Accreditation). FIBAA is a German
organization that started in 1994 with 850 accredited programs that includes 18 health services
administration master programs in several European countries (14 in Germany, 2 in Austria, 1 in
the Netherlands and 1 in Switzerland).
Finally, the ACHSM (Australian College of Health Services Management) accredits programs in
Australasia in association with SHAPE (The Society for Health Administration Programs in
Education). SHAPE started in 1985 with a Kellogg Foundation grant modeled after AUPHA and
currently has 15 members in Australia and two in New Zealand. In recent years SHAPE has
become a forum for cooperative research activity among member programs and the ACHSM.
Since 2011 they have been undertaking an Accreditation Review which will streamline the
processes and give clarity to the role of the university undertaking the accreditation as well as the
role of the National Office and the local ACHSM Branch in the relevant jurisdiction. This will
reduce lag times from request for accreditation to finalizing report and notifying the university. It
will also reflect the desire to build on the relationships that exist between the College and the
university sector, which will go beyond the one accreditation review visit.
The business administration area is by far the more prolific and well developed. The main
organization in the US is the AACSB (Association to Advance Collegiate Schools of Business) that
started global accreditation in 2002. In 1988, a second organization, the ACBSP (Accreditation
Council for Business Schools and Programs) was started in the US by programs that were not part
of AACSB. In 2005 ACBSP started affiliating Canadian programs, and in 2009 ACBSP initiated a
regional organization for Latin America. Now they have accredited members in nine regions and
44 countries.
![Page 15: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/15.jpg)
16
In Europe, under the impulse of the Bologna Declaration, there are four main organizations that
conduct accreditation: 1) EFMD (European Foundation for Management Development) that
includes EQUIS (the European Quality Improvement System) and EPAS (EFMD Program
Accreditation System) accreditation systems; 2) AMBA (The Association for MBAs based in London
that accredits 189 schools in 70 countries; 3) FIBAA (The Foundation for International Business
Administration Accreditation; and 4) ECBE (The European Council for Business Education) that
works in close cooperation with ACBSP. EFMD, AMBA and AACSB also work in close collaboration
and have created what is called the Triple Crown that has been awarded to 57 business schools
worldwide. These three accreditations are considered the most prestigious ones. CEEMAN IQA,
started in 1998 for business schools in Central and Eastern Europe and later expanded their
accreditation to all of Europe creating the International Management Development Association.
Finally in the business administration area, three organizations are developing in other regions of
the world: 1) AABS (Association of African Business Schools) that does not provide accreditation,
but requires accreditation from a recognized accreditation body for membership in AABS. This is
a model that points into possible alternatives to a full accreditation alternative and is worth
considering. 2) CLADEA (The Latin American Council of Management Schools) that has expanded
its membership beyond Latin-America and currently has 180 affiliated organizations including
members from the U.S., Europe, and Australasia, also does not provide accreditation directly, but
has strategic partnerships with several accreditation organizations such as: AACSB International,
ACBSP and EFMD and is considering the feasibility of accreditation/benchmarking for education
quality improvement; and 3) AAPBS (Association of Asia-Pacific Business Schools) that started in
2001 and currently has 130 members in 21 countries, but does not offer accreditation.
In Public Health there were three organizations identified. One of them is the WFPHA (World
Federation of Public Health Associations) that groups the main public health associations in the
world, does not provide accreditation or specific guidance/resources in this area and a profile is
not included in this study. The other two are: the CEPH (Council on Education of Public Health) the
oldest and most important one, that started in 1946 with 8 U.S. members and currently has 44
schools and 83 MPH programs accredited, with one accredited international school (National
School of Public Health Mexico) and two MPH programs (American University of Beirut and St.
Georges University in Granada). Currently there are four schools and 29 MPH programs in the
pipeline, one of them international, The École de Hautes Études en Santé Public in France.
Accreditation is a long and costly process for international programs with 18 to 24 months of self-
study and 10 to 14 months for review and accreditation that typically will cost between 15 to 20
thousand USD plus traveling expenses.
The other public health organization is ASPHER (The Association of Schools of Public Health in the
European Region) that has 80 members in the European region. ASPHER currently does not
provide accreditation but has been working for several years developing a viable European
process. Programs and schools of public health are now accredited by their national bodies, but
since 2001 ASHPHER founded the Open Society Institute, the PEER review system and the
Leonardo da Vinci Project to advance this initiative. In 2008/09 ASPHER conducted a strategic
planning process through a Delphi study where one of the highest priorities that emerged was the
![Page 16: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/16.jpg)
17
establishment of the European accreditation system for MPH programs. ASPHER has now joined
forces with EUPHA (European Public Health Association) to conclude this process that will (1)
Improve the quality of the PH workforce in Europe and its competitiveness globally; (2) Contribute
to the development and harmonization of PH education in Europe; (3) Provide an added value
with regard to national QA and accreditation; and (4) Reinforce ASPHER and EUPHA visibility
globally. The total estimated cost of accreditation is 18,000 EUR plus traveling expenses of the
peer review team; and the average length of the process is estimated between 14 to 20 months.
In Medicine accreditation is granted by national organizations. In the case of the USA,
accreditation is done by the LCME (Liaison Committee on Medical Education) and does not offer
international accreditation. The LCME is sponsored by the Association of American Medical
Colleges and the American Medical Association. The LCME's scope is limited to the accreditation
of complete and independent medical education programs where students are geographically
located in the United States or Canada for their education and that are operated by universities
or medical schools that are chartered in the United States or Canada. Currently, there are 137
LCME-accredited MD programs in the U.S. and 17 CACMS/LCME-accredited MD programs in
Canada. We also reviewed three organizations that play an important role in supporting quality
of medical education, but do not accredit schools or MD programs. They are the ACGME (The
Accreditation Council for Graduate Medical Education) a private nonprofit organization that
evaluates and accredits residency programs and graduate medical education in the U.S.;
NCFMW (National Committee on Foreign Medical Education and Accreditation) an entity of the
U.S. Department of Education in charge of reviewing the standards that foreign countries use to
accredit medical schools to determine whether those standards are comparable to the standards
used to accredit medical schools in the U.S.; and the ECFMG (Educational Commission for Foreign
Medical Graduates) that provides the standards for evaluating the qualifications of physicians
before they enter the U.S. graduate medical education or required to obtain an unrestricted
license to practice medicine in the U.S.
There are three organizations that are involved in international accreditation of medical
programs. One of them, the WFME (World Federation for Medical Education) does not offer
accreditation directly. It is a non-governmental organization in official relation to WHO that
works in association with the World Medical Association, the International Federation of Medical
Students’ Associations, and an umbrella for the six regional associations for medical education.
The other two organizations that offer international accreditation are: the ACCM (The
Accreditation Commission on Colleges of Medicine) a non-profit organization based in Ireland
that offers accreditation for 4 countries in the Caribbean that do not have a national entity to
provide it (Cayman Islands, Saint Maarten, Nevis and Saba). The second one is the IAOMC
(International Association of Medical Colleges) that has worked with some irregularities, with low
impact. It has a range of fees that go from $600 to $20,000 for similar products depending on
the income of countries and nature of the medical school requesting accreditation.
Detailed information on each one of these organizations is provided in the inventory, including
mission, goals and objectives; sponsorship and leadership; type and characteristics of
memberships; accreditation criteria, process and fees; and additional information such as benefits
![Page 17: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/17.jpg)
18
of accreditation, research projects, strategies to advance accreditation, quality of education,
sharing of information and partnerships.
SURVEY FINDINGS AND OBSERVATIONS
DOMESTIC SURVEY
The CAHME PHASE II International Health Education Survey consisted of 40 questions placed in
five sections: global center, research, study abroad, courses and partnerships. Trained research
assistants were used to conduct telephone interviews, record responses and tabulate results. The
survey was administered to 40 graduate PDs and 26 PDs responded giving a response rate of
65%.
The results of the PHASE I study set the foundation for the PHASE II study. Work on PHASE II
began September 1, 2011. A thorough analysis of CAHME PHASE I results were used to identify
universities with specific international involvement. The initial study in 2010-2011 showed that of
the 72 CAHME accredited programs, of which 66 PDs participated giving a response rate of
91.67%, less than half of the graduate programs were involved in international health
management activities. The follow-up survey was developed to obtain more in depth information
on CAHME accredited programs in specific areas of international involvement. The telephone
survey had 40 questions designed to answer the following questions:
1) Does your college/university have a global center through which healthcare management
education is delivered?
2) Do program faculties have grants with international focus?
3) Are any of your graduate faculties involved in international research studies?
4) Does your graduate program have any international healthcare management partnerships
(i.e., a formal working relationship with a program in another country)?
5) Does your program teach any courses at foreign universities?
6) Please list courses that your program teaches only internationally.
7) Does your program offer a track or concentration in international health management
education?
Demographic information was collected and additional faculty identified who have an interest in
international health education. An initial e-mail was sent notifying the PD of the telephone survey.
This was followed by telephone contacts to administer the survey.
Global Center
![Page 18: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/18.jpg)
19
Does your department, college, or university have a global center through which healthcare
management education activities/initiatives are delivered?
2/26 universities (7.7%) reported that they have a global center through which healthcare
management education activities are delivered.
One was housed in the college and the other one was housed in the school of public health.
In terms of activities and focus of the global center, most activities were directed towards
global health initiatives and delivery of courses such as epidemiology and public health.
Two universities had a center for global health housed in their public health department, but
they did not have a global center per say.
Research
Are any of your faculties involved in international research studies?
18/26 universities (69.2%) had their faculties involved in international research.
A majority of the respondents focused their research on quality, education, clinical and
management aspects of healthcare delivery. Others included telehealth, HIV, political
economics, patient satisfaction, public health, and accreditation.
2
24
0 5 10 15 20 25 30
Yes(7.7%)
No(92.3%)
Glo
bal
Cen
ter
n=
26
18
8
0 5 10 15 20
Yes(69.2%)
No(26.9%)
Fac
ult
y I
nv
olv
ed in
Inte
rnat
ion
al R
esea
rch
(n=
26
)
![Page 19: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/19.jpg)
20
What countries are involved?
A majority of the research was done in Africa, China, France, Taiwan, India and South
America.
Other countries included:
Saudi Arabia
Indonesia
Thailand
Italy
Sweden
Kazakhstan
Turkey
Scotland
Haiti
Ecuador
Slovakia
Georgia
Cuba
Switzerland
Bangladesh
Greece
Are other universities involved?
11/26 (42.3%) programs involved other universities in research.
The universities involved are:
Fudan University, China Shandong University, China
10
6
4
3
2
2
0 2 4 6 8 10 12
Africa
China
France
Taiwan
India
South America
International Research: Country & Frequency Rate
11
15
0 2 4 6 8 10 12 14 16
Yes(42.3%)
No(57.7%)
Un
iver
siti
tes
inv
olv
ed in
Inte
rnat
ion
al R
esea
rch
(n=
26
)
![Page 20: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/20.jpg)
21
University of Costa Rica
University of Aberdeen
Florida International University
University of Scranton
University of Leone
France University of Political Science
University of Central Florida
University of Nnetz, France
FGV, ORT- Uruguay, Brazil
University of Bayruth
12/26 (46.1 %%) universities reported they received some form of funding. A majority of the
groups utilized the department and the university funding along with the students' tuition.
Other sources included NIH, CDC, USAID, host country government, Hitachi Corporation & King
Bander Foundation.
9/26 (34.6%) programs reported on the number of international research studies in their
program. The average research studies came out to be 10 for most of the programs that
responded.
Study Abroad
Do you offer study abroad opportunities to graduate students in your program?
11/26 (42.3%) programs reported that they offered study abroad opportunities to graduate
students.
Is study abroad offered as an elective course?
11
15
0 2 4 6 8 10 12 14 16
Yes(42.3%)
No(57.7%)
Stu
dy
Ab
road
Op
po
rtu
nit
es f
or
Gra
du
ate
Pro
gram
s(n
=2
6)
![Page 21: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/21.jpg)
22
9 out of the 11 programs that offer study abroad programs offered it as an elective course.
5 programs offered study abroad as a part of other courses. The other courses included
interdisciplinary approaches and summer internships.
What countries do graduate students visit?
The countries graduate students visited the most for study abroad included China (Response
rate-4) and Germany (response rate-4) followed by other countries. Other countries include
(response rate 1):
Italy
Costa Rica
India
Ghana
Swaziland
South Africa
Sub Saharan
Haiti
Laos
Cuba
Vietnam
Thailand
9
2
0 2 4 6 8 10
Yes
No
Stu
dy
Ab
road
as
anel
ecti
ve
cou
rse(
n=
11
/26
)
4
4
0 1 2 3 4 5
China
Germany
CountriesFrequency Rate
![Page 22: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/22.jpg)
23
Slovakia
Abu Dhabi
France
Belgium
What is the length of time for study abroad?
The length of study abroad varied from up to 2 weeks to 14 weeks. A majority of the
programs (Response rate-5) offered study abroad programs for the length of up to 2 weeks.
Global Health Courses:
Do you offer a course on global health management?
10/ 26 (38.4%) universities offered courses in global health management.
Of the 10 universities who do offer global health courses, the following are the type of
courses offered:
Global Health Management
Comparative Health Systems
International Health Systems
International Healthcare Delivery
International Health Policy
51
32
0 1 2 3 4 5 6
Upto 2 Weeks
Upto 8 Weeks
Length of Study Abroad:
Frequency(n=11/26)
10
16
0 5 10 15 20
Yes(38.4%)
No(61.6%)
Co
urs
es in
Glo
bal
Hea
lth
Man
agem
ent(
n=
26
)
![Page 23: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/23.jpg)
24
A majority of the responses focused on public health being the main focus of the course.
Only one university noted that they offered other international courses along with the global
health management.
Types of teaching models used in the classroom were reported as guest lectures, site visits,
projects, interactive methods and the standard classroom model.
How are the international courses offered?
8/11 programs reported that classes are taught in the classroom only. 3/11 programs
reported there is a blended style of how the courses were taught. None of the programs
offered only online classes for global health management.
Where are the international courses offered?
7 programs offered global health management courses only in the US. 3 programs offered
the international courses in and outside of the US. None of the programs offered global
health management courses only outside the US.
Partnerships:
8
0
3
0 2 4 6 8 10
In Class Only
Online Only
Blended
Ho
w a
re i
nt'
lco
urs
eso
ffer
ed(n
=1
0/
26
)
7
0
3
0 1 2 3 4 5 6 7 8
Only in the US
Outside the US
Both
Wh
ere
are
the
Int'
l co
urs
es o
ffer
ed?
(n=
10
/26
)
![Page 24: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/24.jpg)
25
Does your program have any international healthcare management partnerships? (i.e a
formal working relationship with a program/university in another country)
12/26 universities (46.1%) reported that they do have an international healthcare
management partnership and 14/26 (53.9%) reported that they do not have any formal
working relationships with other another country. The types of partnership included:
Mutual Agreement
Teaching Partnership
Memorandum of Understanding
Strategic Agreement
State Department Partnerships
Dual Degree program
A majority of responses reported that activities occurring within the partnerships were
research and teaching related. The rest of the activities reported were student exchange,
educationally related, and faculty learning related.
What countries are involved?
12
14
11 11.5 12 12.5 13 13.5 14 14.5
Yes(46.1%)
No(53.9%)
int'
l HC
M p
artn
ersh
ips
(fo
rmal
)
Do
es y
ou
r p
rogr
am h
ave
any
32
52
0 1 2 3 4 5 6
China
Others
Countries Involved in Int'l Partnerships(n=12/26)
Frequency
![Page 25: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/25.jpg)
26
Programs had maximum international relationships with China (Response rate-3) and
Germany. (Response rate-2) The other countries involved are:
Costa Rica
France
Taiwan
Korea
Eurasian Countries
Funding for such partnerships was mainly secured through student tuitions. Other sources of
funds include university funds, program funds, host government funds and state department
funds.
Are other universities involved?
6/12 programs reported that had some involvement with other universities/ The universities
include:
Fudan University, China
Shandong University, China
Ganju University, China
France National School of Public Health
University of Michigan
King Fahad Medical City
Other:
6
6
0 1 2 3 4 5 6 7
Yes
No
Are
oth
er u
niv
ersi
ties
inv
olv
ed in
int'
l par
tner
ship
s (n
=1
2/2
6)
![Page 26: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/26.jpg)
27
Does anyone on your graduate faculty participate in AUPHA Global Healthcare Management
Education Faculty Network?
10/26 (38.4%) universities reported their faculties are involved in AUPHA’s GHMEFN
Are there any new international initiatives in your program?
6/26 programs reported they had new international initiatives in place. Such initiatives include:
Health care Management Program in Taiwan
International Executive Healthcare Management Program
MBA in Healthcare and Global Health Initiatives
Administrative Internships in Germany and Latin America
Dual Degree: MBA in Health Services Management and Global Health Management
Study Abroad to China
INTERNATIONAL
10
16
0 5 10 15 20
Yes(38.4%)
No(61.6%)
AU
PH
A G
HM
EF
N P
arti
cip
atio
n(n
=2
6)
6
20
0 5 10 15 20 25
Yes(23%)
No(77%)
An
y n
ew I
nte
rnat
ion
alIn
itia
tiv
es(n
=2
6)
![Page 27: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/27.jpg)
28
THE INTERNATIONAL PROGRAMS: AN OVERVIEW
Table 1 provides key health data for each of the six countries studied. Appendix D provides a
detailed chart for each country with specific information regarding the economy, political status,
and brief description of the health care environment in the country. For those countries that do not
have data on the specific number of hospitals, we have made an effort to include data on what
proportion of beds available are provided through either public or private hospital facilities.
Table 1. Country Overview
COUNTRY POPULATION
GDP PER
CAPITA
($)
HEALTH
CARE
SPENDING
AS A % OF
GDP
PUBLIC
HOSPITALS
NUMBER
OF BEDS
PRIVATE
HOSPITALS
NUMBER
OF BEDS
ASIA
CHINA 1,330,141,29
5
6,600 5.8 14,000 - 5,736 -
INDIA 1,173,108,01
8
3,100 5.0 2,129 469,672 3,327 265,137
PHILIPPINES 99,900,177 3,300 3.9 700 - 1180 85,000
SINGAPORE 4,701,069 50,300 3.1 13 - 16 -
SOUTH KOREA 48,754,657 30,000 6.5 - - 92.6% 87.4%
EUROPE
CZECH
REPUBLIC
10,190,213 25,600 7.6 119 - 73 -
FRANCE 64,768,389 32,800 11.2 1,000a - 3,000b -
GERMANY 81,471,834 25,700 10.5 34% 8.17/1,000 28.8%
NFP, 38%
FP
-
![Page 28: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/28.jpg)
29
IRELAND 4,670,976 37,300 7.6 51c .17/1,000 125d 23,000
NETHERLANDS 16,847,007 40,300 10.8 95 4.7/1,000 - -
SPAIN 40,548,753 33,700 8.5 319 - 800 160,000
SWEDENE 9,075,055 36,800 9.1 - - - -
UNITED
KINGDOM
61,284,806 35,200 8.4 851 - 270 -
LATIN AMERICA
BRAZIL 201,103,330 10,200 8.4 2,600 140,000 4,800 330,000
CHILE 16,746,491 14,700 6.2 207 - 179 -
COLOMBIA 44,725,543 43,500 5.6 899 1.1/1,000 - -
MEXICO 112,468,855 13,500 5.9 1,107f - 3,082 33,931
MIDDLE EAST
ISRAEL G,H 7,233,701 28,400 8.7 46 % - 34 %
SAUDI ARABIA 29,207,277 20,400 3.4 220 - 87 -
TURKEY 77,804,122 11,200 5.7 850 - 260 -
OTHER
AUSTRALIA 21,515,754 40,000 9.0 750 50,915 290 26,589
SOUTH
AFRICA
49,109,107 10,100 8.6 400 - 205 28,361
a Public hospitals provide 62% of all hospital beds b 18% of private beds not for profit, 20% for profit c Health Service Executive (HSE) operates these hospitals d Includes teaching, not-for-profit, for-profit e 21,000 total beds provided through public and private hospitals f 13% of a total 216 facilities g includes social security hospitals h 47 total hospitals provide 66% of all hospital beds
Table 2 summarizes our findings of Master’s degree programs in the study countries. It includes
those programs that are designated by the degree granting institution to be at the Master’s level.
Master’s degrees vary in length within and among countries so it is necessary to track each one to
determine to what extent it approximates the North American model. Table 2 summarizes
![Page 29: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/29.jpg)
30
Master’s data from the total report spread sheet. It does not include the programs that are
designated as diplomas, which are included on the spreadsheet, along with certificates,
specializations, Bachelor’s degrees and doctoral degrees. The interpretation of diplomas presents
a complicated challenge. In some countries some diplomas in health administration (or related
title) are considered to be equivalent to a Master’s degree, while in some of the same countries
diplomas are also awarded in recognition of two-month courses. In some countries, diplomas
represent a post-graduate clinical specialization. There has been an effort to standardize such
titles in Europe, but it has not had any influence on other parts of the world.
Appendix C provides a comprehensive spreadsheet that displays information specific to
programs in each of the countries. This includes the name of the institution, and to the extent
available, degrees offered, duration of each program, language in which courses are taught, the
number of graduates per year, year each program started, and key contact information including
name, title, address, phone number, and email information.
Table 2. Master’s Programs
COUNTRY UNIVERSITIES:
ACTIVE IN THE FIELD
OFFER MASTER’S
DEGREE
OFFER MULTIPLE
MASTER’S DEGREES
ASIA
CHINA 6 3 1
INDIA 20 10 1
PHILIPPINES 4 2 -
SINGAPORE 5 4 -
SOUTH KOREA 13 13 1
EUROPE
CZECH REPUBLIC 6 6 -
FRANCE 8 5 3
GERMANY 19 19 2
IRELAND 4 4 2
NETHERLANDS 5 5 1
SPAIN 5 5
SWEDEN 2 1 -
![Page 30: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/30.jpg)
31
UNITED
KINGDOM
54 41 8
LATIN AMERICA
BRAZIL 6 5 1
CHILE 3 4 -
COLOMBIA 5 5 3
MEXICO 10 9 2
MIDDLE EAST
ISRAEL 4 2 -
SAUDI ARABIA 2 2 -
TURKEY 4 2 -
OTHER
AUSTRALIA 16 15 5
SOUTH AFRICA 7 2 -
ACCREDITING ORGANIZATION PROFILES
The following accrediting agencies and related organizations are detailed in the individual
organization profiles attached. They are organized following the four pre-determined categories:
Health Services Administration (2 organizations); Business Administration (10 organizations); Public
Health (2 organizations) and; Medicine (7 organizations). Total profiles included: 21
Health Services Administration
CAHME. Health Administration Accreditation (USA & Canada) Graduate Programs.
www.cahme.org
AUPHA. Health Administration Certification (USA & Canada) Undergraduate Programs.
www.aupha.org
Note: No profile made for AUPHA and CAHME since they are the “home” organizations for
this study.
1. EHMA. European Health Management Association. http://www.ehma.org/. Offers
accreditation of Master Programs with FIBAA (The Foundation for International Business
![Page 31: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/31.jpg)
32
Administration Accreditation) detailed in separate profile under business administration
section.
2. SHAPE (Society for Health Administration Programs in Education)
http://www.shape.org.au/ provides accreditation in association with ACHSM.
Australasian College of Health Services Management. http://www.achse.org.au/
Business Administration
1. AACSB. Association to Advance Collegiate Schools of Business. http://www.aacsb.edu/
2. ACBSP. Accreditation Council for Business Schools & Programs. http://www.acbsp.org/
3. EFMD, including EQUIS accreditation, EPAS accreditation and CEL accreditation. The most
important global business accreditation system. EFMD - The Management Development
Network http://www.efmd.org/
4. AMBA. Association of MBAs. http://www.mbaworld.com/ Accreditation of MBA, DBA &
MBM programs worldwide. http://www.mbaworld.com/worldwideaccreditation
5. FIBAA. The Foundation for International Business Administration Accreditation.
http://www.fibaa.org/en/welcome-page.html
6. ECBE. European Council for Business Education. http://www.ecbe.eu
7. CEEMAN IQA. Started in 1998 for business schools in Central and Eastern Europe. Later
expanded to all of Europe. International Management Development Association.
http://www.ceeman.org/
8. AABS. Association of African Business Schools http://www.aabschools.com/
9. CLADEA. The Latin American Council of Management Schools. www.cladea.org
10. AAPBS. Association of Asia-Pacific Business Schools. http://www.aapbs.org/
Public Health
1) CEPH. Council on Education of Public Health. http://www.ceph.org/
2) ASPHER. The Association of Schools of Public Health in the European Region.
http://www.aspher.org/
Note: WFPHA. World Federation of Public Health Associations http://www.wfpha.org/.
This organization was reviewed but does not provide accreditation or any related
services. Not included in the report.
Medicine
1. LCME. Liaison Committee on Medical Education. http://www.lcme.org/
2. IAOMC. International Association of Medical Colleges. http://www.iaomc.org/
3. ACCM. The Accreditation Commission on Colleges of Medicine.
http://www.accredmed.org/ based in Ireland for the Caribbean Countries that do not
have national accreditation bodies [St. Maarten, Cayman Islands, Nevis & Saba].
Other related organizations that support the accreditation process:
![Page 32: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/32.jpg)
33
4. WFME. World Federation for Medical Education http://www.wfme.org/
5. ACGME. Accreditation Council for Graduate Medical Education http://www.acgme.org/
6. NCFMEA. National Committee on Foreign Medical Education and Accreditation.
http://www2.ed.gov/about/bdscomm/list/ncfmea.html Department of Education.
7. ECFMG. Educational Commission for Foreign Medical Graduates. http://www.ecfmg.org/
LIMITATIONS
This study had several limitations. Only 26 of 40 selected CAHME accredited PDs (65%)
responded to the telephone survey. Although the PHASE II results correlated with earlier findings
in the PHASE I study, response rates suggest variability and the possibility that additional
information on programs was not captured.
Based on the responses, it is not possible to know why some PDs elected not to respond to follow-
up calls to complete the survey. The telephone survey method was used to secure more detailed
program specific information, and to isolate additional faculty interested in global health
management. The PHASE I study had higher response rates using Survey Monkey online rather
than individual discussion responses. The telephone survey was administered in April/May 2012
and the ability to contact PDs may have been compromised at this time of year. Working through
PDs to access other faculty interested in global health management and secure additional contact
information on other faculty was not productive. CAHME contact information was not always
accurate or complete in terms of who was the PD, e-mail addresses and telephone numbers. This
made follow-up difficult in administering the telephone survey. Finally, there may have been new
efforts on the part of other CAHME accredited programs, in addition to the 40 selected programs
with international activities that were not selected to participate in PHASE II study.
CONCLUSIONS
DOMESTIC
The PHASE II International Health Management Education Survey used a telephone survey method
consisting of 40 items. Using the results from the PHASE I CAHME survey, 40 CAHME accredited
PDs were identified and contacted via e-mail, given a copy of the survey instrument, and then
contacted by telephone. The response rate was 65% with 26 of 40 PDs responding to the
telephone survey. Several attempts were made over the course of one month to re-contact PDs
who did not return telephone calls. The PHASE I studied provided outcome data to construct the
PHASE II CAHME survey instrument. The current survey focused on specific international health
management areas: global centers, research, courses, study abroad and partnerships.
![Page 33: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/33.jpg)
34
All contacted programs had some type of international activity. The areas of involvement and
intensity of activity varied across all programs. 92% (N=26) of programs do not have a global
center, and in those instances where a center existed, most activities focused on providing courses.
In the area of research, 69% of programs had faculty involved with some type of international
research, and this research was focused in specific areas of quality, education and clinical aspects
of healthcare delivery. At present, 10 of 26 programs are involved in Africa followed by China,
France, Taiwan, India and South America. 11 of 26 (42%) programs conduct research with other
universities, and 12 of 26 (46%) programs receive external funding for conducting research from
grant sources.
Of the 40 programs studied, with 26 programs responding, 11 of 26 programs (42%) reported
offering study abroad. The majority of programs (82%) use elective courses to offer study
abroad. This survey showed that most study abroad occurs in Asian countries (China, Vietnam,
Thailand, India) followed by Western Europe (Germany, Italy, France), Eastern Europe (Slovakia),
Middle East and Africa. On the average, most graduate programs offered study abroad for the
length of 2 weeks.
Global health management courses were offered by 38% of the CAHME programs (10 out of
26). These type of courses were focused on comparative health systems, delivery of care, general
management with the majority focused on public health. Only a few had courses specific to global
health management. Most courses are offered in the USA and three of 26 programs (12%)
offered global health management courses outside of the USA. 73% of programs teach these
courses in the classroom and 27% of programs use a blended style in teaching courses (In class
and Online). The dominant teaching method is lecture with projects.
46% of programs (11 of 26) reported having international partnerships with another country.
The majority of partnerships focus on research and teaching. The location of these partnerships
are in China, Germany, Costa Rica, France, Taiwan, Korea, Slovakia and other Eurasian countries.
50% of these partnerships involve other universities and occur because of specific faculty
international interests in a country.
An interesting finding, consistent with the PHASE I study, is that only 38% of programs (10 out of
26) reported faculty who are involved in the Global Health Management Faculty Network
(GHMFN) of the Association of University Programs in Health Administration. Twenty-three percent
of programs reported new international activities focusing on teaching and research.
INTERNATIONAL
This report supplements the earlier survey of health services administration education in sixteen
countries, adding six. It generally follows the same methodology and report process. This study
did not undertake a survey of influential individuals in the field because of resource constraints
and the low number of responses to the earlier effort.
![Page 34: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/34.jpg)
35
This study reinforced our earlier conclusion that the level of academic enterprise development is a
direct response to the status of the management function in the health services of each country,
which in turn reflects the role and status of professional management in the public and private
sectors.
Based upon our observations of the twenty-two study countries, we conclude that it is helpful to
visualize the status of the education system for health administration and the place of health
administration careerists in the service delivery system in terms of the degree of alignment
(congruence) between the two. The situation analysis of the countries can be arranged from those
that are highly aligned to the less aligned. In the highly aligned situation most, if not all, of the
senior positions in the public and private health services delivery systems are either occupied by
individuals with recognized credentials in the field, and/or the credential is a distinct advantage
for appointment or promotion.
In the highly aligned situation, the health systems administration education system is closely
articulated with the recognized competency needs of the system and is producing a sufficient
number of graduates to meet a substantial portion of the demand. There is a high degree of
professional identity and credential holders are likely to remain in the field. The only country that
comes close to this ideal model is Israel where the law requires that senior managers in the
provider systems have recognized health administration credentials. The requirement provides the
demand that drives the educational system to respond.
At the other end of the spectrum the degree of alignment is low, often reflecting low recognition
of management degrees/credentials in other sectors. Overall recognition of the value of the
credential is limited, usually to a few large government hospitals in capital cities and large
private providers. The credential is rarely cited in position qualifications, there is little professional
identity among administrators, there is not a career path associated with the credential and
individuals with the credential often move to other kinds of higher paying organizations. There
are few programs and usually there are a small number of students, reflecting the limited market.
The six countries may be categorized as highly industrialized (Czech Republic, Germany, Ireland,
Holland), industrialized (South Korea) and emerging (Colombia). The size and complexity of the
healthcare management market breaks out the same way. Colombia may be characterized as
exhibiting a developed system and market in large urban areas that is distinct from the low level
of rural health service development.
Of the six countries studied, South Korea appears to be the most robust in terms of healthcare
administration as a field and the health care institution sector in general. There is a relatively high
level of financial access to services, high level of providers by number and training, information
systems development and quality improvement efforts. Korea has more hospitals, more beds and
longer lengths-of-stay than most other industrialized countries. The field has strong professional
organizations, particularly the Korean Hospital Association. KHA’s partnership with JCI reflects
the national preoccupation with quality and competitiveness, with 26 accredited hospitals and the
number increasing.
![Page 35: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/35.jpg)
36
The academic side of the field is as robust as the health service system. Several of the most
prestigious universities are in the field, with Master’s, PhDs, and research centers. There are many
programs distributed across the country that have large full and part-time enrollments. We did
find not any evidence of collaboration among the programs.
Germany is the other large and robust environment in this group. Health service delivery is a
prosperous sector in a prosperous country. It is all relative of course as Germany struggles with
cost containment. There are strong not-for-profit and for-profit components of the hospital sector.
Recent pressures for consolidation are similar to the U.S. experience, as are developments in
information systems, reimbursement, and quality improvement. Management as a profession is
highly regarded and we assume that applies to the health sector. There are many physicians in
management positions. Many of the German programs, at both the BA and Master’s level are
relatively new, reflecting a strong market for credentials that may be marketable in all levels in a
wide variety of commercial and service organizations.
Ireland, Holland, and the Czech Republic are relatively small industrialized countries. Ireland’s
delivery and educational infrastructures reflect the influence of the UK. Ireland does have mixed
hospital ownership, somewhat along the U.S. pattern. It is interesting to note that observers agree
that quality of care is very uneven and that the medical profession has not provided much
leadership. JCI accreditations have recently increased, which appears to reflect an effort by
quality leaders to differentiate them. Two institutions dominate credentialing for the field. The
Institute of Public Administration programs are more than fifty years old. The other is the Royal
College of Surgeons that oversees four related Master’s programs.
The situation in the Czech Republic is encouraging on the education side but not on the practice
side. Universities that are widely admired are in the field with both teaching and research.
Several faculty members are European leaders in health services research. Higher education is
participating in the broad European Community educational reform. These factors appear to
bode well for the vitality of the field. However, the hospital sector in particular is considered to
be poorly managed. Most hospitals are quasi-public and led by physicians who lack appropriate
competencies. Also important is the poor level of organization and management functions, along
with instability, which do not make health care management an attractive career.
All Dutch hospitals are public. They have an unusual management structure that makes it very
difficult to adapt to changing conditions, improve financial and medical performance, and to
attract qualified professional managers. The educational system, which includes leading
universities, prepares many individuals for mid-level administrative jobs in all aspects of the
system.
Colombia’s health care system is much like that other Latin American countries that have been
surveyed, particularly Mexico and Brazil. The systems provide extensive insurance coverage but
services are concentrated in the large cities. The differences between what services are available
in the cities and what is available a short distance away is the difference of two worlds.
Colombia has some model legislation, several world-class medical centers, strong medical
![Page 36: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/36.jpg)
37
education, some research and a long tradition of education for hospital and health administration.
The health insurance program is widely considered to be one of the best designed in the
emerging world. There are substantial differences among the departments (states) in application.
It is struggling with immense corruption, underpayment to providers, and information system
failures.
The field of hospital and health services administration is very well developed. Efforts by the
Kellogg Foundation, AUPHA, and PAHO in the l960’s and 1970 have brought the leading
universities into the field and they continue to have strong graduate programs. They have strong
faculties that enjoy wide respect among practitioners, many of whom are program graduates.
The outlook for growth in the field is good. The political situation is stable and improving. The
government is reorganizing the health insurance plans, putting more money into the delivery
system, and professional education.
RECOMMENDATIONS
The Phase II study for CAHME required that a strategy and plan of action be developed to
implement international demonstration site visits using the newly adopted 2013 CAHME
Accreditation Criteria. It is anticipated that funding as part of a PHASE III study would allow for
the implementation of the strategy and plan of action by CAHME.
Globalization of health management education continues to mature in response to the need to
assure access to healthcare services in every country, addressing the demand for cost effective
care, and improving quality of care. The issues of cost, access and quality are global and are
driving the need for trained leaders and managers who can improve the performance of health
systems and in particular effectively manage care across public and private sectors.
The notion that CAHME accreditation would be embraced by other countries is not realistic. There
is no evidence to suggest a market demand for external health care management accreditation.
Most countries have their own accrediting structures and systems for university education, and the
process in most is authorized and mandated by national governments. With the exception of some
activity in general business administration that is driven by unique circumstances, the concept of
voluntary, peer review as embodied in accreditation is not utilized in other regions of the world.
However, a market could develop if and when international programs embrace the concept of
benchmarking, centers of excellence and evidence based practices as a way of improving
outcomes. It might also change as “universities and education” continues to become more global
and there is more exchange and interaction of students, faculty and courses across countries and
regions.
