1. No category

Program Approval Form
For approval of new programs and deletions
or modifications to an existing program.
Action Requested:
x
Type (Check one):
Create New (SCHEV approval required except for minors)
Inactivate Existing
Modify Existing (check all that apply)
Title (SCHEV approval required except for minors)
Add
Delete
Concentration (Choose one):
Degree Requirements
Admission Standards/ Application Requirements
Other Changes:
College/School:
Submitted by:
Health and Human Services
PJ Maddox
Effective Term:
Fall
2015
x
Modify
Department:
3-1982
Ext:
B.A.
B.S.
M.A.
M.S.
Ph.D.
Undergraduate Certificate*
Graduate Certificate*
Other:
Minor
M.Ed.
Health Administration and Policy
pmaddox@gmu.edu
Email:
Please note: For students to be admitted to a new degree, minor, certificate or concentration, the
program must be fully approved, entered into Banner, and published in the University Catalog.
Justification: (attach separate document if necessary)
See attached
Existing
New/Modified
Health Services Research
Program Title: (Required)
Title must identify subject matter. Do not
include name of college/school/dept.
Health Systems and Policy
Knowledge Discovery and Health Informaticcs
Concentration(s):
Admissions Standards /
Application Requirements:
(Required only if different from those
listed in the University Catalog)
See attached
Degree Requirements:
Consult University Catalog for models,
attach separate document if necessary
using track changes for modifications
Courses offered via distance:
(if applicable)
72
TOTAL CREDITS REQUIRED:
*For Certificates Only: Indicate whether students are able to pursue on a
Full-time basis
Part-time basis
Approval Signatures
Department
Date
College/School
Date
Provost’s Office
Date
Interdisciplinary Council Use Only
If this program may impact another unit or is in collaboration with another unit at Mason, the originating department must circulate this
proposal for review by those units and obtain the necessary signatures prior to submission. Failure to do so will delay action on this proposal.
Unit Name
Unit Approval Name
Unit Approver’s Signature
Date
For Graduate Programs Only
Graduate Council Member
Provost Office
Graduate Council Approval Date
For Registrar Office’s Use Only: Received_____________Banner_________________________Catalog_________________________
revised 6/7/12
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA 12.4.13
Program Proposal Cover Sheet
1.
Institution
George Mason University
2. Program action (Check one):
New program proposal __x_
Spin-off proposal
_____
Certificate proposal
_____
3. Title of proposed program
Health Services Research
5.
Degree designation
PhD
4. CIP code
51.2211
6. Term and year of initiation
Fall 2015
7a. For a proposed spin-off, title and degree designation of existing degree program
7b. CIP code (existing program)
8. Term and year of first graduates
9. Date approved by Board of Visitors
Spring 2019
10. For community colleges:
date approved by local board
date approved by State Board for Community Colleges
11. If collaborative or joint program, identify collaborating institution(s) and attach letter(s) of
intent/support from corresponding chief academic officers(s)
12. Location of program within institution (complete for every level, as appropriate).
Departments(s) or division of: Dept. of Health Administration and Policy
School(s) or college(s) of: College of Health and Human Services
Campus(es) or off-campus site(s): Fairfax and Arlington Campuses
Distance Delivery (web-based, satellite, etc.) Traditional classroom based program
13. Name, title, telephone number, and e-mail address of person(s) other than the institution’s
chief academic officer who may be contacted by or may be expected to contact Council staff
regarding this program proposal.
