Institute of Health Administration,Robinson College of Business

Annual Program ReviewSelf-Study Report

Review Period Academic Year 2016 – 2017

SELF-STUDY REPORT:William Custer, Ph.D., Chair APR

Patricia Ketsche, Ph.D.Andrew Sumner, Sc.D.

Submitted on November 30, 2016

Table of Contents

Executive Summary.........................................................................................................................11.a Undergraduate Education in IHA..............................................................................................21.b Graduate Education in IHA.......................................................................................................2

1.b.1 Quality of Graduate Education ...........................................................................................31.b.2 Expanding Support for Graduate Education........................................................................3

1.b.2.1 Enrollment....................................................................................................................3 1.b.2.5 Administrative Residency............................................................................................41.b.3 National Reputation.............................................................................................................4

1.b.1.3 Number of graduate students........................................................................................4 1.b.4 Student Success and Satisfaction .......................................................................................5

1.b.4.1.a Student Learning Outcomes......................................................................................51.b.4.1.b Courses Taught..........................................................................................................71.b.4.2-3 Recruitment, admission, retention, and graduation rates..........................................81.b.4.4 Placement Rates ..........................................................................................................81.b.4.5 Race and Gender Diversity .........................................................................................91.b.4.7 Student and Alumni Evaluation of Curriculum............................................................91.b.4.8 Student National and Internal Case Competitions.......................................................9

1.c Research...................................................................................................................................101.c.1 Success of Research Culture .............................................................................................10

1.c.1.1 Faculty, 2CI, and Endowed Chair..............................................................................101.c.1.4 Faculty Productivity...................................................................................................121.c.1.5 Success in Faculty Recruitment and Retention of Faculty.........................................171.c.1.6 Faculty Ranks, Promoted............................................................................................171.c.1.8 Faculty Surveys..........................................................................................................151.c.2.3 Interdisciplinary Research..........................................................................................161.c.2.4 Professional Service…...............................................................................................16

1.d Contribution to Cities..............................................................................................................171.e Globalizing the University.......................................................................................................101.f Overall Assessment of IHA and Accomplishments................................................................10

1.f.1 Transformation of IHA.......................................................................................................172. Adequacy of Resources.............................................................................................................203. Strategic Goals...........................................................................................................................224. Strategic Objectives...................................................................................................................24

4.a List of Strategic Objectives...................................................................................................244.b New Resources Needed........................................................................................................26

5. Appendices................................................................................................................................27a. Enrollment...............................................................................................................................28b. IHA Advisory Board...............................................................................................................29c. Competencies.....................................................................................................................30-31d. IHA Research Contracts....................................................................................................32-33e. Dashboards........................................................................................................................34-46

i

016-2017 Self Study for the Institute of Health Administration,J. Mack Robinson College of Business, Georgia State University

The Institute of Health Administration (“Institute” or IHA) submits the following self-study document to provide a summary of the program’s processes, developments and progress over the last three years.

Executive Summary

The Institute of Health Administration has maintained a strong commitment to the quality of education, instruction, research, and service associated with this primarily graduate academic program. The Institute is one of the older, more established graduate HA programs nationally and most recently was awarded the highest level of accreditation, 7 years, from the Commission on Accreditation of Healthcare Management Education (CAHME) in 2013. IHA is also a full graduate member of the Association of University Programs in Health Administration (AUPHA) and as a component of RCB, which is accredited by the Association to Advance Collegiate Schools of Business (AACSB). IHA is also an invited member of the Business School Alliance for Health Management (BAHM), composed of 13 nationally distinguished universities including among others: Baylor, Harvard, Minnesota, Northwestern, Penn, UC/Berkeley, Vanderbilt, Yale. IHA represented GSU in a SACS site visit regarding program assessment in February 2014.

IHA is widely recognized for its flagship MBA/MHA program with an intensive curriculum in both business and health management, and is nationally ranked as a part-time MBA and health administration program (27th MBA part-time and 33th HA nationally, U.S. News & World Report, 2016). The Institute is approved by more states (8) for in-state tuition than any other graduate health administration program by the Academic Common Market of the 16 state Southern Regional Education Board.

Over the years the Institute has conducted extramurally-funded research and its faculty have served as principal or co-investigators on several research projects resulting in additional support for IHA and GSU. IHA faculty have published in top health administration and business journals and served in leadership roles for several national and local organizations. To its credit, the Institute has achieved this level of excellence in education, research, and service with an extremely small number of dedicated faculty and staff and with a limited amount of state funding.

The Institute, the College and the University are presented with a growing set of opportunities in the health care sector. National health expenditure projections suggest that health care will account for one fifth of GDP by the end of the decade. The most salient characteristic of the health care delivery system is rapid change. The rapid evolution of the health care sector has both increased the demand for business education for health administrators and increased the need for health administration programs to match the scope of that evolution.

The Institute’s strategies for meeting those opportunities while advancing the mission of the College and the University include increasing the flexibility of degree offerings to match the spectrum of needs in the health care industry, partnering with other academic units in the College

1

and the University to offer graduate programs that meet students’ long term goals, expand research funding and output to match the increased need for credible information on the changing health care system, and expanding faculty and staff resources to meet the diverse and complex needs of the industry.

The Current Status of the Institute of Health Administration

1.a. Undergraduate Education

An undergraduate major in health administration is not offered. Undergraduate elective courses are offered in conjunction with interdisciplinary programs in health informatics; the Bachelor’s in Interdisciplinary Studies / Health Informatics program with the College of Nursing and Health Professions; and a HIT specialization with RCB/Computer Information Systems. Five undergraduate elective HA courses and two Freshman Learning Courses (18 sections) are offered in each year. These HA undergraduate elective courses have had a considerable impact on IHA overall credit hours due to their large size, and accounted for 73 percent of HA’s semester hours in Fall 2016.

1.b. Graduate Education in IHA

The flagship program for the Institute, and Program with independent accreditation from the Commission on Accreditation of Health Management Education (CAHME), is the double-degree Master of Health Administration and Master of Business Administration. The Institute also offers a Master of Health Administration (only available for students who have already earned an MBA), Master of Science in Health Administration as a stand-alone degree or as a joint degree for students earning a Doctorate of Jurisprudence (JD). It is also possible for students earning an MBA to obtain a concentration in Health Administration. Currently, health administration is the 5th largest area of concentration for MBA students, and 5th largest of the 22 M.S. specialized programs within RCB.

In alignment with the strategies of the Robinson College of Business, the Institute has transitioned some of its offering into professional programs offered to cohorts of students. After graduating four cohorts of students who pursued the double degree (MBA/MHA), the Institute recognized a preference in the market for shorter degree programs. In response to the market forces and in an effort to reach an expanded pool of qualified applicants, the Institute shifted to offering the MSHA program in the cohort-based, professional model. We are currently recruiting for the third such cohort.

We distinguish the target audience for these two programs as follows. The MBA/MHA program targets students seeking future leadership roles in a variety of healthcare organizations. The MSHA program targets students seeking departmental or specialization leadership positions, especially those with healthcare experience (clinical or administrative).

2

1.b.1 Quality of Graduate Students The strong emphasis on sound management education in the curriculum appeals to many top students seeking graduate education in health management. It is important to note that many students are drawn to the accredited and nationally ranked HA program at GSU which dually enrolls them in the RCB’s flexible MBA program, as well as the MHA program. The HA program contributes to the sustainability of the flexible MBA program in an increasingly competitive MBA environment, not just the HA program. (Note: this double enrollment sometimes results in coding/counting issues which results in inaccurate GSU dashboard totals for our HA program). The Institute has a rigorous process for evaluating applicants to its graduate programs. Admission standards for the flagship MBA/MHA are consistent with RCB graduate admission criteria for the MBA. Applicants for the MSHA program are slightly different. Our detailed admission requirements are shown in the Appendix and found in section I b 4.

Admission standards for the flagship MBA/MHA are consistent with RCB graduate admission criteria. For recently admitted HA students their undergraduate GPA upon admission has averaged 3.3 in the last 3 Academic Years. GMAT/GRE percentages have averaged 53% verbal and 48% quantitative. Starting in 2012 when RCB began accepting GRE scores (previously on GMAT), percentage scores on Verbal and Quantitative has been the focus, rather than raw scores. The admissions requirements are of sufficient rigor that those who are accepted are capable of the required academic performance. The dashboard reflects a 36 percent acceptance rate of those applying, which is indicative of the rigorous admission standards.

The admission standards for the MSHA weigh more heavily on experience (especially clinical), and enrollees had an average GRE score of 297 in CY2016 which is about 50 percentile. Historical data for the MSHA degree is not available as annual enrollment was very small prior to our decision to offer this option in a cohort.

In AY2013-AY2016, 191 students were accepted into the HA degree programs representing an overall acceptance rate of 40 percent over the three-year review period (see augmented AY dashboard). The lack of a competitive GRE/GMAT score is the primary reason that many applicants are denied admission.

1.b.2 Expanding Support for Graduate Programs

1.b.2.1 Enrollment: Although the number admitted to each graduate health administration degree program has varied over the years, from AY2013-AY2016 the total HA enrollment has varied from 100 – 150 depending upon the professional cohort progression (note: the dashboard totals for only Fall). The Flex MBA/MHA and MSHA have stayed stable in the range of 55-85, with the professional cohorts contributing to the balance. These enrollment figures place the HA degree programs as the 5th largest MBA area of focus and specialized Master’s area in RCB

3

according to a May 2016 report issued by the RCB Dean’s office. In addition, during the study period a number of graduate students from other GSU Colleges and other Universities such as Georgia Tech enrolled in HA graduate courses, freshman learning courses, and HA undergraduate courses. These numbers exclude students pursuing an MBA with a concentration in Health Administration as these students are not attributed to the Health Administration graduate program.

1.b.2.3 Graduate student financial support, by type GRA, GRA, etc. IHA does not provide financial support to most of its students. Some IHA graduate students are able to acquire GRAs and scholarships on their own. Some support is approved for those representing the Institute at national case competitions.

1.b.2.4 Ratio of graduate students to TT faculty According to the aforementioned IHA and RCB enrollment figures, over the past 3 years IHA averages about 18 graduate students for each faculty and about 9 graduate students for each tenure track faculty (see dashboard).

1.b.2.5 Administrative Residency: The capstone of the MBA/MHA program is the experiential learning opportunity embedded in a required administrative residency beginning after completion of all course work. The purpose of the residency is to provide the student with an opportunity to gain practical experience in the health field, applying the concepts, competencies and skills learned in the classroom to actual healthcare management problems.  Each student is assigned to a preceptor who mentors the student through a project and evaluates the student’s performance.  Students submit a written report and make a formal presentation before faculty and organizational leaders. 