It is important to recognize that the growth of the field in the next decade and beyond will be in
the cities of the emerging economies. Most of these countries are either engaged now in universal
health coverage or are moving in that direction. There is an opportunity to contribute to their
efforts to improve health system performance through strengthening managerial competencies
![Page 37: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/37.jpg)
38
and professionalism. The success of such a contribution is dependent upon recognition of the need
for maximum country ownership, or at least participation in improvement efforts and their
resistance to the perceived imposition of foreign behavioral expectations. Accreditation by an
American organization is likely to encounter resistance by all but a few institutions. There is a very
limited market among such institutions. Their agenda is usually to build internal or international
prestige and private market development. However, to improve the health of the public, the
emphasis has to be on the broad indigenous base of health administration education.
Our recommendation is that a well-conceived and developed process for external recognition/
certification based on broadly applicable criteria may have traction if focused on global health
management, leadership development, quality and improved outcomes across the continuum of
care. Such certification can focus on professionalism, competencies, teaching methods and
processes within higher education. Certification can be used to promote assessment of student
outcomes, impact on managerial practices, as well as promoting program resource and faculty
development. In other words, it may accomplish the same objectives as accreditation, without all
of the administrative and regulatory complexity. If it is properly designed to have international
legitimacy certification is likely to be widely accepted.
The certification process approach could be implemented in several ways: 1) CAHME
International Certification, 2) Certification by The Association of University Programs in Health
Administration (AUPHA) as the recognized educational organization that has some international
recognition; or 3) a hybrid CAHME and AUPHA collaboration model. The latter strategy combines
professional identity with a form of external peer review employing appropriately modified
2013 CAHME Accreditation Criteria in a joint effort. To implement this approach it will be
essential for AUPHA to considerably strengthen its international membership base and to expand
international faculty participation. We suggest that the strategy be further elaborated by a joint
committee of CAHME and AUPHA that should include some international faculty members.
Combining both cultures and practices in support of international certification shares risk,
investment capital and maximizes human resources to implement a new model of global health
management certification. The development, implementation and evaluation of such a hybrid
model would be managed under the PHASE III study.
The strategy requires a plan of action with specific steps under a PHASE III study approach.
Suggested steps include the following:
1) Award Phase III study to independent
contractor
September 2012
2) CAHME Board and AUPHA Board appoints
three international fellows to review and revise
strategy/plan of action
September 2012
3) Select two demonstration sites and teams October 2012
4) Develop a team of five international experts November 2012
![Page 38: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/38.jpg)
39
familiar with accreditation/certification to work
with each demonstration site
5) 2013 CAHME Criteria reviewed and revised to
create certification criteria, use international
experts and international fellows
January 2013
6) AUPHA and CAHME joint committee established
to develop an organizational structure and
process
February 2013
7) Assessment and evaluation criteria determined
and developed prior to conducting
demonstration site visits
March 2013
8) Site visit #1 conducted April 2013
9) Site visit #2 conducted May 2013
10) Assessment and evaluation of process and
criteria
June 2013
11) Certification model and criteria approved July 2013
12) New AUPHA/CAHME effort initiated August 2013
Dr. West has chaired and conducted 3 separate international site visits using a team of evaluators
from Austria, England, USA, Italy, and Hungry. International observers have also been part of the
process. CAHME criteria were modified and used in these accreditation site visits along with other
European criteria. A 3/4-day site visit was conducted with a formal report being issued by the
site visit team. This has been done over the last 10 years with two universities in the Slovak
Republic (CEE Region). The project was initiated under a USAID/AIHA grant. Survey
recommendations have been issued and follow-up site visits conducted to determine compliance
with criteria related and consultative recommendations. The current 2013 CAHME Criteria and
Standards were successfully used on an international site survey visit at St. Elizabeth University in
Bratislava, Slovak Republic in April 2012. It was determined that the majority of CAHME criteria
could be applied outside of the USA and used in another country.
APPENDIX A: DOMESTIC SURVEY
International Health Education Survey
Introduction
![Page 39: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/39.jpg)
40
This survey research is an initiative of the Commission on Accreditation of Healthcare Management
Education (CAHME), implemented by the University of Scranton and Atlas Health Foundation. It is
supported primarily by the ARAMARK Charitable Fund with contributions from the University of
Scranton and Atlas Health Foundation. The project team includes:
Daniel J. West, Jr., PhD, FACHE Principal Investigator
The University of Scranton
Gary L. Filerman, PhD, MHA President
Atlas Health Foundation
Bernardo Ramirez, MD, MBA Assistant Professor & Consultant
University of Central Florida
Purpose of Survey
We are interested in assessing the extent of international healthcare management education
activities of CAHME accredited programs; more specifically, involvement in international health
administration courses, partnerships, research, study abroad, and global centers.
Program Directors
Graduate PDs are requested to complete this survey by telephone interview. Survey results will
be shared with all CAHME accredited programs in the future. Your participation is important so
we can develop a profile of CAHME programs with global involvement.
Directions for Completing this Telephone Survey
Your input and participation is very important.
We are interested in obtaining information on international research, partnerships, courses taught,
global centers and study abroad.
Please respond to the following 40 items as they pertain to graduate healthcare management
education. The entire survey should take between 15–20 minutes to complete.
Participation in this study is voluntary and may be discontinued at any time. Completion of the
survey implies informed consent. All responses will be treated confidentially and results will be
reported in aggregate.
If you have any questions or concerns regarding the survey research, you may contact Daniel J.
West, Jr., PhD, the survey administrator, at [email protected] or (570) 941-4126.
![Page 40: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/40.jpg)
41
If you have questions concerning your rights as a research participant, contact Tabbi Miller-
Scandel, Research Compliance coordinator, IMBM 203, University of Scranton, Scranton, PA
18510, phone (570) 941-6190.
We appreciate your time, involvement, and willingness to contribute to a better understanding of
international healthcare management education for CAHME accredited programs.
APPENDIX B: CAHME TELEPHONE SURVEY QUESTIONNAIRE
Section One – Voluntary Informed Consent
Please answer the following two questions.
1. We are conducting a 15-20 minute telephone survey for CAHME focusing on international
healthcare management education initiatives. These initiates include partnerships, global
centers, courses, research and study abroad. Are you willing to voluntarily participate in this
telephone survey?
____ Yes
____ No
2. You can discontinue your participation in this study at any time. Completion of this telephone
interview implies informed consent. Are you giving your informed consent to participate?
____ Yes
____ No
Section Two – Demographic Information
Please provide the following information.
![Page 41: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/41.jpg)
42
3. Contact Information (Program Director)
Name
Position
E-mail Address
Telephone #
FAX #
4. University Information
Program Name
University Name
Address
City/Town
State
Zip Code
Country
Section Three – Global Center
Please provide information on your program.
5. Does your department, college, or university have a global center through which healthcare
management education initiatives/activities are delivered?
____ Yes
____ No
6. If yes, what is the name of the center and where is it located?
6.1 Name: ___________________________________________________________
6.2 Location:__________________________________________________________
![Page 42: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/42.jpg)
43
In the Department? ____ Yes ____ No
Within the College? ____ Yes ____ No
At the University level? ____ Yes ____ No
Outside the University? ____ Yes ____ No
8. What is the focus/vision of the global center?
Section Four – Research
Please provide information on your program.
9. Are any of your faculty involved in international research studies.
____ Yes
____ No
10. What is the focus of the research (i.e., clinical, quality, education, management, etc.)?
11. What is the source of funding (i.e., USAID, DOD, NIH, CDC, etc.)?
12. What countries are involved (please list)?
13. Are other universities involved (please list)?
14. Total number of research studies in your program?
![Page 43: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/43.jpg)
44
15. Are there specific faculty members who should be contacted to further discuss international
research?
Name E-mail Telephone
Section Five – Study Abroad
Please provide information on your program.
16. Do you offer study abroad opportunities for graduate students in your program?
____ Yes
____ No
17. Is study abroad offered as an elective course?
____ Yes
____ No
18. Is study abroad offered as part of other courses in your program (Please list)?
____ Yes
____ No
If yes, what courses?
19. What countries do graduate students visit?
20. What is the length of time for study abroad?
21. Are there specific faculty members who should be contacted about study abroad?
![Page 44: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/44.jpg)
45
Name E-mail Telephone
Section Six – Courses
Please provide information on your program.
22. Do you offer a course on global health management?
____ Yes
____ No
Title of the Course: ____________________________________________________
23. What is the focus of the course (public health, policy, epidemiology, etc.)?
24. Do you offer other international courses in your program?
____ Yes
____ No
Name of Course Credits Required/Elective
How many of your faculty teach international courses? _____
25. Describe the type of teaching methods used in these courses.
26. How are international courses offered?
![Page 45: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/45.jpg)
46
On line ____ Yes ____ No
In class (Face-to-Face) ____ Yes ____ No
Blended ____ Yes ____ No
27. Where are these international courses (for credit) taught?
Only in the USA (Domestic) ____ Yes ____ No
Outside of the USA ____ Yes ____ No
Both Locations ____ Yes ____ No
28. Are there specific faculty members who should be contacted about specific courses?
Name E-mail Telephone
Section Seven – Partnerships
Please provide the following information.
29. Does your program have any international healthcare management partnerships (i.e.
a formal working relationship with a program/university in another country)?
____ Yes
____ No
30. What type of partnership and focus?
31. What activities occur within the partnership?
32. How long has this partnership existed?
33. What countries are involved?
![Page 46: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/46.jpg)
47
34. How is the partnership funded?
35. Are other Universities involved?
____ Yes
____ No
Names of these Universities (Please list)?
36. Are there specific faculty members who should be contacted to discuss the partnership?
Name E-mail Telephone
Section Eight – Other
Please provide the following information.
37. Does anyone on your graduate faculty participate in the AUPHA Global Healthcare
Management Education Network (GHMEFN)?
____ Yes
____ No
38. How many faculty participate?
39. Are there specific faculty members who should be contacted about participating in the
Global Faculty Network?
Name E-mail Telephone
![Page 47: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/47.jpg)
48
40. Are there any new international initiatives in your program?
APPENDIX C: INTERNATIONAL DATABASE
The database can be found in the accompanying Excel spreadsheet. This file provides specific
information (to the extent that we could find it) for each program in each country including the
institution name, program offered, qualification obtained, program affiliations, language in which
the program is taught, duration of the program, number of graduates, year the program was
established and contact information including website, address, phone number, key contact name
and title, and email address when available.
![Page 48: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/48.jpg)
49
APPENDIX D: COUNTRY PROFILES AND PROGRAM TEMPLATES
COLOMBIA
POPULATION
Age Structure
0-14 years: 26.7% (male 6,109,495/female 5,834,273)
15-64 years: 67.2% (male 14,826,008/female 15,208,799)
65 years and over: 6.1% (male 1,159,691/female 1,587,277) (2011 est.)
Population 44,725,543
HEALTH STATUS
Infant Mortality
Rate
Total: 16.39 deaths/1,000 live births
Male: 19.92/1,000 live births
Female: 12.65/1,000 live births (2011 est.)
Life Expectancy
at Birth
Total Population: 74.55 years
Male: 71.27 years
Female: 78.03 years (2011 est.)
![Page 49: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/49.jpg)
50
CHARACTERISTICS
Religions Roman Catholic 90%, other 10%
Languages Spanish (official)
Geographic
Size
Total: 1,138,910 sq. km
Land: 1,038,700 sq. km
Water: 100,210 sq. km
ECONOMY
Economy
Due to the international financial crisis and lessening demand for Colombia’s
exports, the country’s economy grew 2.7% in 2008, and .8% in 2009, but
rebounded to around 4.4% in 2010. Near the end of 2010, Colombia
experienced massive flooding, with damages exceeding $6 billion. The
government encouraged exporters to diversify their customer base beyond the US
and Venezuela, and continues to pursue free trade agreements with Asian and
South American partners, trade accord with Canada was expected to go into
effect in 2011. Improved relations with Venezuela have eased tensions about
restrictions regarding trade, but the business sector remains concerned.
GDP Per Capita $435.4 billion
GOVERNMENT
Type Republic; executive branch dominates government structure
Components 32 departments (states)
Form
Executive Branch:
Chief of State: President Juan Manual Santos Calderon (since 2010);
Legislative Branch:
Bicameral Congress
Judicial Branch:
Four roughly coequal, supreme judicial organs; Supreme Court of Justice (highest
court of criminal law; judges are selected by their peers from the nominees of the
Superior Judicial Council for eight-year terms).
![Page 50: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/50.jpg)
51
Government
Departments
Involved In
Health Care
System for the Selection of Beneficiaries of Social Programs (El Sistema de
Seleccion de Beneficiarios para Programas Sociales), national system of
identification of beneficiaries for social subsidy.
The National Health Superintendent (Superintendencia de Salud) defines which
organizations may qualify for EPS (health promoting entities). The function of EPS
is to sell health service packages to the public.
HEALTH CARE SPENDING
% of GDP 5.6% in 2005
Government Spending on health accounted for 20.5% of total government expenditures and
for 84.1% of total health expenditures in 2003.
Private N/A
FACILITIES
Hospitals 4,458 health institutions
Public 899; 15 public medical schools with their own hospitals
Private 38 private medical schools with agreements with local hospitals
THE HEALTH CARE SYSTEM
Description
It is unusual to point out that the recent decrease in health expenditures as a
percentage of GNP is good news. It does not reflect a decrease in health sending,
but rather Colombia’s economic growth. However, the total cost of the health
system has risen to the point that the financial stability of the insurance system is
threatened.
On August 12, 2011 President Juan Manuel Santos announced that the Colombian
health sector will be restructured over the next two years. This announcement
came in response to deep public dissatisfaction, large-scale insurance scandals,
Supreme Court mandated system corrections and growing disillusion with the last
system reform. The Supreme Court in 2008 took the unusual step of issuing a
detailed Bill of Health Rights and established dates by which the government must
submit plans and progress reports addressing system failures. The promised
changes are to include an infusion of federal money, coverage expansion, closing
40-45insurance companies and placing the survivors under more rigorous
supervision. In October, the head of the powerful Colombian Association of
Hospitals and Clinics said that basis of the crisis is “that the health sector has lost
the vision that it must have as a true health system.”
![Page 51: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/51.jpg)
52
The President’s message also included “Healthcare is not a business and should not
be approached as a business.” This viewpoint has appeared in many recent
statements by health and policy leaders, some of whom compare the
commercialization of Colombian health care with the United States in unfavorable
terms. The focus of a September 2011 visit by the minister of health to the World
Bank was on approaches to increasing regulation of the private sector. It is clear
that the restructuring will address the role of the private sector in provision and
insurance.
The complex Colombian health system is based on four schemes, three of which
are insurance systems. They are: 1) the contributory regime (CR) covering the
formal labor sector 2) the subsidized regime (SR) for informal workers and 3) the
partially subsidized regime (PSR) for low income families that are not in the
formal labor market The fourth is the supply side coverage scheme (SSCS) that is
not insurance-based. CR is financed by employer and employee payroll
deductions. The others are funded primarily from general federal, state and
municipal taxes, with some transfers from the CR fund and user fees. The PSR
provides a smaller service package and requires deductibles and co-payments.
Both of the insurance schemes provide a defined mandatory health package.
Individuals without any coverage have access to ambulatory and inpatient
services through the municipal public hospital network.
This system was essentially established by the famous 1993 Law 100 that was
widely recognized as one of the most innovative reforms in the region in many
years. Based on managed competition, it has been successful in raising coverage
rates from 58% in 1997 to 95% in 2010. Out-of-pocket is very low compared to
Brazil and Mexico, indicating that the system is successfully helping to reduce the
impact of catastrophic illnesses. But it is clear that there are coverage gaps and
particularly geographic inequalities. The existing system is not keeping up with the
rapid demographic and epidemiological transition to non-communicable disease.
Thus the President’s promise to bring all minors and people over 60 into coverage
in 2011 and everyone else in 2015.
The insured enroll in one of the about 70 Health Promotion Companies (EPS) which
are either public or private. EPSs are capitated, compete for enrollees and
contract with providers for services. Inpatient care is frequently reimbursed on a
negotiated fee-for-service or services packages. Many of the EPSs are under
investigation for fraud. Some of the problems of the EPSs have been attributed to
their being supervised by health as opposed to financial authorities, which has
been changed by the President. The situation is so bad that public opinion may be
moving to support a single purchaser (government) system.
The Supreme Court found that quality of care is a national problem and
![Page 52: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/52.jpg)
53
mandated the government to develop an action plan. Many public hospitals have
been shown to have poor management and poor health outcomes. The situation
has been attributed to low managerial competence and a lack of incentives to
improve performance. In an effort to drive improvement recently some provider
payments have been tied to measures such as post-discharge follow up capacity.
Most importantly the President has committed new resources to the public
hospitals, polices to improve clinical and financial management and policies to
improve health professions education.
It has proven difficult to obtain comprehensive information on Colombian
hospitals. It is estimated that there are about 5500 “health institutions,” including
about 900 public hospitals/medical centers. There is a classification system that
places 170 hospitals as second or third-level. There is a large and growing for-
profit hospital sector and some medical tourism from the region. The total number
of acute beds was estimated in 2010 to be 24,800. It is interesting to note that
there are only 324 members of the Colombian Association of Hospitals and
Clinics.
There are extreme contrasts in hospital quality, from the very poor in rural areas
to world-class medical centers, including a Johns Hopkins affiliate, Fundacion
Santa Fe de Bogota. It was the second of the two JSI accredited hospitals.
Twenty-one hospitals are accredited by the Colombian Institute of Technical
Standards and Certification–ICCNTEC, an internationally recognized general
standards organization, which is accredited by ISQua. The September, 2011 issue
of International America Economia, a popular hemisphere-wide magazine,
included 14 Colombian hospitals among the 45 “Best in Latin America.”
There are 38 private and 15 public medical schools. Fifteen of the schools own
teaching hospitals. The others contract with local hospitals, which is a continuing
source of conflict between them.
Abstracted from:
Central Intelligence Agency. (2011, November 12). The World Factbook.
Retrieved November 12, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
Bogota, B. E. (April 2009). General Summary of the Health Care Market in
Colombia.
Colombia Reports. (2011, August 12). Universal Healthcare for Colombians by
2012: Major Changes Announced by President of Colombia Juan Manuel Santos.
Colombia Reports.
Escobar, M.-L. (2005). Health Sector Reform in Colombia. World Bank Institute,
![Page 53: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/53.jpg)
54
COLOMBIA PROGRAMS
Country Colombia
Institution Universidad de los Andes - School of Government and Faculty of
Medicine
Program(s) Master of Public Health (MPH)
Website www.uniandes.edu.co
Address Cra 1 Nº 18A- 12 Bogotá, (Colombia)
Telephone/Fax +571 3394949 - +571 3394999
Affiliations N/A
University Contact(s)
Name and Title
Oscar Bernal, PhD –
Email [email protected]
Language(s) Spanish
Duration of Each
Program
60 credits, four elective courses in school of government, three in
medical school, and four in other faculties. Students may take
electives from Yale, Hopkins, Emory, Tulane, University College
London, and Foundation Cruz in Brazil. Concentrations in policy and
Development Outreach, 6-22.
Medici, A. (2009, May 10). Colombia: The Sinuous Path to the Universal Health
Care. Retrieved 2011, from Health Care Global Monitor: blogspot.com
The World Bank. (2011). Colombia Health Insurance System Background
Information and Objectives. Washington, DC: The World Bank.
World News. (2011, September). Colombia's Poorest Could Lose Healthcare.
Retrieved September 2011, from AmericaEconomia: www.upi.com
![Page 54: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/54.jpg)
55
epidemiology.
Number of Graduates
Per Year
20
Year Program(s)
Started
2012
Country Colombia
Institution Universidad de Antioquia - Facultad Nacional de Salud Publica
Program(s) 1) Public Health
2) Specialization in Health Services Administration
Website www.udea.edu.co/portal/page/portal/SedesDependencias/Salud
Address Calle 70 52-27
Telephone/Fax + (57-1) 3208320 ext. 5426
Affiliations N/A
University Contact(s)
Name and Title
1) Prof. Blanca Miriam Chavez – Coordinadora de Posgrados
Facultad
2) Glima Estella Vargas Pena – Coordinator
3) Gladys Arboleda Posada – Coordinator of Health Services
Program
4) Prof. Luis Lopez – Specialization Coordinator
5) Monica Maria Lopera Medina – Coordinator of MPH Program
Telephone/Fax +57 (2) 3.2121
Email [email protected]
Language(s) Spanish
Duration of Each
Program
8 semesters, residential, students coming from the Technology (TASS)
and Environmental Sanitation (TESA) programs can take a four
semester semi-residential program.
Number of Graduates
Per Year N/A
Year Program(s) N/A
![Page 55: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/55.jpg)
56
Started
Country Colombia
Institution
Universided Javeriana - Facultad de Ciencias Eonomia -
Collaboration with the faculties of Nursing, Medicine, Dentistry and
CENDEX
Program(s)
1) Maestria en Salud Publica (MPH)
2) Specialization in Health Administration with Emphasis on Social
Security
3) Specialization in Quality Management of Health Services
4) Specialization in Hospital Management (sponsored by Colombian
Association of Hospitals and Clinics)
Website
http://puj-
portal.javeriana.edu.co/portal/page/portal/Facultad%20de%20Cie
ncias%20Economicas%20y%20Administrativas/pos_ger_hospit_prese
ntacion
Address Faculty of Economics and Administrative Sciences - Calle 40 No. 6-23
Piso 7 Building Gabriel Giraldo, SJ
Telephone/Fax +57 1320 8320 ext. 5124
Affiliations N/A
University Contact(s)
Name and Title
1) Dr. Francisco Jose Yepes Lujan – Management Director Health
Postgraduate
2) Astrid Rodriguez Cajiao – Director Management Specialization
Telephone (571) 320 8320
Email [email protected]
Language(s) Spanish
Duration of Each
Program
1) 444 classroom hours, 276 hours of field work (720 hours), 4
semesters
2) 600 classroom hours, 32 credits, 3 semesters
3) 592 classroom hours, 37 credits, 3 cycles plus practicum
4) 512 hours, 32 credits, 2 semesters
Number of Graduates N/A
![Page 56: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/56.jpg)
57
Per Year
Year Program(s)
Started N/A
Country Colombia
Institution Universidad del Norte-Barranquilla
Program(s)
1) Specialization in Health Services Management
2) Specialization in Quality and Health Auditing Management
3) Master of Public Health (MPH)
Website http://www.uninorte.edu.co/English/Graduate/Health_Sciences_progr
ams.html#5
Address Km.5 Vía Puerto Colombia
Telephone/Fax Tel: + 57 (5) 3509509
Affiliations N/A
University Contact(s)
Name and Title Rodrigo Barbosa Correa - Professor
Email [email protected]
Language(s) Spanish
Duration of Each
Program
1) N/A
2) 2 semesters
3) 4 semesters, 2 years
Number of Graduates
Per Year N/A
Year Program(s)
Started 1993
Country Colombia
Institution Universidad del Valle - Escuela de Salud Publica (School of Public
Health)
![Page 57: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/57.jpg)
58
Program(s) Specialization in Health Administration
Website http://salud.univalle.edu.co
Address
Headquarters
City University - Melendez
Street 13 No 100-00
Cali, Colombia
Telephone/Fax Tel: +57 (2) 3.2121
Affiliations N/A
University Contact(s)
Name and Title
1) Harold Aldana Granobles – Director of MHA Program
2) General Contact
Email 1) [email protected]
Language(s) Spanish
Duration of Each
Program 2 years
Number of Graduates
Per Year N/A
Year Program(s)
Started N/A
![Page 58: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/58.jpg)
59
CZECH REPUBLIC
POPULATION
Age Structure
0-14 years: 13.5% (male 704,495/female 666,191)
15-64 years: 70.2% (male 3,599,774/female 3,554,158)
65 years and over: 16.3% (male 663,982/female 1,001,613) (2011 est.)
Population 10,190,213 (July 2011 est.)
HEALTH STATUS
Infant Mortality
Rate
Total: 3.73 deaths/1,000 live births
Male: 4.06 deaths/1,000 live births
Female: 3.38 deaths/1,000 live births (2011 est.)
Life Expectancy
at Birth
Total population: 77.19 years
Male: 73.93 years
Female: 80.66 years (2011 est.)
CHARACTERISTICS
Religions Roman Catholic 26.8%, Protestant 2.1%, other 3.3%, unspecified 8.8%,
unaffiliated 59% (2001 census)
Languages Czech 94.9%, Slovak 2%, other 2.3%, unidentified 0.8% (2001 census)
Geographic
Size
Total: 78,867 sq km
Land: 77,247 sq km
Water: 1,620 sq km
![Page 59: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/59.jpg)
60
ECONOMY
Economy
The Czech Republic has one of the most developed and industrialized economies
in Central and Eastern Europe. Its strong industrial tradition dates to the 19th
century, when Bohemia and Moravia were the industrial heartland of the Austro-
Hungarian Empire. The Czech Republic has a well-educated population and a
well-developed infrastructure.
The principal industries are motor vehicles, machine-building, iron and steel
production, metalworking, chemicals, electronics, transportation equipment,
textiles, glass, brewing, china, ceramics, and pharmaceuticals. The main
agricultural products are sugar beets, fodder roots, potatoes, wheat, and hops.
As a small, open economy in the heart of Europe, economic growth is strongly
influenced by demand for Czech exports and flows of foreign direct investment
(FDI).
Challenges include transforming the economy from a strong reliance on
manufacturing (especially the auto sector) toward a more diversified knowledge-
based economy, reforming public procurement, increasing transparency, and
reforming the pension and health care systems.
GDP Per Capita $25,600
GOVERNMENT
Components 13 regions
Form
Legal System:
Civil law system based on former Austro-Hungarian civil codes and socialist
theory; note - legislation is actively modernizing the legal system.
Executive Branch:
Chief of State: President Vaclav Klaus (since 2003)
Head of Government: Prime Minister Petr Necas (since June 2010);
Cabinet: Cabinet appointed by the president on the recommendation of the Prime
Minister.
Legislative Branch:
Bicameral Parliament consists of the Senate (81 seats; members elected by
popular vote to serve six-year terms; one-third elected every two years).
![Page 60: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/60.jpg)
61
Judicial Branch:
Supreme Court; judges are appointed by the president for an unlimited term;
Constitutional Court; 15 judges are appointed by the president and confirmed by
the Senate for a ten-year term.
Government
Departments
Involved In
Health Care
Ministry of Health (changed 11 times since 1989)
HEALTH CARE SPENDING
% of GDP 7.6 %
Government N/A
Private N/A
FACILITIES
Hospitals 7.18 beds/1,000 population (2008) total beds 63,622
Public 119
Private 73
THE HEALTH CARE SYSTEM
Description
The Czech health care system is based upon universal compulsory insurance
through health insurance funds. The funds (ten in 2009) are quasi-public, not-for-
profit autonomous payers and purchasers. The system is financed primarily by
wage-based contributions. Less financing comes from general taxes and co-
payments (for doctor visits, drugs, hospital days and after-hours care). The co-
payments are a recurring political issue, with the new right government doubling
the hospital payment effective June 2011 and reducing the national hospital
budget for 2011 below the level of 2010.
The benefit package is unusually broad, including spa treatments and over-the-
counter drugs if prescribed. There is some control on benefits through: a) implicitly
and explicitly excluded procedures such as cosmetic surgery and some dental
procedures, b) formularies of approved drugs and devices and c) the
Reimbursement Directive that is produced by the annual negotiation process
between the funds and the providers. It is a guide for defining specific conditions
of reimbursement as amendments to the existing contracts. The plan does not
![Page 61: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/61.jpg)
62
cover maternity benefits, which are covered by social security.
Patient access to secondary care is not restricted by a gatekeeper system.
Patients may go directly to any specialist and they do so frequently. Patients must
have a physician referral to be admitted to a hospital.
The General Health Insurance Fund (VZP) is the largest, covering 63% of the
population (2007). VZP manages a central pool that is used to redistribute
insurance funds according to a risk-adjustment scheme. The other funds cover the
employees of large companies or categories of employers such as mines and
banks. Primary care payment is chiefly by risk-adjusted capitation but preventive
services and home visits are on a fee-for-service basis. The total number of
patients per physician is subject to a limit, after which the capitation is reduced.
In-patient hospital payment contracts are typically a combination of DRGs,
individual contacts and global budgets (56% of hospital revenue in 2009). The
trend is to increase the proportion of services covered by DRGs. Hospital
physicians are employees. The funds increasingly negotiate with individual
providers for specific services such as hip replacements, defibrillator implantation,
pacemakers and cataract treatment. Out-patient care and community-based
specialists are reimbursed by a capped fee-for-service system in which the fee
schedule is reduced if the doctor exceeds a set number of patents. The funds and
providers have five to eight year contracts.
It is important to note that capital costs are generally excluded from the
reimbursement system. Therefore the many government related hospitals are
dependent upon general tax funds for capital investments.
The regional authorities have a key role in the system. They oversee and supervise
all health care facilities other than the teaching hospitals and Specialized Care
Centers. The Ministry of Health directly administers the large teaching hospitals
and the highly Specialized Care Centers. The SCCs have been established in an
effort to improve the quality of care and patient safety in specific fields, create
nationally accessible networks, concentrate qualified staff and avoid duplication
of expensive technologies. The fields include traumatology, oncology and
cardiology. The development of the Centers is having a significant impact on all
other hospitals by drawing away “profitable” services and forcing them to close
wards. Another impact is the requirement that any hospital must accept any
patient that presents for follow-up care, which does not usually generate much
margin.
In 2008 there were 192 acute-care hospitals with 63,622 beds, 10.3% of which
were allocated to long-term care. Of the 192, 25 were owned by the State (30%
of beds), 66 by the regions (46% of the beds) and 28 by municipalities (7.5% of
![Page 62: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/62.jpg)
63
the beds). Many hospitals that were owned by governments have been
privatized. Some regions have outsourced hospital management. There are 73
private hospitals, including 24 joint stock companies, 44 limited companies and 3
churches. The legal form and ownership structure of hospitals has long been a
controversial political issue. The hospitals that are owned by the 14 self-governing
regions are generally organized as joint stock companies
The eleven teaching hospitals are direct dependencies of the Ministry of Health.
However, the Ministry of Education has authority over their educational functions.
The dual policy reporting is the source of much managerial complexity. Long
length-of-stay in acute hospitals has been a continuing problem in the Czech
system. The primary cause is the shortage of alternative facilities which creates a
bottleneck in the hospitals. The problem differs very significantly across the
regions. Quality of care is the focus of political, public and professional attention.
The creation of the SCCs is seen as a direct effort to improve quality. Four
hospitals are accredited by Joint Commission International. Many hospitals use
patient satisfaction surveys, some of which are provided by venders.
In spite of a relatively high ratio of physicians to population, there is serious
concern about a looming shortage due to emigration and aging of the workforce.
There has been a steady decrease in the number of general practitioners and an
increase in hospital openings. The profession attributes the problem to low salaries
and a resultant marked decrease in the immigration of doctors from Eastern
Europe. Health care administration in general and hospital administration
specifically is complicated by the continually changing political and pubic policy
environment. Hospitals have a board of directors and a supervisory board. The
former represents the “owner” but is voluntary, lacks legal definition and does not
have responsibility for the management of the hospital. Appointees are often
political. It is alleged that some boards are deeply involved in conflict-of-interest
situations such as directing outsourcing to favored companies. The director has
total authority for operations and is responsible directly to the owner-typically the
government unit.
Abstracted from:
Bryndova, L., Pavlokova, K., Roubal, T., Rokosova, M., & Gaskins, M. (2009). The
Czech Republic Health System Review. Health Systems in Transition, Vol. II No. 1,
1-119.
Central Intelligence Agency. (2011, November 8). The World Factbook. Retrieved
November 8, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
European Hospital and Healthcare. (2011). Country Analysis, Czech Republic.
![Page 63: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/63.jpg)
64
CZECH REPUBLIC PROGRAMS
Country Czech Republic
Institution Charles University, 2nd Faculty of Medicine Department of Public
Health and Preventive Medicine
Program(s) Public Health
Website http://www.cuni.cz/UKENG-1.html
Address Charles University in Prague
2nd Faculty of Medicine
V Úvalu 84
150 06 Praha 5 - Motol
Telephone/Fax Tel: +420-22443 5800
Affiliations N/A
University Contact(s)
Name and Title
1) MUDr. Karel Dohnal
Email 1) [email protected]
Language(s) Czech
Duration of Each
Program
N/A
Country Czech Republic
Institution Charles University, 3rd Faculty of Medicine Division of Public Health
European Hospital and Healthcare Federation.
Frankova, R. (2008, October 10). Current Affairs - Will the Lack of Doctor and
Nurses Affect the Quality of Health Care in Czech Hospitals? Czech Radio 7.
Czech Republic: Radio Prague.
Roubal, T., & Hrobon, P. (2011). Czech Republic. In R. Saltman, A. Duran, & H.
Dubois, Governing Public Hospitals (pp. 99-111). European Observatory on Health
Systems and Policies.
![Page 64: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/64.jpg)
65
Program(s) Public Health
Website http://www.lf3.cuni.cz/en/studium/division/
Address Ruská 87
100 00 Prague 10
Czech Republic
Telephone/Fax Tel: +420 267 102 111
Affiliations N/A
University Contact(s)
Name and Title
2) MUDr. David Marx, PhD – 3rd Faculty of Medicine, Vice-Dean for
Undergraduate Education and Student Affairs
Email 3) [email protected]
Language(s) Czech
Duration of Each
Program
N/A
Country Czech Republic
Institution CMC Graduate School of Business - Academy of Health
Program(s) MBA in Health Care Management
Website http://www.cmc.cz/management-in-health-care/
Address CMC Graduate School of Business o.p.s.,
náměstí 5. května 2, Čelákovice
Telephone/Fax +420 326 999 138, +420 602 386 754
Affiliations Netherlands-Czech Chamber of Commerce
University Contact(s)
Name and Title
Jan Macke
Email [email protected]
Language(s) Czech
Duration of Each
Program
Weekend program, 18 months
![Page 65: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/65.jpg)
66
Number of Graduates
Per Year
76 students in 3 cohorts
Year Program(s)
Started
1991
Country Czech Republic
Institution Institute of Postgraduate Medical Education – School of Public Health
Program(s) Medical ethics, health and pension insurance, communications, law,
economics and management of health care.
Website http://www.ipvz.cz/
Address Prague 4-Budějovická, 15, Hotel ILF
Telephone/Fax Tel: +420 261 092 442
Affiliations N/A
University Contact(s)
Name and Title
Andrea Little - Instructor
Telephone/Fax N/A
Email [email protected]
Language(s) Czech
Duration of Each
Program
April 2 - March 2, 2012 (30 days)
Number of Graduates
Per Year
100
Country Czech Republic
Institution University of Economics Prague
Program(s) Master in Healthcare Management
Website http://www.vse.cz/english/basic_information_fm.php
![Page 66: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/66.jpg)
67
Address University of Economics, Prague
W. Churchill Sq. 4
130 67 Prague 3
Czech Republic
Telephone/Fax +420 224 095 111
Affiliations N/A
University Contact(s)
Name and Title
Mgr. Václav Urban
Email [email protected]
Language(s) Czech
Duration of Each
Program
N/A
Number of Graduates
Per Year
1,100 students enrolled, one third in the program of combined studies
Year Program(s)
Started
N/A
![Page 67: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/67.jpg)
68
GERMANY
POPULATION
Age Structure 0-14 years: 13.3% (male 5,569,390/female 5,282,245)
15-64 years: 66.1% (male 27,227,487/female 26,617,915)
65 years and over: 20.6% (male 7,217,163/female 9,557,634) (2011 est.)
Population 81,471,834 (July 2011 est.)
HEALTH STATUS
Infant Mortality
Rate
Total: 3.54 deaths/1,000 live births
Male: 3.84 deaths/1,000 live births
Female: 3.21 deaths/1,000 live births (2011 est.)
Life Expectancy
at Birth
Total population: 80.07 years
Male: 77.82 years
Female: 82.44 years (2011 est.)