Dr. P.J. Maddox, Professor and Chair, Dept. of Health Administration and Policy
703-993-1982; pmaddox@gmu.edu
SCHEV Liaison:
Dr. Robin Parker, Director of Compliance, Provost Office, 703-993-6220,
rparkera@gmu.edu
TABLE OF CONTENTS
DESCRIPTION OF THE PROPOSED PROGRAM ............................................................................................... 1
PROGRAM OVERVIEW (BACKGROUND) .....................................................................................................................1
MISSION ....................................................................................................................................................................4
ACCREDITATION ........................................................................................................................................................6
ADVISORY BOARD .....................................................................................................................................................6
ADMISSIONS CRITERIA ..............................................................................................................................................7
TARGET POPULATION ................................................................................................................................................8
CURRICULUM ............................................................................................................................................................ 8
STUDENT RETENTION AND CONTINUATION PLAN ................................................................................................... 12
FACULTY ................................................................................................................................................................. 13
STUDENT ASSESSMENT............................................................................................................................................ 13
PROGRAM ASSESSMENT .......................................................................................................................................... 14
BENCHMARKS OF SUCCESS ...................................................................................................................................... 15
SPIN-OFF ................................................................................................................................................................. 16
EXPANSION OF EXISTING PROGRAMS ...................................................................................................................... 16
COLLABORATION OR STANDALONE ......................................................................................................................... 16
RESPONSE TO CURRENT NEEDS ............................................................................................................................... 16
EMPLOYMENT DEMAND .......................................................................................................................................... 20
STUDENT DEMAND .................................................................................................................................................. 24
DUPLICATION .......................................................................................................................................................... 25
PROJECTED RESOURCE NEEDS ........................................................................................................................ 28
APPENDICES............................................................................................................................................................ 36
i
Description of the Proposed Program
Program Overview (Background)
The purpose of the PhD program in Health Services Research (HSR) is to prepare graduates to
be scholars, educators, researchers, and leaders in higher education, health care and service
organizations, health care consulting firms, government and nonprofit organizations, and private
businesses that support or regulate the health service industry. Health care systems in the US
and other nations are under extreme pressure. Costs are rising, quality and outcomes are not
optimal, many vulnerable groups have inadequate access, and programs and technologies are
often poorly implemented. There is a need for doctoral degree prepared researchers, executives
and policy analysts who will research and assist with problem-solving myriad endemic problems
in the US health system and provide leadership and analytic support to state and federal policy
making entities working on health reform.
Graduates from the program will be prepared to work as practitioner-scholars, educators,
researchers, and leaders in higher education, health care and service organizations, health care
consulting firms, government and nonprofit organizations, and private businesses that support
the health service industry. Students will acquire the knowledge and skills to creatively address
health systems and population health management challenges as well as state and national health
policy issues (especially challenges related improving healthcare cost, quality and access).
The PhD in Health Services Research is a 72 credit academic program with two concentrations:
1) Health Systems and Policy and 2) Knowledge Discovery and Health Informatics. To satisfy
the requirements of the PhD degree, at least 42 credits must come from doctoral curriculum
courses, and up to 30 credits may come from approved master’s level course work from George
Mason or other graduate degree programs, as determined at the time of admission. The program
of study for the PhD degree consists of core and elective courses in three curriculum domains
and dissertation sequence courses. All students, regardless of concentration take core courses in
each domain (Research and Computational Methods; Knowledge Discovery and Health
Informatics and Health Systems and Policy) as well as dissertation research courses.
The program provides a multidisciplinary examination of the social, political, and economic
forces that affect the organization, financing, delivery and regulation of health care services. The
program curriculum prepares graduates with the following competencies:
 Ability to understand, analyze, design, execute, and evaluate research and practice in the
health systems, public health and health sciences, with particular in-depth understanding
in an area of specialization or focus;

Ability to understand, analyze, and evaluate a wide range of data from a variety of
sources related to individuals, populations, health systems and insurance entities, health
care providers, regulatory entities and government systems;
1

Ability to understand, analyze and evaluate the economic impact of health care delivery
under a variety of financing arrangements and economic conditions;

Selectively utilize a variety of research designs and methods to research problems,
programs and outcomes in health systems and public health policy;

Ability to translate and synthesize research knowledge with socio-economic, political and
management trends as they impact and/or have implications for health policy, improving
the performance of health systems and health service providers, optimizing population
health and improving access and outcomes;

Ability to continually examine current and future changes in health systems from an
interdisciplinary and socio-cultural perspective;

Demonstrated knowledge and understanding of socio-economic and cultural diversity as
they relate to health disparities and challenges in improving population health.
