2018 Accreditation Criteria Revisions Brad Beauvais, PhD Chair Standards Council - PowerPoint Presentation

2018 Accreditation CriteriaRevisions Brad Beauvais, PhDChair Standards Council 1

Agenda Standards Council Mission & Structure120 Hour Synchronous Learning Requirement Course-Level Student-Level Competency Assessment Alumni Survey 2

Standards Council Mission The MISSION of the Standards Council is to regularly review, and to revise as appropriate, the standards, procedures and documentation for accreditation by CAHME.THE PRIMARY FUNCTION of the Standards Council is to ensure that criteria for accreditation remain current, relevant and effective to achieve the overall goals of CAHME. Source: CAHME Handbook of Policies and Procedures, Revised 2016. 3

Board Decision: June 1, 2018120 Hours of Synchronous Education Requirement E: 120-hours of synchronous education for accreditation 4

Methodology On line survey among academic institutions offering graduate programs in healthcare management Focus groups (2) conducted at ACHE Congress (Chicago) A literature review conducted by the CAHME Standards Council chair. Peer Comparison. Participation with the American Psychological Association and ASPA in a review of other accreditors. 5

An Oversight Task Force provided guidance on survey design and analysis, input on focus group discussion guides, historical context, and literature review. Individual CAHME Relationship Reason Dolores Clement, PhD CAHME Board Chair of the Standards Ad Hoc Committee Vice Chair and Director of Graduate Programs, VCU Brad Beauvais, PhD CAHME Standards Council Chair of CAHME Standards Council, Assistant Professor Trinity University Karen Wager, DBA CAHME Accreditation Council Chair of CAHME Accreditation Council, Professor and Associate Dean for Student Affairs, MUSC Laurie Shanderson, PhD AUPHA Community Forum on Online Programs Presenter at Focus Group. Founding Dean of School of Health Sciences at Northcentral University, a non-CAHME program. Laurie has advocated for change in standards. “Chair” of AUPHA Community Forum on Online Program Director Faculty Forum.Bernardo Ramirez, MDPresenter at Focus Group. Director of E-MSHSA Program and Global Health Initiatives in University of Central Florida, a CAHME Accredited on line programAnthony Stanowski, DHACAHME President and CEOManagementEric Brichto, JDCAHME VP for Accreditation OperationsManagement 6

Summary of findings Support of Section E, the 120-hour requirement: Students and employers find it of minimal to no value. Academic organization with more than 75% of students with little experience favor a synchronous requirement. The benefit of synchronous programs as seen by academicians using that modality appears to be out of sync with experiences of students who find asynchronous programs provide competencies in soft and technical skills. The Brand impact of eliminating the 120 Hour Requirement is: Perceived as potentially most damaging by academics Employers and students are most concerned about competencies 7

Requirement E Was Stricken Section E, The 120-hour requirement, was stricken from the requirements. The board asked the Standards Council to review the current standards to ensure that they will continue to reflect the high quality of CAHME Accreditation. The Standards Council did, and concurs that the current standards are sufficient to ensure the quality and integrity of CAHME. A communications plan is underway to alert the field of these changes. This is the first step. 8

Rationale for the Change Ensures that the development of competencies is critical (outcomes) vs. requiring a number of hours (process). This is consistent with other accreditors. Not the final step, but an incremental change reflecting that CAHME is keeping up with changes in the environment. CAHME should continue to monitor trends in the environment and the literature. Allows programs that do NOT have 120-hours of synchronous learning to at least enter the CAHME review process, to determine how to strengthen their curriculum. This fits in our mission of advancing the quality of graduate healthcare management education. 9

Board Decision: June 1, 2018Student-Level, Course Level Competency Assessment III C 2: The Program will regularly evaluate the extent to which each student attains the competencies at the level targeted by the Program, and will have a process in place for communicating that information to students. 10

Student-Level, Course Level Competency Assessment Has Been Stricken 11

Rationale for the Change 77% of programs in the past 6 years have not met the standard The failure rate of the next highest criteria is 1/3 as much More than half of the programs who do not meet the criteria fail to have course level assessments Our peer group of accreditors do no have the requirement Expensive and resource intensive for programs to acquire this data Difficult to accomplish in MBA and MPH programs where faculty are not under a single program “Fallacy of the precise”. 12

Board Decision: June 1, 2018Define Measures of Career Tracking 2 Graduate career tracking can be accomplished in multiple ways, e.g., annual surveys, periodic surveys (at least every three years), comprehensive use of an alumni directory of program graduates, active tracking via LinkedIn, robust alumni engagement in advisory board activity, etc. The primary intent of this criterion is to ensure the Program remains engaged with and actively monitors alumni to ensure graduates meet industry expectations and can secure and retain employment. 13

Rationale for the Change Removes reviewer inconsistencies in assigning performance of programs at a site review. 14

Questions & Comments 15