Residency placements are based on student career goals and organizational needs and thus are customized to each student. This experiential experience is a challenging pedagogical effort which is provided by in person meetings, webinars, and other methods. The residency requirement can be met through the completion of a 2-year fellowship, one-year residency or other appropriate full time employment positions as approved by the Institute. Several students apply for national competitive 2-year fellowships and one-year residencies, and the IHA faculty counsels such students and complete recommendation letters. In the last 3 years, students have been placed at a variety of diverse settings, including Johns Hopkins (Baltimore, MD), M.D. Anderson (Houston, TX), Ochsner (New Orleans, LA), Shands Health System (UFL Gainesville, FL, Washington University Medical Center (St. Louis, MO), Bryant Health (NE), Lexington Health System (SC) and several VA Medical Centers (CA, FL, TX, NY).  Locally, students have been placed at Emory Health System, Emory Clinic, Piedmont Health System, Wellstar Health System, and Rockdale Hospital. 

1.b.3 National reputation in professional degree programs

1.b.3 National reputation:IHA is widely recognized for its flagship MBA/MHA program which is nationally ranked as a part-time MBA and health administration program (27th MBA part-time and 33th HA nationally, U.S. News & World Report, 2016). IHA is also an invited member of the Business School

4

Alliance for Health Management (BAHM), composed of 13 nationally distinguished universities. The Institute is approved by more states (8) for in-state tuition than any other graduate health administration program by the Academic Common Market of the 16 state Southern Regional Education Board.

1.b.3.1 Number of graduate students in professional degree programs by year, with % growth See enrollment figures previously and dashboard.

1.b.3.2 Pass rates on national credentialing examinations No national credentialing exams are required to practice health management. However, Board certification as a Fellow in the American College of Healthcare Executives (FACHE) is a valued career status which many of our IHA alumni have achieved.

1.b.4. Student Success and Satisfaction

1.b.4.1.a Student Learning Outcomes: In accordance with our accrediting body (Commission on Accreditation of Health Management Education, CAHME), our student outcomes are labeled competencies. IHA has defined the set of knowledge, skills and abilities students should possess upon completion of the MBA/MHA or MSHA degree programs. These 20 competencies fall into four domains. The competencies align with our mission and were identified with the input of our stakeholders (faculty, advisory board, alumni). We have an ongoing process for reviewing these competencies for relevancy, and have made changes to our target competencies as needed. For example, the competency ‘clinical professions and continuum of care’ was added to model 2 years ago in response to stakeholder input. The full set of targeted competencies and their definitions are found in the Appendix. The domains and the specific competencies are shown below.

Business Knowledge and

Skills

Knowledge of the Health Care Environment

Leadership Professionalism

Financial Management

Operations Management

Strategic Management

Human Resource Management

Analytics

Clinical Professions and Continuum of Care

Legal and Regulatory Environment Health Care Economics and

Financing Governance Health Policy Measurement and improvement of

org performance Health Information Systems and

Technology

Strategic communications

Motivation and Empowerment of Others

Group Participation and Leadership

Change Management Servant leadership

Self-Regulation, Awareness and Confidence

Ethics, Honesty and Integrity

A Commitment to Lifelong Learning

For our double degree students, the MBA course work develops core business competencies, while the MHA course work simultaneously provides a venue for practical application of the business competencies and enables students to attain competencies associated with knowledge of health care. For the MSHA students, MHA course content is modified where necessary to add in core business content while retaining an emphasis on the healthcare sector. Competencies related

5

to leadership and professionalism are developed across the curriculum, supplemented through extra-curricular opportunities for leadership, and honed in the opportunities for applied learning. The course taught in the joint MBA/MHA program and the MSHA degree program are shown in the dashboard.

Specification of learning objectives Course specific learning objectives are linked to the competencies to which they contribute by faculty in their preparation of their syllabi. Most courses contribute to the development of multiple competencies across multiple domains. For example, almost all of the HA courses contribute to a specific content related competency within the domain “Knowledge of the Health Care Environment” but also contribute to the students’ ability to communicate effectively through the reinforcement of communications excellence in written and oral work.

Assessment plan and analysis of student learning outcomesIHA has a detailed assessment plan for measuring student attainment of competencies that is comprised of the following elements:

Course level assessments by Faculty: Faculty submit reports at the conclusion of each semester that identify student attainment of competencies within their course. These reports do not rely on the overall course grade but are tied to specific assignments within a class designed to measure specific competencies or components thereof.

External Assessment: a. Capstone Case-Based class: The capstone-course for the Program (HA8680 – Care

Management Systems) includes a capstone case that requires students to work in teams of 3 to develop a comprehensive solution to a real-world problem facing a health system. Students present their solution to the case to a panel of 4 healthcare executives who evaluate the students’ performance. A separate ‘style judge’ provides an evaluation of the professionalism with which each student presents their work.

b. Experiential learning: Preceptors provide an assessment of student attainment of competencies to the Institute. Their assessments reflect the observation of students in the workplace over a full semester.

Student self-assessments: Students self-assess their level of competency at the beginning and again at the conclusion of their academic program. During the exit interviews conducted as part of the final presentations from the experiential learning projects, students are asked specifically about the adequacy of their preparation across the competency domains.

Tracking of alumni over time: The Institute independently monitors alumni career progression as an overarching measure of their competency attainments.

6

Findings from Assessment of Learning / Instructional ChangesOverall and across all four competency domains, students are attaining the targeted competencies at the target levels. Students within the MBA/MHA Program generally attain those competencies listed under domain “business knowledge and skills” at higher levels than those students within our MSHA program. On the other hand, many of the students in the MSHA program enter with a higher level of professional experience. Our self-assessments have identified the following opportunities for improvements and we have made curricular and instructional changes in response to these findings.

1. Ethics: We observed limited improvement in 'honesty and integrity.' In response, the faculty has incorporated a higher level of ethics content across the curriculum. For example, the HA financial management course now includes an ethics case. Ethical treatment of patient data is emphasized in our health information systems course, and ethical considerations are emphasized in our strategic management course.

2. Analytics: Assessment of student learning outcomes, alignment with the strategic direction of the MBA, and stakeholder feedback have all prompted enhancement of the curricular content pertaining to analytics. Two years ago the Institute added “Predictive Analytics in Healthcare” to the required curriculum. Student assessment of that course have consistently improved over time, and faculty assessments of student learning in response to this change are positive. Students attain the competency at the level of an early to mid-careerist. For example, one student recently reached out to the Institute and wrote “The ability to speak to technical concepts… fosters credibility and respect. The continued integrated of healthcare information technology into the curriculum will ensure success for future students. In my current role…I have been able to build upon the experiences and knowledge gained…specifically in the realm of information technology, analytics, and decision support.”

3. Operations Management: We are currently in an assessment phase around student learning in the area of Operations Management. While our internal assessment of competency attainment support that our learning objectives are met, students report an interest in gaining additional certifications related to project management and Lean Six Sigma to demonstrate to external stakeholders their competency in this area. We have not made a curricular change at this time, but students have arranged for an extra-curricular opportunity to earn a green belt in the Lean Methodology.

4. Integrating Opportunities: Unrelated to a specific competency but based on student and alumni feedback, the Institute added a case-based capstone course that enables students to demonstrate the ability to synthesize learning across the curriculum. This class likewise supports our measurement of competency attainment by engaging industry experts in review and evaluation of the work product for each team.

7

Other Improvements to Student LearningAt the level of the instructor, the faculty within the Institute continuously strive to improve student learning. SEIP assessments are routinely used to improve the instructional quality of each course and goals for improving the learning environment are a routinely included in the annual FAAR process. Faculty attend RCB workshops designed to enhance the teaching and learning environment. All of the faculty collaborate within the Institute in annual sessions during which syllabi are peer reviewed and suggestions for enhancement are made. Funds are made available to support faculty attendance at conferences (ACHE, AUPHA, GAHE) that provide content to enhance subject matter expertise and pedagogy.

Over the past four years, two faculty members (Sumner, Mishra) have been mentored by Harvey Brightman in pedagogic approaches that can enhance student learning. Two others (Cameron, Ketsche) have engaged in individual coaching with the SOTL to further develop specific skills related to teaching and course design.

1.b.4.1b Courses taught Courses taught by IHA faculty are listed in the dashboard. The required graduate courses have stayed fairly consistent over the study period but two analytics related courses have been added and concomitantly two other courses have been dropped. Content within each class evolves constantly, consistent with the changing healthcare environment. The MSHA curriculum is very similar to the MHA portion of the MBA/MHA, except that 1) the HA8550 is a more basic course version and 2) the administrative residency course HA8810 is not offered in the MSHA.

1.b.4.2 Recruitment rates, admission requirements and procedures and advisement The overall operation of the admissions process is an overall responsible of the college in conjunction with the department chair and faculty directors. In IHA Pat Ketsche is the MBA/MHA Faculty Director, Marie Cameron is the MSHA Faculty Director, and Andy Sumner (IHA Chair) has extensive involvement. RCB Graduate Recruitment and Student Services is responsible for operational aspects of recruitment, but interviews and admissions decisions are made by the faculty. RCB has organized graduate recruitment and student support services (GRSS) into multi-department clusters. Thus, graduate recruitment for IHA as well as degrees for four other departments is conducted by the GRSS managerial cluster. The current graduate recruitment coordinator for the managerial cluster is a recent hire. The college holds several recruitment open houses annually and the department chair, Andy Sumner, as well Pat Ketsche and Marie Cameron coordinate the specialized MBA/MHA and MSHA breakout sessions.

Admission requirements are described under section 1.b.1 (student quality).

Students within the HA Program have an assigned RCB advisor and are also advised by IHA staff. Lisette Branscomb, Senior Research Associate, provides student advisement service to those enrolled in one of our graduate degree programs. Her responsibilities include oversight of the experiential learning placement process for the double degree students.

1.b.4.3 Retention, Graduation Rates and Output Quality Metrics: The 6–year retention rate of HA students for students entering during AY2010/11 was 97 percent (56 of 58 students completed an HA degree) with the other two students finishing just the MBA portion of the

8

curriculum. (see dashboard). Due to the length of the double degree program and the fact that many are part-time students, the elapsed time for graduation varies widely from 2 to 6 years. As of this report, 98 percent of the total students who entered between fall of 2011 and Fall 2013 have earned at least one degree (MBA or MSHA). Average graduate GPA for graduates across the entire period (entered between fall 2010 and fall 2013) is 3.62 1.b.4.4 Placement rates: Over the study period, in almost all cases the students not graduating have moved or changed their career plans, rather than not successfully completing their degree program. The employment rate among students desiring employment has approached 100% over the past three years. This extremely high rate is due to the administrative residency requirement of the MBA/MHA program and the concerted effort by IHA faculty and staff to successfully place graduates.

An administrative residency is required for all MBA/MHA students so virtually all of them are placed in a substantial administrative role for this integrative, experiential learning capstone. Upon graduation, approximately 85 percent are offered permanent, fulltime employment at their precepting organization. Support is provided by the department to assist in placement of all IHA graduates achieving nearly 100 percent employment at 3 months post-graduation. An increasing number of graduates have selected employment in a hospital setting. This remains the primary setting for employment, with 44 percent of the graduates in the self-study year employed in a hospital or health network setting. Alternative employment settings for IHA graduates include physician practices, health insurers or health plans, public sector employers, and consulting firms.

