Proposal Abstract
The goal of the proposed project is to develop and offer a fully online and self-supporting Master of
Science in Health Care Administration (MS-HCA) degree, offered by CSUEB’s Department of Public Affairs and
Administration (PUAD) in partnership with the Division of Continuing and International Education (DCIE). The
proposed project supports the three priorities outlined in the Access to Excellence report and advances all of the
principal extended education objectives set forth in the planning document, Creating Tomorrow’s Future: A New
Framework for Action. The fully online and self-supporting MS-HCA degree will address California’s workforce
needs, increase student access by serving broader constituencies, sustain CSU excellence through innovation in
teaching and the creative development of new educational programs, provide personal and lifelong learning
opportunities for health care professionals, and support international educational experiences. Launching a
successful program will require funding to create the structure and content of thirteen online courses and release
time for the lead project coordinator to manage the course development, procure the necessary internal and
externals approvals, identify assessment measures, and develop a marketing plan.
There is a strong industry and societal need for well-prepared health care managers and administrators.
The demand for health care is steadily growing and the provision of quality care requires a well-managed health
care system. The projected growth in employment of health services managers and administrators in California is
18% in the period of 2006-2016, with an estimated median annual wage of $95,168. A master's degree in health
services administration or a similar discipline is the standard credential, so the expected demand for the MS-HCA
degree program is very high, which will provide the needed financial support to sustain the program. The MSHCA degree will thus become a regular part of the self-supporting degree offerings at CSUEB, which will have a
long-term positive impact on the students, the health care field, and society as a whole.
Evaluation of the project will utilize a three-part approach – benchmark, academic, and employer-based.
The benchmark approach focuses on meeting targeted deadlines for each of the activities for each of the four
objectives - is the project meeting the deadlines as laid out in the timeline? For the academic approach, student
performance in course assignments and examinations, student self-assessment of skills and knowledge, and
student course evaluations will measure learning outcomes, student competencies, and student satisfaction. For
the employer-based approach, data regarding internship participation and performance, student employment and
advancement, and employer satisfaction will be collected and assessed.
Project Description
The goal of the proposed project is to develop and implement a fully online and self-supporting Master of
Science in Health Care Administration (MS-HCA) degree, offered by CSUEB’s Department of Public Affairs and
Administration (PUAD) in partnership with the Division of Continuing and International Education (DCIE), while
addressing the three priorities outlined in the Access to Excellence report and advancing all of the principal
extended education objectives set forth in the planning document, Creating Tomorrow’s Future: A New
Framework for Action. In addition, the proposed project adheres to the procedures and criteria articulated in the
Chancellor’s Executive Order No. 802 regarding special sessions.
The MS-HCA program has been designed to provide working health care professionals with the knowledge
and skill sets needed for health care managerial and administrative positions and to address the industry’s
workforce needs. PUAD recently conducted an extensive revision of the curriculum, based on a review of the
current course offerings in graduate health care management and administration programs accredited by the
Commission on Accreditation Healthcare Management Education (CAHME) across the US. CAHME is an
interdisciplinary group of educational, professional, clinical, and commercial organizations devoted to
accountability and quality improvement in the education of health care management and administration
professionals. The new curriculum has been approved for implementation for Fall, 2011.
The need for health services managers and administrators is growing nationally and even more so in
California. According to the US Department of Labor, health care is one of the largest industries in the US, and is
the second largest employer, with more than 11 million jobs. According to the Centers for Medicare & Medicaid
Services (CMS), the average annual health spending growth (6.1%) is anticipated to outpace average annual
growth in the overall economy (4.4%) for the projection period of 2009-2019. By 2019, national health spending is
expected to reach $4.5 trillion and comprise 19.3% of GDP.
While medical personnel are the frontline of the US health care system, health services managers and
administrators also play a significant role. They plan, direct, coordinate, and supervise medicine and health
services in hospitals, clinics, managed care organizations, public health agencies, and other health care
organizations. According to the US Occupational Outlook Handbook, 2010-11, employment in this field is
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expected to increase 16% from 2008 to 2018, faster than the average for all occupations, with a projected need of
99,400 additional positions and an estimated median annual wage of $80,200. According to the California
Employment Development Department (EDD), the projected growth in California is 18% for the projection period
of 2006-2016, with an estimated median annual wage of $95,168. A master's degree in health care
administration, public health, health services management, or a similar degree is the standard credential for most
positions in this field. The fully online MS-HCA program will help California meet its growing health care
workforce needs, provide its graduates well-paying and challenging employment, and will help improve access
and quality in health care services for Californians and other US residents.