CHARACTERISTICS
Religions Protestant 34%, Roman Catholic 34%, Muslim 3.7%, unaffiliated or other 28.3%
Languages German
Geographic
Size
Total: 357,022 sq. km
Country comparison to the world: 63
Land: 348,672 sq. km
Water: 8,350 sq. km
ECONOMY
Economy The German economy - the fifth largest economy in the world in PPP terms and
Europe's largest - is a leading exporter of machinery, vehicles, chemicals, and
household equipment and benefits from a highly skilled labor force. In its annual
![Page 68: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/68.jpg)
69
projection for 2011, the Federal Government expects the upswing to continue,
with GDP forecast to grow this year at a real rate of 2.3%. The recovery was
attributable primarily to rebounding manufacturing orders and exports -
increasingly outside the Euro Zone. Stimulus and stabilization efforts initiated in
2008 and 2009 and tax cuts introduced in Chancellor Angela Merkel's second
term increased Germany's budget deficit to 3.3% in 2010. The Bundesbank
expects the deficit to drop to about 2.5% in 2011, below the EU's 3% limit. A
constitutional amendment approved in 2009 likewise limits the federal
government to structural deficits of no more than 0.35% of GDP per annum as of
2016.
GDP Per Capita $25,700
GOVERNMENT
Type Federal Republic
Components 16 states
Form Legal System:
Civil Law System
Executive Branch:
Chief of State: President Christian Wulff (since 30 June 2010)
Head of Government: Chancellor Angela Merkel (since 22 November 2005)
Cabinet: Cabinet or Bundesminister (Federal Ministers) appointed by the president
on the recommendation of the chancellor.
Legislative Branch:
bicameral legislature consists of the Federal Council or Bundesrat (69 votes; state
governments sit in the Council; each has three to six votes in proportion to
population and is required to vote as a block).
Judicial Branch:
Federal Constitutional Court (half the judges are elected by the Bundestag and
half by the Bundesrat); Federal Court of Justice; Federal Administrative Court.
Government
Departments
Involved In
Health Care
Federal Joint Committee
![Page 69: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/69.jpg)
70
HEALTH CARE SPENDING
% of GDP German health care spending in 2008 was 10.5% of GDP (US 16.0) and $3737
per capita (US$7538)
Government N/A
Private N/A
FACILITIES
Hospitals 8.17 beds/1,000 population (2008) 510.767 (2006)
Public 34%
Private 28.8% not-for-profit, 38 % for-profit
THE HEALTH CARE SYSTEM
Description It is important to note that in Germany the government role in health service
provision is very limited. Most university hospitals are owned by the state
governments. Regional governments and municipalities may own hospitals. The
government sets a general policy framework for healthcare but does not become
involved in operational regulation or details. The most important source of
regulation is the independent Federal Joint Committee that is representative of
the associations of the professions (physicians, hospitals, and dentists) and the
association of sick funds.
About 88% of the population is covered by statutory health insurance (SHI). Civil
servants and the self-employed, about 10%, are covered by private insurance.
The rest are covered by small special group plans. SHI covers everyone earning
up to $69,492 (2011) and their dependents. Individuals with higher incomes can
elect to stay with SHI (75% do) or obtain private insurance. SHI coverage is
comprehensive, including almost all prescription drugs and preventive services.
The government has specified very general benefits, with the details controlled by
the industry-controlled Federal Joint Committee.
There are a number of relatively inexpensive cost-sharing provisions with SHI.
They include about $12 per hospital day up to 28 days, ambulatory office visits,
out-patient drugs, and some medical aids. Children under 18 are exempt from the
charges and cost-sharing is limited to 2% of household income. For the chronically
ill the limit is 1%.
There is also a universal long-term care insurance program. Participation is
dependent upon approval by a board that reviews each case and determines the
level of care needed. Beneficiaries choose between cash or services. The benefit
![Page 70: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/70.jpg)
71
level usually falls below the cost of the service, so most people purchase a private
supplemental plan.
SHI is operated by 154 (2011) not-for-profit independent sick funds. The funds
come from contributions on the first $62,542 of income in addition to a transfer of
general tax funds (about 8% of the total) and transfers from unemployment
funds. The employee share is 8.2% of gross wages and the employer match is
7.3%, for a total of about $807 per month. In 2009 the rate was reduced by
0.6% to reduce the burden on both.
Private insurance is important for the civil servants, the self-employed and high
earners who opt out of SHI. The premiums are risk adjusted when they enroll and
are based on lifetime underwriting. Each dependent has his own policy. The
insurance companies are required to set up a reserve slow the increase of
premiums with age.
Community based private physicians belong to regional associations that
negotiate fee-for-service contracts with the sick funds. About 60% are in solo
practice. There has been a recent move toward employment in multi-specialty
groups and the indications are that most solo practitioners will be in the groups in
a few years. Patients are not required to register with a primary care doctor and
there is no gatekeeper function.
The hospital sector is undergoing substantial consolidation and reorganization,
with many considering mergers, acquisitions and cooperative agreements. This is
largely due to reductions in reimbursement. In the past decade a significant
number of municipal hospitals have been sold to private for and non-profit
organizations. The total number of hospital beds declined from 594,000 in 1996
to 510,767 in 2006 and the length of stay from 11.4 to 8.6 days. Hospitals are
owned by regional and local governments (34.1%), private not-for-profit
organizations (28.8% of hospitals, about 50% of beds, mainly religious) and
private for-profit (38.2% of hospitals and 18% of beds). It is estimated that by
2015 45% of hospitals will be private for-profit and 30% will be private not-for-
profit.
Hospitals are staffed by employed doctors who are usually not permitted to treat
outpatients unless the needed care cannot be provided in an office setting.
Inpatient care is reimbursed by DRGs. There are currently 1,194 categories
(2011), with the system revised annually.
Germany is a leader in quality improvement and patient safety initiatives, which
is interesting in that there is no national quality assessment agency. Before the
2003/04 introduction of DRGs there was a national benchmarking exercise
based on 206 quality indicators. The Joint Committee specifies what quality
measures must be implemented by all providers. One requirement is that all
![Page 71: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/71.jpg)
72
GERMANY PROGRAMS
Country Germany
Institution Duale Hochschule Baden-Wuerttemberg
Baden-Wuerttemberg Cooperative State University (Eleven sites in
Baden-Wuerttemberg)
Baden-Wuerttemberg Cooperative State University Loerrach
Program(s) Business Management - Health Care Management
Website http://www.dhbw-loerrach.de/
Address Hangstr. 46-50
79539 Lörrach
providers have a quality management system, CME and technology assessment.
Another sets minimum volume s for complex procedures. There is also a mandatory
quality reporting system that covers over 150 indicators for 30 conditions that
account for about one-sixth of patients. Hospitals must publish results of 27
indicators to facilitate comparisons. Hospital accreditation is voluntary. Four
hospitals are accredited by Joint Commission International.
Abstracted from:
Busse, R., & Blumel, M. (2011). The German Health Care System 2011: International
Profiles of Health Care Systems. 57-64: The Commonwealth Fund.
Central Intelligence Agency. (2011, November 18). The World Factbook.
Retrieved November 18, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
International Finance Corporation. (2011). 2010 Client Meeting Presentations.
HOPE-European Hospital and Healthcare Federation, Country Analysis , 69-70.
Joint Commission International. (2010). Country Status Report. Joint Commission
International.
Tiemann, O., Schreyogg, J., & Busse, R. (2010). Which Type of Hospital
Owndership has the Best Performance? Evidence and Implications from Germany.
Eurohealth , Vol. 17 No. 2-3, 31-33.
![Page 72: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/72.jpg)
73
Telephone/Fax Tel: +49 7621 / 2071323
University Contact(s)
Name and Title
Prof. Dr. Frank Andreas Krone
Email [email protected]
Language(s) German and English
Duration of Each
Program
6 semesters (Bachelor of Arts)
4 semesters (Masters in Business Management)
Number of Graduates
Per Year
40 – Bachelor of Arts
Year Program(s)
Started
2007 – Bachelor Program
2012 – Master Program
Country Germany
Institution Berlin School of Economics and Law
Program(s) Health Care Management
Website http://www.mba-berlin.de/
Address Badensche Str. 50-51, 10825 Berlin
Telephone/Fax Tel: +49 30 85789-406
Affiliations N/A
University Contact(s)
Name and Title
Prof. Dr. Jochen Breinlinger-O´Reilly
Email [email protected]
Language(s) German
Duration of Each
Program
24 months, part-time
Number of Graduates
Per Year
18
![Page 73: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/73.jpg)
74
Year Program(s)
Started
2001
Country Germany
Institution Bielefeld University
Program(s) Health Administration
Website http://www.uni-
bielefeld.de/gesundhw/studienangebote/mha/index.html
Address Postfach 100 131, 33501 Bielefeld
Telephone/Fax Tel: +49 0521 / 106-00
Affiliations N/A
University Contact(s)
Name and Title
Dr. Andrea Frank
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution Catholic University of Applied Sciences Freiburg
Program(s) Management in the Health System (BA)
Website http://www.kh-freiburg.de/=
Address Karlstraße 63, 79104 Freiburg
![Page 74: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/74.jpg)
75
Telephone/Fax Tel: +49 761 200-1401
Affiliations N/A
University Contact(s)
Name and Title
Matthias Linnenschmidt
Email [email protected]
Language(s) German
Duration of Each
Program
Full-time: 7 semesters Part-time: 9 semesters.
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution Deggendorf University of Applied Sciences
Program(s) Master of Health Care Management
Website https://www.hdu-
deggendorf.de/de/weiterbildung/masterstudiengaenge/hcm-m
Address Edlmairstraße 6, 8, 94469 Deggendorf
Telephone/Fax Tel: +49 991 3615 217
Affiliations N/A
University Contact(s)
Name and Title
Alexandra Niewohner, Prof., Dr. Thomas Bartscher
Email [email protected]
![Page 75: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/75.jpg)
76
Language(s) German and English
Duration of Each
Program
3 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution European Business School International University
Program(s) Executive MBA Health Care Management , Master of Science
Website http://www.ebs.edu/index.php?id=contact&L=0\
Address Rheingaustraße 1, 65375 Oestrich-Winkel
Telephone/Fax 0611 / 7102 1875
Affiliations N/A
University Contact(s)
Name and Title
Claudia Hirning
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters, two study levels: Study block I - 10 months certificate
'Health Economist (EBS)’; II - 14 months with final examination MBA
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution Fachhochschule of Koblenz
![Page 76: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/76.jpg)
77
Program(s) 1) Bachelor - Health and Social Economy/Business Administration
with specialization in Health and Social Economy
2) Master - Health and Social Economy/Business Administration with
specialization in Health and Social Economy
Website http://www.rheinahrcampus.de/Betriebswirtschaftslehre-M-
A.809.0.html
Address Südallee 2, 53424 Remagen
Telephone/Fax Tel: +49 261 9528-0
Affiliations N/A
University Contact(s)
Name and Title
General Contact Information
Email [email protected]
Language(s) German
Duration of Each
Program
1) 6 semesters
2) 4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution Frankfurt School of Finance and Management
Program(s) Masters of Business Administration in International Hospital and
Healthcare Management. Two concentrations: Supplier or
Payer/Provider
Website http://www.frankfurt-school.de/content/en
Address Frankfurt School of
Finance & Management
Sonnemannstraße 9-11
60314 Frankfurt am Main
![Page 77: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/77.jpg)
78
Telephone/Fax +49 (069) 154008-0
Affiliations EPAS Accredited
University Contact(s)
Name and Title
Dr. Christina Heiss
Email [email protected]
Language(s) German
Duration of Each
Program
18-20 months part-time, nine residential modules (two are industry
specific) and two e-based modules plus thesis.
Number of Graduates
Per Year
25
Year Program(s)
Started
2001
Country Germany
Institution Friedrich-Alexander Universitat Erlangen-Nurnberg
Program(s) Master of Health Business Administration (MHBA)
Website http://www.mhba.de/mhba/
Address Department of health management
Lange Gasse 20
90403 Nuremberg
Telephone/Fax 0911 / 5302-313
Affiliations ACQUIN
University Contact(s)
Name and Title
Prof. Dr. Oliver Schöeffski, MPH
Email [email protected]
Language(s) German
Duration of Each
Program
Part-time distance learning, four semesters
![Page 78: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/78.jpg)
79
Number of Graduates
per Year
160-190; 8090 hospital physicians
Year Program(s)
Started
2007
Country Germany
Institution Fulda
Program(s) Public Health Management (Health Care Management) – Bachelor of
Arts (BA)
Website http://www.hs-fulda.de/index.php?id=1733&L=1
Address Marquardstraße 35, 36039 Fulda
Telephone/Fax Tel: +49 661 9640-146; -101
Affiliations N/A
University Contact(s)
Name and Title
Heß, Karin
Email [email protected]
Language(s) German
Duration of Each
Program
6 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution GmbH
Program(s) Health & Management for Health Treatment and Caring Professions
(BS)
Website http://www.hs-fresenius.de/
![Page 79: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/79.jpg)
80
Address Limburger Straße 2, 65510 Idstein
Telephone/Fax +49 6126 9352-0
Affiliations N/A
University Contact(s)
Name and Title
General Contact Information
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution Hamburg University - Department of Health Care Management
Program(s) Master of Business Administration (MSc)
Website http://www.uni-hamburg.de/fachbereiche-
einrichtungen/fb03/oew/perso/MasterI_e.html
Address Fakultät Wirtschafts- und Sozialwissenschaften
Professur für Personalwirtschaft
Von-Melle-Park 5
20146 Hamburg
Telephone/Fax +49 40 428 38-5563
Affiliations N/A
University Contact(s)
Name and Title
Prof. Dr. Dorothea Alewell
Telephone/Fax 040 / 42838 - 4101
Email [email protected]
![Page 80: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/80.jpg)
81
Language(s) German
Duration of Each
Program
120 credit points in two-year master's program four semester length.
Number of Graduates
Per Year
The MSc Business Administration
Year Program(s)
Started
N/A
Country Germany
Institution Niderrhein
Program(s) 1) Bachelor – Health Care Management
2) Masters – Health Care Management
Website http://www.hs-niederrhein.de/fb10/studium/mbm000/
Address Op der Eyck-Straße 3-5, 47805 Krefeld
Telephone/Fax +49 02151 / 822-6611
Affiliations N/A
University Contact(s)
Name and Title
Prof. Dr. Dagmar Ackermann – Professor
Email [email protected]
Language(s) German
Duration of Each
Program
1) 6 semesters full-time, 8 semesters part-time
2) 4 semesters full-time, 6 semesters part-time
Number of Graduates
Per Year
1) Semester 1 - 225, Semester 2 – 135, Semester 3 – 85. E-Health
Bachelors – 50
2) 30
Year Program(s)
Started
1) 2006 – Bachelors of E-Health – 2011
2) 2008
Country Germany
![Page 81: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/81.jpg)
82
Institution SRH Berlin
Program(s) Master's in Health Care Management
Website http://www.srh-hochschule-berlin.de/de/
Address Ernst-Reuter-Platz 10, 10587 Berlin
Telephone/Fax Tel: +49 30 922535-50
Affiliations N/A
University Contact(s)
Name and Title
Juliane Richter
Email hochschule-berlin.de
Language(s) German
Duration of Each
Program
4 semesters, dual system; part-time
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution Technische Universitat Dresden
Program(s) MBA in Health Care Management
Website http://tu-dresden.de/
Address TU Dresden
TUD-Information
Helmholtzstraße 10
D-01069 Dresden
Telephone/Fax phone: +49 351 463-37044
Affiliations N/A
University Contact(s) General Contact Information
![Page 82: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/82.jpg)
83
Name and Title
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution University of Applied Sciences Kempten
Program(s) Bachelor - Health Care Management
Website http://www.hochschule-kempten.de/index.php?id=9&L=1
Address Hochschule für angewandte Wissenschaften - Kempten
Bahnhofstraße 61
D - 87435 Kempten
Telephone/Fax Tel: +49 (0) 831 2523-0
Affiliations N/A
University Contact(s)
Name and Title
General Contact Information
Email [email protected]
Language(s) German
Duration of Each
Program
7 semesters including practical semester - Guest studies abroad are
possible
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
![Page 83: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/83.jpg)
84
Country Germany
Institution University of Bayreuth
Program(s) Health Care Management, Master of Business Administration (MBA)
Website http://www.campus-akademie.uni-
bayreuth.de/de/studiengaenge/mba-health-care-management/
Address Universitätsstraße 30, 95447 Bayreuth
Telephone/Fax Tel: +49 921 55-5246
Affiliations N/A
University Contact(s)
Name and Title
Dr. Gisela Gerstberger
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution University of Duisburg-Essen
Program(s) Business Administration - Health Economics and Health Care
Management
Website http://www.uni-
due.de/studienangebote/studienangebote_08451.shtml
Address Universität Duisburg-Essen
45117 Essen
Telephone/Fax +420 201/183-2196
![Page 84: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/84.jpg)
85
Affiliations N/A
University Contact(s)
Name and Title
Thomas Mayrhofer
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Germany
Institution University of Greifswald
Program(s) Health Care Management (MSc)
Website http://www.uni-greifswald.de/
Address Ernst-Moritz-Arndt University Greifswald
Rubenowstraße 2
17487 Greifswald
Telephone/Fax Tel: +49 03834 86-2476
Affiliations N/A
University Contact(s)
Name and Title
Timm Laslo
Email [email protected]
Language(s) German
Duration of Each
Program
4 semesters
Number of Graduates
Per Year
N/A
![Page 85: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/85.jpg)
86
Year Program(s)
Started
N/A
Country Germany
Institution West Saxon University of Applied Sciences of Zwickau
Program(s) 1) Bachelor - Health Management/Health Sciences
2) Masters – Health Management/Health Sciences (MSc)
Website http://www.fh-zwickau.de/
Address Post Office Box, POB 201037, 08012 Zwickau
Telephone/Fax Tel: +49 375 536 1184
Affiliations N/A
University Contact(s)
Name and Title
Annelore Spranger
Email [email protected]
Language(s) German
Duration of Each
Program
1) 6 semesters
2) 4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
IRELAND
POPULATION
% Urban %
![Page 86: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/86.jpg)
87
% Rural %
Age Structure 0-14 years: 21.1% (male 503,921/female 483,454)
15-64 years: 67.3% (male 1,581,959/female 1,560,238)
65 years and over: 11.6% (male 246,212/female 295,192) (2011)
Population 4,670,976 (July 2011 est.)
HEALTH STATUS
Infant Mortality
Rate
Total: 3.85 deaths/1,000 live births
Male: 4.24 deaths/1,000 live births
Female: 3.44 deaths/1,000 live births (2011 est.)
Life Expectancy
at Birth
Total population: 80.19 years
Male: 77.96 years
Female: 82.55 years (2011 est.)
CHARACTERISTICS
Religions Roman Catholic 87.4%, Church of Ireland 2.9%, other Christian 1.9%, other
2.1%, unspecified 1.5%, none 4.2% (2006 census)
Languages English (official, the language generally used), Irish (Gaelic or Gaeilge) (official,
spoken mainly in areas along the western coast)
Geographic
Size
Total: 70,273 sq. km
Land: 68,883 sq. km
Water: 1,390 sq. km
ECONOMY
Economy In 2010, the budget deficit reached 32.4% of GDP - the world's largest deficit,
as a percentage of GDP In late 2010, the Government agreed to a $112 billion
loan package from the EU and IMF to help Dublin further increase the
capitalization of its banking sector and avoid defaulting on its sovereign debt.
The government also initiated a four-year austerity plan to cut an additional $20
billion from its budget. A return to modest growth is expected in 2011.
GDP Per Capita $37,300
![Page 87: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/87.jpg)
88
GOVERNMENT
Type Republic, parliamentary democracy
Components 29 counties and 5 cities
Form Legal System:
Common law system based on the English model but substantially modified by
customary law; judicial review of legislative acts in Supreme Court
Executive Branch:
Chief of state: President Michael D. Higgins (since 2011)
Head of government: Taoiseach (Prime Minister) Enda Kenny (since 2011)
Cabinet: Cabinet appointed by the president with previous nomination by the
prime minister and approval of the House of Representatives.
Legislative Branch:
Bicameral Parliament or Oireachtas consists of the Senate (60 seats; 49 members
elected by the universities and from candidates put forward by five vocational
panels, 11 are nominated by the prime minister; members serve five-year terms).
Judicial Branch:
Supreme Court (judges appointed by the president on the advice of the prime
minister and cabinet); Courts of First Instance (includes High Court).
Government
Departments
Involved In
Health Care
Health Service Executive (HSE)
HEALTH CARE SPENDING
% of GDP 7.6% (2009)
Government N/A
Private N/A
FACILITIES
Hospitals .17 beds/1,000 population (2007)
![Page 88: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/88.jpg)
89
Public N/A
Private N/A
THE HEALTH CARE SYSTEM
Description The health care system is managed by the Health Service Executive (HSE). All Irish
citizens are covered by the general tax funded public health care system. For
people under 70, the system is means-tested, based on income, age, illness or
disability. The system consists of three parts that are based on income. Part 1 is
the Medical Card which provides free medical and dental comprehensive
coverage, held by about 32% of the population. All people over 70 qualify. Part
2 is the GP Visit Card, good for free GP visits, for those with higher (by 50%)
incomes than for the Medical Card. Part 3 includes most of the population (about
68%), including those with the GP card. They must pay limited fees including; E
50-75 for a visit to a doctor, E100 for ED visits without a physician’s referral and
E100 a hospital day (in public wards) up to E1000 per year.
Out-patient treatment and maternity care are free in public hospitals. Children’s
benefits are an interesting feature of the system. Up to age 14, all children are
entitled to eyeglasses every two years and all dentistry including orthodonture.
About half of the population is also covered by private health insurance. There
are three insurance companies, one of which is owned by the government.
Premiums are community-rated, so they are the same for everyone regardless of
age or health status and coverage cannot be denied for pre-existing conditions.
Private insurance is protection against waiting for services in the public hospitals.
It also provides a semi-private or private room and consultant fees.
With 67,000 direct and 40,000 indirect employees the HSE is the country’s
largest employer. The HSE owns and operates 51 hospitals using a centralized
budget system. HSE is promoting clinical standardization to improve quality of
care. There are 125 other hospitals, including university teaching hospitals, not-
for-profit and for-profit hospitals for a total of about 23,000 beds. Public
hospitals provide both public and private care. Public patients do not have choice
of physician or have a private room.
There is an extensive network of HSE health centers that provide GP primary care
and other health services and a broad range of social services. The center system
reflects the policy of reducing hospital use. The services are provided free or at
a subsidized rate. Other GPs are generally in solo practice. They charge those
without Medical or GP Visit Cards up to E60 a visit. Those with private insurance
are reimbursed. The centers and the private GPs are generally the gatekeepers
to specialists and hospitals.
![Page 89: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/89.jpg)
90
IRELAND PROGRAMS
Waiting lists for procedures in public hospitals have been an issue for years.
“Free it may be, but you are also free to wait.” The National Treatment Purchase
Fund was established in 2002 to address the problem. The Fund pays for public
patients to be treated in private hospitals or in other countries and is an important
source of private hospital income. The Fund cannot spend over 10% of its funds in
public hospitals. The Fund negotiates discounts based upon volume. Thus 2010
procedure specific prices were 8% below 2009. The Fund managed over 33,000
patients in 2010. Understandably, recent decreases in the waiting lists are of
some concern to the private hospitals.
The Independent Health Information and Quality Authority was established in
2007 to drive continuous improvement in health and social services. The Authority
is responsible for; developing health information systems, promoting and
implementing quality assurance programs, reviewing and reporting on selected
services, overseeing accreditation and technology assessment. In 2008 all
hospitals were required to develop quality plans and to implement improvements.
The Authority is conducting randomized unannounced monitoring assessments that
lead to publicly available reports. Twenty-three hospitals are accredited by Joint
Commission International.
Abstracted from:
Central Intelligence Agency. (2011, December 2). The World Factbook. Retrieved
December 2, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
The Government of Ireland. (2010). The National Treatment Purchase Fund, Annual
Report. Dublin: Government of Ireland.
The Government of Ireland, Department of health and Children. (2007). Health
Insurance Market Reforms. Dublin: The Government of Ireland.
The Government of Ireland, Department of Health and Children. (2007). The
Health Information and Quality Authority, "About Us". Dublin: The Government of
Ireland.
Wikipedia. (2011, November). Healthcare in the Republic of Ireland. Retrieved
December 2011, from Wikipedia:
http://en.wikipedia.org/wiki/Healthcare_in_the_Republic_of_Ireland
![Page 90: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/90.jpg)
91
Country Ireland
Institution Institute of Public Administration - Whitaker School of Government
and Management
Program(s) 1) Healthcare Management – MA
2) Healthcare Management – BA
Website http://www.ipa.ie/index.php?lang=en&p=page&id=131
Address 57-61 Lansdowne Road, Ballsbridge, Dublin 4
Telephone/Fax +353 1 240 3600
Affiliations EMHA, Accredited by National University of Ireland
University Contact(s)
Name and Title
Dearbhla Casey - Leadership and Management Specialist
Email [email protected]
Language(s) English
Duration of Each
Program
1) Two years. In the first year six public management subjects to
receive a Higher Diploma in Public Management. The second year
is divided into semesters. In the first of these, students study three
healthcare management subjects. In the second, they write a minor
dissertation. The MA is delivered through distance education.
Students attend some weekend seminars at the IPA in Dublin.
2) Four academic years, with two interim awards (certificate and
diploma), delivered in three ways: evening classes in Dublin,
evening classes at regional centers and by distance education. All
students attend several weekend seminars and tutorials at IPA.
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Ireland
Institution RCSI - Institute of Leadership and Healthcare Management
Program(s) 1) Health Care Management – MSc (including Postgraduate
![Page 91: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/91.jpg)
92
Certificate)
2) Leadership and Management Development – MSc
3) Healthcare Management – Pharmacists – MSC (including
Postgraduate Certificate)
4) Leadership and Management Development - Researchers &
Technologists – MSc
Website 1) http://www.rcsileadership.org/index.jsp?p=594&n=602
2) http://www.rcsileadership.org/index.jsp?p=594&n=604
3) http://www.rcsileadership.org/index.jsp?p=594&n=603
4) http://www.rcsileadership.org/index.jsp?p=594&n=605&a=1093
Address Institute of Leadership
Royal College of Surgeons in Ireland
Reservoir House
Ballymoss Road
Sandyford
Dublin 18, Ireland.
Telephone/Fax + 353 (0)1 402 2378
Affiliations Accreditation – National University of Ireland (NUI)
University Contact(s)
Name and Title
1) Sibeal Carolan – Program Head
2) General Contact
3) Ciarán O'Boyle
Email 1) [email protected]
Language(s) English
Duration of Each
Program
1) 4 semesters, a dissertation, and six learning modules undertaken in
the Postgraduate Diploma and requires six contact days.
2) Two years (4 semesters). The first year requires 12 days
attendance and the second year requires six days attendance.
3) The Postgraduate Diploma requires completion of six learning
modules each requiring three contact days.
The MSc Degree requires a Dissertation, six learning modules, and
six contact days. Most participants complete the Postgraduate
Diploma in just over one academic year and the MSc Degree in
two academic years.
4) The program is a combination of classroom days, online learning
![Page 92: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/92.jpg)
93
and tutorials. Each module is delivered as a combination of web-
based instruction and three days of class contact. The MSC
requires the Postgraduate Diploma, a dissertation, and four
classroom training days.
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Ireland
Institution Trinity College Dublin - School of Medicine
Program(s) Health Services Management – MSc
Website www.medicine.tcd.ie/health_policy_management/postgraduate/msc/ind
ex.php
Address Trinity College Dublin, College Green, Dublin 2
Telephone/Fax +353-1-896 2665/3986
Affiliations N/A
University Contact(s)
Name and Title
Professor Charles Normand – Program Head
Email [email protected]
Language(s) English
Duration of Each
Program
Two years, part-time
Number of
Graduates Per Year
N/A
Year Program(s)
Started
N/A
Country Ireland
![Page 93: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/93.jpg)
94
Institution University College Cork
Program(s) Health Services Management – MBS
Website http://www.ucc.ie/calendar/postgraduate
Address University College Cork, College Road, Cork, Ireland
Telephone/Fax +353 (021) 4902395
Affiliations N/A
University Contact(s)
Name and Title
Professor Neil Collins – Dean, Faculty of Commerce
Email [email protected]
Language(s) English
Duration of Each
Program
Part-time program, 24 months, 120 credits
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Ireland
Institution University of Limerick - Kemmy Business School
Program(s) 1) Health Services Management – BA (Hons)
2) Health Services Management – Diploma
3) Health Services Management – Certificate
Website 1) http://www2.ul.ie/
2) http://www2.ul.ie/pdf/485902918.pdf
3) http://www2.ul.ie/pdf/817541918.pdf
Address University of Limerick
Limerick
Ireland
Telephone/Fax +353-61-202915
Affiliations EPAS
![Page 94: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/94.jpg)
95
University Contact(s)
Name and Title
Breda Ahern - Management Development Unit
Email [email protected]
Language(s) English
Duration of Each
Program
1) 4 years, 8 semesters
2) 2 semesters
3) 2 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
NETHERLANDS
POPULATION
Age Structure 0-14 years: 17% (male 1,466,218/female 1,398,463)
15-64 years: 67.4% (male 5,732,042/female 5,624,408)
65 years and over: 15.6% (male 1,141,507/female 1,484,369) (2011 est.)
Population 16,847,007 (July 2011 est.)
HEALTH STATUS
Infant Mortality
Rate
Total: 4.59 deaths/1,000 live births
Male: 5.08 deaths/1,000 live births
Female: 4.07 deaths/1,000 live births (2011 est.)
Life Expectancy
at Birth
Total population: 79.68 years
Male: 77.06 years
![Page 95: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/95.jpg)
96
Female: 82.44 years (2011 est.)
CHARACTERISTICS
Religions Roman Catholic 30%, Protestant 20% (Dutch Reformed 11%, Calvinist 6%, other
Protestant 3%), Muslim 5.8%, other 2.2%, none 42% (2006)
Languages Dutch (official), Frisian (official)
Geographic
Size
Total: 41,543 sq. km
Land: 33,893 sq. km
Water: 7,650 sq. km
ECONOMY
Economy The Netherlands economy is noted for stable industrial relations, moderate
unemployment and inflation, a sizable current account surplus, and an important
role as a European transportation hub. Industrial activity is predominantly in food
processing, chemicals, petroleum refining, and electrical machinery. In response to
turmoil in financial markets, the government nationalized two banks and injected
billions of dollars into a third, to prevent further systemic risk. The government also
sought to boost the domestic economy by accelerating infrastructure programs,
offering corporate tax breaks for employers to retain workers, and expanding
export credit facilities. The stimulus programs and bank bailouts, however,
resulted in a government budget deficit of nearly 4.6% of GDP in 2009 and
5.3% in 2010 that contrasts sharply with a surplus of 0.7% of GDP in 2008. With
unemployment weighing on private-sector consumption, the government of Prime
Minister Mark RUTTE is likely to come under increased pressure to keep the
budget deficit in check while promoting economic recovery.
GDP Per Capita $40,300 (2010 est.)
GOVERNMENT
Type Constitutional Monarchy
Components 12 provinces
Form Legal System:
Civil law system based on the French system; constitution does not permit judicial
review of acts of the States General
Executive Branch:
![Page 96: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/96.jpg)
97
Chief of State: Queen Beatrix (since 30 April 1980); Heir Apparent Willem-
Alexander, son of the monarch
Head of Government: Prime Minister Mark RUTTE (since 2010);
Cabinet: Council of Ministers appointed by the monarch
Legislative Branch:
Bicameral States General or Staten Generaal consists of the First Chamber or
Eerste Kamer (75 seats; members indirectly elected by the country's 12 provincial
councils to serve four-year terms) and the Second Chamber or Tweede Kamer
(150 seats; members elected by popular vote to serve four-year terms).
Judicial Branch:
Supreme Court or Hoge Raad (justices are nominated for life by the monarch)
Government
Departments
Involved In
Health Care
Dutch Health Care Authority
HEALTH CARE SPENDING
% of GDP 10.8%
Government
Private
FACILITIES
Hospitals 4.25 beds/1,000 population (2008) 42,350 (2008)
Public 95
Private
THE HEALTH CARE SYSTEM
Description The government is responsible for overseeing quality, accessibility and
affordability of care. The Dutch Health Care Authority, an independent
administrative body supervises the system. It can regulate rates and performance.
The government provides a substantial amount of information to the public through
the Internet on waiting lists, quality and prices of care. Hospitals are required to
publish annual financial and quality of care reports. Private providers are
![Page 97: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/97.jpg)
98
responsible for most of the provisions of services but the government is directly
involved in planning facilities for highly complicated procedures. Traditionally,
self-regulation has been important.
Holland has a single compulsory insurance system through competitive private
insurers that is essentially managed competition. The system gives the patient the
tools to make independent decisions about insurance plans and some providers,
has a transparent and uniform pricing system for GPs and hospitals, selective
contracting and relatively free negotiation between insurers and providers. The
insurers can negotiate with providers on price, volume and quality of care. They
may be for-profit and pay dividends. However, the market is dominated (88%)
by four large plans, three of which are not-for-profit. The plans must accept all
applicants and cannot differentiate premiums based on risk. The system is
composed of three “compartments”: 1) compulsory insurance for long-term care
(SHI) 2) Basic insurance covering everyone and 3) complimentary voluntary health
insurance (VHI).
SHI, long-term care insurance provides care for expensive chronic conditions that
are expensive. It is financed through income-dependent contributions.
Beneficiaries have a complicated cost-sharing that is based on a needs
assessment. Their care is organized by care offices that operate independently
but are related to the health insurers. Interestingly, the patient can opt to take
cash and organize their own care.
Basic health insurance covers essential curative care including hospitalization,
medical care, dental care up to the age of 22, drugs, mental health services, etc.
There is a defined basic package, but plans compete on the basis of price and
quality and they may offer complimentary voluntary plans. The plans are free to
select what providers they will contract with. Individuals may choose any plan.
All citizens pay a flat-rate premium to their health insurer. There is also a payroll
deduction that goes to a central health insurance fund. The fund allocates funds to
the insurers according to a risk-adjustment system. Children under 18 are covered
free of charge.
Voluntary insurance covers services that are not covered by the other systems,
some co-payments and provides either services or cash. In 2009 91% of the
insured added voluntary coverage. The plans are not obligated to accept any
applicants.
All citizens are registered with a GP for basic health insurance coverage.
General practitioners are paid by a mix of capitation and fee-for-service. Rates
are negotiated by GP association committees. There is a trend toward group
practice. They function as gatekeepers who must sign referrals for hospital or
specialist care. Almost all GPs use an electronic record system, from which data
![Page 98: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/98.jpg)
99
are extracted to monitor the quality of care.
In principle patients can choose any hospital, but insurers may impose some
limitations on choice. Specialists work only in hospitals and most are self-employed
now but there is a trend toward direct employment. Most in hospitals (75%) are in
specialty specific partnerships (groups) with which the hospitals contract. There is
also a trend toward comprehensive payments that is encouraging more integrated
care. All physicians in the eight academic hospitals are salaried.
Hospitals, specialists and mental care are paid by an elaborate DRG-type system
called Diagnosis and Treatment Combinations (DBCs). It is considered to be an
improvement because it provides for treatment combinations (thus more than one
DBC per patient is possible). The DBC system is managed by an independent
foundation. The treatment options and costs for each diagnosis are developed
collaboratively by the government, specialists, hospitals and insurers. The rates
are designed to include all direct and indirect costs.
Institutions that provide in-patient care are not allowed to make a profit, however
consideration is being given to opening the field to private investment.
Independent treatment centers that are affiliated with hospitals can make a
profit. The centers, some employing specialists, offer selected non-urgent
treatments that require less than 24 hospitalizations. Due to a number of mergers
in recent years many hospitals operate in more than one location. The number of
hospitals declined from 172 in 1982 to 95 in 2009, including the eight academic
hospitals. The number of beds fell from about 60,000 in 1980 to 42,350 in 2008.
Larger hospital organizations enjoy financing advantages and more leverage
relative to the insurers.