1.b.4.5. Race and gender diversity: Forty-six percent of graduate enrollment during the study period is female, 54 percent male; 17 percent African American, 21 percent Asian, 52 percent white, and 11 percent other or not reported.

1.b.4.7. Student and alumni evaluation of curriculum: Review of the student, alumni, and faculty APR survey findings reports demonstrates a generally high level of satisfaction with the academic programs of the Institute. IHA was rated at or significantly above the University mean on 25 of 28 criteria by current students and at or above University mean on 12 of 15 criteria by alumni. Students reported high satisfaction with the quality of their curriculum, but expressed frustration with the limited number of course offerings and the size of the faculty. Alumni expressed overall satisfaction with the program but expressed a desire for more experiential learning opportunities. IHA has recently altered its curriculum to meet this desire. (see 1.b.4.8)

The survey findings reaffirm the Institute’s vision of exploring online and mixed mode educational modalities to increase both the range and the flexibility of course and degree program offerings.

1.b.4.8. National and Internal Case Competitions for StudentsIHA selects and sends graduate students to attend national case competitions including the National Association of Health Services Executives (NAHSE) in October, The UAB competition in February, and the Business School Alliance for Health Management in April. IHA has been most successful with recently 2nd place in BAHM (Minneapolis), 3rd place in NASHE (Orlando),

9

and semi-finalist UAB (Birmingham). Based on feedback that these integrative competition experiences contributed to exceptional experiential pedagogical competencies, IHA established an internal case competition in a new MayMester capstone course (HA8680).

1.b.4.9 Scholarly presentations and honors: The Institute provides 5 scholarship awards annually to students displaying superior leadership and academic qualities. Students are selected for these awards based on their academic achievement, their demonstrated commitment to leading in diverse healthcare settings and their specific commitment to the hospital sector. Additional students are recognized for achieving a GPA in the top 10 percent of the graduating class through induction into the national health care management honors society (Upsilon Phi Delta). Student essays from first year course work are reviewed annually and the top essay from our Program is entered into the national ACHE sponsored Richard J Stull essay competition. Our entry in 2012 earned 2nd place in this competition. The student received an all-expense paid trip to ACHE and an additional monetary award and was honored at the national ACHE Congress in March 2013. The Institute has sponsored student attendance at a research conference hosted by Emory University’s Department of Pediatrics.  One student has had two publications as a result of attendance at that conference, authored jointly with the faculty sponsor (Daniel Montanera).    Although our academic programs are practitioner rather than research focused, we believe there will be additional opportunities in the future for collaboration with our students who have an interest in applied research through venues such as these.

1.c Research

1.c.1 Success of Research Culture. The Institute maintains a strong commitment to research. Scholarly and extramurally-funded research activities are extremely important to Institute faculty whose research productivity is excellent in light of the small faculty size. While the Institute has had periods of very high extramural funding leading to significant indirect funding contributions to RCB, our research has transitioned over time to focus to a greater degree on research that can generate scholarly publications and on collaborative projects, especially with colleagues in the Georgia Health Policy Center (GHPC).

Therefore, during this self-study period the grants and contracts obtained with IHA faculty as Principle Investigator is less than in prior periods, but our contributions to grants and contracts as co-investigators remains high. This means that most of the indirect benefit to the Institute and the College in recent years has been in the form of course releases. The University continues to benefit from our contribution to projects, the majority of which are hosted by GHPC.

The general research objective of the Institute is to encourage faculty research and publications related to the improvement of the management of health care. Specific research focus areas are described below:

Health Insurance and Regulation: The expertise of Drs. Custer (health economics and employee benefits) and Ketsche (risk management, employee benefits) has created a natural environment for research focusing on issues around health insurance coverage, including sources of coverage, public programs, public private partnerships, and analysis of options for coverage expansion. In addition, the extent to which health care providers are regulated directly and indirectly through public payment systems creates a need for research on the effect of regulation on the market. Dr.

10

Custer is a leading expert on the interaction between healthcare delivery markets and health insurance markets and is a widely sought after speaker for groups seeking to understand health insurance, health care regulation, and the cost of healthcare. Dr. Ketsche has an extensive research agenda studying the interaction between public and private insurance options on coverage decisions made by families.

The Affordable Care Act: Drs. Custer and Ketsche served as part of a collaborative team formed in March 2010 within the GHPC to interpret the ACA to stakeholders, primarily within the State of Georgia. These researchers supported state efforts to evaluate the possibility of establishing a state-run Exchange (now known as Market Place) and have collaborated with the GHPC in analyzing the implications of the ACA for state agencies, the state budget, and populations across the state.

Health Information SystemsDrs. Mishra, Baird, and Sumner lead our research agenda in Health Information Technology. Abhay Mishra has research interests in health analytics and informatics, energy informatics and analytics, IT capabilities and digital innovations. His prior work has examined the assimilation of electronic health records in physician practices, the productivity impacts of electronic medical records on primary care physicians, the sustainability of telehealth innovations in South East Health District (SEHD) in Georgia, the suitability of digital technologies for Medicaid and PeachCare for Kids applicants, and the adoption and implications of electronic procurement technologies. His current research work is focused on examining longitudinal use of information systems, functional complementarity in IT use among U.S. hospitals, financial and process level implications of IT use among hospitals, downstream implications of automation in a pharmacy, and the valuation of customer flexibility for smart grid design. Dr. Baird’s research primarily focuses on how health IT affects patient-provider relationships and value-based outcomes. He conducts research on health IT including: EHRs, mHealth, telehealth, PHRs, patient portals, and analytics as applied to care coordination and population health management. Dr. Sumner has considerable experience in health information systems and serves on the TAGHealth HIT Board. His HIT research has focused on ambulatory data systems, computer simulation modeling, and HMO data systems.

Defensive Medicine, Tort Reform, and Economic TheoryDr. Montanera is a theorist whose work focuses on micro economic models around choice and the implications for public economics. His research stream has focused primarily on Health Economics and Law and Economics with concentrations in two specific areas: 1) medical malpractice and defensive medicine, and 2) applied mechanism design in health care. He has conducted several studies on public policy around tort reform and the implications for defensive medicine and healthcare costs.

Health Care Quality: The need to use data in health care to improve the quality of services, the increasing reliance on health information systems to reduce human error, and the high degree of variation in health care quality point to the demand for research in this area. IHA has a lengthy track record of collaborative research around the Medicaid system in Georgia, building upon its role as the lead Medicaid HMO data system aggregator in the late 1990s. Dr. Sumner’s background in operations and information systems, Dr. Custer’s involvement with National

11

Association of Health Data Organizations with its attendant focus on using data to improve patient safety and quality, and Dr. Ketsche’s interest in public private partnerships and patient satisfaction have created a foundation for expanding research in this evolving focus area.

Program Evaluation: The Institute faculty has developed expertise in program evaluation. Studies have been undertaken including assessments of community programs to improve the health of the uninsured, rural health care access, and the State’s Certificate-of-Need program.

Health Equity and Addressing Health Disparities: The Institute’s senior lecturer is nationally recognized as an expert on the role of health care executives in addressing health disparities. Marie Cameron served as a coinvestigator on an initiative to promote health equity with collaborators in the College of Law.

1.c.1.1 Faculty. The Institute maintains a strong commitment to research. IHA core faculty members have published in top journals health care journals and in leading business publications. With respect to health care, publications in the past five years by IHA faculty can be found in leading peer reviewed journals such as Health Services Research, Health Affairs, Journal of American Medical Informatics Association (JAMIA), Health Economics, The European Journal of Health Economics, and Health Care Management Review. Other publications in practitioner focused journals ensure that the faculty research is translated into application for the field.

With respect to mainstream business journals, during the self-study period faculty have published in Management Information Systems Quarterly, Information Systems Review, Journal of Operations Management, Management Science, Public Finance Review, Journal of Policy Analysis and Management, and the Journal of Risk and Insurance. In terms of published scholarly endeavors, the core Institute faculty have authored or co-authored several refereed scholarly publications, monographs, issue briefs, and research reports, and made numerous professional presentations during the self-study period. IHA conducts extensive extramurally-funded research. During the self-study period HA program faculty served as Principal or Co-Investigator on several major externally funded projects (along with others), representing more than $500,000.

There is a significant opportunity to increase the number of research grants and projects awarded directly to the IHA program. Currently, the size of the program’s core tenure track faculty and the limited internal administrative and research support constrain the Institute from increasing its direct research funding. Thus, a priority objective of the Institute is to increase the number of core faculty and staff to increase the funded research directly to IHA.

1.c.1.1. 2CI hires, Regents Professors, Alumni Distinguished Professors, eminent scholars, and endowed professors

Andrew Sumner, as Director of the Institute of Health Administration, is Holder of the ($1 million) endowed Joe Taylor Chair of Health Administration.

IHA has two 2CI hires as follows:

12

Aaron Baird is an Assistant Professor (Arizona State Ph.D.) for the 2CI in HIT (RCB, AYSPS).

Daniel Montanera is an Assistant Professor (Western Ontario Ph.D.) for the 2CI in Health Law, Regulation, and Governance (COL, RCB).

1.c.1.4 Faculty Productivity: Institute faculty participates in the full cadre of education, research, and service activities, although the IHA faculty compose one of the smaller number within the Robinson College of Business and GSU departments. Faculty teaching productivity is presented in the Appendix, and faculty service productivity is discussed later. The Appendix provides a summary of the research and publication productivity of the HA faculty over the past few academic years. The Institute conducts research projects vital to local, state, national and international policy. Drs. Custer and Ketsche serve as fellows of the Georgia Health Policy Center (GHPC). A substantial portion of their research time is devoted to projects housed in the GHPC. This relationship enables the faculty members to devote time to conducting policy relevant research within a structure that translates and distributes that research to policy makers throughout the state and beyond. During the self-study period, Drs. Custer and Ketsche served as Investigators or Co-Investigators for six projects with the HPC.

Dr. Ketsche has published 5 articles in peer reviewed journals during the past 3 years. She is also lead author on 6 extensive monographs related to the funded research. Three working papers are in various stages of review with peer reviewed journals. Dr. Custer is lead author on a number of major monographs from his research on the uninsured, services to the uninsured, and regulation of health care markets. He has presented research findings in academic or policy relevant settings several times during the self-study period. He is generating additional academic papers from works currently published in monograph form. Dr. Sumner is in a primary management and service track but he has published in top HA journals in the field, and over the study period has made 3 peer-reviewed presentations, published a monograph, and submitted numerous grant/contract proposals. Dr. Mishra has published 4 papers in top tier business journals and additional papers in leading healthcare journals during the self-study year. Dr. Baird (pre-tenure) has a total of 10 peer reviewed publications with a significant number of works in progress, and Dr. Montanera (pre-tenure) has 4 peer reviewed publications with a large number of works under review or in progress. Finally, Professor Cameron (NTT lecturer) has made numerous peer-reviewed presentations and has working papers in her area of expertise (cultural competency).