Access to Educational Opportunities
The CSU system does not currently offer a fully online MS-HCA program, geared to working health care
professionals. A fully online degree program would serve a broader constituency vis-à-vis Internet-based
distance technology, and would open access to individuals who might otherwise be “locked out” of educational
opportunities. Due to career demands and responsibilities, a traditional face-to-face or hybrid degree program is
generally not feasible for working health care professionals. The demand and need for graduate programs in
health care administration generally comes from professionals already working in managerial and administrative
health care positions and from a substantial number of health care professionals who were previously only
responsible for health care provision, such as nurses and physicians. The turbulent health care environment and
an increased emphasis on cost containment have increased job responsibilities for most health care
professionals, which prevents regular attendance in physical-location classes.
A fully online degree program would also open access to educational opportunities to individuals living in
areas where traditional face-to-face graduate education is limited or non-existent. According to the Health
Resources and Services Administration (HRSA) of the US Department of Health and Human Services (DHHS)
nearly 12% of the US population lives in a "medically underserved area” (MSA), an area with reduced access to
primary care physicians. In California, a number of Counties have designated MSAs, including but not limited to
Amador, Butte, Del Norte, Fresno, Humboldt, Kern, Sacramento, Shasta, Sonoma, and Tulare. Almost every
State in the US has multiple designated MSAs.
For some MSAs, lack of access to health care is due to residence in a rural or remote location where there
is the absence of trained providers, a shortage of modern medical facilities, a lack of trained health care
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managers and administrators, or the absence of necessary educational services. The fully online MS-HCA is an
innovative solution for increasing educational opportunity access and reducing disparity in health care access without requiring students to leave their local communities.
Innovation in Teaching and the Creative Development of Educational Programs
According to the National Center Education Statistics (NCES) and a 2008 Eduventures, Inc. research
report, fourteen four-year and WASC-accredited institutions offer graduate programs related to health services
management or administration in California, including five universities in the CSU system. However, with the
exception of the University of La Verne’s M.B.A. program in health services management, all of the degree
programs are offered in a fully face-to-face or hybrid format. The CSU system does not have a fully online degree
program, geared to working professionals.
CSUEB has been building its Online Campus for over ten years, extending the university’s reach well
beyond its geographic boundaries. The Online Campus accounts for approximately 15% of CSUEB enrollment,
offering complete degree programs in fields of high student demand. Offering the MS-HCA degree in this
innovative online format will fit well with students’ family and work schedules and will allow students to learn at
their pace, with no need to attend class on specific days or times. In addition, a fully online program will be less
stressful for students as they will not be concerned about traffic, finding parking, or missing classes due to work or
family emergencies; will allow for full class participation, offering more opportunities for interaction with
classmates and instructors; and will be “green” in that driving and gas usage will be reduced. A fully online
program can accommodate students with diverse learning styles and abilities, and all course content can be
designed for accessibility.
Personal and Lifelong Learning
CSUEB uses Blackboard Version 8 as its online course management system. Blackboard provides
several collaborative technology tools that enhance community building such as threaded discussions, wiki
creation, document sharing, and e-portfolio. Learning how to use these tools effectively will contribute to the
student’s lifelong learning as those tools can be used in areas of personal or professional interest to the student,
including the work environment.
International Educational Experience
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The MS-HCA program will be promoted across California, the rest of the US, and in other countries,
especially countries such as India where the demand for skilled health care managers and administrators is
growing. Students living outside of the US who are unable to obtain the necessary F-1 visas for admission to fully
in-person educational programs will be able to earn a MS-HCA degree from the US, without leaving their
countries. Sharing the diverse perspectives of international students, US-resident students outside of California,
and California-resident students in the MS-HAC program will enhance the learning experience for all students.