Dutch hospitals have a complicated and interesting management structure. Most
are foundations that do not have members. Each hospital is managed by a
supervisory board and an executive board. There is no government involvement in
appointments. Because of questions about board and executive remuneration and
other financial and quality problems, the government is considering modifying the
mandated structure, but the form and timing of change is not clear. There is a
requirement that the remuneration of supervisory and executive board members
be made public. The supervisory board is akin to a self-perpetuating community
board (with limited terms), accountable to no one. It appoints and oversees the
executive board that has the authority to manage the hospital. There is an
unofficial “Health Care Governance Code,” developed by the provider’s
associations, that details the functions of the boards. The code was developed to
head-off government involvement but is not enforced.
The executive boards have from one to three members. There is much interest in
increasing the managerial competence of the members and a trend to hire
![Page 99: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/99.jpg)
100
DUTCH PROGRAMS
professional administrators. There is wide recognition that they serve at the
pleasure of the medical staff. All appointees are subject to review by the
employee’s and the client’s councils and the medical staff board is usually
consulted. The board is responsible for strategic and operational governance,
administrative structure, financial management, medical services and quality of
care. By law, certain decisions must be approved by either by the medical staff
or the employee’s council. In fact, the executive board needs medical staff
support for all strategic decisions, a situation that greatly complicates governance.
The employee’s council, which serves as a vehicle for union actions, can block
executive board actions, which leads to resolution in court.
There is a trend toward “duel management” of large operating units within the
hospital. Management is shared by a full-time general manager and a part-time
medical manager.
Quality of care and safety are overseen by the Health Care Inspectorate which
applies quality tools that are provided by providers and institutions. Facilities are
required to collect certain information, to set up a quality assurance system and
produce publically available annual quality of care reports. Providers are
required to report serious events.
Long-term care providers are paid according to an assessment of the care
intensity need of each patient.
Abstracted from:
Central Intelligence Agency. (2011, November 30). The World Factbook.
Retrieved November 30, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
Maarse, H., & Lodewick, L. (2011). Netherlands. In R. Saltman, A. Duran, & H.
Dubois, Governing Public Hospitals and European Observatory on Health Systems
and Policies. 179-199.
Schafer, W., Kroneman, M., Boerma, W., van den Berg, M., Westert, G., Deville,
W., et al. (2010). The Netherlands Health System Review. . Health Systems in
Transition, (12); 1-229.
Wynand, P., van de Ven, M., & Schut, F. T. (May/June 2008). Universal
Mandatory Health Insurance in the Netherlands: A Model for the United States?
Health Affairs, (27): 3.
![Page 100: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/100.jpg)
101
Country Netherlands
Institution Erasmus University
Program(s) 1) MSc in Health Economics, Policy & Law
2) MSc in Health Care Management
Website http://www.bmg.eur.nl
Address J-building-Woudestein Campus
Mayor Oudlaan 50
3062 PA Rotterdam
Telephone/Fax +31 010-408 8575
Affiliations NVAO 0 Dutch/Flemish
University Contact(s)
Name and Title
Job van Exel – Program Director of the Master Health Economics, Policy
& Law
Email [email protected]
Language(s) 1) Dutch and English
2) Dutch
Duration of Each
Program
1) Full-time: one year, 60 credits, 6 compulsory courses, 3 elective
courses, individual master-thesis / Part-time: 2 years.
2) Full-time: one year, 60 credits / Part-time 2 years
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Netherlands
Institution Maastricht University, Faculty of Health, Medicine and Life Sciences,
CAPHRI School of Public Health
Program(s) Master of Healthcare, Innovation and Management – MSc
Website http://www.maastrichtuniversity.nl
![Page 101: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/101.jpg)
102
Address Faculty of Health, Medicine and Life Sciences
Maastricht University
PO Box 616
6200 MD Maastricht
The Netherlands
Telephone/Fax +31 43 388 5798
Affiliations N/A
University Contact(s)
Name and Title
1) Jouke van der Zee – Chair, Primary Health Care Research
2) General Information
3) Professor Helmut Brand
Email 1) [email protected]
Language(s) English
Duration of Each
Program
One year full-time, two-year part-time. 42 credits for 7 courses plus
18 credits thesis and internship.
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Netherlands
Institution Netherlands Institute for Health Sciences (Nihes)
Program(s) Master in Health Sciences/Master in Economics and Business, Health
Economics Specialization
Website www.nihes.nl
Address Netherlands Institute for Health Sciences
Educational Support Center (DCO) Room Ee308
PO Box 2040
3000 CA Rotterdam
The Netherlands
Telephone/Fax +31 (0)10 703 8450
![Page 102: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/102.jpg)
103
Affiliations Joint venture of the Erasmus School of Economics and the Institute of
Health Policy & Management
University Contact(s)
Name and Title
Dr. T.G.M van Ourti - Professor
Email [email protected]
Language(s) English
Duration of Each
Program
70 credits full-time (13 months) and part-time (25 months)/One-year
full-time 60 credits
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Netherlands
Institution Tilsburg University, TiasNimbas Business School
Program(s) Executive Master of Health Administration – MHA
Website www.tiasnimbas.edu.nl
Address Casa 400
Eerste Ringdijkstraat 4
1097 BC Amsterdam
The Netherlands
Telephone/Fax Tel: +31 13 466 8638
Affiliations N/A
University Contact(s)
Name and Title
1) G.J. Caris – Academic Director
2) Corine Schriks – Program Advisor
Email [email protected]
Language(s) English and Dutch
Duration of Each
Program
Part-time program, 15 months
![Page 103: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/103.jpg)
104
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country Netherlands
Institution University of Twente
Program(s) Masters - Specialization in Health Services and Management
Website http://www.utwente.nl/master/international/hs/tracks/hsm/
Address University of Twente
Study Information Desk
Postbus 217
7500 AE Enschede
The Netherlands
Telephone/Fax +31 53 4895489
Affiliations N/A
University Contact(s)
Name and Title
General Contact
Email [email protected]
Language(s) English
Duration of Each
Program
Health Sciences is a one-year Master program, 60 European Credits
(EC). First semester six courses. Each course comprises 5 EC. The
second semester, Master’s thesis (25 EC).
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
![Page 104: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/104.jpg)
105
SOUTH KOREA
POPULATION
% Urban 83% of total population (2010)
% Rural 17%
Age Structure 0-14 years: 15.7% (male 3,980,541/female 3,650,631)
15-64 years: 72.9% (male 18,151,023/female 17,400,809)
65 years and over: 11.4% (male 2,259,621/female 3,312,032) (2011 est.)
Population 48,754,657 (July 2011 est.)
HEALTH STATUS
Infant Mortality
Rate
Total: 4.16 deaths/1,000 live births
Male: 4.37 deaths/1,000 live births
Female: 3.93 deaths/1,000 live births (2011 est.)
Life Expectancy
at Birth
Total population: 79.05 years
Male: 75.84 years
![Page 105: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/105.jpg)
106
Female: 82.49 years (2011 est.)
CHARACTERISTICS
Religions Christian 26.3% (Protestant 19.7%, Roman Catholic 6.6%), Buddhist 23.2%, other
or unknown 1.3%, none 49.3% (1995 census)
Languages Korean, English (widely taught in junior high and high school)
Geographic
Size
Total: 99,720 sq. km
Land: 96,920 sq. km
Water: 2,800 sq. km
ECONOMY
Economy Since the 1960s, South Korea has achieved an incredible record of growth and
global integration to become a high-tech industrialized economy. Four decades
ago, GDP per capita was comparable with levels in the poorer countries of Africa
and Asia. In 2004, South Korea joined the trillion-dollar club of world economies,
and currently is among the world's 20 largest economies. With the global
economic downturn in late 2008, South Korean GDP growth slowed to 0.2% in
2009. In the third quarter of 2009, the economy began to recover, in large part
due to export growth, low interest rates, and an expansionary fiscal policy;
growth exceeded 6% in 2010. The South Korean economy's long-term challenges
include a rapidly aging population, inflexible labor market, and overdependence
on manufacturing exports to drive economic growth.
GDP Per Capita $30,000 (2010 est.)
GOVERNMENT
Type Republic
Components 9 provinces
Form Legal System:
Mixed legal system combining European civil law, Anglo-American law, and
Chinese classical thought.
Executive Branch:
Chief of State: President LEE Myung-bak (since 2008)
Head of Government: Prime Minister KIM Hwang-sik (since 2010)
![Page 106: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/106.jpg)
107
Cabinet: State Council appointed by the president on the prime minister's
recommendation.
Legislative Branch:
Unicameral National Assembly or Gukhoe (299 seats; 245 members elected in
single-seat constituencies, 54 elected by proportional representation; members
serve four-year terms).
Judicial Branch:
Supreme Court (justices appointed by the president with consent of National
Assembly); Constitutional Court (justices appointed by the president based partly
on nominations by National Assembly and Chief Justice of the court).
Government
Departments
Involved In
Health Care
Ministry of Health, Welfare and Family Affairs (MIHWAF)
National Health Insurance Program
HEALTH CARE SPENDING
% of GDP 6.5%
Government N/A
Private N/A
FACILITIES
Hospitals 12.28 beds/1,000 population (2008)
Public N/A
Private Private hospitals and clinics account for 92.6% of all medical facilities in terms of
the number of facilities and 87.4% in terms of the number of beds.
THE HEALTH CARE SYSTEM
Description Universal coverage has been in effect since 1989. The Ministry of Health and
Welfare provides policy direction and oversight. There are three national health
service programs; the universal plan that covers about 96% of the population
(2007) is the National Health Insurance Program (NHIP). The program is
supported primarily (80%) by premiums. There are two groups of insured
(including dependents), employees and the self-insured. Contribution rates are
adjusted annually. The rate is about 5% of payroll (2007), half paid by the
employee and half by the employer. The rates for the self-employed are based
![Page 107: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/107.jpg)
108
on a complex formula that considers income, property, motor vehicles, age and
gender. Rates are reduced for individuals living in remote rural areas. In 2009 a
Korean family paid about US$8000. The national government provides about
14% of the plan’s cost and 6% comes from a tax on tobacco. NHIP is managed
by the National Health Insurance Corporation that is responsible for enrollment,
contribution collection and setting fee schedules. The Health Insurance Review
Agency reviews and adjudicates claims and evaluates services.
The small Medical Aid Program serves the indigent and some special populations,
including children up to the age of18 and patients with rare, intractable and
chronic diseases. It covers about 4% (2007) of the population. The government
pays all medical expenses with funding from the NHIP, the central and local
governments. A Long-term Care Insurance Program was launched in 2008 and
covers about 4% of the population, which is the most rapidly aging in the world.
The plan is limited to the seriously disabled over 65 and to younger people with
specific diseases. The government provides 20% of the cost and users pay 15%
for home care and 20% for institutional services.
Management of the NHIP benefit package has been the major policy issue,
balancing cost to the government, scope of services and the level of co-payment.
It is a low contribution and low benefit system. Covered services have been
gradually expanded, but with limited funding so that co-payments have remained
relatively high which is the reason for the popularity of private insurance. Benefit
expansion has been based on financial concerns rather than medical necessity or
cost-effectiveness. Protection for catastrophic expenses is limited but there is a
provision to limit out-of-pocket expenses within a time period. The government
also controls the cost of the program by keeping tight control over annual fee
negotiations with providers. The result of both is that the health share of GDP has
increased slowly, to 6.3% in 2007.
It is interesting to note that the Korean Medical Association and the Korean
Hospital Association are considered to be powerful forces, but that does not
translate into high physician remuneration. Korean doctors are well-off compared
to the rest of the society, but they have about half the income of doctors in Europe
and Japan and 25% of doctor’s income in the US. Even the leading doctors can
charge only what is in the fee schedule, but there may be a small addition for
higher qualifications or the hospital’s facilities. Private insurance is available to
cover expenses that are not covered by the national health plan.
A referral from a physician is usually required for hospital admission. A referral is
not required for delivery, emergency care, family medicine, rehabilitation and
dental care. With the exception of specialized hospitals, Koreans can go to any
provider that they choose. There are over 92,000 physicians, most of whom are
specialists, and over 90% of specialists are in private practice. The importance of
![Page 108: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/108.jpg)
109
regional access disparities is debated. Eighty percent of the population is urban
and about 92% of physicians are in urban areas. 91% of hospital beds are in
urban areas. However, very few people live more than three hours by train or car
from an urban center.
Technically, South Korea prohibits for-profit hospitals. However, most health
services in Korea are owned by physicians so the key must be in the terminology
and legal forms. More than 90% of the medical institutions, with almost 90% of
the beds, are private. Most physician-owned clinics have beds. In 2005 the
25,500 clinics had 94,000 beds. In comparison with other industrialized countries,
hospitals have very large outpatient clinics. In 2005 there were 1261 general
hospitals with 189,000 beds. There are 84 specialized hospitals (leprosy, mental
and tuberculosis) with 31,000 beds. The average length-of-stay is long-13.5
days-, vs. the OECD average of 9.6 and the number of beds 6.8 per 1,000
people is also well above the OECD average of 3.9. Hospitals are reimbursed on
a fee-for-service basis. An experiment with DRGs was not considered to be
successful.
Korea is considered to have one of the most advanced IT infrastructures in Asia. It
has been encouraged by government subsidies, policies, guidelines and
regulations. There is a trend away from telemedicine to ubiquitous healthcare (u-
health), thereby enabling self-care and real-time monitoring by physicians. There
are many cost and quality of care issues that are driven by the fee-for-service
system. They include duplication of underused technologies, substitutions of high
priced drugs and services, promotion of profitable but unnecessary services and
kick-back schemes between doctors, pharmacists, and pharmaceutical companies.
Korea has a very high c-section rate, 43%, that is attributed to higher fees
(though it is argued that it also reflects the desire to deliver on lucky dates).
The government has made medical tourism a development priority under the
slogan “Medical Korea.” In August, 2011 2,016 institutions had registered to
meet government standards for inclusion in the promotion. There were 81.789
foreign medical visitors in 2010. The government issues medical visas, operates a
medical information call center and tourist service centers and set up an
arbitration office to handle medical disputes. Accreditation is a component of the
program. The Korean Hospital Association and JSI have a formal partnership to
improve quality and 22 hospitals are JCI accredited. Plastic surgery is being
promoted as the leading procedure. There were about 1000 plastic surgery
clinics in 2007.
Medical Korea is also promoting formal relationships with other countries. Fifty-
eight medical institutions have established branches in 11 countries. In December,
2011 the Ministry of Health and Welfare and The Korean Health Industry
Development Institute announced an agreement with the Abu Dhabi Health
![Page 109: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/109.jpg)
110
SOUTH KOREA PROGRAMS
Country South Korea
Institution Ajou University, Graduate School of Public Health
Program(s) Health Policy and Management – Masters
Website http://www.ajou.ac.kr/english/academics/academics_3_10.jsp
Address Ajou University, San 5, Woncheon-dong, Yeongtong-gu, Suwon 443-
749, Korea
Telephone/Fax (+82)-(0)31-219-2921~6
Affiliations N/A
Authority for four Korean hospitals to provide treatment and collaborate in a
patient treatment-reference system.
Abstract from:
Central Intelligence Agency. (2011, Decemer 5). The World Factbook. Retrieved
December 5, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
Frost & Sullivan. (2010, November 22). South Korean Hospitals Increasingly Adopt
Healthcare IT to Remain Competitive, Finds Frost & Sullivan. Frost & Sullivan.
Hahn, D. J. (2007). Healthcare System in Korea - Korean Hospital Assocation
presentation. International Finance Corporation Clients. Washington.
Jeong, H.-S. (2011). Korea's National Health Insurance-Lessons from the Past Three
Decades. Health Affairs, (30) 1; 136-144.
Joint Commission International. (2009). Joint Commission International and Korean Hospital
Association Establish Strategic Collaboration. Joint Commission International.
Kwon, S. (2009, February 20). Health Care System and Policy in Korea: Politics and
Democratization. Stanford University, Palo Alto, California, US.
PR Newswire-Asia. (2011, December 5). South Korea Signs Accord with Abu Dhabi
Health Authority on Hospital Service Agreement. PR Newswire-Asia.
PR Newswire-Asia. (2011, November 1). South Korea's Hospitals Step Up Going Global,
Riding the 'Medical Hallyu' Wave. PR Newswire-Asia.
Song, Y. J. (2009). The South Korean Health Care System. JAMA , 52 (3) 206-209.
![Page 110: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/110.jpg)
111
University Contact(s)
Name and Title
Mr. Dong-Yeol Lee – Director, Office of International Affairs
Email [email protected]
Language(s) English and Korean
Duration of Each
Program
2 years, 4 semesters, integrated graduate degree is 4 years, 8
semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
2004
Country South Korea
Institution Catholic University of Daegu, Graduate School of Health Science
Program(s) Health Science Administrator – Masters
Website http://cuth.cu.ac.kr/~spgr/infor/nurse.html#top=
Address Catholic University of Daegu 13-13 Hayang-ro, Hayang-eup,
Gyeongsan-si, Gyeongsangbuk-do, Rep, of Korea 712-702
Telephone/Fax +82-53-850-3007, 3039
Affiliations International Federation of Catholic Universities (IFCU)
University Contact(s)
Name and Title
General Contact Information
Email [email protected]
Language(s) Korean
Duration of Each
Program
Night program, 2 years, 4 semesters
Number of Graduates
Per Year
N/A
Year Program(s)
Started
1990
![Page 111: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/111.jpg)
112
Country South Korea
Institution Chung-ang University
Program(s) Public Health Administration – Masters
Website http://neweng.cau.ac.kr
Address 84 Heukseok-Ro, Dongjak-Gu, Seoul, Korea
Telephone/Fax +82-2-820-6396
Affiliations N/A
University Contact(s)
Name and Title
General Contact Information
Email 1) [email protected]
Language(s) Korean
Duration of Each
Program
N/A
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country South Korea
Institution Chungnam National University
Program(s) Public Health Administration – Masters and Executive Masters
Website http://plus.cnu.ac.kr/org/gradbogun/index.jsp
Address 99 Daehak-ro, Yuseong-gu, Daejeon 305-764, Korea
Telephone/Fax +82-42-821-501
Affiliations N/A
University Contact(s)
Name and Title
General Contact Information
![Page 112: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/112.jpg)
113
Email [email protected]
Language(s) Korean
Duration of Each
Program
N/A
Number of Graduates
Per Year
N/A
Year Program(s)
Started
2011
Country South Korea
Institution Daejeon University
Program(s) Hospital Management – Masters
Website http://www.dju.ac.kr/
Address 96-3 Yongun-dong, Dong-gu, Daejeon, 300-716, Korea
Telephone/Fax +82-042-280-2114
Affiliations N/A
University Contact(s)
Name and Title
General Contact Information
Email [email protected]
Language(s) Korean
Duration of Each
Program
N/A
Number of Graduates
Per Year
N/A
Year Program(s)
Started
1989
Country South Korea
![Page 113: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/113.jpg)
114
Institution Gyeongsang National University
Program(s) Health Care Management – Masters
Website http://health.gnu.ac.kr/main/
Address [660-987] as pearls Jinju, Gyeongsangnam-do, Gyeongsang
National University School of Public Health, 816 15 beongil
Telephone/Fax 055)772-8208
Affiliations N/A
University Contact(s)
Name and Title
Bakhosang – Graduate School of Public Health
Email [email protected]
Language(s) English and Korean
Duration of Each
Program
45 credits
Number of Graduates
Per Year
20
Year Program(s)
Started
2009
Country South Korea
Institution Hanyang University, Graduate School of Business
Program(s) Global Healthcare Management – MBA
Website http://www.hanyang.ac.kr/english/
Address 222 Wangsimni-ro, Seongdong-gu, Seoul 133-791, Korea
Telephone/Fax +82-2-2220-0242~3
Affiliations N/A
University Contact(s)
Name and Title
Hyun-Soo Han – Faculty, Graduate School of Business
![Page 114: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/114.jpg)
115
Email [email protected]
Language(s) Korean
Duration of Each
Program
Total of forty-five credits (equivalent fifteen courses). Minimum of
four courses in healthcare management, five core MBA courses, and
field study (six credits).
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country South Korea
Institution Inje University
Program(s) 1) Health Administration – MA
2) Health Administration – PhD
Website http://home.inje.ac.kr/~health/
Address 607 Obang-dong. City: Gimhae-si. Postal Code: 621-749
Telephone/Fax +82 (55) 334 7111
Affiliations Korean Hospital Alliance
University Contact(s)
Name and Title
Gimgonghyeon – Professor, Health Administration
Email [email protected]
Language(s) English
Duration of Each
Program
1) 3 years
2) 5 years
Number of Graduates
Per Year
N/A
Year Program(s)
Started
1987
![Page 115: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/115.jpg)
116
Country South Korea
Institution Korea University, Department of Public Health
Program(s) 1) Health Policy and Hospital Management – MA
2) Health Policy and Hospital Management – PhD
Website http://pbhealth.korea.ac.kr/
Address 145, Anam-ro, Seongbuk-gu, Seoul
Telephone/Fax +82-2-3290-1152
Affiliations N/A
University Contact(s)
Name and Title
Jae-Wook Choi – Profesor
Email [email protected]
Language(s) English
Duration of Each
Program
1) 5 semesters, 2 years
2) 3 years
Number of Graduates
Per Year
Total of 399 students since opening of program
Year Program(s)
Started
1999
Country South Korea
Institution Kosin University
Program(s) 1) Health Care Administration – MS
2) Health Care Administration – PhD
Website http://www.kosin.edu/about09.ksu
Address 149-1 Dongsam-dong, Yeongdo-gu, Busan, Korea
Telephone/Fax +82-51-990-2304
Affiliations N/A
![Page 116: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/116.jpg)
117
University Contact(s)
Name and Title
Dr. Song Guk Joh – Head of Graduate School of Christian Education
Email [email protected]
Language(s) Korean
Duration of Each
Program
N/A
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country South Korea
Institution Kyungpook National University
Program(s) Health Care Management - Masters
Website http://www.knu.ac.kr/bbs/newmain/sublayout.jsp?number=0205
Address Office of International Affairs, KNU, Daegu 702-701, Korea
Telephone/Fax +82-53-950-6091
Affiliations N/A
University Contact(s)
Name and Title
Jaeyong Park – Health Care Management, Health Policy
Email [email protected]
Language(s) English and Korean
Duration of Each
Program
23 classess
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
![Page 117: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/117.jpg)
118
Country South Korea
Institution Seoul National University
Program(s) Health Care Organization and Management – MHA
Website http://health0.snu.ac.kr/eng/
Address 1 Gwanak-ro, Gwanak-gu, Seoul 151-742, Korea
Telephone/Fax 02-880-2705~8
Affiliations N/A
University Contact(s)
Name and Title
Kim Soonhee – General Management
Email [email protected]
Language(s) English
Duration of Each
Program
33 credits full-time, 29 credits part-time course
Number of Graduates
Per Year
N/A
Year Program(s)
Started
N/A
Country South Korea
Institution Yonsei University, Graduate School of Public Health
Program(s) Hospital Administration
Website http://gsph.yonsei.ac.kr/en/Departments/hospital/intro/
Address 50 Yonsei-Ro, Seodaemun-Gu, Seoul 120-752, Korea
Telephone/Fax 02) 2228-1864 / 02-392-8133
Affiliations Accredited by the Ministry of Education, Republic of Korea
University Contact(s) Kim Han Joong
![Page 118: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/118.jpg)
119
Name and Title
Email [email protected]
Language(s) Korean
Duration of Each
Program
15 courses
Number of Graduates
Per Year
N/A
Year Program(s)
Started
1995
![Page 119: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/119.jpg)
120
APPENDIX E: ACCREDITING AGENCY PROFILES
Type/Field Health Services Administration
Institution EHMA – European Health Management Association
Mission
[School/Program,
Interest HSA…)
Mission: Membership is open to all organizations committed to
improving health and healthcare in Europe by raising standards of
health management.
Aims: EHMA is a membership organization that aims to build the
capacity and raises the quality of health management in Europe.
EHMA’s work splits into four core areas: policy, research, management
education and management improvement.
Policy: translating EU policy to the organizational level and
influencing the EU policy agenda bottom-up.
Research: engaging in cutting edge research with some of the
top research associations in Europe, including on health
professional mobility and quality of care.
Management improvement: supporting healthcare delivery to
be as good as the best in Europe, through networks, events and
projects.
Management education: joint European accreditation of
postgraduate health management courses with FIBAA
(Foundation for International Business Administration
Accreditation).
Their key constituencies are:
Senior managers who need to network and share information
and intelligence in a rapidly changing health sector.
Policy-makers who want to exchange ideas and debate policy,
![Page 120: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/120.jpg)
121
both across Europe and at the EU level.
Academic institutions and educators who want to participate in
research and share learning amongst their peers across Europe.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below, and with the proceedings from
their annual meetings, educational offerings and publications.
Membership [numbers,
types of membership,
international
membership
EHMA has over 160 members across more that 37 countries [EU, Egypt,
Georgia, Turkey & Kazakhstan]. in the European WHO region and
beyond, bringing together the research, policy and management
communities.
Their members range from hospitals to universities, from ministries of
health to primary care providers, from management education schools
to consultancies.
For a full list of members by countries go here:
http://www.ehma.org/index.php?q=node/864
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
Offers accreditation of Master Programs with FIBAA (The Foundation
for International Business Administration Accreditation). Information is
provided in the FIBAA report section.
Web Site http://www.ehma.org/
Contact(s) Name, Title
and email
Ilaria Pastorino. [email protected]
Telephone/Fax Phone: +32-2502-6525
FAX: +32-2503-1007
Address Rue Belliard 15-17, 6th Floor
1040 Brussels
Belgium
Other The following are 3 interesting initiatvies of EHMA to improve quality
of Healthcare Management:
1) EHMA's European Centre for Health Management Improvement
aims to enable health delivery to be as good as the best in
Europe.
2) The vision of the Centre is to support health management
![Page 121: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/121.jpg)
122
improvement across the European region, through bridging
international learning and experience into local contexts.
3) Nil Nocere Project
Aim: Nil Nocere is an exciting 3 year patient safety project to train
teams from hospitals in the Czech Republic. The project is focused on
equipping senior personnel to understand patient safety and to be
able to implement patient safety initiatives in their hospitals.
By training clinical teams the project aims to stimulate sustained
organizational change in culture, as well as building the expertise of
individuals.
Project Lead: The project is led by Project Hope, Czech Republic, with
input from experts in patient safety including Prof David Marx.
Timescales: The project started in 2010 and finishes at the end of
2012.
EHMA's role: EHMA is evaluating the Nil Nocere project, using a
number of different tools to gauge the impact and effectiveness of the
training program. The evaluation is being carried out by Federico
Torres, EHMA Associate, who can be contacted for more information.
1) Management in Practice Database.
The aim of the MiP website is to allow health managers, policy
makers and researchers across Europe to exchange knowledge
and share learning, through a searchable database of articles,
presentations, policy papers and case studies.
Registration and usage of the Database is free of charge and
you will immediately have access to all files and attachments.
Members will gain entrance to a world of information. As well
as browsing the information and documents EHMA offers, you
will be able to upload your own documents, contributing to a
growing database of relevant reports, articles, presentations,
websites or data sets. Contact with other members is also
offered, with the possibility to pose questions to members who
have posted materials through online forums.
We hope that you will join this initiative and take part in our ever
growing database.
To directly navigate to the database, please click here:
![Page 122: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/122.jpg)
123
http://www.ehma.org/learning-centre/
If you have any further questions or experience any difficulties, please
do not hesitate to contact us at: [email protected]
The Management in Practice Database arose from the project
PHeTEHM – Promoting Health Excellence in Health Management –
which has received funding from the European Union, in the framework
of the Health Program. Sole responsibility lies with EHMA and the
Executive Agency is not responsible for any use that may be made of
the information contained therein.
Type/Field Health Services Administration
Institution SHAPE – Society for Health Administration Programs in Education
ACHSM – Australasian College of Health Services Management
Mission
[School/Program,
Interest HSA…)
SHAPE Mission: SHAPE’s mission is the promotion of excellence in health
service management education and research in Australia, New
Zealand, Asia and the Pacific.
The need for advanced skills in health service managers has never
been more apparent. To achieve this, high quality academic programs
in health service management are essential.
Australia, New Zealand and the Asia-Pacific region are fortunate in
having a number of undergraduate and postgraduate academic
programs which provide University based education for people
working in the health field.
The objectives of SHAPE are: 1- To stimulate an exchange of ideas
between educators about student needs, course design, educational
methodologies, course content and course evaluation. 2-To promote
dialogue between industry leaders and academics about the
educational implications of developments in health service
management. 3- To liaise with similar international educational
associations including the Association of University Programs in Health
Administration, European Health Management Association and the
Asia-Pacific Academic Consortium for Public Health. 4- To facilitate
communication between educators with similar research interests and
expertise. 5- To engage in collaborative research, publications and
ducational activities with SHAPE member programs, the Australasian
![Page 123: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/123.jpg)
124
College of Health Service Management and other relevant industry
partners.
SHAPE began in 1985 with a kick-start grant of $300,000 from WK
Kellogg. The original organizational structure was modeled on AUPHA
(American University Programs in Health Administration). The driving
force was a perceived need for emerging programs in health service
management to have a forum for the sharing of ideas in order to
foster quality in educational offerings.
Tom Cloher (University of South Australia), was successful in obtaining a
three year grant from the Kellogg Foundation and was instrumental in
the development of SHAPE’s original constitution. At this time SHAPE
stood for the “Secretariat in Health Administration Programs in
Education”. Tom was the Executive Director with a Board of Directors.
During 2009 SHAPE’s role continues to be a forum for information
exchange in the interest of fostering quality in educational offerings
among programs offering courses in health service management.
Importantly, in recent years SHAPE has become a forum for
cooperative research activity among member programs and the
Australian College of Health Service Executives. Tangible evidence of
this latter activity has been the joint production of three publications: 1)
The Changing Roles and Careers of Australian and New Zealand
Health Service Managers: a collaborative workforce study involving
members of The Society for Health Administration Programs in Education
(SHAPE), The Australian College of Health Service Executives (ACHSE)
and The New Zealand Institute of Health Management (NZIHM), (1998);
2) Managing Health Service: Concepts and Practice, First Edition
(2002) and second edition (2006); 3) Medicine Called to Account:
Health Complaints Mechanisms In Australasia, First Edition (2002)
ACHSM Mission: Our mission is to 'Equip Health Leaders for Success'. By
joining the ACHSM you will open a world of new opportunities to
learn, gain experience, network with health leaders, and stay on the
cutting edge. You will receive the support from a dedicated and
professional team whose daily objective is to ensure that you have the
tools and support you need to be an effective health leader. Their
Vision is: To promote innovation and excellence in health leadership
and management
The Australian Institute of Hospital Administrators was incorporated on
the 24th December, 1945 as a public company. On 8th August 1990
the company changed its name to Australian College of Health Service
![Page 124: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/124.jpg)
125
Executives and is a public company limited by Guarantee. Then, on the
23rd February 2010 ACHSE became the Australasian College of
Health Service Management (ACHSM).
Sponsorship Both organizations are sustained with membership fees in all
categories mentioned under Membership below and with the
proceedings from their annual meetings, educational offerings and
publications.
Membership [numbers,
types of membership,
international
membership
ACHSM has membership from Australia, New Zealand and
International. The International membership has the following
individual membership categories are: Student undergraduate ($50);
Student graduate ($147); Affiliate ($218); Associate Fellow ($364);
Fellow ($364) and Retired Plus ($147). Full list of membership fees are
here: http://www.achsm.org.au/membership/how-to-join/
Membership Criteria: Emerging Managers: Student - Available to
students undertaking part time study in a postgraduate degree or full-
time students in an undergraduate degree in an ACHSM-accredited
university course. A current student ID card must be submitted with your
application; Established Managers: Associate Fellow –You must have at
least three years management experience health and/or aged care
and either; a Health Management qualification; another relevent
qualification (clinical health, accounting, business, IT, law etc); or
demonstrable relevant experiential learning; Experienced Managers:
Fellow – This is the highest membership category awarded in the
College. To be eligible for Fellowship you must have participated in at
least three years of Professional Development with the College, and
completed the requirements of the Fellowship program; Seen it all?:
Retired - This is the ideal way to stay in touch with former colleagues
and keep up with the latest industry news. This membership category is
available to those who are no longer in paid employment due to
retirement. You can also choose to upgrade to “Retired Plus” that
includes a subscription to the Asia Pacific Journal of Health
Management.
Life Member - A prestigious recognition for individuals who have
rendered conspicuous service to the College. Life membership cannot
be applied for and is awarded by the Board.
Affiliate - The Affiliate membership category is specifically for those
who have a strong interest in health management, but may not have
the specific qualifications or type of experience specified in the other
![Page 125: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/125.jpg)
126
membership categories. Affiliate membership is ideal for legal
professionals, engineers or architects who have a specific interest in
healthcare leadership.
ACHSM offers a competency tool that is only available for members.
SHAPE: Here is the list of members of SHAPE
http://www.shape.org.au/?page_id=18 (15 programs in Australia
and 2 in New Zealand)
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
ACHSM does the accreditation process for the SHAPE programs. They
are reviewing the process. On 2011 they were undertaking an
Accreditation Review which will streamline the processes and give
clarity to the role of the university undertaking the accreditation as
well as the role of the National Office and the local ACHSM Branch in
the relevant jurisdiction. This will reduce lag times from request for
accreditation to finalizing report and notifying the university. It will
also reflect the desire to build on the relationships that exist between
the College and the university sector which will go beyond the one-off
accreditation review visit.
The list of accredited programs can be reviewed here:
http://www.achsm.org.au/library/university-programs/
The College promotes excellence and continual improvement of
university training in health service management by providing a
national university accreditation program.
The national university accreditation standards have been developed
through broad consultation with employers, industry groups, health
managers and universities, to ensure that graduates that complete
these programs are competent to perform the core tasks they face in
employment.
Accreditation provides universities with a framework to build courses of
excellence in Health Service Management, and is a valuable tool to
encourage continual improvement within their department. Students can
also identify accredited university courses as a recognition of quality
when choosing a university.
Web Site SHAPE: http://www.shape.org.au/
ACHSM: http://www.achsm.org.au/
Contact(s) Name, Title
and email
SHAPE: David Briggs, Chairperson. [email protected]
![Page 126: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/126.jpg)
127
ACHSM: Mr Daryl Sadgrove, CEO [email protected]
Telephone/Fax SHAPE: +02-6765-5398
ACHSM: +61-2-9879-5088
Address SHAPE: No postal address
ACHSM: c/- NSEC Building, Macquarie Hospital, PO Box 341, Wicks
Road, North Ryde NSW 2113
Other SHAPE: SHAPE provides an academic forum to debate educational
issues, encourage innovation and enhance the work of member
programs in health service management education and research.
Health Management Research Alliance (HMRA)
New Professional Journal: “Asia Pacific Journal of Health
Management”, Editor David Briggs: www.achsm.org.au, Email:
SHAPE’s Annual Meeting in 2012 is in Coogee Beach in New South
Wales on July 19 and 20.
Type/Field Business Administration
Institution AACSB – Association to Advance Collegiate Schools of Business
Mission
[School/Program,
Interest HSA…)
The Mission of AACSB International is to advance quality management
education worldwide through accreditation, thought leadership, and
value-added services.
The Association to Advance Collegiate Schools of Business is a global,
nonprofit membership organization of educational institutions,
businesses, and other entities devoted to the advancement of
management education. Established in 1916, AACSB International
provides its members with a variety of products and services to assist
them with the continuous improvement of their business programs and
schools.
• These products and services include: Internationally recognized
accreditation for undergraduate, master’s, and doctoral
programs in business and accounting (Note: membership does
not imply accreditation.)
![Page 127: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/127.jpg)
128
• Conferences, seminars, symposiums, and webinars that provide
global professional development opportunities for business
school administrators and faculty
• Publications that provide insight into the business education
industry
• Access to extensive global data and corresponding reports
related to business schools
• Networking through groups and events held both online and in
live environments
• Sponsorships, exhibiting, and business development
opportunities
In addition to providing its members with products and services, AACSB
International strives to identify challenges and trends that are facing
the business education industry through its research and various
initiatives. The association also educates students, parents, employers,
and counselors about accreditation and how to choose a quality
business degree program that will fit their needs.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below.