Faculty members have served as principal investigators or co-investigators on numerous research projects during the self-study period. Ketsche was PI and Co-PI on two funded research projects through the Robert Wood Johnson Foundation’s HCFO initiative. Faculty research projects during the self-study period generated funds to the IHA, RCB, and GSU (and external partners, e.g., DCH) mostly via collaboration through the GHPC. In addition, Institute faculty has submitted several unfunded proposals and served as presenters for scholarly, professional, public and private organizations and conferences including PruittHealth, the Georgia Legislature, local hospitals and health systems and other academic universities.

13

1.c.1.5 Success in recruitment and retention of top faculty in the field:Since the past APR, IHA has made several excellent faculty hires as follows:

1)Aaron Baird was hired in 2012 as an Assistant Professor (from Arizona State Ph.D.) for the 2CI in HIT (RCB, AYSPS).

2) Daniel Montanera was hired in 2012 as an Assistant Professor (Western Ontario Ph.D.) for the 2CI in Health Law, Regulation, and Governance (COL, RCB).

3) Abhay Mishra was hired in 2008 as an Assistant Professor. Formerly at Carnegie Mellon and Maryland and Texas Ph.D.

4) Marie Cameron was hired as a Lecturer and Executive-in-Residence in 2010, former CEO and Catholic University (M.S. and doctoral work)

5) Robert Eaton was hired as a Clinical Assistant Professor in 2015 (Southern Cal J.D., MBA).

1.c.1.6 Faculty Development, including the number of faculty promoted and / or tenured; the number and ratio of faculty at all ranks; average time in rank; and the recruiting and hiring history

IHA faculty consist primarily of eight core IHA faculty, as well as 6 joint (secondary appointment) faculty who collaborate on research and other activities. The IHA core faculty include:

Andrew Sumner, Director and endowed Joe Taylor Chair of Health AdministrationAaron Baird, Assistant ProfessorMarie Cameron, Lecturer and Executive-in-ResidenceWilliam Custer, Associate ProfessorRobert Eaton, Clinical Assistant ProfessorPatricia Ketsche, Associate ProfessorDaniel Montanera, Assistant ProfessorAbhay Mishra, Associate Professor

The joint (secondary appointment) faculty include:

Wesley Johnston, Professor of MarketingMark Keil, Professor of Computer Information SystemsNancy Mansfield of Legal Studies in RCB/RMIEphraim McLean, Professor of Computer Information SystemsCath Oh, Assistant Professor of Computer Information SystemsCharity Scott, Professor of Law The faculty according to academic rank are shown below.

14

Institute of Health Administration Faculty Composition

RankAssistant Professor

(untenured)

Associate Professor (tenured)

Full Professor (tenured)

ClinicalAsst/Assoc Professor (Non TT)

Lecturer/Instructor Total

Core 20151 2 3 0 2 1 8Joint 20151 1 5 6

1 faculty composition start of Fall Semester 2015

Since 2006 five faculty members have been hired as shown above, and two of these are 2 CI faculty (Baird, Montanera). One has been promoted and tenured (i.e., Abhay Mishra was promoted and tenured to Associate Professor in 2014.)

Of the eight faculty, two are female, two are African/American, and 1 Indian/Asian. The two Assistant Professors were approved at the pre-tenure time, and will be considered for tenure and promotion with two years. Three at the Associate Professor rank average over 14 years at that rank. Since five faculty members are or will be eligible for retirement soon, it is important that this be incorporated into IHA strategic planning.

1.c.1.8 Faculty Surveys

Results of the Faculty Surveys conducted as part of the APR process find that faculty report significantly higher levels of engagement than do faculty from across the University. Faculty agree most strongly with statements around their comfort expressing opinions within departmental meetings and their involvement in setting objectives and influencing departmental decisions. On the other hand, faculty report lower than average agreement with statements that their contribution to University level committees reflect a constructive use of their time. These results reflect a culture within the department that is open and participatory, but a sense across the faculty that time is best devoted to Institution priorities.

1.c.2.3 Interdisciplinary research. The HA program’s mission is consistent with that of the Robinson College of Business that “seeks to add value to private, public and not-for-profit organizations through excellence in research, education and outreach programs, enjoys a location that is distinctive among business schools, and is committed to taking full advantage of its proximity to multinational corporations, entrepreneurial enterprises, federal, state and city agencies, and not-for-profit organizations.”

The Institute conducts vital policy-relevant research for the State of Georgia, federal government, businesses, and internationally. Such research has included studies dealing with health insurance and the uninsured, healthcare quality assessments, comprehensive evaluation of

15

the statewide Medicaid program, evaluation of patient satisfaction and care quality, information systems, long-term care, and international health management education. The research collaboration between the Institute faculty and the Georgia Health Policy Center (GHPC) has contributed to the success of the GHPC in acquiring funding for and completing substantive research projects, in particular projects that are of a high degree of interest to Georgia’s public policy community. Other current and potential research partners include faculty in economics, Computer Information Systems, School of Law, School of Nursing, and Department of Gerontology.

Research and service within the State of Georgia. Faculty serve to support State Government through activities such as teaching within the Legislative Health Policy Certificate program, supporting task force activities such as those exploring Georgia options in light of the Affordable Care Act, and advising agencies on specific policy questions (Department of Community Health, Office of the Insurance Commissioner). Faculty have participated in national sessions for health policymakers, and have been active and served leadership roles for local, region, and state in such organizations as the Piedmont GA Regent’s Advisory Committee of the American College of Healthcare Executives, Georgia Association of Healthcare Executives, Georgia Health Care Forum, and numerous local and community healthcare associations.

1.c.2.4 Professional Service: The service objective of the Institute is to encourage faculty and graduates to serve in leadership positions within their healthcare organization or university, in the health care community, or within service organizations. The opportunities pursued are systematically chosen to coincide with the Institute’s educational, research, and service objectives.

Opportunities for faculty to serve in external leadership roles within the Association of University Programs in Health Administration (AUPHA) and the accrediting body CAHME are important to maintaining a cutting edge academic program for our students. Opportunities to serve in leadership positions within Academy Health (Annual Research Meeting planning committee, Interest Group leadership) and the National Association for Health Data Organizations are critical for furthering the research objectives of the program. Each member of the HA program faculty has a strong commitment to service.

As is demonstrated in the faculty’s vitae, faculty participate in local, state, national and international service projects that help to engage in scholarly inquiry related to the improvement of the effectiveness, efficiency, and quality of health care services and the health care system. The Institute is well-recognized nationally by its academic peers; Dr. Sumner has served on the Board of Directors of the Association of University Programs in Health Administration (AUPHA) while Dr. Ketsche just completed a six-year term as commissioner for the national accreditation commission (CAHME). Faculty members are active in and serve in leadership roles for several other prominent organizations. The faculty participates in several College and University level committees as is expected of each department. Thus, the service productivity of the faculty exceeds normal expectations. Given the role of the service organizations in improving the health and health care of our communities, a major opportunity exists to do even more service to the benefit of RCB, GSU, and the population.

16

Institute faculty provide professional service through annual participation in the Georgia Association of Health Care Executives (GAHE) annual review course for health care managers seeking advancement through the certification exam offered by ACHE. Sumner, Ketsche, Custer, and Cameron have provided technical assistance to health care providers throughout the metro Atlanta area through a program of managerial continuing education. The Institute faculty members are recognized as experts on a variety of subjects and are widely quoted in both the trade and popular press.

Participation in professional organizations such as American College of Health Care Executives and service to the Georgia chapter are important components of furthering our overall service objectives for the program. Professors Sumner, Ketsche, and Cameron and Lisette Branscomb, Senior Research Associate, are all Fellows within this national organization. Marie Cameron has served as ACHE Governor and a Regent at large, and leads several committees and working groups that focus on improving care coordination and the quality of care in Georgia. She is the chair of the Georgia Hospital Association sponsored care coordination council for the State of Georgia.

Aligned with GSU focus on diversity, Marie Cameron’s leadership in the National Association of Health Services Executives (NAHSE) spans several decades and has been instrumental in advancing diversity within the health care sector. Her chairmanship of the Fund for Innovation of Healthcare Leadership within ACHE further advances diversity in healthcare management.

University Service. Internal service includes considerable committee participation within the Institute, College, and University.

1.c.3 Promotion and Honors. Since the last APR period, one faculty member (Mishra) was promoted from Assistant to Associate Professor and was granted tenure. Dr. Ketsche was honored as a distinguished educator and researcher by the Georgia Rural Health Association and received an award for excellence in teaching by the College. Assistant Professors Baird and Montanera both received satisfactory pre-tenure reviews. Joint faculty member Emeritus Professor Nancy Mansfield received the Outstanding Service to Student Award presented by VP of Student Services. Dr. Sumner was presented the District 2 region (12 Atlantic seaboard states) Regent’s Award for academic service from the American College of Healthcare Executives. 1.d Contributions to CitiesGeorgia State University’s location in Atlanta has provided unique opportunities to IHA to contribute to the City. The Institute has a close working relationship with Grady Hospital, a facing a multitude of issues common to urban public hospital. Faculty have worked on a variety of projects with the Atlanta Regional Commission, the Atlanta Chamber of Commerce, and the Atlanta City Government. IHA faculty are widely quoted in local media.

1.e Globalizing the UniversityConsistent with the GSU vision that includes “having significant state, national, and international roles” and the attention of RCB to the global marketplace, IHA has had a long history of undertaking international activities. Since the last APR, IHA has built upon those prior activities

17

through collaboration with USAID, AIHA, PfID, and Emory University in the establishment of a Certificate in Health Management Education in Tbilisi, Republic of Georgia. In addition, IHA collaborated with the HA program at the University of Nantes, France, in their initial efforts to develop a standardized HA education program for the European Union.