Procedures for Special Sessions – Executive Order No. 802
The proposed self-supporting program will meet all of the procedures and criteria articulated in the
Chancellor’s Executive Order No. 802 regarding special sessions. The self-supporting degree program will be
operated in accordance with all appropriate campus and system polices and procedures, including approval of
instruction under procedures utilized for state-supported programs. Offering the online MS-HCA degree program
through self-supporting special sessions will not supplant regular course offerings available on a state-supported
basis.
The state-supported MS-HCA counterpart currently operating on campus is a fully face-to-face program,
and the majority of the students admitted to the program are international students with F-1 student visas who
have not worked in the US health care system. For these students, participation in a fully online degree program
does not meet the requirements of the F-1 visa, nor do the students fall into the client group that the selfsupporting program is targeting. The targeted clients for the fully online and self-supporting MS-HCA program are
health care professionals currently employed in the health care field, with a minimum of three years experience
and for whom educational costs may be reimbursed by the health care employer.
Project Objectives and Timeline
The primary goal of developing and offering the MS-HCA program will be accomplished through the
following objectives over a twelve month period, beginning Fall, 2010:
Objective I: Develop and Evaluate Thirteen Online Courses of Ten Sessions Each
PUAD has performed a major revision of the MS-HCA curriculum, which has been approved and will be
implemented in Fall, 2011. The curriculum revision added seven new courses to the program, deleted others,
and significantly revised the content of the remaining courses. The online, self-supporting MS-HCA degree
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program curricular requirements are 48 units, with 44 units of required courses and two options for the 4-unit
capstone experience. The required courses are:
•
•
•
•
•
•
•
•
•
•
•
HCA 6200 - US Health Care Systems
HCA 6210 - Leadership and Change in Health Care Organizations
HCA 6225 - Organization Theory and Behavior in Health Care
HCA 6230 - Information Technology in Health Care
HCA 6240 - Health Care Financing and Budgeting
HCA 6250 - Strategic Management of Health Care Organizations
HCA 6260 - Health Care Policy Analysis
HCA 6270 - Health Care Management
HCA 6275 - Evolution of Managed Health Care
HCA 6280 - Legal and Ethical Issues in Health Care
HCA 6290 - Health Care Quality Assessment and Improvement
The option courses for the capstone experience are:
• HCA 6893 - Internship in Health Care Administration
• HCA 6899 - Project
None of the thirteen courses has been developed or offered in an online format, although all courses were
recently approved by the College Curriculum Committee for online format. The student learning objectives for
many of the courses have been identified, but none of the online content necessary to meet those learning
outcomes has been developed.
For ease of student navigation and to provide virtual boundaries for the courses, each online course will
adhere to the same course structure. Within the Blackboard course management system, each course will have
a course description area, a syllabus area, module area, and a discussion board. The course description area will
contain the following: course number, title, description, and course learning objectives; instructor name,
photograph, and contact information; and required course textbooks, materials, and computer capability and
software. The syllabus will contain the course outline by modules, with beginning and ending dates; designated
dates for exams, assignments, and holidays; statements regarding academic dishonesty and adherence to the
American With Disabilities Act; grading criteria and policies, including late policy and incomplete policy; and exam
and other evaluation information.
Each course will have ten instructional modules, each with an overview of the module, student learning
objectives, assignments and due dates; instructional materials (mini-lecture, podcast, graphics, images,
annotated PowerPoint presentation, video, case study, audio, etc.); hyperlinks to value-added websites; and quiz,
problem set, exercises, student-product, or other method of student participation and learning evaluation. The
Page 6
discussion board will contain the following forums: questions for the instructor, where students can post
questions to the instructor and the instructor can respond; conference organized by instructor-designated topics,
which will allow students to discuss module-related topics with other students and the instructor; and work areas
reserved for use of assigned student groups working collaboratively online.
Objective II: Procure All Necessary Approvals for Online, Self-Supporting MS-HCA Degree Program
In order to launch the self-supporting degree program, several approvals must first be procured. The
program must be approved by DCIE and by the CSUEB Academic Senate. In addition, since the program is a
fully online program, the program must be approved for online delivery by the Western Association of School and
Colleges (WASC). WASC has previously approved CSUEB for Fast Track Authorization, where CSUEB may
present proposals for applicable new modality programs using an abbreviated Expedited Proposal format.