Membership [numbers,
types of membership,
international
membership
AACSB welcomes membership applications from educational
institutions, business organizations, foundations, professional
associations, nonprofit, and public sector organizations. Education
Institution Membership costs $2,550 a year. Corporate and nonprofit
and public sector organization ($1,000). For profit organizations can
join in 3 categories: Partner ($2,500); Executive Partner ($5,000) and;
Sustaining Partner ($10,000). Benefits and descriptions can be found
here: http://www.aacsb.edu/membership/AACSBPartnerProgram.pdf
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
In 1919, the first AACSB Accreditation Standards were adopted with
the primary objective of improving collegiate business education. In
1980, an additional set of accreditation standards were developed
for undergraduate and graduate-level degree programs in accounting
to address the special needs of the profession. Global accreditation
started 2002. As of April 2012, 649 member institutions hold AACSB
Accreditation. Overall, 43 countries and territories are represented by
AACSB-accredited schools. Of the accredited schools:
![Page 128: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/128.jpg)
129
• 42 institutions have undergraduate programs only (6% of
accredited members)
• 30 institutions have master's and doctoral programs only (4%
of accredited members)
• 178 institutions have AACSB’s additional accounting
accreditation (28% of accredited members)
• There are 160 international members accredited in Business
outside of the USA in 41 countries.
The process is: First, a school must be a member of AACSB International
and offer degree-granting programs in business or management. Next,
a school may apply for AACSB accreditation. The school’s application
is carefully reviewed to ensure it is eligible to pursue AACSB
Accreditation. Once it is determined that a school has the potential to
be accredited, it works with mentors, committees, and AACSB staff to
develop a Standards Alignment Plan. Once a school follows through
with its alignment plan and meets the AACSB standards, review
committees and the AACSB Board of Directors decide whether or not a
school should be accredited. In its entirety, the AACSB accreditation
process is rigorous and requires a significant amount of work to
achieve. Detailed process for accreditation is described here:
http://www.aacsb.edu/accreditation/process.asp
Fees are for PreAccreditation application fee: $1000;
PreAccreditation fee $4500; Annual Accreditation Fee: 4,500 (5 years
accreditation cycle) and $2,500 (10 years cycle with one time
maintenance review fee when moving 10 year to 5 year $7,800). Full
fee schedule can be found here:
http://www.aacsb.edu/accreditation/fees.asp
Accreditation Standards revised January 2012 can be found here:
http://www.aacsb.edu/accreditation/standards-busn-jan2012.pdf
Web Site http://www.aacsb.edu/
Contact(s) Name, Title
and email
John J. Fernandes, President and CEO.
Maria Baltar, Senior Manager, Accreditation and member services.
[email protected] Phone: 813-367-5208
Telephone/Fax Phone: 813-769-6500
![Page 129: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/129.jpg)
130
Fax: 813-769-6559
Address AACSB International
777 South Harbour Island Boulevard, Suite 750
Tampa, Florida 33602 USA
International Asia Headquarters:
AACSB International Ltd.
331 North Bridge Road
#08–07 Odeon Towers
Singapore, 188720
Other AACSB International maintains one of the most comprehensive
databases on business schools in the world. The data includes extensive
information concerning business school enrollments, programs, faculty,
operations, students, financial information, and much more.
With this data, AACSB provides a variety of products and services that
are useful for management educators and industry experts, including:
Business school data through annual and ad hoc surveys
Access to data through DataDirect
Assistance with data customizations
Standard and customized data reports
Tools, such as the Advanced School Search and DataDirect
Access to survey content and vehicles for survey participation
This data can be found here:
http://www.aacsb.edu/dataandresearch/default.asp
Type/Field Business Administration
Institution ACBSP – Accreditation Council for Business Schools & Programs
Mission ACBSP is a leading specialized accreditation association for business
![Page 130: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/130.jpg)
131
[School/Program,
Interest HSA…)
education supporting, celebrating, and rewarding teaching excellence.
The association embraces the virtues of teaching excellence and
emphasizes to students that it is essential to learn how to learn. ACBSP
acknowledges the importance of scholarly research and inquiry and
believes that such activities facilitate improved teaching. Institutions are
strongly encouraged to pursue a reasonable mutually beneficial
balance between teaching and research. And further, ACBSP
encourages faculty involvement within the contemporary business world
to enhance the quality of classroom instruction and to contribute to
student learning.
MISSION
ACBSP promotes continuous improvement and recognizes excellence in
the accreditation of business education programs around the world.
VISION
Every quality business program worldwide is accredited.
HISTORY
ACBSP, founded in 1988 and located in Overland Park, Kansas, a
suburb of Kansas City, was created by its members to fulfill a need for
specialized accreditation by institutions of higher education with
business schools and programs. Specifically, that need was for business
education accreditation based on the mission of the institution and of
the respective unit, an accreditation that acknowledged and
emphasized quality in teaching and learning outcomes.
There are approximately 2,400 U.S. institutions of higher education
that have business administration, finance, management, marketing,
accounting and economics. In 1988 only 260 of those 2,400 institutions
had their business schools and programs accredited, an accreditation
administered by only one organization (AACSB). Many of the
remaining 2,140 institutions felt that an alternative organization with
an accreditation philosophy more attuned to the missions of their
institutions should be created to satisfy their business accreditation
needs. Representatives of more than 150 business schools and
programs met to consider possible alternatives for external
accreditation of their business programs. Hence, ACBSP, the Association
of Collegiate Business Schools and Programs, a new accrediting
organization for business schools and programs was created, with a
primary emphasis directed toward fostering excellence in teaching.
In August of 1992, ACBSP was recognized by the U.S. Department of
![Page 131: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/131.jpg)
132
Education as a specialized accreditation agency for business
education. That recognition continued through April, 1996, when the
Department of Education changed its policies to recognize only those
agencies that impacted the distribution of federal funding. The Council
for Higher Education (CHEA) was created in 1996. The CHEA-
recognized scope of accreditation approved at that time was: Degree
programs in business and business-related fields at the associate,
baccalaureate, and graduate degree levels. At its meeting on January
22, 2001, the CHEA Board of Directors reviewed the recommendations
of the CHEA Committee on Recognition regarding the recommendation
and recognized the Association of Collegiate Business Schools and
Programs.
In June 2009, ACBSP created a new regional organization for Latin
America. The Latin American Council of Business School and Programs is
composed of members in Mexico, Central America, and South America.
ACBSP now has nine regions, representing 44 different countries.
In 2008, ACBSP initiated an overall Rebranding Initiative for the now
20-year-old association. The Marketing Committee proposed a new
name that would better reflect a growing global presence and better
describe the mission of the association. Since the ACBSP acronym is
familiar to many in business higher education, the committee
recommended that it be kept.
In 2010, after review and recommendations by the Board of Directors
and the Bylaws Committee, the membership voted to adopt the new
name: Accreditation Council for Business Schools and Programs.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below.
Membership [numbers,
types of membership,
international
membership
Membership is available for any educational institution membership
offering an associate degree, baccalaureate major in business, and/or
graduate degree in business. If located in the United States, the
institution must be regionally accredited. International institutions must
present a certified translation of an official document from an
appropriate government organization in their country stating
recognition, accreditation, and/or their right to grant degrees. This
information will be verified before membership is granted.
Educational Institutions join as:
Any Associate Degree institution regionally accredited and
![Page 132: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/132.jpg)
133
granting the associate degree as its highest degree.
Any Baccalaureate/Graduate Degree institution regionally
accredited and offering a baccalaureate or major in business
and/or graduate degree in business.
An International Degree-Granting institution awarding degrees
outside of the United States. The institution must provide a
certified translation of an official document from an
appropriate government organization in their respective
countries stating recognition, accreditation and/or their right to
grant degrees. After review of the application by the Board of
Directors, international degree-granting institutions may be
granted membership in this category or as an Associate Degree
or a Baccalaureate/Graduate Degree institution.
Membership is also granted to schools seeking accreditation and to
schools not seeking accreditation but desiring other benefits of
membership. As a result of several initiatives, ACBSP membership
offers a rich variety of benefits in addition to education.
Membership is required before beginning the accreditation process.
The above membership is effective until accreditation is achieved. The
annual dues for unaccredited institutions $1,350 annually for
accreditation within 5 years. The amount for accredited programs is
$1,950.
Membership in ACBSP does not confer accreditation that requires a
separate process described below. The list of members (around 680)
and their accreditation status can be seen in this link:
http://www.acbsp.org/p/cm/ld/fid=14
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
ACBSP offers specialized accreditation and focuses on business schools
and programs within colleges and universities that have already
received institutional accreditation.
Associate Application for Candidacy: Institutions interested in applying
for candidacy status should complete this document and submit it to
ACBSP along with the $1,250 candidacy fee (1,000 outside the U.S.).
The $1,250 candidacy fee is applied to the total accreditation fee of
$2,500 ($2,000 outside the U.S.) A mentor will be appointed for
institutions entering candidacy. Standards and criteria for Associate
degree schools and programs
http://www.acbsp.org/download.php?sid=15
![Page 133: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/133.jpg)
134
Baccalaureate and graduate degree accreditation follows a detailed
process that can take up to 3 years and has variable costs depending
of the school and location of that school. A general estimated cost for
the accreditation process is around $11,000. The full manual with
detailed information can be found here:
http://www.acbsp.org/download.php?sid=26
This is an example of the letter of certification to start the process: We
certify that:
1) Our institution is accredited by one of the six regional
accrediting bodies and it is currently in good standing with that
body or, if located outside the United States, we are providing
documentation issued by a government authority that our
institution has met the requirements necessary to offer degrees.
2) Our institution has offered (a) degree(s) in business for at least
two years and has the necessary approval from the
appropriate state, provincial, national or other governing
bodies to confer the degree(s).
3) Our institution has a publicly stated mission appropriate to a
college or university and the mission has been approved by the
institution’s governing body (e.g. Regents, Trustees, etc.).
4) Our institution has reviewed ACBSP’s Accreditation Standards
and Criteria and is desirous of meeting those standards.
5) Our institution is enclosing or has previously provided payment
in the amount of $1,250 which represents one-half of the
application fee. (NOTE: For schools outside the United States,
this will be $1,000.)
6) Upon receiving candidacy status, we understand that our
institution will reimburse ACBSP for the travel expenses incurred
by the mentor in conducting the site visit necessary to complete
this process. We understand this will be done with our prior
approval of the budgeted amount.
7) Upon submission of the completed self-study, the $1,250
remaining balance of the application fee will be provided to
8) complete the process and move from candidacy
Web Site http://www.acbsp.org/p/cm/ld/fid=204
![Page 134: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/134.jpg)
135
Contact(s) Name, Title
and email
Mr. Douglas Viehland, Executive Director. Phone: 913-339-9356
Telephone/Fax Phone: 913-339-9356
FAX: 913-339-6226
Address Accreditation Council for Business Schools and Programs
11520 West 119th Street
Overland Park , KS 66213
In Europe:
Rue Abbé Cuypers, 3
Brussels, 1040
Belgium
Phone: +32 2 741 24 26
Other Link to a descriptive brochure of activities, partnerships and benefits of
accreditation: http://www.acbsp.org/download.php?sid=5
Value of Accreditation
In April 2009, ACBSP released two new brochures that can be used by
accredited campuses to promote the value of their accredited status.
They are titled Value of ACBSP Accreditation--Guide to Students
(http://www.acbsp.org/download.php?sid=1390 ) and Value of
ACBSP Accreditation--Guide to Employers
(http://www.acbsp.org/download.php?sid=1389 ) being clearly
directed to the two major stakeholders that can benefit from the
accredited status. The brochures are available in English or Spanish.
In addition to these brochures we offer the following list of ways
member schools benefit from having accredited status. Several faculty
and administrators at accredited colleges identified the following
benefits of accreditation to a variety of different groups.
Benefits for the Institution:
The pursuit of accreditation reinforces a commitment to
continuous improvement, innovation, and scholarship.
![Page 135: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/135.jpg)
136
The process of preparing an accreditation self-study enhances
the focus on quality of student learning and renews a
commitment to the educational mission.
The recognition of effective business units through accreditation
contributes to a more positive review by regional accreditors,
as specialized accreditation is a confirmation of quality
programming in specific divisions.
Accredited status creates greater visibility for the institution.
Accreditation provides prestige and credibility when seeking
funding resources from donors, foundations, governments.
In some states accredited status counts heavily in performance-
based funding.
Accreditation leads to more successful articulation of business
credits.
The accredited institution can utilize press releases to advertise
accreditation status.
Accredited status is printed in the college catalog.
Accredited status is printed on business cards.
Accredited status is posted on the college website.
Accreditation provides a sense of pride within the institution.
Benefits for the Business Unit:
Accreditation creates a process for continuous departmental
improvement.
Accreditation provides the impetus for identifying strengths and
weaknesses.
Accreditation keeps the programs current through curriculum
development.
Accreditation provides a forum for review and analysis of the
business unit.
![Page 136: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/136.jpg)
137
Accreditation promotes an outcomes assessment process linking
goals, activities, and outcomes.
Accreditation creates guidelines for faculty credentials, which
leads to higher standards in hiring, increased scholarly and
professional activities, and more focused faculty development
decisions.
Accreditation creates guidelines when structuring programs.
Accreditation provides a platform to share ideas and to
question the status-quo, leading to effective change.
Accreditation is a source of pride among program faculty and
staff.
Accreditation validates quality of work in the business unit.
The business unit realizes greater local prestige through
accreditation.
Accreditation provides leverage when seeking on-campus
resources.
Accredited status leads to more effective acquisition of
technology.
Accreditation status is referenced when submitting budgets,
grant proposals, and course/program proposals.
Accredited status assists in recruitment of faculty.
Accreditation activities are communicated to the Board of
Trustees.
Accredited status is printed on Business Division stationery.
Accredited status is printed on course syllabi.
The certificate of accreditation is prominently displayed.
Accredited status is printed on brochures and newsletters.
Benefits for Faculty and Staff:
Accreditation provides a sense of pride within the business
![Page 137: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/137.jpg)
138
faculty and staff when national peers have validated a
program.
Faculty at accredited institutions are provided opportunities to
keep current in quality procedures through seminars such as
Baldrige training.
Faculty experience a boost of self-esteem when teaching in an
accredited business unit.
Accreditation provides professional development and
leadership opportunities for faculty and administrators in
development of outcome assessments and conducting site visits
to other institutions.
Benefits for Students:
Accreditation creates the impetus for relevancy and currency of
faculty, programs, and courses to best serve students.
The pursuit of accreditation enhances the ability to serve
students by assuring a focus on quality performance.
Accredited status requires an ongoing effort to provide
excellent equipment, software, and learning resources for
students.
Accredited status reaffirms the commitment to effective student
services.
Students refer to accreditation status on resumes and in
employment interviews.
Accredited status provides the ability to host a chapter of Delta
Mu Delta or Kappa Beta Delta honorary society, recognizing
accomplishments of business students.
Students who join these honorary societies can cite their special
recognition when pursuing scholarships and writing resumes.
Benefits for the Community:
Accredited status provides recognition of the ability to serve
community stakeholders.
Accreditation creates the impetus for relevancy and currency of
![Page 138: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/138.jpg)
139
faculty, programs, and courses to best serve employers.
External advisory committees learn the importance of
accreditation.
External advisory committee members can transfer the
accreditation process to their continuous improvement efforts.
Type/Field Business Administration
Institution EFMD. The Management Development Network
Mission
[School/Program,
Interest HSA…)
An international membership organization, based in Brussels, Belgium.
A unique forum for information, research, networking and debate on
innovation and best practice in management development.
Acting as a catalyst to promote and enhance excellence in
management development internationally, EFMD:
COORDINATES projects & activities that foster an active
dialogue and exchange between companies and academic
institutions
DISSEMINATES knowledge throughout the network for the
benefit of its members that allows for a better understanding
and insight into the latest developments in management
development
GENERATES new ideas for a continual enhancement of
management thinking and practices
INITIATES customized events on highly topical issues bringing
business executives and distinguished academics together
MAINTAINS a series of on-going activities that foster learning,
sharing and networking among its members and helps
contribute to a better understanding of the continual changes in
the business and management education environments
MANAGES international projects in Asia, CIS and the Arab
World and has strong relationships with sister associations in
Eastern Europe, Central Asia, Central America, United States,
Canada & Australasia
![Page 139: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/139.jpg)
140
PROVIDES an enabling context and environment that leads to
professional networking and bridges the divide between the
academic & business world
RUNS the EQUIS, EPAS, CLIP & CEL accreditation schemes which
deal with the very diverse approaches to management
education and development that exist around the world
EFMD is a strong advocate of the social and environmental imperatives
that must accompany business practices globally. Our commitment is to
offer professionals and institutions involved with management learning
and organizational development the opportunity to be part of a
dynamic, relevant and diverse network, sharing the common objective
of developing effective and socially responsible leaders and
managers. It was within this contextual basis that EFMD signed in 2003,
a partnership agreement with the United Nations Global Compact
(UNGC) and launched the Global Responsibility Invitation which in turn
led to the creation of the Globally Responsible Leadership Initiative
(GRLI).
More information in this link and document:
http://www.efmd.org/images/stories/efmd/downloadables/efmd-
about-efmd-leaflet-online_new.pdf
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below.
Membership [numbers,
types of membership,
international
membership
Over 750 member organizations from academia, business, public
service and consultancy in 81 countries. A complete list of members can
be found here: http://www.efmd.org/index.php/what-is-efmd/list-of-
members
Benefits of EFMD Membership:
1) Access to a peer-based management development network
EFMD membership offers the unique opportunity to become
part of the leading international network in the field of
management development. The wide spread portfolio of
networking opportunities allows for an enriching interaction
among peers to discuss, share and benchmark their
experiences. It provides unlimited access to a global network of
management education providers, companies, public sector
organizations and consultancies.
![Page 140: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/140.jpg)
141
2) Access to information:
Advice on learning suppliers for your management
education and development activities
EFMD knowledge services, newsletters, Global Focus
magazines
EFMD annual Membership Directory
Outcomes of all EFMD events
Profiles of management education providers
3) Access to services:
Preferential rates to EFMD events, seminars and webinars
on specific themes and subjects within management
education institutions
Advisory seminars
Special interest groups
Conferences for the different functions within management
education institutions
EFMD events around specific subjects such as
Entrepreneurship and Public Sector Management
Development
Free job advertisements
Access to industry relevant research and publications
Access to EFMD research projects and surveys
4) Access to quality improvement tools:
The European Quality Improvement System (EQUIS)
EFMD Program Accreditation (EPAS)
The Corporate Learning Improvement Process (CLIP)
Technology-Enhanced Learning Accreditation (CEL)
![Page 141: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/141.jpg)
142
There are three types of membership:
A. Full Membership: It is for companies, business schools, public sector
organizations, executive development centers, chambers of commerce,
employers' associations, training consultancies and other organizations
actively involved in management development. it is aimed at
organizations based in Europe and worldwide. Full members benefit
from all EFMD services and have voting rights in the EFMD annual
general assembly. Full membership is the de facto membership for
European institutions. Annual Fee: 6,051 Euros
B. Affiliated Membership: aimed at organizations located outside of
Europe. Affiliated members do not have voting rights in the EFMD
Annual General Assembly. Annual Fee: 2,421 Euros.
C. Associate Membership: Associate Membership is for newly formed
business schools, executive development centers and companies which
have not been in existence for a sufficient period to demonstrate the
viability and quality of their activities and programs. Associate
members are accepted for a maximum period of three years, after
which they will be reviewed again by the Membership Review
Committee (for academic institutions) or the Director General (for
corporations) and considered for full membership. Annual Fee: 2,421
Euros.
Admission Procedures:
A. For Business Schools: The Membership Committee reviews and
creates minimum quality standards for membership of EFMD. Criteria
are constantly reviewed for the different categories of membership,
thus monitoring the existing membership and those potential members
who apply.
The membership application form should be accompanied by a
completed questionnaire about the organization, its interests and
expectations, as well as by two references from the existing
membership (referees must be Deans). This complete application file is
reviewed by the Membership Review Committee, which sits generally
three times a year and recommends membership to the Board of
Trustees for approval. The Board passes its proposals to the Annual
General Assembly which meets in June. It is during this Assembly that
membership is officially ratified.
B. For Corporations: Companies, consultancies, public sector
![Page 142: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/142.jpg)
143
organizations and executive development centers are requested to
complete a membership application form and a questionnaire about
the organization, its composition, interests and expectations.
Applications from corporate members are reviewed by the EFMD
Director General and are then officially ratified by the EFMD Annual
General Assembly.
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
Recognized globally as an accreditation body of quality in
management education with established accreditation services for
business schools and business school programs, corporate universities
and technology-enhanced learning programs
AFMD offers accreditation for academic programs and corporate
accreditation.
Academic accreditation is offered with 3 programs: Institutional
Accreditation through EQUIS; Program Accreditation thorough EPAS
and CEL.
EQUIS:
The fundamental objective of EQUIS, linked to the mission of EFMD, is
to raise the standard of management education worldwide.
EQUIS assesses institutions as a whole. It assesses not just degree
programs but all the activities and sub-units of the institution, including
research, e-learning units, executive education provision and community
outreach. Institutions must be primarily devoted to management
education.
EQUIS is not primarily focused on the MBA or any other specific
program. Its scope covers all programs offered by an institution from
the first degree up to the Ph.D.
EQUIS looks for a balance between high academic quality and the
professional relevance provided by close interaction with the
corporate world. A strong interface with the world of business is,
therefore, as much a requirement as a strong research potential. EQUIS
attaches particular importance to the creation of an effective learning
environment that favors the development of students’ managerial and
entrepreneurial skills, and fosters their sense of global responsibility. It
also looks for innovation in all respects, including program design and
pedagogy.
Institutions that are accredited by EQUIS must demonstrate not only
high general quality in all dimensions of their activities, but also a high
![Page 143: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/143.jpg)
144
degree of internationalization. With companies recruiting worldwide,
with students choosing to get their education outside their home
countries, and with schools building alliances across borders and
continents, there is a rapidly growing need for them to be able to
identify those institutions in other countries that deliver high quality
education in international management. Here is the list of EQUIS
Accredited Programs: http://www.efmd.org/index.php/accreditation-
main/epas/epas-accredited-programmes
EQUIS accreditation takes from one to two years and it is granted for
three to five years. The process can be seen here:
http://www.efmd.org/index.php/accreditation-main/equis/equis-key-
timings The total process fee is 39,650 Euros (five years accreditation
and 24,400 Euros (non-accreditation). Details of fee structure can be
seen here: http://www.efmd.org/index.php/accreditation-
main/equis/equis-fee-structure. EQUIS Standards, Criteria and
Proceess Manual can be seen here:
http://www.efmd.org/index.php/accreditation-main/equis/equis-
guides
EPAS:
EPAS is an international program accreditation system operated by
EFMD. It aims to evaluate the quality of any business and/or
management program that has an international perspective and,
where of an appropriately high quality, to accredit it.
The process involves a review in depth of individual programs through
international comparison and benchmarking. The process considers a
wide range of program aspects including:
The market positioning of the program nationally and
internationally.
The strategic position of the program within its institution
The design process including assessment of stakeholder
requirements – particularly students and employers
The program objectives and intended learning outcomes
The curriculum content and delivery system
The extent to which the program has an international focus and
a balance between academic and managerial dimensions
![Page 144: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/144.jpg)
145
The depth and rigor of the assessment processes (relative to the
degree level of the program)
The quality of the student body and of the program’s
graduates
The institution’s resources allocated to support the program
The appropriateness of the faculty that deliver the program
The quality of the alumni and their career progression
The evaluation report also includes the provision of strategic advice on
how the program may be improved so as to compete more effectively
in international markets. Where appropriate, focus may be put on the
program’s compatibility and / or conformance with the Bologna
structure.
Program Scope
A maximum of 2 program suites may be assessed in any one review
cycle. Program suites in any of the following categories may be
offered for evaluation:
Bachelor degrees or License (3 or 4 years)
Masters degrees (1 or 2 years, often based on the Bologna
model)
- Generalist (eg. MSc in Management)
- Specialist (eg. MSc in Marketing or in Finance)
Masters degrees pre-Bologna (5 or more years)
Master of Business Administration – MBA (post-experience)
Doctorates (eg. PhD or DBA)
EPAS is a service for EFMD members and is based on the same process
as EQUIS and covers the full range of academic programs from the
Bachelor to the Doctoral level. EFMD members may apply for stand-
alone programs, program suites or joint programs. The EPAS Standards
and Criteria cover all facets of program provision: (1) the institutional,
national and international environment, (2) program design, (3)
program delivery, (4) program outcomes, and (5) quality assurance.
They particularly emphasize achievements in the areas of academic
![Page 145: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/145.jpg)
146
rigor, practical relevance and internationalization.
A list of accredited programs can be found here:
http://www.efmd.org/index.php/accreditation-main/epas/epas-
accredited-programmes
The accreditation fees are: Application fee: 5,950 Euros. Review fee
for the first program 12,750 Euros and additional programs are:
3,400 Euros each. Accreditation fee for each program is: 850 Euros
one year, 2,550 3 years and 4,250 5 years accreditation.
Accreditation for 5 years of one set of Master programs would cost
22,950 Euros and two sets would cost 30,600 Euros. When an expert
conducts a briefing visit at the request of EPAS Committee, the
institution will cover travel, accommodation and other direct expenses
plus an administrative fee of 1,000 Euros.
The Standards, Criteria and Process Manuals can be found here:
http://www.efmd.org/index.php/accreditation-main/epas/epas-
guides
CEL:
The fundamental objective of the EFMD CEL program is to raise the
standard of technology-enhanced learning programs worldwide. EFMD
CEL aims to facilitate standard setting, benchmarking, mutual learning,
and the dissemination of good practice. It allows for different
approaches and diversity in designing and implementing such
programs. EFMD CEL is directed towards educational management
programs incorporating ICT-based learning.
The Executive Office for EFMD CEL is located at the Swiss Centre for
Innovations in Learning (SCIL), University of St. Gallen, Dufourstr 40a,
St. Gallen CH-9000.
So far 11 technology-enhanced learning programs have received CEL
accreditation:
MBA at Curtin University, Curtin Graduate School of Business,
AU
Master of Business Administration programme at Universitas 21
Global, SG
Caterpillar University Sales Effectiveness Process (SEP)
Programme, CH
![Page 146: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/146.jpg)
147
FGV Online and EBAPE (Brazilian School of Public and Business
Administration) - Executive Master in Business Administration &
Undergraduate Course in Process Management, BR
Global Management Challenge, SDG – Simuladores e Modelos
de Gestão, PT
ESIC Business Marketing Game, ES
Online MBA Programme of the University of Liverpool, UK
Executive MBA, KMI - Kavrakoglu Management Institute, TR
Master’s Degree in Distance Education, University of Maryland
University College (UMUC), US
Citizen Act, Société Générale, FR
The accreditation fees are 18,000 Euros for the first program and
30,000 for two programs. Strategic advice for non-eligible institutions,
on-site assistance during the Self-Assessment, consultation for non-
accredited programmes or further consultation for accredited
programs: 1.900 Euros per day. Travel, lodging and other direct
expenses for EFMD CEL experts are to be paid by the institution
seeking EFMD CEL accreditation for a program.
Guides, Standards, indicators and procedure manuals can be found
here: http://www.efmd.org/index.php/accreditation-main/cel/cel-
guides
Web Site http://www.efmd.org/
Contact(s) Name, Title
and email
Eric Cornuel, Director General & CEO
Telephone/Fax Phone: +32 2 629 08 10
Fax: +32 2 629 08 11
Address EFMD
Rue Gachard 88 - box 3
1050 Brussels
Belgium
![Page 147: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/147.jpg)
148
Other Global Initiatives:
EFMD is the European partner in the China Europe International
Business School (CEIBS), a joint venture with Shanghai Jiaotong
University established as the first international business school with
autonomous status in 1994 under an agreement between the European
Commission and the Chinese Ministry of foreign Trade and Economic
Cooperation. CEIBS is a model for other similar initiatives which have a
high potential for global leadership and economic growth.
EFMD is a founding partner of the Global Foundation for Management
Education (GFME), which is a joint venture with the U.S.A.- based
Association to Advance Collegiate Schools of Business (AACSB
International). The mission of the GFME is to identify and address
challenges and opportunities in, and advance the quality, content, and
development of management education and practice worldwide. This
initiative brings together representatives from all the continents to
address the global issues facing management education.
The Globally Responsible Leadership Initiative (GRLI) aims to promote
the understanding of globally responsible leadership and develop its
practice. The group was formed by EFMD with the support of the UN
Global Compact, and currently has 60 partners. The GRLI partners are
selected companies, business schools and centers for leadership
learning from five continents that join the Initiative in pairs of a
learning institution + a corporation. Since it started in September2004,
the concept has been developed, and collective a well as individual
actions have started all over the world. www.grli.org
In the context of the GRLI, EFMD has been actively engaged with the
UN Global Compact and other highly respected partners as a co-
convener of The Principles for Responsible Management Education
(PRME). Under the coordination of the UN Global Compact and
leading academic institutions, the PRME task force has developed a set
of six principles which lay the foundation for the global platform for
responsible management education. www.unprme.org
Type/Field Business Administration
Institution AMBA. Association of MBAs
Mission
[School/Program,
The Association of MBAs is the international impartial authority on
postgraduate business education established in 1967. The only
![Page 148: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/148.jpg)
149
Interest HSA…) professional membership association for MBA students and graduates,
accredited business schools, and MBA employers. Our membership
network currently includes 9,000 members living in 88 countries.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below. They also have 5 corporate
members and 21 individual patrons.
Membership [numbers,
types of membership,
international
membership
This organization has Individual memberships for Alumni of MBA
programs. For UK residents it costs 120 Pounds for 1 year and 200
Pounds for 2 years. Non UK residents 95 Pounds for 1 Year and 160
Pounds for 2 years. Students 95 pounds for 1 year. There is an
additional one time joining fee of 50 Pounds.
There is an engine to search for members and there are 3700
individual members and 270 business schools.
http://www.mbaworld.com/membersearch
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
Our accreditation service is the global standard for all MBA, DBA and
MBM programs. We currently accredit programs at 190 business
schools in over 75 different countries.
The Association of MBAs' international accreditation service is at the
heart of our commitment to the development of standards in global
management education.
Accredits MBA, DBA and MBM programs at 190 business schools in
over 70 countries. The rigorous assessment criteria ensure that only
highest caliber programs achieve our accreditation award. Unlike
other business education accreditation bodies we focus on individual
programs rather than whole institutions. This unique, in-depth and
detailed approach means that the highest standards of teaching,
faculty and student interaction are guaranteed by our accreditation.
Our accreditation is international in scope and reach. The Association
of MBAs International Accreditation Advisory Board (IAAB), which
drafts and constantly monitors the accreditation criteria, is drawn from
senior academics at top educational institutions around the world.
We believe that programs should be of the highest standard and
reflect changing trends and innovation in postgraduate management
education. Our accreditation process reflects this commitment to
fostering innovation and challenges business schools to continuously
perform at the highest level.
The accredited members are mostly in Europe 70% (28% in the UK,
![Page 149: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/149.jpg)
150
32% in Western Europe and 10% in Eastern Europe) and in Latin
America, 16%. The rest are: 5% en Asia, 2% in Middle East and
Africa, 5% in Australia and New Zealand and 2% in the USA. The full
list of accredited programs can be seen here:
http://www.mbaworld.com/guidetomba1/searchbschoolmbaprogram
mes
Accreditation criteria can be seen here:
http://www.mbaworld.com/administrator/file_sys/uploaded_files/12
99681060-MBA%20critieria_web.pdf
The assessment process can be seen here:
http://www.mbaworld.com/administrator/file_sys/uploaded_files/13
28193919-Assessment%20Process%200711.pdf
Web Site http://www.mbaworld.com/
Contact(s) Name, Title
and email
Sharon Bamford M.B.A., CEO.
Mark Stoddard, Accreditation Projects Manager
Dr. Robert Owen, Director of Accreditation & Business School Services.
Telephone/Fax +44 (0)20 7246-2697
Address Association of MBAs
25 Hosier Lane
London
EC1A 9LQ
Other The Global Guide to Accredited MBAs. http://www.ambaguide.com/
is a guide for students that includes 190 business schools in 70
countries.
Type/Field Business Administration
Institution FIBAA. The Foundation for International Business Administration
Accreditation.
Mission Since the launch of the Bologna Process, along with the transition to
![Page 150: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/150.jpg)
151
[School/Program,
Interest HSA…)
Bachelor's and Master's programs and the growing independence
available to Higher Education Institutions (HEIs) in designing their
degree programs, the call for the HEIs to establish and advance sound
and transparent quality assurance systems has grown continuously.
When the Accreditation System was established in Germany, FIBAA
was founded in 1994 and hence became one of the first agencies to
be accredited by the German Accreditation Council. Since 2002, it has
been entitled to award the Seal of the Accreditation Council for
degree programs in Germany.
The accreditation of degree programs is an internationally-established
quality assurance process in the higher education sector. It serves to
maintain fundamental standards in terms of the contextual and
structural design of educational offerings, to secure the comparability
of various study offerings at national and international level, and to
facilitate the international recognition of academic achievements and
degrees.
Since its founding, FIBAA has established itself as a quality assurance
agency which assesses degree programs, HEIs and their quality
management. It examines and promotes German and foreign state
and state-recognized private HEIs and universities (including during
their establishment phase).
Its work is shaped by an intensive quality process together with the
HEIs, whose goals are, on the one hand, to improve their quality and,
on the other, to provide a successful, accreditation, certification or
evaluation process. To achieve these goals as quickly and as efficiently
as possible, FIBAA also offers HEIs seminars and workshops only in
German so far, relating to quality management questions and topics.
FIBAA sees itself as a quality assurance agency committed to the
following goals:
Securing and improving quality in the higher education sector,
contributing to the transparency of studies offered for the
employment market, for students, companies, and for the HEIs
themselves,
collaborating in the elaboration of principles for the quality
process in the national and international education sector,
taking into consideration European and international concepts
![Page 151: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/151.jpg)
152
and guidelines in the field of quality assurance in the higher
education sector; and
applying transparent combinations of information, quality
standards and procedural principles.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below. The organization has support of
the government and other organizations, mostly in Germany.
Membership [numbers,
types of membership,
international
membership
Membership is mostly from Germany organizations and programs
(around 850 accredited). There are several international members that
are accredited, most in Europe (64) and some (5) in other parts of the
world. Accredited programs are located in: France:1; Jordan:2;
Liechtenstein:4; Nambia:1; Netherlands:3 (1 in HSA); Austria:37 (2 in
HSA); Romania:1; Russian Federation:1; Slovenia:1; Spain:1;
Switzerland:22 (1 in HSA) Czech Republic:3; and USA:2 (Louisville and
Kellogg in Chicago).
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
This organization is the one that provides accreditation to the members
of EHMA.
FIBAA offers the following services:
PROGRAMME ACCREDITATION: accreditation of Bachelor,
Master and PhD degrees
INSTITUTIONAL AUDIT of Higher Education Institutions,
faculties/Departments, Business Schools, etc.
CERTIFICATION of academic continuing training courses, plus
CONSULTING: Events (Workshops, Seminars and Trainings),
individual consulting, institutional evaluation and projects and
studies
Combined services – reduce input ("modular system")
The service divisions of FIBAA - program accreditation, institutional
audit, System Accreditation (only at state and state recognized
German HEIs) institutional evaluation and certification - can be
combined in a procedure to document and check the quality assurance
system. Initial Accreditation is for 5 years and re-accreditation 7 years.
Savings in input and costs create synergy effects, from which the HEIs
can benefit in the following ways:
![Page 152: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/152.jpg)
153
The special focus in awarding the FIBAA quality seal for accredited
programs is on internationality, employability and practical economic
relevance. In view of the globalization process and related cross-
border networking within the higher education system, FIBAA places, as
a matter of necessity, special emphasis on the aspect of
internationality. In addition to the international orientation of a study
program, the focus of the review is, e.g. also on the international
expertise of the lecturer, the internationality of the students,
intercultural and international contents of the curriculum as well as the
anticipated rate of lectures held in a foreign language. Other
important aspects are the practical economic relevance (e.g. in the
form or cooperation projects with business companies and integration
of theory and practice) as well as the resulting securing of
employability.