1.f Overall Assessment of IHA, including innovations/transformations

1.f.1 Transformation of Institute of Health AdministrationIHA has transformed our unique, integrated graduate MBA/MHA healthcare management program over the past few years from a small, boutique graduate program, to one which is recognized nationally for its business and healthcare management focus.  While keeping the quality of our students high, we now have grown to the #8 largest HA program in the U.S. (Modern Healthcare, 2016), nationally ranked (MBA #27, MHA #33, USNEWSWR, 2016) and one of largest of the 20 graduate degree programs within the Robinson College of Business at GSU. Our extramural research program has been considerable over the years and focuses on health services research, health insurance, and health information systems.  We have joint degree and collaborative relationships with GSU’s Law School, Nursing Leadership and Informatics, Health Informatics, and others.  Moreover, our bachelor’s elective courses have expanded as well. A few years ago, we established a Health Informatics program with the College’s Computer Information Systems, and recently began a futuristic curriculum with Nursing and Computer Information Systems – the Bachelor of Interdisciplinary Studies in Health Informatics.  We offer MBA/MHA, MSHA, JD/MSHA, and MBA with HA concentration, BBA/CIS with Health Informatics specialization, and BIS with Health Informatics specialization. We have completed four PMBA/MHA cohorts (at Peachtree-Dunwoody and WellStar locations) and are in the midst of a second MSHA cohort at the RCB Buckhead location. The overall assessment and accomplishments of the Institute in a number of aspects is as follows:

1. Strategic plan, mission, and vision revised. As part of our CAMHE accreditation and periodically thereafter the IHA strategic plan, mission, vision, goals, and objectives have been revised.

2. Improvement in curriculum offerings, frequency, and format. IHA has developed a modified, lock-step student cohort format for the MBA/MHA program, and a minimester format with a similar course progression was developed for the MSHA cohort program in Buckhead was implemented. The curriculum was modified to expand the emphasis on healthcare financial management, information systems, analytics, and internal case competitions. Because courses are taught in the evening hours in back-to-back fashion, IHA has expanded enrollment of full-time workers as part-time students, thus enriching the student mix in the program.

3. Establishment of joint or collaborative degrees. A HA concentration in the MBA was established and several of MBA students have subsequently transferred into the MBA/MHA. A joint degree program with the GSU School of Law which offers JD/MSHA and JD/MBA/MHA degrees was approved by faculties of the GSU School of Law, RCB, and the Board of Regents, and there have been a growing number of

18

students enrolled in this program since the last APR. A collaborative undergraduate BIS/ Health Informatics program has established jointly with the College of Nursing and Health Professions, and the RCB Computer Information Systems department.

4. Student diversity efforts. IHA has one of the more diverse student bodies among HA graduate programs nationally. In CY 2016, the IHA students is composed of nearly 60 percent ethnic diversity, with 20 percent were African-American and the remaining 20 percent of Asian and Middle Eastern descent. Efforts are made to feature minority executives as guest lecturers to provide role models for minority students.

5. Joint Faculty established. A creative approach has been the appointment of IHA joint (i.e., secondary appointments in IHA) for RCB/GSU faculty, and the GSU law school. The collective IHA core, interdisciplinary, and emeriti faculty are nationally known and possess degrees and/or taught at such universities as: Arizona State, Catholic U., Chicago, Duke, Emory, Georgia, Georgia Tech, Harvard, Johns Hopkins, Illinois, Iowa, Miami, Minnesota, MIT, Northwestern, Ohio State, Pennsylvania, Pittsburg, Princeton, Stanford, Southern California, UCLA, University of North Carolina, Washington, Western Ontario.

Subsequent to the past APR a new faculty member (Abhay Mishra) was recruited in 2008 and subsequently was tenured and promoted. Two new faculty were recruited as two CI faculty (Aaron Baird and Daniel Montanera). Given the seniority of a few faculty, a succession plan is needed but given budget limitations the request for a senior has yet to be approved.

6. Recruitment efforts. The Institute has diligently worked to increase the number and caliber of admitted students. Faculty members participate in GSU pre-med, science, and business undergraduate career days, and alumni assist in recruiting efforts at their locations. The RCB Open Houses have attracted some students to the IHA program, improvement of the RCB/IHA website has attracted interest nationally and internationally, and a concerted has been made to recruit from health sector organizations.

7. Increase in scholarly and extramurally-funded research and other funding. In addition to faculty’s desire to conduct scholarly and funded research, the CAHME accreditation criteria encourages a significant amount of such research. The list of top HA journals in which IHA faculty have published has risen significantly since the previous APR. Extramurally-funded research projects have been undertaken and opportunities for growth are promising. Considerable effort has been focused on increasing endowments for IHA, resulting in two major endowments and other gifts.

8. Increased collaboration and communication with alumni, current and prospective students, national HA academic colleagues, and industry. An improved website including an alumni directory with automatic updates has been developed. An extensive database of students and alumni has been established and continuously maintained, providing improved data for accreditation and an improved communication with alumni. A periodic annual report, newsletters, and position announcements are sent to alumni

19

through a routinely updated e-mail system. A superbly designed periodic annual report has been sent in the past to HA academic colleagues and selectively to organizations in the health care sector. These communications enhance the visibility of IHA, RCB, and GSU, as well as assist recruiting.

9. Increased administrative support. As IHA has grown its administrative support has NOT increased, and thus additional funding continues to be sought as well as for additional graduate research assistantships.

10. Space increase. The IHA program has moved a couple of times since the last APR, and RCB plans are being made to move to 55 Park Place. This will enable all faculty and staff to be located within the same suite of offices. The space allocated to the Institute is adequate. Each faculty member and staff has a private office for study, counseling of students, and the space includes a conference area for meetings.

11. Established clinical and Executive-in-Residence positions. IHA has recruited an Executive-in-Residence who is now a Lecturer (Marie Cameron, former CEO of Southwest Hospital/Atlanta) who provides extraordinary commitment to academia and students. Also, Robert Eaton, who hold an MBA and JD degrees from Southern Cal, has been recruited for the BIS/HI program.

2: Adequacy of IHA Resources

Upon the completion of the last Academic Program Review, it was recommended that existing strategies be continued and no specific action items were mandated for the Institute. The following comments were made in the Provost’s APR memorandum: “The Institute of Health administration is commended for its overall teaching effectiveness and strong administrative residency program. It provides a strong, nationally regarded program and attracts external funding for research on the theory and delivery of health administration.”

2.a Faculty Resources: The Institute’s core teaching and research faculty has increased since the previous APR, due to two 2CI positions and the BIS/HI program. Given the increase in IHA enrollment, this has enabled an increased research focus and faculty for teaching and other collaborative strategic directions.

A research productive tenured faculty (Abhay Mishra) has switched his primary appointment to Analytics, which reduces IHA scholarly research and publication, especially given the IHA lack of masters and doctoral student assistance. The number of enrolled faculty per TT is high as shown in the dashboard.

2.a.3 Credit Hours: The number of credit hours generated per year by faculty type over the APR study period is high, especially the number of credit hours per tenure track faculty.It is important to note that all IHA courses must be offered annually in order to permit each cohort of students to sequence appropriately through the program. Therefore, credit hours may vary with the enrollment in each course even when faculty members are teaching at the same level. Furthermore, the unique nature of IHA program requires a substantial proportion of faculty time be devoted to supervision of students during the required administrative residency.

20

This one-on-one supervision that includes sight visits, phone contact with preceptors and working with students on written and oral projects has an effect on overall teaching productivity as measured by credit hours. 2.a Peer Institutions: GSU has participates in the past with an interuniversity database concerning comparative data of which several urban research universities. The 10 of these were selected for comparison with GSU based upon some of the following criteria: possessing HA master’s programs, located in business schools, CAHME accredited, and AUPHA members. Those selected were Arizona State, Cleveland State, Florida International, Temple, U. of Alabama-Birmingham, Memphis, UNC-Chapel Hill, UNC-Charlotte, South Carolina, and Xavier. It should be noted that these HA programs are not equivalent per se, nor are they necessarily the ones that might be selected as GSU/IHA peers had additional universities been included in the data. Unfortunately, such data are not available for this APR. 2.b Administrative Resources: The single full time administrative specialist and the part time senior research associate provided are stretched to the limit. The staff responsibilities for administering the academic program are more complex than in other departments due to the reporting and management of our external accreditation, the Institute’s involvement with the admissions process, and the extensive student advisement that accompanies a complex dual degree program. In addition, the staff participates heavily in the administration of the academic residency, assisting students with placement in appropriate settings for the residency.

Due to limited internal administrative resources the Institute has partnered with the GHPC to competitively solicit for grant and research funds. This collaboration has enabled the faculty to pursue funded research in timely, policy relevant areas, collaborate with GHPC researchers across disciplines, and provided financial support to the Institute in the form of course releases, technology and data purchases for Institute faculty, and substantial travel support. However, it has also deprived the Institute of the financial support such grants and contracts provide through indirect apportionment.

2.c Technological Resources: The availability of technology is adequate for faculty and staff work. The Information Systems and Technology division at Georgia State University at the College of Business provides all faculty and staff with access to software for research purposes. In addition to the full Microsoft Office Suite, all faculty and staff have access to statistical and data analytics software packages for data manipulation and analysis. Upon request faculty can obtain licenses to utilize appropriate statistical software. However, the decommissioning of the University’s main frame system precludes the extensive and timely analysis of claims as required for some of the Institute’s research. Several of the current research projects have required the use of servers external to the Institute due to the large size of the data set used in the analysis.

2.d Space Resources: The space allocated to the Institute is adequate. The Institute is located in a suite that provides each faculty and staff with a private office for study, advisement or counseling of students. In addition, the suite contains a conference facility area for meetings, a supply room to maintain necessary equipment and supplies, and a literary resource area to store industry periodicals and text.

21

2.f GSU Foundation Resources: IHA Foundation resources are limited, but the IHA program has grown the Joe Taylor Chair in Health Administration ($1 million), a Health Administration Endowment Fund, as well as other contributions.

2.g Library Resources: The GSU Library services were recognized as a strength in the recent CAHME external accreditation process. Journals specifically recognized for the Institute of Health Administration are considerable, and the library provides access to a large number of online research databases and periodical indexes. The University Library has departmental library liaisons who work with the HA faculty to determine the materials which should be added to the library collection.

3: Strategic Goals -Where Does IHA Want to GO?

The vision of the Institute of Health Administration/Robinson College of Business is to be a premier business-focused graduate health management program. This is consistent and aligned with GSU’s goal 2 which is to “…, and especially initiative 2 which states “Leverage our national reputation in professional degree programs for the development of societal leaders.” The Institute’s mission through its business-focused program is to prepare our students to manage change, challenges, and opportunities throughout the healthcare sector; to conduct and disseminate rigorous research; and to engage in industry collaborations. The Institute’s focus is to: create a leading-edge curriculum that integrates business and health care knowledge; engage in scholarly inquiry related to the improvement of the effectiveness, efficiency, and quality of health care services and the health care system; promote and provide professional service and knowledge to public policymakers, the health care sector and academic communities.

The Institute, the College and the University are presented with a growing set of opportunities in the health care sector. National health expenditure projections suggest that health care will account for one fifth of GDP by the end of the decade. The most salient characteristic of the health care delivery system is rapid change. The rapid evolution of the health care sector has both increased the demand for business education for health administrations and increased the need for health administration programs to match the scope of that evolution.

