| Learning objectives |
- 1. Explain the relevance of central organizational theories and
concepts for understanding and analyzing healthcare organizations
and innovation processes
- 2. Compare and discuss these theories/concepts and their
analytical possibilities and limitations for designing and
organizing healthcare innovations in practice
- 3. Analyze healthcare innovation cases using multiple
organizational concepts, models and theories
- 4. Demonstrate a high level of command of the
syllabus
|
| Course prerequisites |
15 seats til CBS students
15 seats to exchange students |
| Examination |
|
The
Organization of Health Care Innovation:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Individual exam |
| Size of written product |
Max. 10 pages |
| Assignment type |
Case based assignment |
| Duration |
Written product to be submitted on specified date
and time. |
| Grading scale |
7-step scale |
| Examiner(s) |
Internal examiner and second internal
examiner |
| Exam period |
Winter, Examiner from CBS and second internal
from KU |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
If a student did not pass the
regular exam, he/she must make a new revised assignment (confer
advice from the examiner) and hand it in on a new deadline
specified by the secretariat.
If a student did not hand in the assignment due to illness, he/she
will be able to hand it in on a new deadline. If for any other
reason the student did not hand the assignment in, a new assignment
will be given the student to hand in on a new deadline (confer
advice from the examiner).
|
Description of the exam
procedure
The examination takes place through an individually written
10-page assignment in which the student is expected to apply and
operationalize theories and concepts from syllabus in relation to a
healthcare innovation case of own choice. In the assignment the
student is expected to give a theory-enlightened case-description,
an analysis of the case's innovation challenges, and a
discussion of possible improvement strategies. For these purposes,
the student is expected to describe and operationalize at least
three of the course's analytical perspectives (models,
arguments, analytical frames, concepts) from different
organizational theory
agendas.
|
|
| Course content and structure |
|
Health care innovation takes place in organizations in
which managers, employees, patients, technologies, rules and
practices constitute the organizational conditions for the design,
implementation, adaptation and success of the innovation. The main
objective of this course is to teach students how to understand and
analyze such organizational conditions and contexts for health care
innovation and become acquainted with the practical value of
organizational analysis for healthcare innovation processes. The
course introduces core themes of contemporary organization theory
and relates each of these to the design and organization of
innovations in healthcare. More specifically, the students will be
presented with some of the most important organizational conditions
for healthcare innovation including formal structure, culture,
professions, user-involvement, infrastructure, technology and
practice. Together these organizational themes are important for
understanding how healthcare organizations work and how
organizational processes and practices are key elements in
organizing health care innovation.
|
| Description of the teaching methods |
| The course combines classical lectures, case
presentations and group work. The lectures require students to have
read the course material before entering class. Moreover, the
students are divided into groups that are each to find a healthcare
innovation case to illustrate and discuss one of the organizational
themes presented during the course. The selection of case-material
will be approved by the course teachers. |
| Feedback during the teaching period |
| The course is designed to be highly interactive.
Thus, feedback takes place during class through case presentation
and feed-back on group work. Moreover, each group will get feedback
on case-selection before their presentation. |
| Student workload |
| confrontation hours |
32 hours |
| reading hours |
75 hours |
| project/class presentation |
35 hours |
| final paper |
20 hours |
| exam preparation |
65 hours |
|
| Expected literature |
|
to be announced
|
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