The proposed PhD program in Health Services Research is a specialized research degree that
serves a number of disciplines, fields of application and inquiry as practiced in health care
service organizations, state and federal policy making entities, think tanks and consulting entities
and academic teaching and research entities.
The history and development of health services research is chronicled by two federal agencies
that support this relatively new field: The Agency for Health Care Research and Quality and the
National Library of Medicine. The NLM has historical compilations that explain the evolution
and status of health services research and its contributions to improving the nation’s health.
According to the Agency for Healthcare Research and Quality, ‘Health services research
examines how people get access to health care, how much care costs, and what happens to
patients as a result of this care. The main goals of health services research are to identify the
most effective ways to organize, manage, finance, and deliver high quality care; reduce medical
errors; and improve patient safety.” The National Library of Medicine portal for Health Services
Research & Public Health Information Programs, as well as its link to information on health
services research (called HSR Information Central) features compilations and publications from
many different types of health services research.
As the preeminent professional association for health services researchers, AcademyHealth,
utilizes the following definition of health services research: “The multidisciplinary field of
scientific investigation that studies how social factors, financing systems, organizational
structures and processes, health technologies, and personal behaviors affect access to health care,
the quality and cost of health care, and ultimately our health and well-being. Its research domains
are individuals, families, organizations, institutions, communities, and populations.” A relatively
new field of scholarly practice and inquiry, some 41 doctoral programs are found in the US and
Canada.1
1
Based on Directory of programs in Academy Health. See
http://www.academyhealth.org/directory/trainresults.cfm Accessed on September 13, 2012.
2
As the field of Health Services Research was gaining the attention of public officials (in 1998),
GMU’s, Dr. Jack Hadley testified before Congress about the importance and promise of the
field:
“By evaluating the effectiveness of health care and the ability of the health care
system to deliver these services efficiently, health services research aids in the
transfer of science from the laboratory into practical use by physicians and
hospitals—essentially speeding the integration of biomedical research into patient
care and disease prevention. Health services research also plays a critical role in
educating consumers and purchasers about the care they receive, serving as a
resource not just for disease treatment and prevention information, but also
providing information, such as quality data for health plans, that enables
consumers to better choose their health care. Furthermore, by examining the
impact of the delivery and financing of health care on access and quality, health
services research provides the evidence needed by policymakers to better
determine health care priorities, particularly among vulnerable populations and
within the Federal health Medicare and Medicaid programs.”2
Today, as the US is struggling with difficult resource allocation decisions and attempts to
reorganize the health care delivery system under health reform, health services research is more
more important and needed. The goal of the proposed PhD program in Health Services Research
is to prepare health professionals who can lead the design and analysis of public health policy
and conduct health services research that contributes evidence for practical applications in health
policy formulation, health systems organization and management, public health and population
health science and health information management. Graduates are needed for a wide variety of
roles in academic research and teaching entities as well as public and private health care
organizations, policy advocacy and analysis entities, health science and technology research
enterprises and businesses, consulting entities and “think tanks”. The expectation is that
graduates may work for federal and state public-health policy organizations, health-related nongovernmental organizations, health care service organizations, consulting firms and
biotechnology research-and-development enterprises. Graduates may also be employed in
traditional academic positions in higher education.
This program has been designed to provide the foundation and skills necessary to produce the
next generation of researchers who can engage in research and program evaluation to inform
complex problems with data and thoughtful analysis and advance evidence based management in
public and private health systems. Current efforts by the US to enact Health Reform underscore
the importance and timeliness of this degree.