FIBAA assesses and accredits Bachelor's, Master's and PhD degree
programs in law, social and economic sciences. The service is designed
for German and foreign HEIs in public or private patronage; in the
latter case, with public approval or in the process of establishment.
Since its founding in 1994, FIBAA has performed already more than
1150 successful accreditation procedures. FIBAA has accredited not
only study programs at German HEIs, but also at European HEIs
(France, Great Britain, Ireland, Italy, Liechtenstein, Netherlands,
Austria, Russia, Switzerland, Slovenia, Spain and the Czech Republic)
as well as at non-European HEIs (China, India, Jordan, Mexico,
Namibia, USA and Vietnam).
![Page 153: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/153.jpg)
154
All FIBAA Assessment Guides for Program Accreditation can be
downloaded here: http://www.fibaa.org/en/programme-
accreditation/prog-according-to-fibaa-quality-
requirements/fibaa0841.html
International Documents for Program Accreditation: FIBAA accredits
study programs not only according to the national quality standards
but also according to the international documents as Standards and
Guidelines for Quality Assurance in the European Higher Education
Areas, Equal - European MBA-Guidelines, Joint Quality Initiative (JQI),
Dublin Descriptors and Convention on the Recognition of Qualifications
concerning Higher Education in the European Region (Lisbon
Recognition Convention) (from 11.04.1997). All relevant documents are
available here: http://www.fibaa.org/en/programme-
accreditation/prog-according-to-fibaa-quality-
requirements/guidelines-and-targets/international-documents.html
They have an Accreditation Commission for Institutional Procedures.
Detailed information here: http://www.fibaa.org/en/institutional-
audit/fibaa-accreditation-commission.html
Web Site http://www.fibaa.org/en/welcome-page.html
Contact(s) Name, Title
and email
RA Hans-Jürgen Brackmann, Managing Director
e-mail: [email protected]
Telephone/Fax Phone: +49 228 - 280 356 0
Fax: +49 228 - 280 356 20
Address Berliner Freiheit 20 - 24
D-53111 Bonn, Germany
Other A strong Team: FIBAA and CHE Consult agree on Cooperation
(13/04/2012)
On March 8th, 2012 in Bonn FIBAA and CHE Consult signed a
memorandum of understanding in a view to leverage their long-term
experience and wide expertise in common projects in the field of
higher education.
CHE Consult is a consultancy firm and a center of excellence in the field
of higher education. It supports national and international higher
education institutions to become more autonomic, efficient, and
![Page 154: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/154.jpg)
155
competitive as well as to participate in scientific development. "As a
consultancy institution for higher education institutions, research
establishment and science offices CHE consult is a strong partner which
well supplements the service offer of FIBAA. From this cooperation we
expect important impulse for higher education institutions", says
Daisuke Motoki, managing director of FIBAA.
This strategic cooperation between FIBAA and CHE Consult is
especially advantageous for higher education institutions which pursue
an institutional Audit by FIBAA as CHE Consult can assist these
institutions by developing their intern quality management system. "The
cooperation with FIBAA enables us to better support higher education
institutions and to establish institutional accreditation as an effective
management instrument in the field of higher education", says Christian
Berthold, managing director of CHE Consult.
For more information to CHE Consult: www.che-consult.de
FIBAA offers Institutional Audit to HEIs
International collaborations in higher education are becoming – and
not only in the Bologna Area – increasingly important. Cross-border
degree program offerings are becoming ever more popular,
international cooperation is increasingly serving as key proof of
scientific quality in the field of research. To the extent to which
international activities at universities are increasing, reliable proof of
their quality is orientating itself in line with international standards with
increasing relevance. The proof of verified quality facilitates access to
networks in the higher education sector and is gaining in importance for
activities in the international Higher Education Area.
As a result of the constantly increasing demand and building on its
international expertise, FIBAA has developed a verification process to
support the universities: FIBAA's Institutional Audit delivers reliable
proof of the quality of an institution's own performance measured
against the usual international standards and benchmarks, and
documents their efficiency and quality.
In accordance with the Mission Statement of an autonomous university
which has and uses its own decision-making and creative freedoms
within the scope of the national guidelines, a university's key
performance fields are
Commitment,
![Page 155: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/155.jpg)
156
Governance,
Organization and Administration,
Teaching and Studies,
Teaching and Studies related support processes,
Performance field Research and Development,
Material and personal equipment,
Financing,
Quality Management and
Publication / Public Relations.
Each checked and documented with a focus on Strategy, Management
and Efficient Performance.
Our Brochure about Institutional Audit Procedure is available here:
http://www.fibaa.org/fileadmin/files/folder/Brosch%C3%BCren/11
0913_BROSCHUERE_INST_AUDIT_EN.pdf .
Target Group:
The Institutional Audit initially addresses universities, but also takes
higher education facilities into consideration (faculties, departments
and business schools, etc.), insofar as these are self-regulated. It
follows in line with the usual international "Benchmarks", thereby also
allowing checks to be made to determine an institution's own resilience,
including within national contexts and beyond to present a program’s
internal quality. Institutional Audits are particularly relevant for
internationally-orientated universities.
Notice:
If you need a consultant to assist you with your quality management
before you application for Institutional Audit, FIBAA recommends CHE
Consult. Contact: Thorsten Schomann, M.A., Head of Institutional
Quality Assurance Procedures, Phone: +49 228 - 280 356 18, Fax:
+49 228 - 280 356 20, e-mail: [email protected] Languages:
German, English, Franch, Italian
Partnerships
![Page 156: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/156.jpg)
157
With a view to amplify its expertise FIBAA co-operates with the
following networks and accreditation agencies:
European Health Management Association (EHMA)
EHMA is an European Network. Its objective is to supporting policy
frameworks that enable innovative health management and
leadership, both at EU and country level. EHMA has just under 200
organizational members across more than 30 countries in the European
region. For further information: www.ehma.org
Russia – Agency for Higher Education Quality Assurance and
Career Development (AKKORK)
AKKORK is an independent professional agency in the field of
consultancy, conduct of the reviews, accreditation and certification of
the education institutions. Its mission is to form and develop in Russia an
independent system of education quality assessment and assurance
that corresponds to the principles of the Bologna declaration and the
world best practices. For further information: www.akkork.ru
FIBAA – National Partnerships
CHE Consult GmbH
CHE Consult is a consultancy firm and a centre of excellence in the field
of higher education. CHE Consult offers long-term experience in the
field of activity as well as methodological knowledge in consultancy,
and is firmly committed to research into higher education. For further
information: www.che-consult.org
Accreditation Agency for Study Programs in Health and Social
Sciences (AHPGS)
The AHPGS promotes the quality and transparency of German
university study courses for health and social professionals. The focus of
AHPGS' work is to guarantee uniform and international comparable
quality standards in the new Bachelor's and Master's degrees through
accreditation procedures. For further information: www.ahpgs.de
ASIIN Association
ASIIN accredits Bachelor's and Master's program in engineering,
informatics/computer sciences, the natural sciences and in mathematics.
ASIIN also offers system accreditation. For further information:
www.asiin.de
![Page 157: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/157.jpg)
158
Type/Field Business Administration
Institution ECBE. European Council for Business Education
Mission
[School/Program,
Interest HSA…)
Following a meeting of business educators from fifteen countries, in
1991, it was decided to form a global network of accreditation
agencies for business education and the institutions they served.
Subsequently, at a further meeting in London it was agreed to form a
European professional accreditation organization for business
education. The European Council for Business Education (ECBE) was
formally founded at a conference held in Paris in July of 1995.
ACBE is an associate of the European Association for Quality Assurance
in Higher Education ENQA http://www.enqa.eu/
The mission of the European Council for Business Education is to
promote and support quality business education internationally
In order to achieve our mission the following objectives have been
developed:
To establish accreditation standards for academic achievement
in business education whilst facilitating the development,
innovation and experimentation within the curricula and
instructional techniques.
To assist members in the improvement of their professional
business education and related activities.
To encourage and assist members to develop and use planning
and outcome assessment procedures in order to achieve
excellence in teaching business.
To provide an international forum to discuss issues pertaining to
business education in the complex and changing global
environment.
To develop and maintain relationships with individuals and
organizations to foster effective business education, within
institutions and business programs in business and industry,
government agencies, professional associations etc.
To provide information to members and the public concerning
issues relevant to business education.
![Page 158: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/158.jpg)
159
To encourage innovation and creativity in business.
To provide consultants, publications and workshops to assist
business schools and programs in their pursuit and maintenance
of accreditation.
To promote lawful and ethical practices in business.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below
Membership [numbers,
types of membership,
international
membership
Institutional membership is open to all institutions offering business
degrees and programs. Institutional members have the rights to
participate in the democratic functioning of ECBE.
Corporate and Organization membership is available to those
organizations who wish to support and participate in the activities of
ECBE as well as to use the services offered.
Individual membership is available to individuals who are active within
the field of business education and wish to support or benefit from the
services and activities of ECBE
ECBE has 50 members that are not accredited, 2 Candidacy Programs
and 37 Accredited members. Member and accredited programs can
be seen here: http://www.smbconsultinggroup.com/ECBE/what-is-
ecbe/list-of-members/
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
ECBE is a not-for-profit organization which accredits courses and
programs, concentrated within the field of business, at the
undergraduate, graduate and post-graduate levels. It is necessary for
Institutions to become a member of ECBE, before starting the
accreditation process. Each institution undergoing accreditation is
required to carry out a self-evaluation, an internal critical appraisal,
using the guidelines provided by ECBE. This is then verified by a
visiting team of peer evaluators. Following the report made by the
visiting team, recommendations are made, which may include the
award of accreditation.
ECBE`s accreditation is an independent, voluntary self-regulatory
system for business programs. Through the process of accreditation,
institutions and training organizations have their programs evaluated.
The objective of the Council is to assure the continual improvement of
educational quality and the effectiveness of public and private
business schools, their programs and that of training organizations. The
![Page 159: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/159.jpg)
160
accreditation process is based upon self and peer evaluation providing
a vehicle for self-regulation and improvement.
There are two types of accreditation:
Accreditation of business and management programmes within
universities and
Accreditation of learning which takes place off campus such as
in-company training programs and work based learning
The accreditation of an academic program or an entire institution
normally involves three stages:
1. The administration, faculty, staff and students of the institution
or academic business programs carry out a self-evaluation by
following a detailed guide supplied by ECBE.
2. A team of peers, selected by ECBE`s Board of Commissioners,
reviews the evidence (self-evaluation), visits all campus sites,
interviews administrators, faculty, staff and students and draws
up a report. This report with recommendations is submitted to
the Board of Commissioners.
3. Guided by ECBE`s quality standards the Board of
Commissioners reviews the evidence, the self-evaluation report
and the recommendations and then takes a decision concerning
the award of accreditation. This decision is then transmitted to
the Board of Directors of ECBE for confirmation.
The process considers all factors that can influence the quality of the
education provided by an institution: inputs; educational processes and
outcomes
The Accreditation Process
Institutions interested in accreditation must first become members of
ECBE. ECBE provides two pathways to accreditation: a two stage
procedure - involving Candidacy Status for accreditation - or the direct
approach for full accreditation.
Candidacy Status
To achieve candidacy status an applying institution must demonstrate
that its institution meets the accreditation standards to a sufficient
degree that it can be expected to attain full accreditation within a
![Page 160: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/160.jpg)
161
three-year period.
This pathway demands the presentation of specific documents followed
by a site visit, by an appropriate representative of ECBE, to review the
existing conditions and business education program(s) offered at the
member institution. The site visit will take one or two days depending
upon the size and complexity of the business program(s). If the site visit
produces a successful result, as expressed in a positive review of the
institution and its program(s), then Candidacy Status is awarded for a
period of three years. Within the three years period the institution must
apply for full accreditation.
Full Accreditation Award
Full Accreditation requires that:
1) an institution carries out a comprehensive self-evaluation,
2) a site visit be made to review and validate the veracity of the
self-evaluation. This visit is conducted by a visiting team of peer
evaluators, usually from different countries and
3) the Board of Commissioners is satisfied that ALL accreditation
standards are met sufficiently to warrant the award of full
accreditation
The Criteria, or Standards, for accreditation have been developed
and approved by the membership of ECBE and are the tools used to
identify the strengths and weaknesses of an institution and measure its
overall effectiveness in carrying out its mission.
The criteria are designed to cover all aspects of teaching and
administration within a department or faculty of economics, business
administration or management of a university, as well as independent
business schools.
Care has to be taken to allow for the differences of emphasis due to
regional and cultural diversity within Europe. The application and
maintenance of the standards is one of the chief roles of the Board of
Commissioners that acts independently of the Board of Directors.
The following documents can be downloaded directly by members
using the member`s login. Otherwise please contact ECBE
Undergraduate Standards
Graduate Standards
![Page 161: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/161.jpg)
162
Accreditation Process
Stage 1 Guidelines
Stage 2 Self-evaluation Report (SER)
Stage 1 application for candidacy
Stage 1 application for accreditation
Accreditation of Programmes of Learning
Guidelines on the Accreditation Process for Programmes of Learning
ECBE HE Credit Level Descriptors
On request from ECBE:
Sample self-evaluation report
Accreditation documents (members only)
ECBE works in close co-operation with the ACBSP in the USA. Both
organizations have similar goals and objectives and have signed a
memorandum of understanding for a "fast track" accreditation for
institutions which perceive value in having both European and American
accreditation. This facilitates the mobility of teachers and students, the
transferability of credits and the recognition of qualifications
internationally.
Web Site http://www.ecbe.eu
Contact(s) Name, Title
and email
R. Bryan Holden - Executive Director
E-mail: [email protected]
Telephone/Fax Tel: +41 / 21 / 964 5430
Fax: +41 / 21 / 981 1477
Address ECBE En Brison,
CH - 1832 Chamby,
Switzerland
![Page 162: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/162.jpg)
163
Type/Field Business Administration
Institution CEEMAN-IQA. Central and East European Management Development
Association- International Quality Accreditation.
Mission
[School/Program,
Interest HSA…)
Started in 1998 for business schools in Central and Eastern Europe.
Later expanded to all of Europe. International Management
Development Association
The main objectives of the CEEMAN IQA
In general:
To set and promote international standards for management
development programs and institutions in the context of their
respective mission and specific environments
To assist management development institutions in developing a
clear and meaningful focus in their environment that will result
in the creation and delivery of high-quality relevant
management education
To award and promote advanced management development
institutions for the results achieved and impact made, while also
encouraging their continuous improvement policy and programs
and providing advice and support in their implementation
To promote the originality, creativity, innovation, and high
professional and ethical contribution to local and international
business and academic communities, and to promote
responsible leadership, based on the Principles of Responsible
Management Education of the United Nations Global Compact
Specifically for the candidate institutions:
To identify the critical dimensions and criteria that an institution
should follow to create, improve and sustain high-quality and
relevant management education
To help faculty members and staff engaged in management
development institutions understand their role in the pursuit of
the institution's mission and its continuous self-improvement
process, and encourage them to provide their own contribution
For customers and potential participants:
![Page 163: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/163.jpg)
164
To help customers and other stakeholders understand the value
of management education and obtain the benefits on a value-
for-value basis
To assure customers and users of an accredited institution that
the institution is pursuing and achieving the critical criteria for
high-quality and relevant management education and
development
Sponsorship The organization is sustained with membership fees. They also organize
annual meetings, conferences, executive education events, and other
possible sources of revenue.
Membership [numbers,
types of membership,
international
membership
The directory of member Schools and Programs is under construction in
the Webpage and so is the directory of experts.
http://www.ceeman.org/pages/en/directory-of-schools-and-
programs.html
CEEMAN members are entitled to the following services:
preferential fees for all CEEMAN programs and events -
educational programs for faculty and staff, annual conferences,
deans & directors meetings, events organized in partnership
with other institutions
receiving all CEEMAN publications free of charge
contributing with articles to quarterly CEEMAN News
(developments in member institutions, reports from events and
initiatives, research findings, published books, etc)
placing announcements and calls for cooperation on CEEMAN
website
inclusion in the online CEEMAN Directory of Schools and
Programs with institution's profile and program descriptions (to
be available in summer 2010, institutional members only)
inclusion of faculty members and/or selected experts in the
online CEEMAN Expert Directory (to be available in summer
2010, members and IMTA Alumni only)
only CEEMAN members are eligible to apply for CEEMAN’s
International Quality Accreditation
![Page 164: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/164.jpg)
165
benefits from CEEMAN publishing partners which include major
international publishers such as Emerald, Harvard Business
School Publishing, Pearson Education, the Adizes Institute, and
others
access to a strong-knit and committed international network of
schools working and interested in growing economies, which
opens possibilities for cooperation and development
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
Any CEEMAN member offering at least one degree program in
management or executing 30% more of the degree load in joint
programs and with at least five years existence is eligible to apply for
IQA accreditation. The five-stage accreditation procedure involves
assessment of eligibility, development of a comprehensive self-
assessment report by the applicant, a peer review on-site visit, an
evaluation report by the peer review committee, and award of the
CEEMAN IQA with permission to use the designation on all institutional
materials to the successful applicants. The initial IQA award is granted
for the period of six years, after which the institution has to apply for
re-accreditation.
Accreditation process can be seen in this document:
http://www.ceeman.org/data/files/pages/iqa_brochure_2009.pdf
The detailed guidelines for accreditation can be found in this
document:
http://www.ceeman.org/data/files/pages/CEEMAN_IQA_Guidelines
_Dec2011.pdf and the self-assessment report guidelines:
http://www.ceeman.org/data/files/pages/selfassessment_report_inst
ructions.pdf
Accreditation cost 10,500 EUR and typically accreditation last for 6
years.
Web Site http://www.ceeman.org/
Contact(s) Name, Title
and email
Derek Abell, President Accreditation Committee
Telephone/Fax Tel: +386 4 57 92 505
Fax: +386 4 57 92 501
Address CEEMAN
![Page 165: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/165.jpg)
166
Central and East European
Management Development Association
Prešernova 33, 4260 Bled, Slovenia
Other CEEMAN and Emerald are delighted to announce the launch of the
2012 Case Writing Competition.
The aim of the competition is to encourage and promote the
development of high-quality case material relevant for the realities of
transitional and emerging economies and at the same time promote the
development of case-writing capabilities in those countries.
In the spirit of a fully inclusive competition, global submissions are
encouraged.
The co-organizers will support global exposure of the submitted high-
quality cases through a direct link with the Emerald Emerging Markets
Case Studies collection. All case submissions will be considered for
international publication.
The total CEEMAN/Emerald award prize pool is worth over €10,000,
with €4,000 prize money. Prizes are awarded to the overall winner
and two runners-up. Depending on the quality and number of
submissions, additional awards may be bestowed in different
categories.
Compulsory submission criteria:
Cases should have a developing and emerging markets focus
(Central and Eastern Europe, Latin America, Africa, Asia,
Oceania)
All cases should be based on a real situation in a real
company, with a clear decision-making situation, and prepared
in accordance with the general case writing guidelines and
competition criteria
Case studies submitted should not have been published before
in their current or substantially similar form, or be under
consideration for publication in any ISSN/ ISBN-registered
publication or with any other case-center
All case studies must include appropriate signed permissions
![Page 166: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/166.jpg)
167
from case protagonists
All submissions should be accompanied by a case teaching note
http://www.emeraldinsight.com/products/new/pdf/How-To-
Write-A-Teaching-Note.pdf
As all cases submitted for the competition will be considered for
publication in Emerald Emerging Markets Case Studies collection,
submissions must comply with the author guidelines
http://www.emeraldinsight.com/products/new/pdf/author_guidelines.
pdf , which include information on editorial objectives and criteria, as
well as comprehensive manuscript requirements.
Please also consult the competition evaluation checklist before
submitting your case
http://www.ceeman.org/data/files/pages/Case_evaluation_checklist.
pdf .
Contact: Olga Veligurska, CEEMAN Head of Projects,
http://www.ceeman.org/pages/en/case-writing-competition.html
Type/Field Business Administration
Institution AABS. Association of African Business Schools
Mission
[School/Program,
Interest HSA…)
To promote excellence in business and management education in Africa
by supporting graduate business schools through capacity building,
collaboration and quality improvement.
This brochure explains the key activities of the AABS and the key
partners
http://www.aabschools.com/files/15/AABS_Brochure_2010.pdf
Annual Report 2010 with some membership and financial information:
http://www.aabschools.com/cms/attachments/25/april_annual_report
_24_march.pdf
Sponsorship The organization is a non-Profit Organization and is sustained with
membership fees and Corporate partners (only 2 now that pay
$4,500 annual fee)
![Page 167: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/167.jpg)
168
Membership [numbers,
types of membership,
international
membership
There are 26 member schools in Africa and 5 Pipeline Schools. See
map and schools here:
http://www.aabschools.com/directory/schools.html
In order to become an AABS Member a School needs to submit an
online form showing that they meet all the AABS membership criteria.
Criteria for full AABS Membership
A Business Schools is eligible for membership if it is an Africa - based
business school that meets all the non-negotiable criteria and satisfies
the committee in respect of the other criteria.
Negotiable criteria may be interpreted flexibly and as a whole, to
meet the spirit of the requirement rather than the letter.
Schools, which do not yet meet one of the negotiable criteria, may
provisionally be admitted to full membership if they submit a plan to
meet the requirements within not more than two years.
1) Staff:
1.1) Applicants must have a minimum of 12 permanent resident full-
time faculty members, with relevant postgraduate degrees or
qualifications. Up to six of the 12 full-time faculty may be
shared with other departments in the parent institution provided
that at least 50% of their workload is allocated to the Business
School. (Non Negotiable criteria)
1.2) At least six permanent full time faculty members must have
Doctoral Degrees. (Non Negotiable criteria)
1.3) Applicants must demonstrate a sustainable staff development
program by providing a document describing faculty
development.
2) Intellectual Contributions:
2.1) Each institution must have an output of two points per full time
faculty equivalent during the three preceding years. Points to
be calculated as: book - 2 points, refereed article - 2 points,
case study or practitioner article - 1 point, chapter in a book -
1 point and conference paper – 1 point.
3) Teaching Requirements:
![Page 168: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/168.jpg)
169
3.1) Applicants must have at least 500 hours classroom time in the
MBA or equivalent Masters Program. (Non Negotiable criteria)
Distance learning institutions must demonstrate that students engage in
activities equivalent to 500 hours of classroom time in the MBA or
equivalent master’s program. This can be done through:
Regular scheduled contact, either face to face, or by electronic
media with faculty members.
Required study schools throughout the course of the year
Study groups of students meeting according to a prescribed
timetable during the course of a year
Assignments, which require students to engage in the
application of the material in the workplace, including
engaging with executives and colleagues. (Non Negotiable
Criteria) Please provide this information in a word document.
3.2) Applicants must provide a document describing their teaching
methods, illustrating the use of participative learning, for
example through the use of case studies, syndicate groups,
action learning and projects.
3.3) Applicants must demonstrate that materials and cases include
local and African market content.
4) Fees:
4.1) Applicants' minimum annual full tuition fee for the MBA or
equivalent must be at least $3 500 per student.
5) Executive Education:
5.1) Applicants must provide at least 40 days of executive
education per year. (Non Negotiable criteria)
5.2) The Executive Education fee should be no less than $100 per
day per participant.
6) Quality assurance:
6.1) Applicants must demonstrate the use of an independent quality
assurance system on the MBA program, such as a national
accreditation body, external examiners or another quality
![Page 169: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/169.jpg)
170
controlling body. (Non Negotiable criteria)
7) Association's website:
7.1) All Faculty Members from Schools applying for AABS
Membership must register on the Association's website.
AABS Pipeline Schools:
Schools that do not yet meet all the non-negotiable criteria for AABS
but would like to aspire to meet those criteria in the next two years can
join AABS as “AABS Pipeline Schools”.
AABS pipeline school applicants would:
1) Join the AABS network
2) Would be eligible to attend the Annual AABS Members
Conference
3) Will be assigned a Mentor (from the AABS Advisory board, AABS
board or an AABS consultant) for a year period (which could be
extended if needed). The mentor will visit the school for three days
once during the year, they will also be available for email and
telephonic contact and support during the year.
4) Be able to join AABS Workshops at discounted AABS member
rates.
5) Receive AABS peer visits
AABS pipeline school would need to:
Submit an online application form
Meet at least 2 of the five non-negotiable criteria
Must offer an MBA or equivalent Master’s program
Pay an annual fee of $3 000 per year
Need to aspire to meet the AABS non-negotiable criteria
within a period of three years.
Applications to be an AABS pipeline school can be submitted
at any stage.
Current Pipeline school fees are $3 000.
![Page 170: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/170.jpg)
171
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
They do not provide accreditation, but in order to join you have to be
accredited by some other recognized accreditation body. It is
interesting and points into possible alternatives to a full accreditation
option.
Web Site http://www.aabschools.com/
Contact(s) Name, Title
and email
Dr. Enase Okonedo, Board Chair
Lagod Business School, Kenya
Sarah tinsley-Myerscough, AABS Program Director
Telephone/Fax 27 11 771 4382
Address N/A
Other Other African related organizations: South African Qualifications
Authority (SAQA)
An organization created to provide an integrated national framework
for learning achievements, facilitate access to mobility and progression
within education, training, careers, and to enhance the quality of
education and training
Type/Field Business Administration
Institution CLADEA – The Latin American Council of Management Schools
Mission
[School/Program,
Interest HSA…)
The Latin American Council of Schools of Management is a premier
global network of business schools. This worldwide organization
provides a forum for international cooperation and reciprocity
between the world’s leading academic institutions.
Goals:
1) Broaden the scope of teaching Management, as well as
promote research in the field.
2) Disseminate management practices among social and economic
organizations in Latin America.
3) Develop global cooperation between directors and scholars
from different countries and areas of interest to promote
research, case studies, and bibliographic support.
![Page 171: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/171.jpg)
172
4) Maintain ties of reciprocity with primary global networks to
ensure communication and the flow of information.
5) Ensure that membership means quality and the potential for
academic progress.
6) Offer technical support to Latin American development
organizations.
7) Support Document and Information Centers through CLADEA’s
Document Center.
8) Prepare management teaching materials based on those
developed by scholars of the member schools, as well as
publish books, journals or other teaching and research
materials.
9) Facilitate communication among management institutions within
each country and globally.
10) 10. Organize seminars and international events for the
exchange of information and solutions to problems specific to
Latin America.
Sponsorship The organization is sustained with membership fees and other events. It
also has some corporate sponsors.
Membership [numbers,
types of membership,
international
membership
CLADEA’s membership includes over 180 leading business schools in
Latin America, North America, Europe, and Oceania dedicated to
offering high quality professional education and fostering scholarly
research into public and private sector management. Membership list
here:
http://www.cladea.org/home/index.php?option=com_content&view=
article&id=366&Itemid=327&lang=es
It also has strategic partnerships with sponsor organizations and
support groups such as: GMAC (Graduate Management Admission
Council) or Eduniversal the Ranking organization
http://www.eduniversal-ranking.com/ with also a comprehensive list of
international accreditation organizations http://www.eduniversal-
ranking.com/methodology/associations/area/3
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
CLADEA has strategic partnerships with several Accreditation
organizations such as: AACSB International, ACBSP and EFMD. It has
agreements for accreditation of its member organizations. It is also
![Page 172: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/172.jpg)
173
currently studying the feasibility of accreditation.
Web Site www.cladea.org
Contact(s) Name, Title
and email
Alberto Zapater, Ejecutive Director
Telephone/Fax Phone: (511) 345-1325 / 317-7200
Address Av. Alonso de Molina 1652
Monterrico, Surco
Lima 33 Perú
Type/Field Business Administration
Institution AAPBS – Association of Asia-Pacific Business Schools
Mission
[School/Program,
Interest HSA…)
The primary purpose of the AAPBS is to provide leadership and
representation in order to advance the quality of business and
management education in the Asia-Pacific Region. The Association will
accomplish its mission by collaborating in research and teaching, and
working in partnership to improve business school standards and
quality. AAPBS and its members are striving to understand and
develop a solid paradigm for an Asian management education model
within a global context.
The Association started in 2004 when 11 Asia Pacific business schools
deans met in Seoul to decide to the formal establishment of the new
organization. The aspiration of the Association is captured by the
phrase: “Towards Global Managers, Global Leaders and Global
Cooperation”.
Sponsorship The organization is sustained with membership fees
Membership [numbers,
types of membership,
international
membership
Membership is currently 147 representative schools from 22 countries
working to shape the role of the region’s management education in
close collaboration with the AACSB and the European Foundation for
Management Development (EFMD). The list of members can be found in
the webpage: http://www.aapbs.org/
Full Membership in the association is granted to granting degree
institutions within he Asia-Pacific region. New member institutes must
![Page 173: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/173.jpg)
174
be approved by a majority vote from the Council and should have the
following attributes:
The mission of the organization is aligned with the mission of
AAPBS
The organization demonstrates a high level of contribution to
the advancement of management eduction
The organization have been endorsed and recommended by
an existing membership (referees must be Deans).
There are 4 categories of membership:
Full Membership: Business administration and management degree
granting institutions of the Asia-Pacific region. Institutions to be eligible
must have a formally organized administrive unit responsible for work
leading to business or management degrees of baccalaureate and/or
graduate level. Any eligible institution may apply for membership. The
amount of the annual dues per institution is US$1,000
Associate Membership: Business administration and management
degree granting institutions outside the Asia-Pacific. Associate
membership is determined by a majority vote of the Council, and shall
be completed by the payment of regulat institutional dues. The Amount
of the annual dues per institution is US$1,000.
Affiliate Membership: Institutions, either inside or outside the Asia
Pacific region, that share similar interests around management
education but are not degree granting institutions. Examples of
Affiliate Members are, but are not limited to, governmental
organizations, research institutes, and corporate training organizations.
Affiliate Membership is determined by a majority vote of the council
and shall be completed by the payment of regular institutions dues.
The Amount of the annual dues per institution is US$1,000.
Corporate Membership: Companies and organizations, either inside or
outside the Asia-Pacific region, that share an interest in management
education and the development of business professionals. Corporate
are determined by a majority vote of the council and shall be
completed by the payment of regular institutions dues. The Amount of
the annual dues per institution is US$3,000.
Accreditation/Certificat
ion Process, Criteria,
AAPBS does not provide accreditation currently, but works with AACSB
and EFMD to facilitate the process of accreditation for its members
![Page 174: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/174.jpg)
175
Requisites, Cost.
Web Site http://www.aapbs.org/
Contact(s) Name, Title
and email
Betty Chung, Executive Director
Telephone/Fax Tel: 82-2-958-3293
FAX: 82-2-958-3290
Address AAPBS Secretary-General
C/-Kaist Business School
87 Hoegiro, Dongdaemoon-gu
Seoul, 130-722 South Korea
Type/Field Public Health
Institution CEPH – Council on Education of Public Health
Mission
[School/Program,
Interest HSA…)
The Council is a private, nonprofit corporation with APHA and ASPH as
its two corporate members. The affairs of the corporation are directed
by a 10-member board. As an independent body, the board is solely
responsible for adopting criteria by which schools and programs are
evaluated, for establishing policies and procedures, for making
accreditation decisions, and for managing the business of the
corporation
Mission: assures quality in public health education and training to
achieve excellence in practice, research and service, through
collaboration with organizational and community partners.
Goals and Objectives: "to enhance health in human populations
through organized community effort." The Council's focus is the
improvement of health through the assurance of professional personnel
who are able to identify, prevent and solve community health
problems. The Council's objectives are: 1. To promote quality in
education for public health through a continuing process of self-
evaluation by the schools and programs that seek accreditation; 2. To
assure the public that institutions offering accredited instruction in
public health have been evaluated and judged to meet standards
![Page 175: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/175.jpg)
176
essential to conduct such education program; and 3. To encourage
through periodic review, consultation, research, publication and other
means improvements in the quality of education for the field of public
health.
Interest in HSA: There is no mention of HSA in their web page.
Sponsorship Council composition: Three councilors are appointed by APHA and
must be primarily involved in the practice of public health or in the
administration of related health services. Three are appointed by
ASPH and must be selected from the faculty, administration or students
of schools of public health. Two members are jointly appointed by
ASPH and APHA and serve as representatives of the general public;
they may be neither engaged in full-time public health practice nor
employed by an educational institution that has a school of public
health. Two additional councilors are elected by CEPH and approved
by the two corporate members to represent the programmatic interests
served by CEPH. They are nominated by appropriate professional and
educational organizations in community health education and
community health/ preventive medicine and must be individuals with
specific expertise in the programmatic areas they represent.
Financial Support: The Council is supported by a combination of fees
and contributions from the profession and the academic community
Membership [numbers,
types of membership,
international
membership
44 accredited schools and 83 MPH programs. Oldest accredited
programs (1946) Columbia, Harvard, Hopkins, UC Berkeley, Michigan,
Minnesota, UNC Chapel Hill, and Yale (8). Oldest Accredited Programs
(1971) CalState Northridge & NYU (2). International accredited
members: 1 School: National Institute of Public Health Mexico since
2006; & 2 MPH Programs: American University of Beirut & St.
Georges University Granada WI since 2006. Full list of accredited
members (Feb 2012): http://www.ceph.org/pdf/Master_List.pdf
Currently in the pipeline, there are 4 schools and 29 MPH programs. 1
international (Ecole de Hautes Etudes en Sante Public-France)
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
Criteria for SPH and MPH programs outside SPH were revised June
2011(http://www.ceph.org/pg_accreditation_criteria.htm).
Accreditation process requires 18-24 months for self-study and 10-14
months for review and reaccreditation.
Fee Schedule 2012: Application Fee: (annually until accreditation is
achieved) $2,500 Program; $3,500 School; & $4,500 International.
Accreditation Review: $2,700 Program (plus $1,300 for each
![Page 176: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/176.jpg)
177
additional needed review); $3,500 School (Plus $1,750 each
additional); $5,400 & $7,000 International Program & School (plus
$3,500 & $2,700 each additional). In addition travel expenses are
covered for all individuals and visits. If consultants are needed $500
½ day in CEPH office; $1,500 per day (USA); $2,500 per day
(International). International programs would typically pay $15,000 –
$20,000 plus travel expenses.
Web Site http://www.ceph.org/
Contact(s) Name, Title
and email
Laura Rasar King, MPH, MCHES
Executive Director
Maraquita L. Hollman, MPH
Accreditation Specialist
Telephone/Fax Phone: (202) 789-1050
Fax: (202) 789-1895
Address 800 Eye Street, NW, Suite 202
Washington, DC 20001-3710
Other: Benefits of Accreditation
CEPH accreditation serves multiple purposes for different constituents.
In general, specialized accreditation attests to the quality of an
educational program that prepares for entry into a recognized
profession.
For the public, accreditation promotes the health, safety and
welfare of society by assuring competent public health
professionals.
For prospective students and their parents, accreditation serves
a consumer protection purpose. It provides assurance that the
school or program has been evaluated and has met accepted
standards established by and with the profession.
For prospective employers, it provides assurance that the
curriculum covers essential skills and knowledge needed for
today's jobs.
For graduates, it promotes professional mobility and enhances
employment opportunities in positions that base eligibility upon
graduation from an accredited school or program.
For public health workers, it involves practitioners in the
establishment of standards and assures that educational
requirements reflect the current training needs of the
profession.
For the profession, it advances the field by promoting
![Page 177: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/177.jpg)
178
standards of practice and advocating rigorous preparation.
For the federal government and other public funding agencies,
it serves as a basis for determining eligibility for federally
funded programs and student financial aid.
For foundations and other private funding sources, it represents
a highly desirable indicator of a program's quality and
viability.
For the university, it provides a reliable basis for inter- and
intra-institutional cooperative practices, including admissions
and transfer of credit.
For the faculty and administrators, it promotes ongoing self-
evaluation and continuous improvement and provides an
effective system for accountability.
For the school or program, accreditation enhances its national
reputation and represents peer recognition.