Objective III: Develop Assessment Measures
For each course, students will be asked to evaluate their overall course satisfaction through the CSUEBrequired student evaluations, which are administered at the end of each quarter. Course-specific student
satisfaction questions will be added to the standard CSUEB-required student evaluations. In addition, each
course will have a pre- and post-test evaluating the stated student learning outcomes at the beginning and end of
each course.
Objective IV: Develop Marketing Plan and Materials
The lead project coordinator will work closely with the DCIE to develop a marketing plan that will recruit a
beginning cohort of 50 students for Fall, 2011. Part of the marketing effort will be mail contact with the major
health care employers based in California notifying them of the new program.
Timeline for the Four Objectives
The table below outlines the activities that must be completed for each of the four objectives, including a
target completion date. A significant part of the lead project coordinator’s time will be devoted to keeping the
overall project within the timeline and making necessary adjustments if any activity exceeds its completion target.
Objective I
Develop
Courses
• Meeting to discuss overall course
structure and the first six course
assignments (HCA 6200, 6210,
6225, 6260, 6280, 6893) – Week 2,
Fall 2010
Objective II
Procure
Approvals
• Submit documents
to DCIE – Week 4,
Fall 2010
• Submit documents
to Academic
Objective III
Assessment
Measures
• Develop pre- and
post-tests for
HCA 6200, 6210,
6225, 6260,
6280, 6893 –
Objective IV
Marketing Plan
& Materials
• Meeting with DCIE
to review how other
programs have been
marketed) – Week
2, Fall 2010
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• Meeting to present and critique work
done on first six courses – Week 10,
Fall 2010
• Meeting to present revised
development work; seven additional
courses assigned (HCA 6230, 6240,
6250, 6270, 6275, 6290, 6899) –
Week 2, Winter 2011
• Meeting to present and critique work
done on final seven courses – Week
10, Winter 2011
• Meeting to present revised
development work on final seven
courses – Week 2, Spring 2011
• Course development work
completed and approved by the
project director – Week 5, Spring
2011
• Beta test courses with student focus
group – Week 10, Spring 2011
• Findings from beta test incorporated
in courses – Week 5, Summer 2011
Senate – Week 5,
Fall 2010
• Submit Expedited
Proposal to WASC
– Week 2, Winter
2011
Week 2, Winter
2011
• Develop pre- and
post-test for HCA
6230, 6240,
6250, 6270,
6275, 6290, 6899
– Week 2, Spring
2011
• Develop online
student
satisfaction
surveys for all
courses – Week
5, Summer 2011
• Develop of catalog
and online
descriptions of the
program – Week 1,
Winter 2011
• Develop list of
primary health care
employers and
contact information
– Week 10, Fall
2010
• Write and mail
letters to employers
– Week 1, Winter
2011
• Write press releases
– Week 1, Winter
2011
Implementation Plan
Toni E. Fogarty, PhD, MPH, who is the PUAD Department Chair will serve as the lead project coordinator
and will be responsible for ensuring the uniform quality and consistency of the online courses, developing the
assessment measures, working with DCIE to develop the marketing plan and marketing materials, procuring the
needed internal and external approvals necessary to launch the fully online and self-supporting MS-HCA
program, and keeping the project moving forward through its stated deadlines. She will also be responsible for
developing the online content for six of the thirteen courses.
Professor Fogarty has over ten years of experience in developing online courses and fully online degree
programs, and has worked in the field of health care administration graduate education for over fifteen years.
Prior to serving as PUAD Department Chair, she served as the Graduate Coordinator for the fully in-person MSHCA program, building the number of students in the program from 25 to over 100 students.
The individuals responsible for the development of the remaining seven courses are two distance learning
curriculum development consultants, who have extensive experience in developing fully online health care
administration, health services management, public administration, and health technology courses. The Triple L
Education Group and Peg Jackson and Associates have been recruited to develop the seven remaining courses,
and to help provide quality oversight. The Triple L Education Group will develop a fully accessible, online version
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of five of the newly created MS-HCA courses, and Peg Jackson and Associates will develop two courses. The
Triple L Education Group will receive a total of $25,000 (five courses at $5,000 each) and Peg Jackson and
Associates will receive a total of $10,000 (two courses at $5,000 each).