2
Congressional testimony, Statement of the Association for Health Services Research to the Subcommittee
on Labor, Health and Human Services, Education and Related Agencies, Committee on Appropriations,
United States House of Representatives, Presented by Jack Hadley, PhD, Professor of Health Services
Research, GMU, February 5th 1998.
3
Mission
The PhD Program in Health Services Research will enhance GMU’s mission by increasing the
number of doctoral programs, research intensity, and university-wide interdisciplinary research
and collaboration. It is consistent with and makes contributions to the achievement of the GMU
Mission3 and selected strategic goals (bolded and underlined):




Educate the new generation of leaders for the 21st century—men and women capable
of shaping a global community with vision, justice, and clarity.
Provide innovative and interdisciplinary undergraduate, graduate, and professional
courses of study that enable students to exercise analytical and imaginative thinking
and make well-founded ethical decisions.
Nurture and support a highly qualified and entrepreneurial faculty that is excellent
at teaching, active in pure and applied research, capable of providing a broad range
of intellectual and cultural insights, and is responsive to the needs of students and
their communities.
Maintain an international reputation for superior education and public service that
affirms its role as the intellectual and cultural nexus among Northern Virginia, the
nation, and the world.”
GMU Strategic Goals for 2014:4
Goal 1: Raise our profile as a nationally ranked research university.
Strategy: Increase the number of, and funding for, full-time doctoral students in
selected program areas that show promise of enhancing Mason’s profile as a
nationally recognized research university.
Goal 4: Respond to the region’s changing demands for continuing and professional
lifelong learning thereby contributing to its ongoing intellectual, economic, and
community development.
Strategy: Recommit to working with state, regional and local economic development
agencies to provide both broad and targeted academic programs, training and
interaction consistent with mutual development strategies.
Through education, service and research, the HSR PhD program will make contributions to the
local community and employers by preparing a new generation of scholar practitioners. The
work of GMU HSR faculty and students is expected to contribute scholarly evidence to inform
state and national dialogue and decisions about addressing endemic problems in health systems
and public health policy. It will add to the portfolio of academic programs housed in the
Department of Health Administration (undergraduate and graduate programs in Health
3
http://www.gmu.edu/resources/visitors/vision/mission.html
4
http://provost.gmu.edu/wp-content/uploads/2012/01/FINAL_Strategic_Goals_for_2014-1.pdf
4
Administration, Health and Medical Policy and applied Health Informatics) providing an
important terminal degree for the practice of these disciplines. Additionally, implementation of
the PhD program completes one of the most important goals of the Provost’s Health Commission
Report (PHCR) and subsequent CHHS Strategic Plan5. Consistent with the PHCR, the GMU
Board of Visitors initially approved an earlier proposal for the PhD in Health Services Research
in the [then] College of Nursing and Health Science [now College of Health and Human
Services, in the Department of Health Administration and Policy]. This proposal is submitted for
GMU reaffirmation, SCHEV review and approval for implementation in 2015-2016.
College of Health and Human Services at George Mason University
The Department of Health Administration and Policy was established 7 years ago as part of the
College of Nursing and Health Sciences (CNHS) at George Mason University (GMU). In 2006,
the mission of the CNHS expanded and the College was renamed the College of Health and
Human Services (CHHS). The CHHS is comprised of the Department of Health Administration
and Policy, the Department of Global and Community Health, the School of Nursing, the
Department of Social Work, the Department of Nutrition and Food Studies and the Department
of Rehabilitation Science. The growth and development of the CHHS in support of the mission
of George Mason University has been guided by a strategic plan that was developed in response
to the Provost Health Commission Report.6 As such, the activities of the HAP department and
College support growth in the enrollment of academic programs (health workforce education), as
well as professional and community service and research. These are important contributions to
the CHHS mission and support the University’s expectations of enrollment growth in CHHS.
