Graduate Course Proposal Form Submission Detail - PHC6106
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Approved, Permanent Archive
Submission Type: Change
Course Change Information (for course changes only): Delete prerequisites and corequisites. There are no required prerequisites nor corequisites for this course.
Comments: To GC 8/18/10. Approved. SCNS notified 8/25/10. Approved, effective 10/1/2010
- Department and Contact Information
Tracking Number Date & Time Submitted 2358 2010-07-15 Department College Budget Account Number Global Health PH 640800 Contact Person Phone Wayne Westhoff 9746621 firstname.lastname@example.org
- Course Information
Prefix Number Full Title PHC 6106 Global Health Program Development and Administration Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) GH Program Dev & Admin Course Online? Percentage Online C - Face-to-face (0% online) 0
Program Development and Administration is one of four foundation courses in the Global Health Practice Concentration. As a foundation course, its primary role is to provide students with a solid knowledge base in program development and administration.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The course is one of four that make up the global health practice concentration that leads to an MPH. The demand is very high and our student enrollment continues to increase annually.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
At least five years experience working in resource poor communities in public health.
- Other Course Information
1. Examine the six key functions of a health system and identify the strengths, weaknesses, opportunities, and threats of/to health systems in low resource environments. 2. Examine the process of program development in low resource environments including visioning and goal setting, strategic planning, and operational planning. Practice by developing a framework for a strategic plan and an operational plan for one or more of the challenges listed above. 3. Examine the processes of program administration in low resource environments including leadership, decision-making, internal and external communications, quality; budgets and expenditures, and monitoring and evaluation.
B. Learning Outcomes
1. using SWOT, describe the major global health system issues for HIV/AIDS, women’s reproductive health/family planning, neonatal/children’s health, tuberculosis, malaria, water and sanitation, and humanitarian crises in a fragile low resource country, an “average” low resource country, and a good performing low resource country.
2. define “policy,” describe different types of health policies and different ways in which health policies are formulated, and the roles of public health workers in influencing policy
3. define and describe the process of resource allocation at national levels, the concept of social justice, and the consequences of “under financing” and its effects on health programs and projects
4. discuss different structural models of health care, the politics and consequences of health reform, and how organization of care affects results in low resource environments, especially in fragile states
5. describe the five “pillars” of health system management and their impact on the critical challenges.
6. using SWOT, describe the major health services delivery issues for HIV/AIDS, women’s reproductive health/family planning, neonatal/children’s health, tuberculosis, malaria, water and sanitation, and humanitarian crises in a fragile low resource country, an “average” low resource country, and a good performing low resource country
7. describe what managers do at senior management, mid-level management, and young professional levels in global health programs/projects and contrast the roles of managers and consultants
8. demonstrate understanding of the similarities and contrasts in strategic and operational analysis and planning, the concepts of effectiveness and efficiency, and tools and approaches for planning health programs and projects
9. demonstrate understanding of results-oriented leadership, how to make good management decisions, and how to communicate for understanding
10. describe the five “pillars” of quality and how to use them to increase results in programs and projects
11. demonstrate knowledge of the differences between monitoring and evaluation, how to use M&E data for program/project management; and what key management indicators are useful for managing access and quality
C. Major Topics
The first segment of the course focuses on overall health policies and systems in resource-poor settings as this is the context in which programs and projects operate. Focused on resource poor settings, topics include policy making and regulation, financing, human resource management, pharmaceutical management, systems strengthening and services delivery. The students will examine how these systems operative in the context of the current challenges faced by these low resource countries: women’s reproductive health/family planning, neonatal/children’s health, tuberculosis, HIV/AIDS, malaria, environmental health, humanitarian crises, political instability, and economic growth/stagnation.
The second segment of the course is directly focused on the development and administration of health programs in low resource settings. Topics include strategic and program/project planning; leadership, decision-making, and management communications; managing quality; and monitoring and evaluation. Practical exercises will be used to facilitate learning. The challenges listed previously will be used as content for the program development and administration process.
1) Longest, Beaufort B, Managing Health Programs and Projects, 2004. San Francisco, CAL Jossey-Bass
2) Merson, Michael H, Black RE, Mills, AJ, International Public Health: Disease, Programs, Systems and Policies, 2005. Gaithrrsburg, MD: Aspen Publishers, Inc.
E. Course Readings, Online Resources, and Other Purchases
3) Green, Andrew, An Introduction to Health Planning in Developing Countries, second edition, 1999, Oxford University Press (paperback)
F. Student Expectations/Requirements and Grading Policy
15% Class attendance and general participation
15% Individual participation in and quality of contributions to Group Exercises
20% Exam on Health Systems
20% Quality of Individual Written Paper
30% Final Exam on Program and Project Management
G. Assignments, Exams and Tests
First Assignment: Group Presentations on Health Systems
Presentations and Written Presentation Outlines due February 23, 2006
Second Assignment: Individual Take Home Examination on Global Health Systems
Due March 2, 2006 at beginning of class
Third Assignment: Group Presentations on Program Development
Presentations and Written Presentation Outlines due April 6, 2006
Fourth Assignment: Group Presentations on Program Administration
Presentations and Written Presentation Outlines due May 4, 2006
Fourth Assignment: Final Individual Written Examination
The final examination will be due May 11, 2006. It will have two parts: (1) a written paper to be turned in that date and (2) a set of questions on the student learning objectives. The instructor will provide further details.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
There is no make-up work. Reference is made to the USF policy on academic integrity.
J. Program This Course Supports
Global Health Practice
- Course Concurrence Information
Graduate Certificate in Global Health