Type/Field Public Health
Institution ASPHER – The Association of Schools of Public health in the European
Region
Mission
[School/Program,
Interest HSA…)
ASPHER was founded in 1966 and it is the key independent European
organization dedicated to strengthening the role of public health by
improving education and training of public health professionals for
both practice and research.
Sponsorship
Membership [numbers,
types of membership,
international
membership
ASPHER has over 80 institutional members located throughout the
Member States of the European Union (EU), Council of Europe (CE) and
European Region of the World Health Organization (WHO).
Members can be found here:
http://www.old.aspher.org/index.php?site=aspher_membership
By joining ASPHER, your organization would receive the following
benefits:
Access to ASPHER Working Groups:
Accreditation for Public Health Education
Public Health Core Competencies
![Page 178: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/178.jpg)
179
Global Health
Doctoral Programs and Research Capacities
Innovation and Good-practice in PH Teaching
Ethics and Values in Public Health
Public Health Advocacy and Communication
Access to ASPHER Forums:
Annual Conference
Deans' and Directors' Retreat
Summer School
Young Researchers Forum
Public Health Reviews Journal
Members Blog
Public Health Employment Portal
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
ASPHER is developing an accreditation agency that should start
working in 2012. The name is: Agency for Public Health Education
Accreditation (APHEA) in the European Region
For many years, ASPHER has been a key participant in initiatives to
establish an organized system of accreditation for public health
education in Europe. These initiatives included the PEER review system
started by ASPHER and funded by the Open Society Institute (OSI)
from 2001 to 2005, and the Leonardo da Vinci project from 2004 to
2007.
In 2008/2009, ASPHER conducted a strategic planning process
through a Delphi study. One of the highest priorities of ASPHER
members which emerged from the consultation process was the
establishment of a European accreditation system for Master of Public
Health programs. This led to the establishment of a Working Group on
Accreditation to prepare the launching of this system.
As the founders of this accreditation project, ASPHER and EUPHA (The
European Public Health Association) will contribute directly to the
![Page 179: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/179.jpg)
180
fulfillment of their major aims, i.e.: (1) Improve the quality of the PH
workforce in Europe and its competitiveness globally; (2) Contribute to
the development and harmonization of PH education in Europe; (3)
Provide an added value with regard to national QA and
accreditation; (4) Reinforce ASPHER and EUPHA visibility globally.
MPH programs are at present evaluated or accredited by national
education authorities in most countries within the European Region.
However, there is presently no specific accreditation system for
education in public health either at the national or regional level in
Europe. An independent international (or transnational) accreditation
system, in accordance with the Bologna Process, will bring important
added value as far as benefitting students and academics, and
recognizing a school’s quality beyond the borders of its home country.
Establishment of the European system will help many institutions to
improve their quality and raise their profile, thereby helping them in
their ongoing planning and negotiation with the national authorities to
obtain financing for teaching and learning but also research and
advocacy activities. It will also bring greater academic recognition to
staff members, thereby assisting them in seeking grants from sources
such as the European Union.
A degree from a European accredited program potentially provides
the graduate with better opportunities for employment internationally
and allows for transferability of qualifications. It also allows for
greater benefit to foreign students who may wish to study in a
particular country and will be able to bring home an internationally
recognized degree. The mark of accreditation may thus increase a
program’s attractiveness to national as well as foreign students.
A program accredited by national authorities alone, no matter how
rigorously the accreditation process is carried out, still lacks the
international recognition that may come from a European accreditation
system. European accreditation serves as an additional proof of
quality for students, academics, partner institutions, and funding
bodies.
Where We Are? The Steering Committee of the Accreditation Working
Group consulted all ASPHER members in two stages, namely the first
stage during which the call for interest was circulated, and later, a
second stage during which a call for commitment was circulated.
All ASPHER members who responded to the Call for Interest in mid-July
of 2010 have endorsed the following objectives: (1) Commit to
![Page 180: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/180.jpg)
181
continuous quality improvement of the MPH; (2) Share PH quality
standards on a European level; (3) Strive to attain a European
recognition on a voluntary basis.
The Call for Commitment, inviting all members to consider whether they
are willing to commit to the accreditation of their Master of Public
Health programs within the near future, was circulated in early
October. The results of this call for commitment were presented at the
Amsterdam Conference.
The Agency for Public Health Education Accreditation (APHEA)
in the European Region will be established as an independent, non-
profit organization, in association with ASPHER and EUPHA. The
associations will each nominate 2 members for the new Accreditation
Board, and will choose a Chair of the Board from among individuals
distinguished in the field, and not directly associated with either one of
the associations.
The system will develop progressively, focusing at first on the
accreditation of master programs in public health only and, after an
initial period of approximately two years, aiming at an average
number of 10 accreditations per year. Launched with the initial support
of ASPHER and EUPHA, the system will rapidly become self-sustainable
based on the fees paid by institutions seeking accreditation.
The Agency will be established in spring 2011 and will start to
operate at the beginning of the following academic year (2011-
2012). The preparatory phase was finalized at the Amsterdam
Conference in November 2010 when the official announcement was
made regarding the establishment of the Agency, its organization,
standards, procedures and costs.
An outline of the main steps and costs for applicants is:
Eligibility- check performed by the agency in communication
with the institution applying for accreditation. Average duration
2-4 months. Cost 4,000EUR
Self-evaluation- against the set of agreed standards resulting
in a self-evaluation report. Average duration 6-8 months. (cost
of this phase included in the next one “External Review”)
External Review- by a team of 3 peer reviewers including 2-
day site visit and resulting in an external review report.
![Page 181: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/181.jpg)
182
Average duration 3-4 months. Cost 10,000EUR (plus
accommodation costs of the review team and an agency
representative during the site visit)
Accreditation- decision made by the Accreditation Committee.
Average duration 3-4 months. Cost 4,000EUR
Total estimated cost of accreditation 18,000EUR plus traveling
expenses of peer review team. Average length of the process: 14 to
20 months.
Web Site http://www.aspher.org/
Contact(s) Name, Title
and email
Stojgniew Jacek Sitko, Chair Accreditation for Public Health Education
(Jagiellonian University, Krakow)
Telephone/Fax Tel: +32 2735 0890
Tel: +4812-424-1375 (Stojgniew)
Skype: aspherskype
Address Campus Maastricht University
Avenue de l’Armée/ Legerlaan 10
1040 Brussels
Belgium
Other European Academic Global Health Alliance (EAGHA)
Mission and Objectives
Main objective: To create a single forum for interested academic
institutions with involvement in Global Health to exchange views and
ideas, so as to develop a European voice on Global Health issues and
influence relevant policies.
Other objectives include:
To advocate for evidence-based policies and increased
resources for global health in the European Union and other
relevant bodies and to inform EU policy on research and
![Page 182: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/182.jpg)
183
development for global health;
To develop guidelines for partnerships between European
institutions and their counterparts in low- and middle-income
countries (including the issues of intellectual property and data
sharing); to learn about effective partnerships from case studies
and to promote the implementation of such guidelines;
To contribute to building capacity in partner institutions in low
income countries in response to their priorities including
supporting the development of capacity in areas such as
research, teaching, administration and infrastructure;
To foster exchange of ideas and, where appropriate,
collaboration between European global health institutions on
research, teaching and capacity building;
To encourage the formation of similar collaborative networks in
other world regions and forging links with those that already
exist;
To encourage and to support the evaluation of investments in
global health to ensure they have the desired effects;
To raise awareness of the challenges and opportunities of
global health in medical, nursing, public health and allied
health professions, as well as the wider public.
Alliance's Work Plan 2010
1) Meeting in March 2010 to convene institutions interested in
launching such a group;
2) Presented proposal at ASPHER Deans and Directors Retreat May
2010;
3) Invited ASPHER members who had indicated great interest during
ASPHER 2015 Project as well as other institutions with involvement
in Global Health;
4) Meeting of members/invited guests at World Health Summit, Berlin,
October 11, 2010;
5) Survey circulated to all members to devise priorities for Alliance;
6) Commentary by Andy Haines et al submitted to Lancet regarding
![Page 183: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/183.jpg)
184
launch of Academic Alliance, October;
7) Session of the Alliance at the Amsterdam Conference, November
2010, entitled “The Contribution of European Academic Institutions
to Global Health.”
Alliance's Work Plan 2011
1) Two-part meeting with Alliance members and EU policymakers,
Brussels, end of January 2011;
2) Seminars to be held with EU policymakers in 2011, to be
arranged;
3) Presentation at ASPHER Deans‟ and Directors‟ May, 2011;
4) Meeting of members along with representatives from other similar
associations from other regions, Barcelona, October 2011;
5) Plenary at the Copenhagen Conference, November 2011;
6) Setting up taskforce to devise a set of guidelines for North-South
partnerships.
Justification
Numerous academic institutions within Europe are developing expertise
in global health which extends beyond the traditional boundaries of
tropical medicine or public health, to include topics such as: global
health governance, global threats to health such as climate change,
impacts on health of global policies in other sectors such as trade or
agriculture, and research on diseases which transcend national
boundaries such as pandemic flu. There is at present no representative
body for these institutions to provide evidence to inform European
policy on global health issues, act as a forum for exchange of views on
issues such as curriculum development, professional training, South-
North partnerships and research priorities, or to coordinate
collaborative activities on issues of relevance to global health.
In light of the EU Global Health Strategy launched earlier in 2010,
there is thus an unprecedented opportunity for academic institutions to
provide input into the implementation of this strategy for example by
providing evidence to support specific policies and actions or
advocating for evaluation of the impact of investments in global health
as well as promoting capacity strengthening with partner institutions in
low income settings.
![Page 184: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/184.jpg)
185
The Alliance also aims to seek collaboration with nascent and existing
regional consortia of academic institutions in other regions of the world
with the intention of supporting the development of a World
Federation of such bodies.
Members of the EAGHA
Chair:
Andy Haines (London School of Hygiene and Tropical Medicine)
Tel: +44 20 7927 2278, mailto:[email protected]
co-Chair:
Antoine Flahault (EHESP School of Public Health, Rennes/Paris)
Tel: +33 2 99 02 22 00, mailto:[email protected]
Full members:
Belgium | Institute of Tropical Medicine, Antwerp
Denmark | Copenhagen School of Global Health, University of
Copenhagen
France | EHESP School of Public Health, Rennes/Paris
France | Université Victor Segalen Bordeaux 2, School of Medicine
Germany | Charité - Berlin School of Public Health
Germany | Tropeninstitut Charité, Berlin
Germany | Charité Universitatsmedizin Berlin, Institute for Social
Medicine, Epidemiology and Health Economics
Germany | Institute for Public Health, University Hospital Heidelberg
Germany | Section Clinical Tropical Medicine, University Hospital
Heidelberg
Ireland | Royal College of Surgeons, Dublin
Israel | Braun School of Public Health, Hebrew University of Jerusalem
Italy | Department of Public Health and Microbiology, University of
Torino
![Page 185: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/185.jpg)
186
Kazakhstan | Kazakhstan School of Public Health
Norway | Centre for International Health, University of Bergen
Poland | National Institute of Public Health, Warsaw
Spain | Barcelona Centre for International Health Research
Spain | National School of Public Health, Madrid
Sweden | Sahlgrenska Academy, University of Gothenburg
Sweden | Karolinska Institute, Stockholm
Sweden | Department of Public Health and Clinical Medicine, Umea
University
Sweden | Social Medicine and Global Health, Department of Clinical
Sciences, Lund University
Switzerland | Swiss Tropical Institute, Basel
United Kingdom | Liverpool School of Tropical Medicine
United Kingdom | Division of Public Health, University of Liverpool
United Kingdom | London School of Hygiene and Tropical Medicine
United Kingdom | Centre for Tropical Medicine, Oxford University
United Kingdom | Institute of Global Health Innovation, Imperial
College London
United Kingdom | Research Department of Infection and Public Health
UCL
United Kingdom | Nuffield Centre for International Health and
Development, Leeds Institute Health Sciences
Associate Members:
Germany | University of Bielefeld, School of Public Health
Italy | Institute of Public Health and Preventive Medicine - Catholic
University of “Sacro Cuore”, Rome
Lithuania | Faculty of Public Health, Lithuanian University of Health
Sciences, Kaunas
![Page 186: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/186.jpg)
187
Lithuania | Department of Public Health, University of Klaipeda
Macedonia | School of Public Health, Faculty of Medicine, Skopje
Serbia | Centre - School of Public Health, University of Belgrade
Slovakia | School of Public Health, Slovak Medical University,
Bratislava
Guest Members:
Bulgaria | Faculty of Public Health, Medical University of Pleven
Serbia | Institute of Public Health of Vojvodina, Novi Sad
United Kingdom | University of Bristol, School of Health and Social
Care
Affiliated members:
Federation of European Societies of Tropical Medicine and
International Health (FESTMIH), TropEd, EUROLIFE Network of
European Universities in Life Science, and TropMed
Type/Field Medicine
Institution LCMA – Liaison committee on Medical Education
Mission
[School/Program,
Interest HSA…)
The Liaison Committee on Medical Education (LCME) is the nationally
recognized accrediting authority for medical education programs
leading to the MD degree in U.S. and Canadian medical schools. The
LCME is sponsored by the Association of American Medical Colleges
and the American Medical Association.
Purpose and responsibility:
Accreditation is a process of quality assurance in postsecondary
education that determines whether an institution or program meets
established standards for function, structure, and performance. The
accreditation process also fosters institutional and program
improvement. Medical education programs leading to the M.D. degree
in the United States and Canada are accredited by the Liaison
![Page 187: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/187.jpg)
188
Committee on Medical Education (LCME). The LCME's scope is limited to
the accreditation of complete and independent medical education
programs where students are geographically located in the United
States or Canada for their education and that are operated by
universities or medical schools that are chartered in the United States
or Canada.
Accreditation by the Liaison Committee on Medical Education (LCME)
establishes eligibility for selected federal grants and programs,
including Title VII funding administered by the Public Health Service.
Most state boards of licensure require that U.S. medical schools be
accredited by the LCME, as a condition for licensure of their graduates.
Eligibility of U.S. students to take the United States Medical Licensing
Examination (USMLE) requires LCME accreditation of their school.
Graduates of LCME-accredited schools are eligible for residency
programs accredited by the Accreditation Council for Graduate
Medical Education (ACGME). The Department of Education recognizes
the LCME for the accreditation of programs of medical education
leading to the M.D. degree in institutions that are themselves
accredited by regional accrediting associations. Institutional
accreditation assures that medical education takes place in a
sufficiently rich environment to foster broad academic purposes.
The U.S. Department of Education recognizes the Liaison Committee on
Medical Education (LCME) for accreditation of programs of medical
education leading to the M.D. degree in the United States. For
Canadian medical education programs, the LCME engages in
accreditation in collaboration with the Committee on Accreditation of
Canadian Medical Schools (CACMS). The LCME is recognized as the
reliable accreditation authority for M.D. programs by the nation's
medical schools and their parent universities. It also is recognized for
this purpose by the Congress in various health-related laws, and by
state, provincial (Canada), and territorial medical licensing boards.
The LCME
Sponsorship The LCME is jointly sponsored by the Association of American Medical
Colleges (AAMC) and the Council on Medical Education of the
American Medical Association (AMA). The AAMC and the AMA each
appoint an LCME Secretary and maintain accreditation offices in
Washington, D.C. and Chicago, respectively. Primary responsibility for
coordinating survey visits, hosting LCME meetings, and serving as LCME
spokesman (the "principal Secretary") alternates between the offices
each academic year. In even-numbered years beginning each July 1,
the principal Secretary is at the AAMC. In odd-numbered years
![Page 188: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/188.jpg)
189
beginning each July 1, the principal Secretary is at the AMA.
Membership [numbers,
types of membership,
international
membership
The members of the LCME are medical educators and administrators,
practicing physicians, public members, and medical students. The
Association of American Medical Colleges (AAMC) and the Council on
Medical Education of the American Medical Association (AMA) each
appoint six professional members. The AAMC and AMA each appoint
one student member. The LCME itself appoints two public members,
and a member is appointed to represent the CACMS.
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
The LCME is represented by ad hoc teams of evaluators who conduct
on-site surveys of medical schools. Survey team members are a mix of
basic science and clinical educators and practitioners. Members of the
LCME and surveyors conducting field evaluations serve as voluntary,
peer evaluators. The activities of the LCME are administered by two
Secretariats, at AMA headquarters in Chicago, IL, and at the offices of
the AAMC in Washington, DC. Members of the LCME and its survey
teams, excluding full and part-time staff, serve the LCME without
compensation.
Each year, the LCME reviews annual survey data and written reports
on all of the accredited U.S. and Canadian medical schools, and
conducts site visits to 20-30 institutions. The LCME holds two-day
meetings three times a year, usually in October, February, and June,
and may convene as needed to deal with special issues.
LCME has very detailed accreditation procedures that can be found
here: http://www.lcme.org/procedur.htm, rules of procedure:
http://www.lcme.org/rules_of_procedure.pdf, a Self-Study Guide:
http://www.lcme.org/pubs.htm#issguide, Accreditation Issues relating
to Distance Learning: http://www.lcme.org/distancelearning.pdf.
Currently, there are 137 LCME-accredited MD programs in the U.S.
and 17 CACMS/LCME-accredited MD programs in Canada. The
directory of Accredited Medical Schools in the U.S. and Canada can
be found here: http://www.lcme.org/directry.htm
Functions and Structure of a Medical School contains LCME standards
for accreditation of medical education programs leading to the M.D.
degree in the U.S. and Canada. Annotation to the standards are
provided to clarify the meaning of standards when necessary. Use of
the word "must" in accreditation standards signifies an absolute
requirement. "Should" is a requirement that must be met unless there is
a compelling reason, acceptable to the LCME, for waiving the need to
![Page 189: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/189.jpg)
190
comply with the standard. Latest version of May 2011 can be found
here: http://www.lcme.org/functions.pdf
The LCME's scope is limited to the accreditation of complete and
independent medical education programs where students are
geographically located in the United States or Canada for their
education and that are operated by universities or medical schools that
are chartered in the United States or Canada. Osteopathic medical
schools are accredited by the American Osteopathic Association. There
is no single authority accrediting medical education programs.
Accreditation around the world is mostly done by national agencies.
Medical schools are not ranked by the LCME, which evaluates
educational programs according to standards for organization,
function, and performance, but does not attempt to stratify institutions
according to their characteristics. Medical schools differ greatly:
whether they are private or state-supported, free-standing, or part of
a parent university.
Other related accreditation agencies that are included in this report
are: 1- The World Federation for Medical Education (WFME) Supports
Accreditation of National Associations working with WHO
http://www.wfme.org/; 2- The Accreditation Council for Graduate
Medical Education (ACGME) http://www.acgme.org/ accredits
Residency programs/graduate medical education; 3- The National
Committee on Foreign Medical Education and Accreditation (NCFMEA)
of the Department of Education.
http://ed.gov/about/bdscomm/list/ncfmea.html#members ; and 4-
The Educational Commission for Foreign Medical Graduates. ECFMG.
http://www.ecfmg.org/
Web Site http://www.lcme.org/
Contact(s) Name, Title
and email
Barbara Barzansky, Ph.D., M.H.P.E. LCME Co-Secretary. Council on
Medical Education American Medical Association (CMEAMA).
Dan Hunt, MD, M.B.A., LCME Co-Secretary. Association of American
Medical Colleges (AAMC). [email protected]
Telephone/Fax CMEAMA: 312-464-4933. FAX: 312-464-5830
AAMC: 202-828-0596. FAX: 202-828-1125
Address Council on Medical Education
American Medical Association
![Page 190: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/190.jpg)
191
515 North State Street
Chicago, IL 60654
Association of American Medical Colleges
2450 N Street, N.W.
Washington, DC 20037
Other Interesting initiatives related to accreditation:
1. Survey Prep Sessions
The LCME will host a number of sessions to support programs
preparing for upcoming survey visits, including Connecting with the
Secretariat, a monthly Q&A conference call with the LCME Co-
Secretaries, and an all-day Survey Visit Kickoff Workshop to be held
in June. Visit the LCME Events page for details.
2. LCME Connections
LCME Connections provides an integrated view of LCME accreditation
standards by connecting the text of each standard to (1) its
corresponding annotation, (2) the medical education database
questions related to that standard, (3) the questions that the
institutional self-study committee must address and (4) the findings that
survey team members must document in the survey report. Each
component of the Connections document is already accessible on the
LCME website, albeit in various LCME publications. By connecting each
standard to the relevant section of each related LCME publication, the
Connections document provides a more nuanced understanding of the
intent of each standard and the goals of the accreditation process.
Read Connections for each standard here:
http://www.lcme.org/connections.htm .
Type/Field Medicine
Institution IAOMC – International Association of Medical Colleges
Mission
[School/Program,
Interest HSA…)
The IAOMC is committed to peer evaluation of the education provided
by individual medial schools anywhere in the world. It is a not for
profit association. Its goal is to serve society and those with an interest
in the evaluation of the quality of undergraduate medical education to
enhance medial education/practice. The United Nations Department of
Economic and Social Affairs (ECOSOC) granted the IAOMC Special
Consultative status as a Non-Government Organization.
![Page 191: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/191.jpg)
192
According to the Internet page, this organization seems to have an
appeal with the US Department of Education and in other 13 countries.
The Board meetings are conducted via Skype.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below
Membership [numbers,
types of membership,
international
membership
Membership includes Accredited Programs and Affiliated Programs.
The fee structure varies depending on which region of the world the
school is located from Low Income countries to High Income countries as
defined by the World Bank, the Gross National Income, government
and private (for profit and not-for-profit is differentiated) ownership,
number of matriculated students. Dues for Accredited members go
from $1,000 to $20,000, Reviewed/Registered members (Fast Track)
from $750 to $17,000 and Affiliate members from $600 to $15,500.
The differences between this categories are explained in the next
section. The table can be seen here: http://www.iaomc.org/msm7.pdf
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
The accreditation process is defined in the following document:
http://www.iaomc.org/msm1.pdf . There is also a protocol for the
Self-Study in this document: http://www.iaomc.org/msm2.pdf and the
accrediting standards: http://www.iaomc.org/msm3.pdf . Since most
schools around the world are accredited by their national
organizations, there is a fast track system to review the comparability
of IAOMC’s standards and others used around the world. If found
comparable, the applicant school may apply for recognition via this
abbreviated fast track process. This is the document:
http://www.iaomc.org/msm4.pdf
When the circumstance of a medical schools operation is restricted
because of limited financial capacity or other restraints a second
category of membership is available. This review permits the school a
special membership application tract that allows a school to obtain the
maximum benefit of expert medical educator’s practical opinions on
how to enhance its medical school program. If, in the opinion of the
Board, the school satisfactorily acts on the advice provided and the
students receive at least a minimal education for that nation, it will be
registered by IAOMC as providing the maximum education under
restrictive circumstances. See document here:
http://www.iaomc.org/msm5.pdf
When a medical school provides a self-study and data based study
and enters into an affiliation agreement it may become an affiliated
member http://www.iaomc.org/msm6.pdf
![Page 192: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/192.jpg)
193
The International Association of Medical Colleges Site Visitor Panel
elects its member bi-annually and can be seen here:
http://www.iaomc.org/svp.htm#
There is no reference to the accredited schools of this organization, but
there is a reference to the US Department of Education Qualified
Foreign Medical Schools http://www.iaomc.org/afms.htm
Web Site http://www.iaomc.org/index.htm
Contact(s) Name, Title
and email
Bernard Ferguson, JD, President.
Telephone/Fax N/A
Address 32 Water Street - Unit#29, Stonington, CT 06378, USA
Type/Field Medicine
Institution ACCM – The Accreditation Commission on Colleges of Medicine
Mission
[School/Program,
Interest HSA…)
Founded in 1995 by Professor Conor Ward, the Accreditation
Commission on Colleges of Medicine is an independent, not for profit
organization based in the Republic of Ireland. ACCM is invited by
Governments of Caribbean countries which do not have a national
medical accreditation body, to act on their behalf in relation to the
inspection and accreditation of a specified medical school / university
/ college* in their jurisdiction.
ACCM is a medical accreditation body whose members (commissioners)
are respected senior medical educators who, with a former senior
hospital manager, work voluntarily and pro bono publico. Their work is
a contribution to the global effort to assure quality medical education.
ACCM serves Caribbean countries where the country has no medical
accreditation body of its own. All commissioners have signed a conflict
of interest declaration upon joining ACCM. The Commission is
independent of the countries it serves and of the schools it reviews for
accreditation.
The Chairman is Professor Raymond Fitzgerald, and the Hon.
Secretary/Treasurer is Dr Anthony Peacock.. One of the Commissioners
is Philip Berman, MA, Dip Admin Sci (IPA), BA (Hons), Former Hospital
Director, Strategy Advisor to the Irish Red Cross and President of
![Page 193: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/193.jpg)
194
EHMA.
Sponsorship The organization is sustained with membership fees in all categories
mentioned under Membership below
Membership [numbers,
types of membership,
international
membership
The ACCM has currently 4 medical schools accredited in the Caribbean
region. The following medical schools have been accredited, subject to
their continuing compliance with the required standards. All are subject
to regular interim site inspections of the basic medical science campus
as well as inspection of all affiliated clinical training sites. Each medical
school must also report annually to ACCM utilizing ACCM's detailed
Survey Database Questionnaire.
1) Cayman Islands: St Matthew's University School of Medicine - full
accreditation for six years to June 30, 2013
2) Saint Maarten: American University of the Caribbean (AUC School
of Medicine) - full accreditation for six years to December 31,
2015
3) Nevis: Medical University of the Americas - full accreditation for six
years to May 31, 2016
4) 4. Saba: Saba University School of Medicine - full accreditation for
six years to September 30, 2015
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
In the Caribbean medical schools currently under accreditation by
ACCM, the student body is predominantly North American. The Liaison
Committee on Medical Education (LCME) is the recognized
accreditation authority for the accreditation of medical education
programs leading to the degree of M.D.in the United States and
Canada. ACCM's standards and processes are therefore aligned with
the Guidelines of the LCME.
The US Department of Education's National Committee on Foreign
Medical Education and Accreditation (NCFMEA) determines whether
the educational program in a foreign medical school and the standards
and processes used to accredit it are comparable to those in the
United States. ACCM adheres to the Guidelines of the NCFMEA, and
represents the countries for which it acts as medical accreditation body
at hearings of the NCFMEA when called to do so.
A medical school in full compliance with accreditation standards usually
receives a 6-year Unconditional (full) accreditation, subject to
submission of annual Survey Database reports. The medical school must
![Page 194: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/194.jpg)
195
continue to receive annual or bi-annual inspection visits to the campus,
as well as visits to all its affiliated clinical training sites, and must
demonstrate evidence of continued compliance with the ACCM
Elements of Accreditation (standards).
Medical schools which undergo substantive change (e.g. change of
ownership, relocation, etc.) receive an extra inspection visit within 6
months of the change so that ACCM may be assured that the medical
school remains in compliance with accreditation standards.
Conditional accreditation is for periods up to 3 years, and indicates
that the medical school is in substantial compliance with standards, and
has been informed of matters requiring attention.
Medical schools falling out of compliance with standards go to
Probationary accreditation status, and given up a time period up to
two years in which to correct the deficiencies after which accreditation
can be withdrawn. There is a process in place for appealing
withdrawal of accreditation decisions.
Provisional accreditation is when a medical school has met the ACCM
eligibility requirements, an initial inspection visit has been made, and
the medical school has certified its readiness and ability to comply with
the Elements of Accreditation (standards).
Accreditation Standards- Elements: Governments, Medical Schools,
other professional or educational bodies who wish to receive the full
text of the Elements of Accreditation may apply by email to the ACCM
Secretariat.
BRIEF OVERVIEW OF ELEMENTS:
Element 1: Educational Goals: The medical school must sponsor an MD
program and have defined and published its mission and educational
goals. It must evaluate outcomes using objective measures and ensure
its graduates have acquired the knowledge, skills, and professional
attributes expected of physicians.
Element 2: Corporate Organization: The medical school must be
licensed by the country in which it is located to offer courses of
instruction in medicine and to award the MD degree. It must be
governed by an independent and voluntary Board of Trustees.
Element 3: Medical School Management: There must be an efficient
and adequate administrative structure with sufficient faculty and staff
for effective delivery of the educational program.
![Page 195: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/195.jpg)
196
Element 4: Curriculum: A curriculum appropriate to the educational
goals, and of at least 130 weeks duration, must have been developed
by a curriculum committee composed of faculty and administration. It
must include didactic and practical instruction in the basic medical
sciences, followed by instruction in the clinical sciences with supervised
training in hospital and ambulatory settings, taught with an integrated
and multidisciplinary approach. Appropriate professional attitudes,
behavior, conduct, integrity and ethics are required attributes within
the entire program Designated conditions for clinical training are
outlined, as well as requirements for evaluating the quality and
effectiveness of the curriculum and instruction given to the medical
students.
Element 5: Student Promotion and Evaluation: Carefully developed
methods for assessing students’ skills, knowledge and proficiencies must
be developed by the medical school and overseen by a promotions
and evaluation committee. Student counseling must be in place
throughout the program. Students must pass USMLE Step 1 prior to
proceeding to clinical training and must pass USMLE Step 2 (CS and
CK) as a prerequisite to graduation.
Element 6: Admissions: Appropriate policies on admission, readmission,
transfer students, visiting students and student dismissals must be in
place. Student body size must be appropriate to the medical school’s
resources.
Element 7: Fiscal Resources: The medical school must have sufficient
resources and reserves to carry out the educational program. There
are designated requirements in matters of institutional debt, budget
planning and compliance, fees and student refunds, and loan default
prevention program.
Element 8: Faculty and Instructional Personnel: Faculty must be
appropriately qualified and experienced to competently teach in their
area of instruction. The number of faculty must be sufficient to fulfill the
medical school’s educational goals. Defined policy on selection and
appointment of faculty is required, and there should be opportunities
for faculty to collaborate in research, and to have opportunities for
professional growth and continuing medical education. Matters of
faculty compensation, professional security, academic freedom,
workload, evaluation and promotion criteria and procedures are also
addressed.
Element 9: Library: This section outlines the requirements for the size,
![Page 196: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/196.jpg)
197
design, facilities and resources of the library, including staff, including
audio, visual, computer and internet facilities.
Element 10: Student Services: The requirements for publications and
information to be available to students are given, as well as access to
academic or personal counseling and guidance, student health services,
and student financial aid and budgeting
Element 11: Facilities and Equipment: The medical school must have on
campus buildings, equipment, and facilities sufficient for its goals,
together with all necessary services. The hospitals used for clinical
training should have ACGME approval (US) or a SIFT agreement (UK)
and offer the appropriate range of clinical disciplines for student
training. There must be proper affiliation agreements in place with
these hospitals and the medical school must ensure that the educational
experience at the hospitals to which its students are assigned are of
equal quality and meet the requirements of the curriculum. There must
be direct control and supervision of the delivery of the clinical program
by the clinical deans, department chairs and faculty.
Web Site http://www.accredmed.org/index.html
Contact(s) Name, Title
and email
Joyce Timms, ACCM Secretariat [email protected]
Telephone/Fax Phone: +353-8-7238-8502
Fax +353 1 2868660
Address 201 Ardmore Park
Bray
Co Wicklow
Ireland
Type/Field Medicine
Institution WFME – World Federation for Medical Education
Mission
[School/Program,
Interest HSA…)
The World Federation for Medical Education is the global organisation
concerned with education and training of medical doctors.
WFME’s mission is to strive for better health care for all mankind;
![Page 197: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/197.jpg)
198
WFME’s primary objective is to enhance the quality of medical
education world-wide, with promotion of the highest scientific and
ethical standards in medical education.
This objective is met through the development of standards in medical
education, by the promotion of accreditation of medical schools, with
the development of databases on medical education, through projects
on the future of medicine and medical education, and through other
publications and partnerships.
WFME’s activities cover all stages of medical education, from basic
(undergraduate) medical education, through postgraduate medical
education including vocational and specialist training, and continuing
medical education and the continuing professional development of
medical doctors
WFME is an umbrella organisation for its six Regional Associations for
Medical Education, following the organisational model of the World
Health Organization (WHO); WFME is a non-governmental
organisation in official relation to WHO, Geneva.
WFME is associated to the World Medical Association, the
International Federation of Medical Students’ Associations, and other
international organisations active in medical education.
Sponsorship The organization is sustained with membership fees, several partners’
collaboration (list below) and with the proceedings from their annual
meetings, educational offerings and publications.
Membership [numbers,
types of membership,
international
membership
WFME Members are the following regional associations worldwide:
AMEE: The Association for Medical Education in Europe
The Association for Medical Education in Europe is a worldwide
organization with members in 90 countries on five continents. Members
include educators, researchers, administrators, curriculum developers,
assessors and students in medicine and the healthcare professions.
http://www.amee.org/
AMEEMR: Association for Medical Education in the Eastern
Mediterranean
The Association for Medical Education in the Eastern Mediterranean
Region (AMEEMR) is one of the six regional organizations for medical
education under the umbrella of World Federation for Medical
Education (WFME). http://www.wfme.org/about/member-
![Page 198: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/198.jpg)
199
associations/ameemr
AMEWPR: Association for Medical Education in Western Pacific Region
The Association for Medical Education in the Western Pacific Region is
the division of WFME concerned with the support and development of
medical education in the countries in the Western Pacific Region of
WHO. This region is the largest, by both population and area, of the
WHO regional divisions. http://www.amewpr.org.au/
AMSA: Association of Medical Schools in Africa
The African Medical Schools Association (AMSA) is a forum for
sustaining medical schools and strengthening education, research and
health systems in Africa. AMSA aspires to be the premier organization
to enhance standards and sustainability of medical schools and
advance sustainable development and quality of medical education
and science for the achievement of a healthy Africa. The goal of
AMSA is to improve the standards, value and relevance of medical
schools on the African continent through education, research, service
and collaboration. http://www.wfme.org/about/member-
associations/amsa
PAFAMS: The Pan-American Federation of Associations of Medical
Schools
PAFAMS is a private, non-profit, international, non-governmental
organization dedicated to the advancement of medical education and
the biomedical sciences in the American Continent, created in 1962 in
Viña del Mar, Chile. http://www.fepafempafams.org/
SEARAME: South-East Asian Regional Association for Medical Education
South-East Asian Regional Association for Medical Education
(SEARAME) is regional non-governmental organization under the
umbrella of the World Federation for Medical Education (WFME),
working closely with the World Health Organization – South East Asian
Regional Office (WHO-SEARO). http://searame.org/
Other partners include: The Centre for Medical Education in Context
http://www.wfme.org/about/other-wfme-partners/cenmedic ; The
Educational Commission for Foreign Medical Graduates
http://www.wfme.org/about/other-wfme-partners/ecfmg ; The
International Federation of Medical Student’s Associations
http://www.wfme.org/about/other-wfme-partners/ifmsa ; UNESCO
http://www.wfme.org/about/other-wfme-partners/unesco ; WHO
![Page 199: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/199.jpg)
200
http://www.wfme.org/about/other-wfme-partners/who ; and The
World Medical Association http://www.wfme.org/about/other-wfme-
partners/wma
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
WFME is not an accrediting authority or agency. Accreditation of
medical education is normally carried out by national governments, or
by national agencies receiving their authority from government.
WFME, working with WHO, has developed Guidelines for
Accreditation, and has a strategic partnership with WHO for the
promotion of accreditation of medical education. The process of
evaluation of accreditation programmes and agencies is in
development.
WFME statement of intent on Accreditation – March 2012
This statement is to explain the plans of WFME about the international
recognition of accrediting agencies and bodies.
WFME supports and promotes the accreditation of medical schools,
using the guidelines agreed between WFME and WHO. The process of
accreditation of medical education is normally carried out by national
governments, or by national agencies receiving their authority from
government. However, there is a need for the worldwide, international,
recognition of accrediting bodies, to demonstrate appropriate
standards in the assessment of all medical schools in all countries. This
will benefit not only the local health care services, by assuring the
education offered by all medical schools, but should also support all
sectors of medical education.