In addition to academic schools and programs, the CHHS houses collaborative research centers
such as The Center for Health Policy Research and Ethics (CHPRE) (http://chpre.gmu.edu).
CHPRE conducts widely respected health policy and health services research, and communicates
the latest in research knowledge to health care policy and decision makers. CHPRE is also home
to the internationally renowned annual Washington Health Policy Institute (http://hpi.gmu.edu).
The Washington Health Policy Institute (WHPI) explores all facets of the health policymaking
process and provides participants with the knowledge needed to make a difference in the U.S.
health system. Another unique opportunity for students in this program is access to resources of
the Center for Discovery Science and Health Informatics (DSHI). The center’s mission is to
research computational methods that are utilized in health services and biomedical research
(http://dshi.gmu.edu/). Specifically, it conducts basic and applied research on developing
computational theories, analytic methods, and software applications that support decision
making, analysis and discovery of knowledge from healthcare data and applies findings to realworld problems (especially public health systems, policy problems and impacts). The center also
houses secure servers that allow for storing and analyzing very large data, as well as provides
computational services to the faculty and students. Housed within DSHI is the Machine Learning
and Inference Laboratory (MLI) Laboratory (http://www.mli.gmu.edu/). The MLI conducts
fundamental and experimental research on the development of intelligent systems capable of
advanced forms of learning, inference, and knowledge generation, and applies them to real-world
5
http://chhs.gmu.edu/about/governance/090205HealthCommissionReport.pdf
6
IBID
5
problems. The focus of the MLI is on developing new intelligent analytic methods for health
services research. The Center for Study of Chronic Illness and Disability (CCID) also resides
within CHHS http://chhs.gmu.edu/ccid/. It seeks to improve the lives of those with disability.
The mission of CCID is to perform state of the art, quality health services research to study
factors that lead to disability, its prevention, or amelioration (practice and policy); and to train
leaders in rehabilitation science.
A logical and strategic extension of HAPs mission, the proposed PhD program is aimed at
training the next and subsequent generations of practitioner scholars and researchers in public
health, health systems and health policy. In addition, this degree will substantively contribute to
helping the CHHS meet criteria for designation as a future School of Public Health.
Additionally, it supports the University’s priority to expand its research standing and funded
portfolio of research, as well as provide workforce development for scholar practitioners and
future academic teaching and research faculty.
Likewise, the HSR PhD will contribute to George Mason University, HAP, CHPRE and DSHI’s
competitive recruitment of faculty and students and ultimately improve GMU’s research
productivity. At present, HAP, CHPRE and DSHI faculty are actively engaged in research and
have been competitive in obtaining more than $15 million in research grants and contracts since
2008. These funds have come from a wide variety of sources including the U.S. Department of
Health and Human Services, National Science Foundation, the Robert Wood Johnson
Foundation, National Institutes of Health, Veterans Administration, Virginia Department of
Health, Fairfax Department of Health, Inova Health System, Blue Cross/Blue Shield and others.
Accreditation
There is no accreditation entity for doctoral programs in Health Services Research.
Advisory Board
The HAP Department has an Advisory Committee comprised of experts and prospective
employers from the local community. The committee meets twice per year (fall and spring) to
provide input to the department’s leadership and faculty on matters related to workforce
development and preparation for employment to inform curriculum and matriculation decisions.