The Institute’s strategies for meeting those opportunities while advancing the mission of the College and the University include increasing the flexibility of degree offerings to match the spectrum of needs in the health care industry, partnering with other academic units in the College and the University to offer graduate programs that make students long term goals, expand research funding and output to match the increased needs of credible information on the changing health care system, and expanding faculty and staff resources to meet the diverse and complex needs of the industry

22

3.a Strategic Goals

The Institute of Health Administration is a strong academic program that attracts an excellent group of students to the Robinson College of Business. The credit hours generated by the HA faculty are important to the College because the students enrolled in the MHA program are almost universally enrolled in the FLEX-MBA curriculum. Thus the Institute’s hours are leveraged into MBA enrollment to strengthen that program in a competitive environment. The Institute’s faculty members serve in leadership roles in the academic community and are gaining prominence in the research community.

However, the Institute is faced with the following external and internal opportunities: New and competing programs in graduate health administration within the state and in

particular within the metropolitan Atlanta area will require the Institute to strive for continued excellence in the MBA/MHA program and to develop new curricular opportunities such as health analytics and information systems in order to maintain or gain market share.

As the MBA focuses on growing its Professional MBA program, perhaps with a number of experienced professionals in the healthcare sector, the interdependence between the IHA degree programs and the MBA programs implies a need to develop this opportunity.

The faculty and staff are stretched very thin. In addition to the routine activities required in every department, the unique nature of the HA program involves faculty and staff in the admissions process and requires extensive involvement in experiential academic and administrative residencies. New CAHME and other accreditation bodies are focusing on competency-based outcomes which will require a review and possible adjustment to curricular areas. Also, there are limited IHA internal resources available to support IHA faculty in the pursuit of funded research opportunities.

Developing online and mixed mode educational modalities to increase both the range and the flexibility of course and degree program offerings.

The vision and strategic directions of the Institute are guided by input from the IHA Advisory Board and Alumni Board, whose members are prominent executives in the health sector (see Appendix). Every 1-2 years the IHA Strategic Plan is reviewed for continued applicability and updated as appropriate, with a formal assessment of the Strategic Plan occurring every 5-7 years. The IHA faculty initiates the review with a scan of the changing external environment, local programs, and national academic peers, an internal assessment of capabilities and weaknesses, and a SWOT analysis (strengths, weaknesses, opportunities, and threats). The preliminary review is shared with the IHA Advisory Board and the IHA Alumni Board, where strategic options are discussed and feedback provided.

In summary, the strategic educational focus of IHA has been at the graduate level over the study period. The continuing evolution of the health care delivery and financing system provides an opportunity to enhancing program flexibility in offering potential students and their employers to maximize the value of the Institutes graduate degrees.

23

After extensive internal deliberations, discussion with the Advisory Board of the Institute, and a recent CAHME accreditation site visit, the overall strategic focus of the Institute is on innovation throughout the health sector. This self-study identifies six strategic goals:

1) expand our curricular focus on health analytics, information systems, and innovation at both the graduate and undergraduate levels, seeking new partners based on the career goals of potential graduates.

2) seek CAHME-accreditation for the MSHA cohort program, allowing for this option to be more attractive in the general market and to better serve students pursuing the MSHA jointly with other graduate degrees.

3) expand extramurally-funded research and increase its scholarly publications

4) expand the professional cohort approach with health sector organizations sponsoring all or part of a joint cohort

5) augment the MBA/MHA and MSHA curriculum with Certificates/Specializations in such areas as quality, analytics, project management, and innovation.

6) Develop and market new educational modalities such as mixed mode and online course and degree programs

4: Strategic Objectives -What Do You Need to Do or Change to Get There?

The priority objectives to achieve these goals are as follows:

1. Recruit a senior faculty to augment the healthcare management focus. As a consequence of the increased extramurally-funded research and scholarly publication focus and not being authorized to fill the positions held by departed senior emerti faculty, an increased portion of graduate credit hours have been provided by junior and part-time instructors. Our own commitment to excellence, reinforced through the CAHME external accreditation process, requires that full-time senior faculty members are strongly preferred for teaching at the graduate level. Additionally, there is a need to augment the competency-based curriculum in such areas as healthcare change management, human resources, quality, analytics and population health. Moreover, succession planning across the current faculty base requires attention to recruitment at the senior level.

2. Expand health analytics, information systems, and innovation focus. There are growing opportunities for Master level specialists in health information, analytics, and innovation both at the graduate and undergraduate levels. Recognizing that RCB, College of Nursing and Health Professions, and others have a growing focus in this area, IHA will work with these programs to create joint degree options and contributions to

24

single degree programs that develop the competencies needed in the marketplace around predictive modeling, clinical informatics, and information systems management.

3. Continue working with the College of Nursing and Health Professions to improve the BIS in health informatics, as well as the new Certificate in Health Informatics. This BIS in Health Informatics program is widely recognized as a most successful interdisciplinary effort. The Institute’s Advisory Board strongly supports this focus as a strategy to meet the industry-wide need for specialists in the technical and strategic management of information in the healthcare sector.

4. Seek CAHME accreditation for the MSHA program. The need for the single MSHA has been growing, and it can serve as the base degree for additional joint, interdisciplinary degrees within GSU and externally. Heretofore, IHA has sought CAHME-accreditation for only the MBA/MHA, but our competency model can be revised to focus on the MSHA.

5. Expand extramurally-funded research to IHA and improve its peer-reviewed publications output. While the Institute faculty will continue in a collegial and collaborative relationship with GHPC, additional collaborative ventures with other GSU academic units, especially Gerontology should be pursued. In addition, other external collaborations should be pursued, including Medical College of Georgia, Georgia Tech, and Emory. This would provide indirect support to the program beyond the current course releases, travel support, and computer purchases obtained by the faculty. An increase in faculty size would greatly facilitate an increase in HA peer-reviewed publications, and the number of masters and doctoral research assistants provided to the Institute should be significantly increased. Most other HA programs and RCB departments with such a research mission have considerably more research assistance.

6. Increase statewide, regional, and national marketing, as well as GRA support. Competition for students in the health management academic specialty is increasing – nationally, regionally, and statewide. The primary CAHME-accredited competitors in the Southeast are UAB at Birmingham, VCU in Richmond, MUSC in Charleston, and UNC in Chapel Hill. Within Georgia, Armstrong State University (Savannah) now has a CAHME accredited MHA program, Clayton State University (Atlanta) has a graduate MHA program, and Kennesaw State University has recently been approved by BOR for its Health Information Systems and Health Management program. Public health and business schools provide a different focus but attract somewhat similar students and include Emory (MPH, MBA), Georgia Tech (MBA, Health Systems), and GSU (MPH). Given the increasing competition in health management education, the Institute must continue to distinguish itself within the local market and beyond as the leading business-based health management program in the Southeast. Given the importance and the growth of the healthcare sector and the existing strengths in the Institute, there are multiple opportunities to achieve distinction through expanded academic programs, enhanced research reputation, and augmented visibility of the external service by the Institute. Pursuing these opportunities will require additional faculty and resources.

25

7. Establish a professional cohort (double degree or MSHA) with health sector organizations. Based upon the success of the WellStar professional cohort, it is recommended that additional cohorts be developed with other health sector organizations. Advisory board feedback suggests aligning multiple providers into a single cohort would be a viable approach, especially since few systems have sufficient demand at a single time to support a large cohort. Hybrid and online course should be considered within this framework.

8. Augment the MBA/MHA and MSHA curriculum with Certificates/Specializations in such areas as quality, analytics, project management, and innovation. Certifications and specializations in focused areas such as quality, analytics, project management, and innovation would provide our graduates (especially the less experienced with expertise that would enhance their placement, as well as possibly increasing the enrollment of exceptional students.

9. Develop and market new educational modalities such as mixed mode and online course and degree programs. The evolving health care delivery system has created opportunities for flexible degree programs that can only be exploited by expanding the institute’s use of technology in education. Developing graduate programs that use on-line technologies would leverage institute resources and expand both the scope and market of Institute’s graduate degree programs.

4.b New Resources Needed

In order for the Institute to pursue this strategy, the following resources are required.

4.b.1 New Faculty: To meet the aforementioned strategic goals and objectives and provide opportunities to increase faculty diversity, the Institute requests the addition of 2 full time positions. Two of these positions are to backfill the unmet teaching load resulting from the reassignment of one faculty to Analytics and to address the strategic opportunities justified in this self-study. These positions should be tenure-track and at least one of these positions should be filled by a senior level scholar at the Full Professor level. One position should be in the area of healthcare governance and organizational change management and is critically needed to provide leadership in these areas. The second position should be a faculty member with a track record in teaching and research in the healthcare quality, population health, and analytics. This expansion of the HA faculty will enable the Institute to provide course offerings as required to implement the strategies identified above and fulfill recent CAHME accreditation recommendations, including increased faculty diversity. With the addition of two tenure/tenure track faculty, there will be sufficient graduate faculty to expand the focus on extramurally-funded research which is a stated self-study goal.

4.b.2 Additional Staff: The Institute hereby requests the addition of 1 full time staff 1 full time research associate to address the self-study finding of limited staff support for current functions and to support the strategic goals discussed above. A full-time senior research associate and administrative support are of critical importance to coordinating grant

26

applications, supporting research, and providing assistance with translation of research for the policy and professional communities.

4.b.3 Additional computing resources: Current and additional funded research, especially with an expanded focus on analytics and population health, requires the investment in a high-capacity server to provide the Institute the capacity to store expansive data sets in a HIPAA compliant setting. IHA has already incurred this deficiency in conducting funded research related to the assessment of economics and health insurance. This would enable the faculty to conduct research using large data sets comprised of millions of health care claims as required by the HA research focus areas.

27

Appendices

28

SP'1

2

SU'1

2

F'12

SP'1

3

SU'1

3

FA'1

3

SP'1

4

SU'1

4

FA'1

4

SP'1

5

SU'1

5

FA'1

5

SP'1

6

SU'1

6

FA'1

60

20

40

60

80

100

120

140

160

180

200

6957

6783

71 7385 79

91 9779 85 89

77 73

66

64

105 67

66 66

66

38

36 22

2222

42

18 18

135121

172

150137 139

151

117127

119

101 107

131

95 91

Institute of Health AdministrationHA Graduate Degree Enrollment Per Semester

Flex Program Pcohorts

29

2016-17 GSU/RCB/Institute of Health Administration Advisory Board/Chair: John Haupert

Last NameFirst Name Organization Title

Alexander, MD William Amerigroup Corporation Medical Director, Georgia MedicaidArmstrong Deborah Piedmont/Henry President & CEOBoling Bill Boling and Company Attorney at LawBryde Louise Stroudwater Associates PrincipalClarke Gareth IrriMax Corporation CEODendy Mike Advanced Medical Pricing Solutions, Inc President & CEOFinnerty Beth Skyland Trail President Fryhofer, MD Sandra Private Practice, Internal Medicine InternistHaupert John Grady Health System President & CEOHonaman J. Craig H&H Consulting Partners PrincipalHowerton III Richard VHA Georiga President & CEOMeisner Anne Cancer Treatment Centers of America/GA President & CEOMorrison Sarah CEO-designee Shepherd CenterPatrick Larry PricewaterhouseCoopers PartnerPruitt Neil PruittHealth Corporation Chairman & Chief Executive OfficerRoss, ScD Dave President & CEO Task Force for Global HealthSansone Joseph D. Pediatria HealthCare for Kids former Chairman & Chief Executive OfficerSaunders Candice WellStar President and CEOSingletary Vivian Public Health Informatics Institute DirectorStuenkel Kurt Floyd Medical Center President & CEOThrower Sam nThrive Rev Cycle Strategic Client Mgmt Vice PresidentTyler Larry Practical Governance Group Chairman and CEOUrech Alan Stoney River Capital Partners, LLC Managing PartnerWhite Dennis L. Alliant Health Solutions President & CEOWilliams Pat McKenzie Daniels & Associates, LLC PresidentWilson Joe MagMutual Insurance Company Chairman & Chief Executive OfficerWohlford Tom Trane Corporation Healthcare Business Development LeaderWolfe Phil Gwinnett Health System President & CEO

30

APPENDIX XXBusiness Knowledge and Skills

1. Financial Management: The application of basic and complex financial analysis tools to the health care sector.

2. Operations Management: The application of operations management concepts to improve efficiency and effectiveness in the healthcare sector.