WFME is working on the development of a programme to evaluate
and support accreditation agencies and programmes. There has
already been a successful pilot study. The programme will be agreed
at the WFME Executive Council meeting in May 2012, and launched
soon thereafter. The principle will be a systematic approach to the
evaluation, development, and recognition of accreditation that WFME
will conduct in an accountable and transparent manner.
This will be the only mechanism for accreditation agencies and
programmes to be confirmed as using the criteria for accreditation put
forth by WFME.
WFME policy, once it has been confirmed at the WFME Executive
Council, will be widely disseminated.
![Page 200: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/200.jpg)
201
Standards: The WFME program on definition of international standards
in medical education was launched in 1997. The purpose was to
provide a mechanism for quality improvement in medical education, in
a global context, to be applied by institutions, organizations and
national authorities responsible for medical education.
The original Trilogy of WFME Global Standards was developed by
three international task forces with broad representation of experts in
medical education from all six WHO - WFME Regions, and published
in 2003.
Since 2004, the Standards program has been promoted by the
WHO/WFME Partnership to Improve Medical Education.
WFME Global Standards have been used in self-evaluation, peer
review and other reform processes in several hundreds of medical
schools, and used as a template for national and regional standards
and for recognition and accreditation procedures in more than 60
countries.
European Specifications of the WFME Global Standards were
developed by a joint WFME – Association of Medical Schools in
Europe (AMSE) task force, under the MEDINE Thematic Network, and
published in 2007.
In 2010, a joint task force of WFME, AMSE and ORPHEUS (the
Organization for PhD Education in Biomedicine and Health Sciences in
the European System) began work to develop the ORPHEUS position
paper “Towards Standards for PhD Education in Biomedicine and
Health Sciences” into agreed standards for the PhD degree in
biomedicine.
WFME also works with the Educational Commission on Foreign Medical
Graduates (ECFMG) in evaluation and development of accreditation
programmes and agencies.
Web Site http://www.wfme.org/
Contact(s) Name, Title
and email
Stefan Lindgren MD, PhD, FACP, FRCP, FEFIM (hon), President of the
WFME [email protected]
Telephone/Fax Phone: + 45 353 27103
Fax: + 45 353 27070
Address World Federation for Medical Education
![Page 201: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/201.jpg)
202
University of Copenhagen
Faculty of Health Sciences
Blegdamsvej 3
DK-2200 Copenhagen N, Denmark
Other The Centre for Medical Education in Context (CenMEDIC)
http://cenmedic.co.uk/ is dedicated to using knowledge and skills to
support the development of medical education that is sensitive to
context and to local needs and conditions. CenMEDIC was formerly
The Open University Centre for Education in Medicine (OUCEM).
http://www.wfme.org/projects/cenmedic
Type/Field Medicine
Institution ACGME – Accreditation Council for Graduate Medical Education
Mission
[School/Program,
Interest HSA…)
The Accreditation Council for Graduate Medical Education is a private,
nonprofit council that evaluates and accredits residency programs in
the United States.
The ACGME was established in 1981 from a consensus in the academic
medical community for an independent accrediting organization. Its
forerunner was the Liaison Committee for Graduate Medical Education,
established in 1972.
The mission of the ACGME is to improve health care by assessing and
advancing the quality of resident physicians' education through
exemplary accreditation.
Vision Statement: Exemplary accreditation
Values are manifest through: Accountability Processes and results that
are: Open and Transparent; Responsive to the educational community
and the health of the public; and Reliable, valid and consistent
Excellence Accreditation that is: Efficient and Effective; Outcomes-
based; Improvement-oriented; and Innovative
Professionalism Actions that are: Respectful and Collaborative;
Responsive; Ethical; and Fair
Sponsorship The organization is sustained with membership and sponsors fees and
![Page 202: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/202.jpg)
203
with the proceedings from their annual meetings, educational offerings
and publications.
Membership [numbers,
types of membership,
international
membership
The ACGME's member organizations are the American Board of
Medical Specialties, American Hospital Association, American Medical
Association, Association of American Medical Colleges, and the Council
of Medical Specialty Societies. Member organizations each nominate
four members to the Board of Directors, which also includes two
resident members—the chair of the Council of Review Committee
Residents and a resident member appointed by the Resident and
Fellow Section of the AMA—three public directors, the chair of the
Council of Review Committees, one to four at-large directors, and a
non-voting federal representative.
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
In academic year 2010-2011, there were 8,887 ACGME-accredited
residency programs in 133 specialties and subspecialties. The number
of active full-time and part-time residents for academic year 2010-
2011 was 113,142. Current programs can be seen here:
http://www.acgme.org/adspublic/reports/accredited_programs.asp
The ACGME has 28 Review Committees (one for each of the 26
specialties, one for a special one-year transitional-year general
clinical program, and one for institutional review). Each Review
Committee comprises about 6 to 15 volunteer physicians. Members of
the Residency Review Committees are appointed by the AMA Council
on Medical Education and the appropriate medical specialty boards
and organizations. Members of the Institutional Review Committee and
Transitional Year Committee are appointed by the ACGME Executive
Committee and confirmed by the Board of Directors.
ACGME Policies and Procedures, June 2011
http://www.acgme.org/acWebsite/about/ab_ACGMEPoliciesProcedu
res.pdf
Basic information of all accredited programs and sponsoring institutions
can be found in this page:
http://www.acgme.org/adspublic/default.asp
Fees for Evaluation and Accreditation: Fees charged for the
accreditation of programs are determined annually by the ACGME.
Effective for the Academic year 2011-2012 the following fee schedule
is in effect:
Application Fee: A fee is charged for processing applications for
programs seeking initial accreditation. This also applies to programs
![Page 203: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/203.jpg)
204
seeking re-accreditation following any withdrawal status. The charge
for applications is $5,500. These Fees are normally billed at the time
the application is received.
Program Fee: An annual accreditation fee is assessed on a per
program basis for all accredited programs. This annual fee is $3,500
for programs with five or fewer residents and $4,400 for programs
with more than five residents. This fee is billed January 1 of each year
and applies to the current academic year.
Appeal Fee: The fee for an appeal of an accreditation decision is
$10,000. There is an additional cost for the expenses of the appeals
panel members and associated administrative costs. This additional
expense shall be shared equally by the appellant and the ACGME.
Finance Charges: There is a 1.5% Finance charge assessed for late
payment of fees. All ACGME invoices are due within 60 Days.
Canceled Site Visit Fee: If the program or institution cancels a
previously scheduled site visit, at the discretion of the Senior Vice
President for Field Activities, a Site Visit Cancellation Fee of $3,200
may be assessed.
Web Site http://www.acgme.org/acWebsite/home/home.asp
Contact(s) Name, Title
and email
Thomas J. Nasca, MD, MACP, CEO [email protected]
Telephone/Fax Phone: 312-755-5000
Address Suite 2000
515 North State Street
Chicago, IL 60654
Other The ACGME Learning Portfolio
As the ACGME works to become more responsive in its provision of
timely and complete data, there will be an increasing focus on annual
data collection and outcomes. Our data systems will change to
accommodate these new data collection needs. Among these changes,
summative resident evaluations will soon be done directly within the
Accreditation Data System (ADS) using a new assessment tool
developed out of the ACGME Milestone Project. As a result, the beta
version of the Learning Portfolio will not be further developed and will
![Page 204: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/204.jpg)
205
not be supported after June 30, 2012. Resident evaluations completed
through June 30, 2012 will be available in a read-only format through
June 30, 2013.
Graduate Medical Education Data Resource Book
The collection and analysis of data are crucial to the ACGME's mission
to assess and advance the quality of resident physicians' education
through accreditation. The Data Resource Book was developed by the
ACGME to provide readers with an easy-to-use collection of current
and historical data related to the accreditation process. The data book
is intended to be a concise reference for policymakers, residency
program directors, institutional officials and others to identify and
clarify issues affecting the accreditation of residency programs.
Beginning with the 2007-2008 edition of the Data Resource Book, the
ACGME makes the publication electronically available free of charge
to the entire public. Hardcopy editions of the publication will no longer
be available except for those editions prior to the 2007-2008
academic year.
To download the current electronic edition or to order previous
hardcopy editions, go to
https://www.acgme.org/acWebsite/dataBook/dat_index.asp .
Type/Field Medicine
Institution NCFMEA – National Committee on Foreign Medical Education and
Accreditation
Mission
[School/Program,
Interest HSA…)
NCDMEA is a Committee of the U.S. Department of Education. The
NCFMEA was established in 1992 through amendments reauthorizing
the Higher Education Act. The NCFMEA is charged with reviewing the
standards that foreign countries use to accredit medical schools to
determine whether those standards are comparable to the standards
used to accredit medical schools in the U.S. If a country is determined
to have comparable medical accreditation standards, then accredited
medical schools in that country may apply to participate in the Federal
Family Education Loan (FFEL) program. The committee’s function is
specified in section 102(a)(2)(B) of the Higher Education Act.
Sponsorship Dependency of the U.S. Department of Education
![Page 205: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/205.jpg)
206
Membership [numbers,
types of membership,
international
membership
The NCFMEA is an operational committee that makes final decisions for
the Department on comparability. It typically consists of 11 members,
appointed by the Secretary of Education, who are knowledgeable
concerning medical education and international educational systems.
Foreign countries voluntarily submit applications for a comparability
determination review using the NCFMEA Guidelines for Requesting a
Comparability Determination (Guidelines). The NCFMEA Guidelines are
similar to, and based upon, the standards used by the Liaison
Committee on Medical Education (LCME) to accredit medical schools in
the U.S.
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
The NCFMEA does not review or accredit individual foreign medical
schools. Questions about individual foreign medical schools can be
address to the Office of Federal Student Aid’s Foreign Schools Team
at [email protected] or (202) 377-3168. The request by a
foreign country for review by the NCFMEA is voluntary.
The latest report to the US Congress by the NCFMEA recommending
eligibility criteria for foreign medical schools to participate in the FFEL
program can be found here:
http://www2.ed.gov/about/bdscomm/list/ncfmea-
dir/reporttocongress2009.pdf
Decisions of Comparability:
The countries listed below have been reviewed by the NCFMEA and
found to use standards to accredit their medical schools that are
comparable to the standards used to accredit medical schools in the
United States. The date(s) in parentheses is (are) the date(s) of the
Committee's decision(s) of comparability.
Australia - Australian Medical Council. (Note: The Australian
Medical Council also accredits medical schools in New Zealand
under the terms of an agreement with that country.)
Canada - Committee on Accreditation of Canadian Medical
Schools
Cayman Islands - Accreditation Commission on Colleges of
Medicine
Czech Republic - Czech Republic Accreditation Commission
Dominica - Ministry of Health & Social Security and the
![Page 206: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/206.jpg)
207
Dominica Medical Board
Dominican Republic - National Council of Higher Education,
Science and Technology
Grenada - Grenada Ministry of Health, Social Security, The
Environment, and Ecclesiastical Relations in conjunction with the
New York State Department of Education's Office of the
Professions
Hungary - Hungarian Accreditation Committee
India - Medical Council of India
Ireland - Irish Medical Council
Israel - Council for Higher Education
Mexico - Mexican Board for the Accreditation of Medical
Education
Netherlands - Netherlands Flemish Accreditation Organization
Pakistan - Pakistan Medical and Dental Council
Philippines - Philippine Accrediting Association of Schools,
Colleges and Universities
Poland - Ministry of Health/Accreditation Committee of Polish
Universities of Medical Sciences
Saba - Accreditation Commission on Colleges of Medicine
St. Maarten - Accreditation Commission on Colleges of
Medicine
Slovak Republic - Accreditation Commission of the Government
of the Slovak Republic
Sweden - National Agency for Higher Education
Taiwan - Taiwan Medical Accreditation Council
United Kingdom - General Medical Council
Web Site http://ed.gov/about/bdscomm/list/ncfmea.html#members
![Page 207: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/207.jpg)
208
Contact(s) Name, Title
and email
Carol Griffiths, Acting NCFMEA Executive Director
Telephone/Fax Phone: (202) 219-7035
Fax: (202) 502-7874
Address U.S. Department of Education
Room 8073
1990 K Street, N.W.
Washington, DC 20006
Other Direct Loan Program for US Students attending foreign medical
schools.
http://www.ifap.ed.gov/ForeignSchoolInfo/ForeignSchoolInfo.html
This page contains all details on how to process these loans, who is
eligible, which schools are eligible and many more details. It is an
example of the possible incentive for a foreign educational program
to have some for or recognition of accreditation or quality/excellence
in education.
Type/Field Medicine
Institution ECFMG – Educational Commission for Foreign Medical Graduates
Mission
[School/Program,
Interest HSA…)
ECFMG is a world leader in promoting quality health care—serving
physicians, members of the medical education and regulatory
communities, health care consumers, and those researching issues in
medical education and health workforce planning.
International medical graduates (IMGs) comprise one-quarter of the
U.S. physician workforce. Certification by ECFMG is the standard for
evaluating the qualifications of these physicians before they enter U.S.
graduate medical education (GME), where they provide supervised
patient care. ECFMG Certification also is a requirement for IMGs to
take Step 3 of the three-step United States Medical Licensing
Examination (USMLE) and to obtain an unrestricted license to practice
medicine in the United States.
![Page 208: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/208.jpg)
209
ECFMG provides other programs for IMGs pursuing U.S. GME,
including those that assist them with the process of applying for U.S.
GME positions; and that sponsor foreign nationals for the J-1 visa for
the purpose of participating in such programs. We offer a verification
service that allows GME programs, state medical boards, hospitals,
and credentialing agencies in the United States to obtain primary-
source confirmation that their IMG applicants are certified by ECFMG.
ECFMG’s Acculturation Program has developed a spectrum of
resources designed to assist IMGs with the transition to living and
working in the United States and familiarize them with the U.S. health
care system; these resources also can be used by program staff in
developing orientation programs for IMG residents.
ECFMG partners with the National Board of Medical Examiners
(NBME) in administering the Step 2 Clinical Skills (CS) component of
USMLE, a requirement for IMGs and for graduates of U.S. and
Canadian medical schools who wish to be licensed in the United States
or Canada. Through this collaboration, ECFMG uses its experience in
assessment to ensure that all physicians entering U.S. GME can
demonstrate the fundamental clinical skills essential to providing safe
and effective patient care under supervision
Values
The values of ECFMG are expressed in its vision statement:
“Improving world health through excellence in medical education in the
context of ECFMG’s core values of collaboration, professionalism and
accountability.”
Mission
The charge of ECFMG is expressed in its mission statement:
“The ECFMG promotes quality health care for the public by certifying
international medical graduates for entry into U.S. graduate medical
education, and by participating in the evaluation and certification of
other physicians and health care professionals nationally and
internationally. In conjunction with its Foundation for Advancement of
International Medical Education and Research (FAIMER), and other
partners, it actively seeks opportunities to promote medical education
through programmatic and research activities.”
Purposes
![Page 209: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/209.jpg)
210
The purposes (goals) that actuate and accomplish ECFMG’s mission are
to:
Certify the readiness of international medical graduates for
entry into graduate medical education and health care systems
in the United States through an evaluation of their
qualifications.
Provide complete, timely, and accessible information to
international medical graduates regarding entry into graduate
medical education in the United States.
Assess the readiness of international medical graduates to
recognize the diverse social, economic and cultural needs of
U.S. patients upon entry into graduate medical education.
Identify the needs of international medical graduates to
become acculturated into U.S. health care.
Verify credentials and provide other services to health care
professionals worldwide.
Provide international access to testing and evaluation
programs.
Expand knowledge about international medical education
programs and their graduates by gathering data, conducting
research, and disseminating the findings.
Improve international medical education through consultation
and cooperation with medical schools and other institutions
relative to program development, standard setting, and
evaluation.
Improve assessment through collaboration with other entities in
the United States and abroad.
Improve the quality of health care by providing research and
consultation services to institutions that evaluate international
medical graduates for entry into their country.
Enhance effectiveness by delegating appropriate activities in
international medical education to FAIMER.
Sponsorship The organization is sustained with certification fees, the organizational
members’ contributions/support, and with the proceedings from other
![Page 210: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/210.jpg)
211
services such as educational offerings and publications.
Membership [numbers,
types of membership,
international
membership
The Educational Commission for Foreign Medical Graduates (ECFMG)
is a private, nonprofit organization. ECFMG’s organizational members
are:
American Board of Medical Specialties
The American Board of Medical Specialties (ABMS) is a
nonprofit organization that is comprised of 24 medical
specialty Member Boards and oversees the certification of
physician specialists in the United States. The primary function
of ABMS is to assist its Member Boards in developing and
implementing educational and professional standards to
evaluate and certify physician specialists.
American Medical Association
The American Medical Association (AMA) is a professional
association of physicians and medical students in the United
States whose mission is to promote the art and science of
medicine and the betterment of public health. AMA helps
doctors help patients by uniting physicians nationwide to work
on the most important professional and public health issues.
Association of American Medical Colleges
The Association of American Medical Colleges (AAMC)
represents all 134 accredited U.S. and 17 accredited
Canadian medical schools; approximately 400 major teaching
hospitals and health systems, including 62 Department of
Veterans Affairs medical centers; and nearly 90 academic and
scientific societies. Through these institutions and organizations,
the AAMC represents 125,000 faculty members, 75,000
medical students, and 106,000 resident physicians. AAMC
serves and leads the academic medicine community to improve
the health of all.
Association for Hospital Medical Education
The Association for Hospital Medical Education (AHME) is a
national nonprofit, professional organization involved in the
continuum of hospital-based medical education: undergraduate,
graduate, and continuing medical education. AHME’s more than
![Page 211: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/211.jpg)
212
600 members represent teaching hospitals, academic medical
centers, and consortia nationwide. The mission of AHME is to
promote improvement in medical education to meet health care
needs; serve as a forum and resource for medical education
information; develop professionals in the field of medical
education; and advocate the value of medical education in
health care.
Federation of State Medical Boards of the United States, Inc.
The Federation of State Medical Boards (FSMB) is a national,
nonprofit organization representing the 70 medical and
osteopathic boards of the United States and its territories. The
FSMB leads by promoting excellence in medical practice,
licensure, and regulation as the national resource and voice on
behalf of state medical and osteopathic boards in their
protection of the public.
National Medical Association
The National Medical Association (NMA) is the largest and
oldest national organization representing African American
physicians and their patients in the United States. The NMA is
committed to improving the quality of health among minorities
and disadvantaged people through its membership,
professional development, community health education,
advocacy, research, and partnerships with federal and private
agencies.
Accreditation/Certificat
ion Process, Criteria,
Requisites, Cost.
ECFMG was founded in 1956 to assess, through a program of
certification, whether international medical graduates (IMGs) are
ready to enter residency or fellowship programs in the United States
that are accredited by the Accreditation Council for Graduate Medical
Education (ACGME). ECFMG Certification is a requirement for IMGs
who wish to enter such programs. ECFMG Certification is also one of
the eligibility requirements for IMGs to take Step 3 of the three-step
United States Medical Licensing Examination (USMLE). Medical
licensing authorities in the United States require that IMGs be certified
by ECFMG, among other requirements, to obtain an unrestricted license
to practice medicine.
The foundation of ECFMG’s certification program has endured
remarkably over the last five decades. Throughout the history of the
program, the requirements have included examinations in the medical
![Page 212: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/212.jpg)
213
sciences, evaluation of English language proficiency, and
documentation of medical education credentials. Over the years, there
have been changes in the examinations accepted to meet the
requirements for ECFMG Certification and changes to the requirements
themselves. These changes have been made to enhance the
certification program, respond to the needs of the U.S. graduate
medical education community, comply with the changing immigration
landscape, take advantage of new technologies, and achieve a
common examination pathway to medical licensure for IMGs and U.S.
medical graduates.
ECFMG Certification is an effective screening mechanism for ensuring
that IMGs in patient care situations have met minimum standards. Each
year, thousands of IMGs in the certification process apply to ECFMG
for USMLE. Approximately one-half of these individuals are successful
in completing all the examination and medical education credential
requirements for ECFMG Certification. During the 20-year period
between 1986 and 2005, more than 267,000 international medical
students/graduates applied to take their first examination with
ECFMG; of this number, only 57.2% ultimately achieved certification.
An international medical student/graduate (IMG) begins the ECFMG
certification process by applying to ECFMG for a USMLE/ECFMG
Identification Number. Once an IMG has obtained this number, he/she
can use it to complete the Application for ECFMG Certification. Once
the Application for ECFMG Certification has been submitted, the IMG
may then apply for examination.
To be certified by ECFMG, an IMG must meet both examination and
medical education credential requirements. These requirements include
passing performance on medical science and clinical skills
examinations—USMLE Step 1, Step 2 Clinical Knowledge (CK), and
Step 2 Clinical Skills (CS) are the exams currently administered that
satisfy these requirements—and primary-source verification of the
IMG’s medical education credentials, including the final medical
diploma, final medical school transcript, and transcript(s) to document
transferred academic credits.
The time required to complete the certification process is different for
each individual. Both medical school students and graduates may begin
the certification process and may apply for the required exams as
soon as they meet the eligibility requirements for examination.
However, since one of the requirements for ECFMG Certification is that
the final medical diploma be verified by ECFMG with the issuing
![Page 213: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/213.jpg)
214
medical school, an IMG cannot complete the certification process until
after graduation from medical school. The time required for some
aspects of the certification process, such as the time required by a
medical school to verify medical education credentials, is beyond the
control of ECFMG.
The fees for application for ECFMG Certification $50. The examination
fees are: For Step 1: $790; for Step 2 CK $790 & CS $1,375. Full list
of fees can be seen here: http://www.ecfmg.org/fees/index.html
A certification fact sheet with detailed information on the process can
be found here: http://www.ecfmg.org/forms/certfact.pdf
The complete list of International Medical Education Schools can be
found here: http://www.faimer.org/resources/imed.html Schools can
be searched by geographical region, country, name of school or name
of city where the school is located. It contains the school detailed
information, website, degrees, year that instruction began, language
of instruction, duration of curriculum, entrance requirements, eligibility
for foreign students and total enrollment.
Web Site http://www.ecfmg.org/
Contact(s) Name, Title
and email
N. Emmanuel G. Cassimatis, M.D.
President and CEO
Telephone/Fax Phone: (215) 386-5900
Fax: (215) 386-9196
Address ECFMG
3624 Market Street
Philadelphia, PA 19104-2685 USA
Other The following are two interesting initiatives of ECFMG:
1) Through more than five decades of certifying IMGs, ECFMG has
developed unparalleled expertise on the world’s medical schools,
the credentials they issue to their graduates, and the verification of
those credentials. ECFMG has expanded this expertise to include
credentials related to postgraduate training and
registration/licensure through its primary-source credentials
![Page 214: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/214.jpg)
215
verification service for international medical regulatory authorities.
And now, through an upcoming initiative, we are preparing to
bring this expertise to individual physicians and the entities that
license, train, educate, and employ them.
2) ECFMG’s commitment to promoting excellence in international
medical education led to the establishment of its nonprofit
foundation, the Foundation for Advancement of International
Medical Education and Research (FAIMER) http://www.faimer.org .
FAIMER has assumed responsibility for, and expanded upon,
ECFMG’s programs for international medical educators and
ECFMG’s research agenda. Through FAIMER, ECFMG offers
training in leadership and health professions education; creates
and maintains data resources on medical education worldwide;
and conducts research on international medical education
programs, physician migration, and U.S. physician workforce issues.
![Page 215: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/215.jpg)
216
APPENDIX F: CAHME PROGRAMS AND FACULTY CONTACTS
UNIVERSITY/PROGRAM NAME PROGRAM NAME FACULTY CONTACT EMAIL ADDRESS
Armstrong Atlantic State University Health Administration Joseph Crosby [email protected]
Baylor University Health Administration Lee Bewley [email protected]
Boston University Health Management Mark Allan [email protected]
California State University – Long Beach Health Care Administration Tony Sinay [email protected]
Columbia University Public Health Thomas D’Aunno [email protected]
George Mason University Health Administration & Policy P.J. Maddox [email protected]
Georgia State University Health Administration Andrew Sumner [email protected]
Governors State University Health Administration Rubert Evans [email protected]
Arnold School of Public Health Health Administration Michael Byrd [email protected]
Johns Hopkins University Health Administration William J. Ward, Jr. [email protected]
Medical University of South Carolina Health Administration Andrea White [email protected]
Northwestern University Health Management Joel Shalowitz [email protected]
Rush University Health Administration Susan Lawler [email protected]
Saint Louis University Health Administration Ana Maria Lomperis [email protected]
Temple University Healthcare Management Barbara Manaka [email protected]
![Page 216: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/216.jpg)
217
Texas Tech University Health Management Mark Thompson [email protected]
The George Washington University Health Administration Leonard Friedman [email protected]
The Pennsylvania State University Health Administration Karen Volmar [email protected]
Tulane University Health Administration Thomas Stranova [email protected]
Union Graduate College Health Management John Huppertz [email protected]
University of Alabama Health Administration Jeffrey Burkhardt [email protected]
University of California-Los Angeles Public Health Diana Hillerman [email protected]
University of Central Florida Health Services Administration Reid Oetjen [email protected]
University of Colorado Denver Health Administration Errol Biggs [email protected]
University of Iowa Health Administration Thomas Vaughn [email protected]
University of Kansas Medical Center Health Administration Robert Lee [email protected]
University of Kentucky Health Administration Martha Riddell [email protected]
University of Miami Health Management Steven Ullmann [email protected]
University of Michigan Health Administration Kyle Grazier [email protected]
University of Minnesota Health Administration Daniel Zismer [email protected]
University of Missouri Health Administration Eduardo Simoes [email protected]
University of Montreal Health Services Administration Lise Lamothe [email protected]
University of North Carolina at Chapel Hill Health Administration Peggy Leatt [email protected]
University of North Carolina-Charlotte Health Administration Michael Thompson [email protected]
![Page 217: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/217.jpg)
218
University of North Florida Health Administration Mei Zhao [email protected]
University of Scranton Health Administration Steven Szydlowski [email protected]
University of Southern California Health Administration Michael Nichol [email protected]
University of South Carolina Health Administration Michael Byrd [email protected]
University of Southern Maine-Muskie School Health Policy & Management Andrew Colburn [email protected]
University of Washington Health Administration William Welton [email protected]
Virginia Commonwealth University Health Administration Dolores Clement [email protected]
![Page 218: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/218.jpg)
219
FACULTY NETWORK LISTING
Faculty Contact University Email Telephone
Steven Berkshire Central Michigan University [email protected] 989-774-2888
Rhonda Bleau The Pennsylvania State University 814-863-2900
Nancy Borkowski Florida University [email protected]
Dranita Cava University of Miami [email protected]
Leandra Celaya University of Alabama-Birmingham [email protected] 205-934-3588
Julia Costich University of Kentucky-CPH [email protected] 859-257-6712
Mike Counte St. Louis University [email protected] 314-977-8118
Bob Curtis Franklin University [email protected] 614-947-6127
Peter Fitzpartrick Clayton State University [email protected] 678-466-4933
Margaret Gillingham University of Baltimore [email protected] 410-837-6090
David Hartley University of Southern Maine-Muskie School [email protected] 207-780-4514
Bob Hernandez University of Alabama-Birmingham [email protected] 205-934-1665
Lanis Hicks University of Missouri [email protected] 573-882-8418
Kyung Hoon (Byian) Yang University of Wisconsin-Lacrosse [email protected]
Steven Howard St. Louis University [email protected] 314-977-8111
![Page 219: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/219.jpg)
220
John Huppertz Union Graduate College hupperti@uniongraduatecollege.
edu
518-631-9892
James Johnson Central Michigan University [email protected] 989-774-1351
Ken Johnson Weber State University [email protected] 801-626-6988
Tricia Johnson Rush University [email protected] 312-942-7107
Nalin Johri Seton Hall University [email protected] 973-275-2131
Mahmud Khan University of South Carolina [email protected] 803-777-9928
Margaret Kruk Columbia University(Mailman-Public Health) [email protected] 212-305-2856
Nino Ly Governors State University [email protected]
Brian Malec Cal State University-Northridge [email protected] 818-677-3101
Steve Micks Virginia Commonwealth University [email protected]
Lydia Middleton AUPHA [email protected] 703-894-0940
Peter Otto Union Graduate College [email protected]
u
518-631-9895
Bernardo Ramirez University of Central Florida [email protected] 407-823-4133
Janet Reagan Cal State University-Northridge [email protected] 818-677-2298
Natalia Rekhter Lincoln College [email protected]
Louis Rubino Cal State University-Northridge [email protected] 818-677-7257
![Page 220: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/220.jpg)
221
Lizheng Shi Tulane University [email protected] 504-988-6548
Jay Shiver George Mason University [email protected] 703-993-1955
Bob Spinelli University of Scranton [email protected] 570-941-5872
Joni Steinberg Tulane University [email protected] 504-988-275
Steve Szydlowski University of Scranton [email protected] 570-941-4367
Michael Thompson University of North Carolina-Charlotte [email protected] 704-687-8980
Daniel West University of Scranton [email protected] 570-941-4126
Ken White Virginia Commonwealth University [email protected] 804-828-8651
Dan Zimmerman Towsan University [email protected] 410-704-4223
![Page 221: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/221.jpg)
222
CAHME PHASE II STUDY (Universities Included, n= 40)
Armstrong Atlantic State University
Baylor University
Boston University
California State University Long Beach
Columbia University Mailman School of Public Health
George Mason University
Georgia State University
Governors State University
Johns Hopkins University
Medical University of South Carolina
Northwestern University
Rush University
Saint Louis University
Temple University
Texas Tech University
The George Washington University
The Pennsylvania State University
Tulane University School of Public Health & Tropical Medicine
UCLA School of Public Health
UNC Charlotte
Union Graduate College
University of Alabama at Birmingham
University of Central Florida
University of Colorado Denver
University of Iowa
University of Kansas
University of Kentucky
![Page 222: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/222.jpg)
223
University of Miami
University of Michigan
University of Minnesota
University of Missouri
University of Montreal
University of North Carolina at Chapel Hill
University of North Florida
University of Scranton
University of South Carolina
University of Southern California
University of Southern Maine, Muskie School
University of Washington
Virginia Commonwealth University
CAHME PHASE II STUDY (Universities Participated, n=26)
Boston University
Columbia University Mailman School of Public Health
George Mason University
Georgia State University
Governors State University
Johns Hopkins University
Medical University of South Carolina
Rush University
Texas Tech University
The George Washington University
The Pennsylvania State University
Tulane University School of Public Health & Tropical Medicine
UCLA School of Public Health
Union Graduate College
![Page 223: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/223.jpg)
224
University of Central Florida
University of Colorado Denver
University of Kentucky
University of Miami
University of Minnesota
University of Missouri
University of Scranton
University of South Carolina
University of Southern California
University of Southern Maine, Muskie School
University of Washington
Virginia Commonwealth University
![Page 224: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/224.jpg)
225
APPENDIX G: BIBLIOGRAPHY
1) Bogota, B. E. (April 2009). General Summary of the Health Care Market in Colombia.
2) Bryndova, L., Pavlokova, K., Roubal, T., Rokosova, M., & Gaskins, M. (2009). The Czech
Republic Health System Review. Health Systems in Transition , 2(1), 1-119.
3) Busse, R., & Blumel, M. (2011). The German Health Care System 2011: International Profiles
of Health Care Systems. 57-64: The Commonwealth Fund.
4) Central Intelligence Agency. (2011, Decemer 5). The World Factbook. Retrieved
December 5, 2011, from Central Intelligence Agency:
https://www.cia.gov/library/publications/the-world-factbook/
5) Colombia Reports. (2011, August 12). Universal Healthcare for Colombians by 2012:
Major Changes Announced by President of Colombia Juan Manuel Santos. Colombia
Reports .
6) Escobar, M.L. (2005). Health Sector Reform in Colombia. World Bank Institute,
Development Outreach, 6-22.
7) European Hospital and Healthcare. (2011). Country Analysis, Czech Republic. European
Hospital and Healthcare Federation.
8) Frankova, R. (2008, October 10). Current Affairs - Will the Lack of Doctor and Nurses
Affect the Quality of Health Care in Czech Hospitals? Czech Radio 7 . Czech Republic:
Radio Prague.
9) Frost & Sullivan. (2010, November 22). South Korean Hospitals Increasingly Adopt
Healthcare IT to Remain Competitive, Finds Frost & Sullivan. Frost & Sullivan.
10) Madeleine F. Green (2011): Lost in Translation: Degree Definition and Quality in a
Globalized World, Change: The Magazine of Higher Learning, 43:5, 18-27.
11) Hahn, D. J. (2007). Healthcare System in Korea - Korean Hospital Assocation presentation.
International Finance Corporation Clients. Washington.
12) International Finance Corporation. (2011). 2010 Client Meeting Presentations. HOPE-
European Hospital and Healthcare Federation, Country Analysis, 69-70.
13) Jeong, H.-S. (2011). Korea's National Health Insurance-Lessons from the Past Three
Decades. Health Affairs, (30) 1: 136-144.
14) Joint Commission International. (2010). Country Status Report. Joint Commission
International.
![Page 225: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/225.jpg)
226
15) Joint Commission International. (2009). Joint Commission International and Korean Hospital
Association Establish Strategic Collaboration. Joint Commission International.
16) Kwon, S. (2009, February 20). Health Care System and Policy in Korea: Politics and
Democratization. Stanford University, Palo Alto, California, US.
17) Maarse, H., & Lodewick, L. (2011). Netherlands. In R. Saltman, A. Duran, & H. Dubois,
Governing Public Hospitals and European Observatory on Health Systems and Policies. 179-
199.
18) Medici, A. (2009, May 10). Colombia: The Sinuous Path to the Universal Health Care.
Retrieved 2011, from Health Care Global Monitor: blogspot.com
19) PR Newswire-Asia. (2011, December 5). South Korea Signs Accord with Abu Dhabi Health
Authority on Hospital Service Agreement. PR Newswire-Asia .
20) PR Newswire-Asia. (2011, November 1). South Korea's Hospitals Step Up Going Global,
Riding the 'Medical Hallyu' Wave. PR Newswire-Asia .
21) Roubal, T., & Hrobon, P. (2011). Czech Republic. In R. Saltman, A. Duran, & H. Dubois,
Governing Public Hospitals. European Observatory on Health Systems and Policies. 99-
111.
22) Schafer, W., Kroneman, M., Boerma, W., van den Berg, M., Westert, G., Deville, W., et al.
(2010). The Netherlands Health System Review. Health Systems in Transition, (12): 1-229.
23) Song, Y. J. (2009). The South Korean Health Care System. JAMA, 52 (3) 206-209.
24) The Government of Ireland. (2010). The National Treatment Purchase Fund, Annual Report.
Dublin: Government of Ireland.
25) The Government of Ireland, Department of health and Children. (2007). Health Insurance
Market Reforms. Dublin: The Government of Ireland.
26) The Government of Ireland, Department of Health and Children. (2007). The Health
Information and Quality Authority, "About Us". Dublin: The Government of Ireland.
27) The World Bank. (2011). Colombia Health Insurance System Background Information and
Objectives. Washington, DC: The World Bank.
28) Tiemann, O., Schreyogg, J., & Busse, R. (2010). Which Type of Hospital Owndership has
the Best Performance? Evidence and Implications from Germany. Eurohealth, 17(2-3): 31-
33.
29) U.S Agency for International Development (2010). USAID Policy Framework. Retrieved
March 2012, from http://www.usaid.gov/policy/USAID_PolicyFramework.PDF.
![Page 226: CAHME Phase II: International Healthcare Management Education · The project team submitted an IRB/DRB Application Form B on March 8, 2012 at the University of Scranton. IRB approval](https://reader034.vdocument.in/reader034/viewer/2022050717/5e16142538bd041dd94391cc/html5/thumbnails/226.jpg)
227
30) Wikipedia. (2011, November). Healthcare in the Republic of Ireland. Retrieved December
2011, from Wikipedia:
http://en.wikipedia.org/wiki/Healthcare_in_the_Republic_of_Ireland
31) World News. (2011, September). Colombia's Poorest Could Lose Healthcare. Retrieved
September 2011, from AmericaEconomia: www.upi.com
32) Wynand, P., van de Ven, M., & Schut, F. T. (May/June 2008). Universal Mandatory Health
Insurance in the Netherlands: A Model for the United States? Health Affairs, (27): 3