The Triple L Education Group and Peg Jackson and Associates have over twelve years experience of
developing online courses for academia, non-profit organizations, and corporations. Clients include Golden Gate
University, University of San Francisco, San Francisco Academy of Arts University, Nonprofit Risk Management
Center, TWLK Knowledge Group, San Francisco Community Foundation, and the Women’s Resource Cancer
Center. They have presented papers and conducted workshops on the topic of distance learning and online
curriculum development at a number of domestic and international conferences, including the Hawaii International
Conference on Social Sciences, American Society on Aging Annual Meeting, International Annual Conference on
ALN, Annual Learning on the Internet Conference, and the World Conference on Educational Multimedia,
Hypermedia and Telecommunications.
Jignesh Parikh, MS-HCA and Pamela Louise, CMT are the lead parties at the Triple L Education Group
and will supervise any additional course developers hired by the consulting firm for the project. Peg Jackson,
DPA is the lead party at Peg Jackson and Associates. In addition to being experts in the field of online curriculum
development, members of both consulting firms are also experienced online course instructors, and have served
as instructors for fully online courses at Golden Gate University, University of San Francisco, and University of
Phoenix.
Impact
The goal of the project is to develop and offer a fully online and self-supporting MS-HCA degree. The
demand for health care is steadily growing and the provision of quality care requires a well-managed health care
system. The projected growth in employment of health services managers and administrators in California is 18%
in the period of 2006-2016, with an estimated median annual wage of $95,168. A master's degree in health
services administration or a similar discipline is the standard credential, so the expected demand for the MS-HCA
degree program is very high. In addition, the program’s targeted clients are students for whom their employers
will cover some of the tuition costs, which will make the program more affordable to the students. This should
result in the needed financial support to sustain the program, plus additional revenues to CSUEB. The MS-HCA
Page 9
degree will thus become a regular part of the self-supporting degree offerings at CSUEB, which will have a longterm positive impact on the students, the health care field, and society as a whole.
For the students, the MS-HCA program will provide professional development and an avenue for
advancement to management and administrative positions within the health care field. These are well-paying
positions, and individuals with the MS-HCA degree will have a number of employment options available to them.
The US health care system, as well as other systems across the world, is facing a number of critical issues
that threaten its viability and effectiveness. The pressure to contain costs, the increasing demand for health
services, the aging of the population, the rising costs of pharmaceuticals and health care technology, attempts at
health care reform, and the uncertainly of how best to address these issues all speak to the critical need for health
care managers and administrators. The quality and viability of the health care system depends on an adequate
supply of creative, thoughtful, well-educated, and competent managers and administrators. The MS-HCA
program will have a positive long-term impact on both US and international health care systems.
For society as a whole, the MS-HCA program could contribute to the overall health status of the nation, by
helping make health care more accessible, affordable, and effective. Accomplishing these societal goals will
require effective management of the health care system, to which the MS-HCA program will contribute.
Evaluation Plan
Evaluation of the project will utilize a three-part approach – benchmark, academic, and employer-based.
The benchmark approach focuses on meeting targeted deadlines for each of the activities for each of the four
objectives. Is the project meeting the deadlines as laid out in the timeline? If a deadline for an activity is missed,
the project timeline will need to be reevaluated to make-up for the additional time spent on an activity, without
missing the overall project deadline. For the academic approach, student performance in course assignments
and examinations, student self-assessment of skills and knowledge, and student course evaluations will measure
learning outcomes, student competencies, and student satisfaction. These assessment measures are developed
as part of Objective III. For the employer-based approach, data regarding internship participation and
performance, student employment and advancement, and employer and student satisfaction will be collected and
assessed. This will establish a feedback loop for program modification, where program modification is driven by
student and employer feedback.
Letters
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Letters of commitment from PUAD, DCIE, Triple L Education Group, and Peg Jackson and Associates are
attached to the end of this proposal.
Replication and Dissemination
The fully online and self-supporting MS-HCA degree is one of several educational offerings that the CSU
system can offer to working professions with career responsibilities that prohibit regular attendance in physicallocation classes. DCIE will seek out opportunities to present the process of developing this self-supporting
program though presentations and regional and statewide convenings of CSU faculty, as well as through
meetings of Deans of Continuing Education within the CSU system. In additional, it is anticipated that one or
more publications will result from this project in professional journals related to health care administration,
graduate education, alternative pedagogy, and distance education.