3. Strategic Management: The ability to assess the internal and external environment and develop strategies that improve organizational performance consistent with the mission.

4. Human Resource Management: The ability to recruit, manage, and motivate employees in accordance with legal requirements and optimize performance to meet the strategic goals of the organization.

5. Analytics: The ability to consolidate data from multiple sources and use analytical techniques to make executive, tactical and operational decisions in the health care industry.

Knowledge of the Health Care Environment

1. Clinical Professions and Continuum of Care: Knowledge of the clinical and organizational participants in the delivery of healthcare and their relationships, and the ability to use that knowledge for leadership and management.

2. Legal and Regulatory Environment: The ability to describe the legal and regulatory environment in which health care organizations and managers operate, the implications of that environment for leadership and management, and how to influence that environment.

3. Health Care Economics and Financing: The ability to explain concepts, issues, and practices related to the economics of health care financing in the United States and how those concepts affect organizational and political decision making.

4. Governance: Knowledge of governance structures in various health care organizations and the ability to effectively manage within those structures.

5. Health Policy: The ability to track and influence the development of policy at the local, state and national levels and forecast the influence of policy on organizational performance.

6. Measurement and improvement of organizational performance and quality: The ability to understand and use quantitative and qualitative methods to measure and improve organizational performance, especially as it relates to health care quality.

7. Health Information Systems and Technology: The ability to understand how technologies shape the health care environment, in particular health information systems (administrative and clinical) and use systems for transformation.

Leadership1. Strategic communications: Skilled in the arrangement and communication of effective

message in written and oral form, adjustment to media and setting, and adaptation to reader and audience feedback.

2. Motivation and Empowerment of Others: The ability to explain and evaluate leadership styles, work collaboratively with peers in a manner that respects differences in attitudes, motives, and personalities, and motivate self and others in the work place.

31

3. Group Participation and Leadership: The ability to lead and participate in a group, manage group meetings, promote group effectiveness, and evaluate group performance

4. Change Management: The ability to lead organizations through dynamic processes or projects and obtain concurrence among people for change.

5. Servant leadership: A commitment to service first that encourages and enables subordinates and coworkers to achieve their full potential.

Professionalism 1. Self-Regulation, Self-Awareness and Self Confidence: The ability create plans, set goals,

and participate in processes in a manner that reflects mastery of impulse, the capacity for introspection, and an appropriate recognition of one’s skills and abilities.

2.Ethics, Honesty and Integrity: Knowledge of and commitment to values, standards and duties that are consistent with the ACHE code of ethics and merit trust from all stakeholders.

3.A Commitment to Lifelong Learning: Commitment to continuous personal development beyond formal classroom learning.

32

4.SELECTED RESEARCH CONTRACTS/GRANTSPrincipal Investigator: An Evaluation of the New Pharmacy Dispensing System at Pruitt HealthProject Description: Assessment of the New Pharmacy Dispensing System at Pruitt HealthTotal Dollar Amount: $75,000Start date: December 31, 2014End Date: June 30, 2016

Co-Investigator with E. Kathleen Adams of Emory University: “Insuring Both Parents and Children: Lessons from Prior State Expansions, Funded by the Robert Wood Johnson Foundation’s HCFO initiative.Total Dollar Amount: $240,000 (GSU Sub Contract is $51,500)Start date: November 15, 2013End Date: November 15, 2015 Co-Investigator: "Readiness Assessment, Office of Insurance Commissioner," Sponsored by Georgia Health Policy Center, Georgia State University, Start Date: October 2012End Date: May 2013

Support Investigator: Ryan-White evaluation of health reformProject Description: Provide an assessment of the implications of the Affordable Care Act for Ryan White funding and for the service providers funded through the Ryan White program.Total Dollar Amount: $75,000 to the Georgia Health Policy CenterStart Date: July 2012End Date: December 2012

Co-Investigator: Redesigning Medicaid Eligibility Systems in Georgia (State of Georgia) Project Description: Survey of Georgia families enrolled in Medicaid and PeachCare to assess readiness for and barriers to implementing a new on-line eligibility system. Participated in survey design, sample selection, survey analysis and written report to the State.Total Dollar amount: $210,000 to the Georgia Health Policy Center.Start date: June 2011End date: September 2011

Support Investigator: Background information and simulation modeling to support the Office of Planning and Budget in Georgia in their work to evaluate health insurance exchange options for the State of Georgia. Total grant: $350,000 to the Georgia Health Policy Center. Start date: September 2010

Co-Investigator: Options under CHIPRA for Bonus Payments in Georgia (State of Georgia) Project Description: Evaluate the cost and benefit to the state of expanding the premium assistance program currently serving Medicaid children to meet the guidelines under CHIPRA for bonus payments.Total Dollar amount: $50,000 of a total $300,000 budget for PeachCare evaluation work in Georgia.Start date: January 2010

33

End date: June 2010

Principal Investigator: The Incidence of Financing National Health SpendingProject Description: Design and carry out an analysis of the incidence of all sources of national health spending. This study will describe overall incidence by income quintiles, permit a comparison of incidence of financing Medicare versus Medicaid, and describe how incidence changes by the structure of state tax systems. Total Dollar Amount: $253,800.Start Date: March 2009End date: August 2010

34

Courses Taught by Fiscal Year (1.a.3.8.b)

Heads Hours Section Hours/Sect

Course Level 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

GSU 1010 LOWER 0 0 47 0 0 47 0 0 2 0 0 23.5

HA 3900 UPPER 102 161 151 306 483 453 4 6 5 76.5 80.5 90.6

HA 3910 UPPER 78 109 150 234 327 450 2 4 5 117 81.8 90

HA 3950 UPPER 23 55 78 69 165 234 1 2 2 69 82.5 117

HA 3970 UPPER 58 95 136 174 285 408 2 4 5 87 71.3 81.6

HA 4389 UPPER 0 0 0 0 0 0 2 2 2 0 0 0

HA 4450 UPPER 0 41 61 0 123 183 0 2 2 0 61.5 91.5

HADM 3490 UPPER 0 0 88 0 0 264 0 0 2 0 0 132

HADM 3600 UPPER 0 0 72 0 0 216 0 0 2 0 0 108

HADM 3750 UPPER 0 0 177 0 0 531 0 0 3 0 0 177

report total UPPER 261 461 913 783 1,383.00 2,739.00 11 20 28 71.2 69.2 97.8

report total LOWER 0 0 47 0 0 47 0 0 2 0 0 23.5

Programs Undertaken Jointly With Other Units (1.a.6.1)

Term

Cross List Code Course Days Time Enrolled Total Hours

Fall 2013 BC HA 3900 TR 930 39 117

HA 3900 TR 930 1 3

Fall 2015 B) HA 3900 TR 930 34 102

HA 3900 TR 930 1 3

35

Quality of Graduate Students 1.b.1

Term Applied Accepted EnrolledAccepted Ratio

Enrolled Ratio

PPGRA

Avg PPGRA Amt

V Percentile

Q Percentile

Avg Overall GPA

FA 2013 72 23 17 32% 74% 6 $ 3,483.33 81 63 3.13FA 2014 112 42 16 38% 38% 1 $ 3,400.00 37 50 3.28FA 2015 60 24 11 40% 46% 4 $ 2,100.00 94 58 3.31Total 244 89 44 36% 49% 11 $ 2,972.73 71 57 3.24

AY 13-14 139 42 31 30% 22% 54 50 3.18AY 14-15 209 87 59 42% 28% 56 50 3.17AY 15-16 132 62 42 47% 32% 53 43 3.3

Total 480 191 132 40% 27% 54

48 3.22

Graduate Program Enrollment 1.b.2.1Degree Major Concentration

FA 2013

FA 2014

FA 2015

MBABusiness Administration

Health Administration 1 0 1

Business Administration

Joint MBA/MHA Program 44 53 46

Business Administration Undeclared 0 2 3Degree Total(MBA) 45 55 50

MHAHealth Administration

Joint MBA/MHA Program 1 3 2

Health Administration Undeclared 0 2 1Degree Total(MHA) 1 5 3

MSHA Health Undeclared 10 9 22

36

AdministrationDegree Total(MSHA) 10 9 22Department Total 56 69 75

Graduate Enrollment Ratio (1.b.2.2)

Student Level

FA 2013 Enrollment

Percent

FA 2014Enrollment

Percent

FA 2015Enrollment

Percent

Undergraduate TotalGraduate Total 56 100 69 100 75 100Total 56 100 69 100 75 100

Graduate Student Financial Support (1.b.2.3)TERM GRA GLA GTA GAAFA 2013 3 0 0 0FA 2014 2 0 0 0FA 2015 2 0 0 0

37

Graduate Student/Faculty TT Ratio (1.b.2.4)All Graduate Degree Levels

Term FacultyGraduate

Student/Faculty Ratio

FA 2013 7 56 8FA 2014 7 69 9.9FA 2015 9 75 8.3

Masters and Doctorate Degree Levels

TermFaculty

Degree Level

Graduate

Student/Faculty Ratio

FA 2013 7 Masters 56 8

Term Total: 56 8

FA 2014 7 Masters 69 9.9

Term Total: 69 9.9

FA 2015 9 Masters 75 8.3

Term Total: 75 8.3

38

Courses Taught by Fiscal Year (1.b.4.1.b)

Heads Hours Section Hours/Sect

Course Level 2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

EMBA 8355 GRAD 80 29 39 120 43.5 58.5 2 1 1 60 43.5 58.5

HA 8160 GRAD 56 77 59 168 231 177 3 3 3 56 77 59

HA 8190 GRAD 57 69 49 171 207 147 2 2 2 85.5 103.5 73.5

HA 8250 GRAD 47 72 53 141 216 159 1 2 3 141 108 53

HA 8389 GRAD 1 3 3 3 9 9 3 3 3 1 3 3

HA 8391 GRAD 4 4 11 12 12 18.5 3 2 3 4 6 6.2

HA 8440 GRAD 72 34 59 216 102 177 2 1 2 108 102 88.5

HA 8450 GRAD 39 27 17 117 81 51 1 1 1 117 81 51

HA 8460 GRAD 35 27 0 105 81 0 1 1 0 105 81 0

HA 8550 GRAD 56 76 59 168 228 177 3 3 3 56 76 59

HA 8620 GRAD 70 33 59 210 99 177 2 1 2 105 99 88.5

HA 8670 GRAD 100 32 69 300 96 207 3 1 2 100 96 103.5

HA 8680 GRAD 54 59 23 162 177 69 3 2 1 54 88.5 69

HA 8700 GRAD 84 29 53 252 87 159 3 1 2 84 87 79.5

HA 8750 GRAD 10 22 52 30 66 156 1 1 2 30 66 78

HA 8810 GRAD 53 53 23 159 159 69 4 4 3 39.8 39.8 23

HA 8820 GRAD 28 39 0 84 117 0 3 4 1 28 29.3 0

HA 8990 GRAD 50 62 52 150 186 156 2 2 3 75 93 52

HADM 8750 GRAD 0 0 17 0 0 51 0 0 1 0 0 51

report total GRAD 896 747 6972,568.0

02,197.5

0 2,018.00 42 35 38 61.1 62.8 53.1

39

Graduate Retention and Graduation Rates (1.b.4.3)

Degree Major

Cohort FA 2008

YR 1 ENRL FA 2009

YR 2 ENRL FA 2010

YR 3 ENRL FA 2011

YR 3 GRADFA 2011

YR 3 RETDFA 2011

YR 4 ENRL FA 2012

YR 4 GRADFA 2012

YR 4 RETDFA 2012

YR 5 ENRL FA 2013

YR 5 GRADFA 2013

YR 5 RETD FA 2013

YR 6 ENRL FA 2014

YR 6 GRADFA 2014

YR 6 RETD FA 2014

YR 7 ENRL FA 2015

YR 7 GRADFA 2015

YR 7 RETD FA 2015

MBA Business Administration(BA) 7 7 5 1 5 6 0 7 7 0 7 7 0 7 7 0 7 7MHA Health Administration(HA) 1 1 0 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1MSHA Health Administration(HA) 2 1 0 0 2 2 0 2 2 0 2 2 0 2 2 0 2 2

Year Total 10 9 5 1 8 9 0 10 10 0 10 10 0 10 10 0 1010

Placement Rates (1.b.4.4)Top Institutions Attended Degrees Earned By Major

InstitutionStudents

Rank Major

Bachelor

Masters

Doctoral

Juris Doctor Others Total

GEORGIA STATE UNIVERSITY 2 1

Health Administration(MHA) 0 0 0 0 1 1

KELLER GRADUATE SCHOOL OF MANAGEMENT 1 2 Total 0 0 0 0 1 1

40

Graduate Enrollment By Gender (1.b.4.5)Term Female Male TotalFA 2013 28 28 56FA 2014 30 39 69FA 2015 34 41 75

Graduate Enrollment By Race (1.b.4.5)

Term Asian Black WhiteNatv HI/Pa Isld

Am Ind/AA Natv

Not Reported

Multi-Racial Total

FA 2013 10 10 34 0 0 2 0 56FA 2014 13 10 39 0 0 4 3 69FA 2015 19 14 30 1 0 7 4 75

Level of Financial Need (1.b.4.6)

Academic ProgramFA 2013Students

FA 2013Avg Gross Need

FA 2013Avg Unmet Need

FA 2014Students

FA 2014Avg Gross Need

FA 2014Avg Unmet Need

FA 2015Students

FA 2015Avg Gross Need

FA 2015Avg Unmet Need

Business Administration(MBA) 28 $23,842 $11,517 31 $18,907 $7,977 24 $17,969 $5,265 Health Administration(MHA) 1 $16,489 $15,172 3 $24,023 $5,635 1 $19,560 $1 Health Administration(MSHA) 6 $18,382 $6,485 4 $15,483 $1,324 12 $29,067 $6,996

Summary 35 $22,696 $10,759 38 $18,951 $7,092 37 $21,611 $5,684

41

Programs Undertaken Jointly With Other Units (1.b.5.1)

All Cross-Listed Courses

Term Cross List Code Course Days Time Enrolled Total Hours

Fall 2013 BI HA 8450 M 1630 30 90

LGLS 8450 M 1630 0 0

Fall 2014 BI HA 8450 M 1630 27 81

LGLS 8450 M 1630 0 0

Fall 2015 BI HA 8450 M 1630 19 57

LGLS 8450 M 1630 0 0

External Deparment Cross-Listed Courses

Term Cross List Code Course Days Time Enrolled Total Hours

Fall 2013 BI HA 8450 M 1630 30 90

LGLS 8450 M 1630 0 0

Fall 2014 BI HA 8450 M 1630 27 81

LGLS 8450 M 1630 0 0

Fall 2015 BI HA 8450 M 1630 19 57

LGLS 8450 M 1630 0 0

Online Course Enrollment (1.b.6)

Term Entirely Fully Partially Hybrid

FA 2013 0 19 0 0

FA 2014 0 14 0 0

FA 2015 0 16 0 0

42

Graduate Degrees Conferred By Fiscal Year (1.b.7)

Degree Major Concentration FY 2014FY 2015 FY 2016 Average

MBABusiness Administration

Health Administration 1 0 0 0.3

Business Administration

Joint Mba Jd Program 0 1 1 0.7

Business Administration

Joint Mba/Mha Program 16 17 23 18.7

FY Total( MBA) 17 18 24 19.7

MHAHealth Administration

Joint Mba/Mha Program 19 55 12 28.7

Health Administration 27 1 3 10.3

FY Total( MHA) 46 56 15 39

MSHAHealth Administration Joint Jd Program 0 1 12 4.3

Health Administration 4 4 7 5

FY Total( MSHA) 4 5 19 9.3

Department FY Total 67 79 58 68

43

Levels of Funding (1.c.1.2)

Awards By Sponsor Type Awards by Purpose

Sponsor Type FY2014 FY2015 FY2016 Purpose FY2014 FY2015 FY2016

Industry $0 $75,120 $0 Applied Research $0 $75,120 $0

Non-Profit $18,434 $33,111 $0 Basic Research $18,434 $33,111 $0 Total Award Amount $18,434 $108,231 $0 Total Award Amount $18,434 $108,231 $0

Grants Success Ratio (1.c.1.2b)

Fiscal Year Proposals Awards Success Ratio

2014 1 1 100

2015 1 1 100

Research Productivity (1.c.1.4)

Intellectual Contributions by Faculty Type (Duplicated Count)

* An Intellectual contribution with co-authors from multiple faculty types is counted once within each faculty type.

Academic Year Faculty Type BookBook Chapter

Monograph

Peer Reviewed ProceedingsPaper

Peer ReviewedJournal

Non-Peer ReviewedJournal Other Dept Total

2013-2014 Tenure-Track 0 0 0 0 6 0 1 7Non-Tenure-Track 0 0 0 0 1 0 0 1

&nbsp&nbsp AY Total 0 0 0 0 7 0 1 8

2014-2015 Tenure-Track 0 0 0 0 10 0 0 10Non-Tenure-Track 0 0 0 1 0 0 0 1

&nbsp&nbsp AY Total 0 0 0 1 10 0 0 11

2015-2016 Tenure-Track 0 1 0 1 7 0 2 11

&nbsp&nbsp AY Total 0 1 0 1 7 0 2 11

Total 0 1 0 2 24 0 3 30

44

Faculty Resources (2.a)

Faculty TypeFA 2013 FA 2014 FA 2015

10 Full Time Faculty (FT) 7 7 9

15 Partial Contract (PC)

20 Part Time Instructor (PT) 3 1

30 Grad Asst (GA)

30 Grad Teaching Asst (GT)

30 Grad Teaching Asst (GTA)

40 Gen Admin Faculty (GAD)

41 Academic Professional (AP)

42 Counselor (CNS)

43 Librarian (LI)

43 Librarian (LIB)

45 Acad Admin Faculty (AAD)

45 Acad Admin Faculty (AD)

50 Adjunct Faculty (ADJ)

50 Adjunct Faculty (AJ)

55 Faculty On Leave (LV)

99 Unknown Code (UNK) 1 1

Total 7 11 11

45

Faculty Composition (2.a.1)

StatusAcademic Rank

Amer Ind/AAA Asian Black White

2 or More Races

Not Reported Male Female Unknown Gender

10 Full Time Faculty (FT) Assistant Professor 2 2

Associate Professor 1 3 3 1

Clinical Faculty 1 1

Lecturer 1 1 1 1

Status Total: 0 1 2 6 0 0 7 2 020 Part Time Instructor (PT) Instructor 1 1

Status Total: 0 0 0 1 0 0 1 0 099 Unknown Code (UNK) Unknown 1 1

Status Total: 0 0 0 0 0 1 0 0 1

report total: 0 1 2 7 0 1 8 2 1

Student/Faculty Ratio Data (2.a.2)

TermFaculty Undergraduates

UndergraduateRatio Graduate GraduateRatio

FA 2013 7 56 8FA 2014 7 69 9.9FA 2015 9 75 8.3

46

Faculty Credit Hour Generation (2.a.3)

Fiscal Year Credit Hour Generation By Faculty Type

Faculty Type FY2014 FY2015 FY201610 Full Time Faculty (FT)

3,234.00

3,001.50 4,663.00

20 Part Time Instructor (PT) 117 465 17499 Unknown Code (UNK) 0 0 0

FY Total3,351.0

03,466.5

0 4,837.00

20 Part Time Instructor (PT) 114

FY Total 114

Fall Credit Hour Generation By Faculty Type and Course LevelTerm Faculty Type

UGRADCore

UGRADLower

UGRADUpper GRAD Faculty TypeTotal

FA 2013

10 Full Time Faculty (FT) 0 0 345 744 1,089.00

Term Total 0 0 345 744 1,089.00FA 2014

10 Full Time Faculty (FT) 0 0 459 777 1,236.0020 Part Time Instructor (PT) 0 0 171 81 25220 Part Time Instructor (PT) 0 0 114 0 11499 Unknown Code (UNK) 0 0 0 0 0

Term Total 0 0 114 0 114

Term Total 0 0 630 858 1,488.00FA 2015

10 Full Time Faculty (FT) 0 47 1,482.00 559 2,088.0020 Part Time Instructor (PT) 0 0 0 51 5199 Unknown Code (UNK) 0 0 0 0 0

Term Total 0 47 1,482.00 610 2,139.00

47

48