Budget Narrative
The proposal is seeking funding for the lead project coordinator, online curriculum consultants Triple L
Education Group and Peg Jackson and Associates, WASC application fee, marketing, and postage. The total
amount requested is $85,155 of which $35,155 will be provided by CSUEB DCIE. DCIE will be contributing 41%
of the needed funding.
Lead Project Coordinator
Professor Toni E. Fogarty, PUAD Department Chair and former Graduate Coordinator for the fully inperson MS-HCA program at CSUEB, will serve as the lead project coordinator. She will be responsible for
ensuring the uniform quality and consistency of the online courses, developing the assessment measures,
working with DCIE to develop the marketing plan and marketing materials, procuring the needed internal and
external approvals necessary to launch the fully online and self-supporting MS-HCA program, and keeping the
project on its stated deadlines. She will also be responsible for developing the online content for six of the
courses and overseeing the work of the Triple L Education Group and Peg Jackson and Associates.
Professor Fogarty has extensive experience in developing both online courses and fully online degree
programs. She co-authored and successfully defended the WASC New Modality Substantive Change Proposal
for two fully online degree programs - Executive Master of Public Administration and Master of Health Care
Management at Golden Gate University (GGU) - and co-authored GGU’s first successful WASC Fast Track
Authorization Proposal, which allowed GGU to participated in WASC’s Expedited Review Process.
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Professor Fogarty requires 12 units of on-load release time which represents 33% effort of her annual
salary. The salary cost is $32,005 and the fringe cost is $14,151, at a fringe benefit rate of 44.21%.
Triple L Education Group
The Triple L Education Group will develop five courses and requires $5,000 for each course, for a total of
$25,000. For some of the courses, the Triple L Education Group may hire additional course developers for whom
the firm will be responsible for supervision and compensation. In addition to developing five courses, the Triple L
Education Group will also assist the lead project coordinator in evaluating all of the developed courses.
Peg Jackson and Associates
Peg Jackson and Associates will develop two courses and requires $5,000 for each course, for a total of
$10,000. In addition to developing two courses, Peg Jackson and Associates will also assist the lead project
coordinator in evaluating all of the developed courses.
WASC Application Fee
Since the program is fully online, which is a new modality for the degree, the program must be approved
for online delivery by WASC. WASC has previously approved CSUEB for Fast Track Authorization, where
CSUEB may present proposals for applicable new modality programs using an abbreviated Expedited Proposal
format. The WASC application fee is budgeted at $1,000.
Marketing Plan and Materials
In order to have a cohort of 50 students for Fall, 2011 admission, the lead project coordinator will work with
DCIE to develop a marketing plan and to develop appropriate marketing materials. The primary materials will be
web-based, but some informational brochures and program fact sheets will also be needed. The amount required
for marketing is $2,000.
Postage
The targeted clients for the self-supporting MS-HCA degree program are health care professions with at
least three years of experience in the health care field. Large health care employers, such as Sutter Hospital
System, Catholic Hospitals West, and Kaiser Permanente, typically offer full or partial tuition reimbursement to
employees who are pursuing graduate level education related to health care administration and management. As
part of its marketing efforts, the project will develop a list of large health care employers and mail program
brochures to the HR departments. The amount required for postage is $1,000.
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CSU Commission on the Extended University
2010/2011 RFP Budget
Project Title: DEVELOPMENT OF A FULLY ONLINE AND SELF-SUPPORTING (MS-HCA) DEGREE
PROGRAM
PI: Fogarty
Source of funds
Local Funds
(Source A)
CEE Grant Request
Other Funds
(Source B)
Other Funds
(Source C)
Project Total
Faculty and Staff
T. Fogarty- Academic year effort (12 WTUs)
Salaries and Wages
Benefits (44.21% during the AY)
$
$
32,005
14,150
$
$
32,005
14,150
Postage
$
1,000
$
1,000
WASC Fee
$
1,000
$
1,000
Tripple L Education Group
1922 $
23,078
$
25,000
Peg Jakson Associates
1923 $
8,077
$
10,000
$
2,000
$
2,000
$
-
$
85,155
Marketing Research
Travel
Indirect Cost
Totals
Not permitted by sponsor
$
50,000
$
35,155