HAP Advisory Board members are listed in the table that follows:
6
HAP Advisory Committee 2010-2012
Name
Mark Stauder (Chair)
Cynda Tipple
Adrian Stanton
Melissa Robson
Organization
Inova Health System
Capitol Hospice
N. Virginia Hospital Center
Novant Health
Sreedhar Potarazu, MD
Title
COO
CEO
VP
Senior VP, Novant Health
Northern VA Market &
President, Prince William
Medical Center
Medical Director
CEO
VP Medical Practice
Management
VP Government Relations
Principal (former Sec. Health
and Human Resources,
Commonwealth of VA)
President and Founder
David Roberts
Michael Cousins
Danny R. Hughes
Dir. Government Affairs
VP Clinical Analytics
Senior Research Fellow
HIMSS
Evolent Health
Neiman Center for Research,
Amer. College of Radiology
William Fried, MD
Megan Perry
Steve Clark
Sharon Brigner
Jane Woods
AETNA
Sentara
Ann Arundel Medical Center
Phrma
Driftwood Consulting
Vital Springs Technologies
and Wellzone
Admissions Criteria
Candidates must have an earned Master’s degree from an accredited program in a field relevant
to Health Services Research. Applicants will be admitted competitively based upon:
1. Evaluation of all academic program transcripts;
2. Masters degree in an academic or professional field with a grade point average of “B” or
higher;
3. Evaluation of a 750-1,000 word written statement of academic goals (describes the
applicant’s research area of interest for advanced study in health services research and
goals post graduation);
4. Appropriate Graduate Record Examination (GRE) or equivalent GMAT scores (testing
date within the past five years);
5. International students are required to also submit a TOEFL score as required by George
Mason University.
6. Curriculum vitae, including an up-to-date employment history, list of publications,
awards, grants submitted and grants received to date by the applicant;
7. Three letters of recommendation.
7
All students admitted with a prior graduate-level degree may apply up to 30 credits from that
degree toward the PhD requirements. Graduate courses in statistics, health systems and public
health, health policy and health informatics are recommended as preparation for the curriculum
in PhD in Health Services Research program. The admissions committee will make a case-bycase (credit by credit) determination of acceptable credits that may be applied to satisfy the PhD
requirements (because of the diverse backgrounds of applicants). Coursework approved must
have been completed within five years prior to first enrollment in the PhD program. The last 42
credit hours for the PhD must be earned at George Mason University.
Applications to this program will be made through the Department of Health Administration and
Policy.
Target Population
The population of prospective students are individuals with a Masters degree in Health Systems,
Health Administration, Health Informatics, or Health Policy; mid-career health professionals;
consultants and analysts in think tanks, consulting firms, or policy advocacy organizations; state
and federal offices that do policy analysis, program evaluation and health services research; and
individuals with background in finance, economics and public policy who wish to pursue a focus
in health services research, management and evaluation of health systems and advanced health
analytics.
Curriculum
The PhD in Health Services Research is a 72 credit academic program with two subspecialized programs of study, called concentrations: 1) Health Systems and Policy, and 2)
Knowledge Discovery and Health Informatics. To satisfy the requirements of the PhD degree, at
least 42 credits must come from doctoral curriculum courses, and up to 30 credits may come
from approved masters degree course work from George Mason or other graduate degree
programs, as determined at the time of admission (case by case decisions are utilized given
consideration of diversity of each applicant’s prior degrees and coursework).
The program of study for the PhD degree consists of core and elective courses in three
curriculum domains and dissertation sequence courses. All students, regardless of concentration
take core courses in each domain. Elective courses are taken as required by the concentration:
 Research and Computational Methods Domain: 18 credits (9 Core course credits and 9
elective course credits (all students);
 Knowledge Discovery and Health Informatics Domain: 12 credits from core courses (all
students) and 18 credits from elective courses (students in the concentration);
 Health Systems and Policy Domain: 12 credits from core courses (all students) and 18 credits
from elective courses (students in the concentration);
 Dissertation Sequence Courses: 12 credits (all students).
8
GMU HSR PhD Program Requirements
Curriculum Domains
Concentration in Knowledge
Discovery and Health Informatics
Concentration in Health
Systems and Policy
Research and Computational Methods
9 core + 9 electives
9 core + 9 electives
Knowledge Discovery and Health Informatics
12 core + 18 electives
12 core
Health Systems and Policy
12 core
12 core + 18 electives
Dissertation Sequence Courses
Total Credit Hours
12 (minimum)
72
12 (minimum)
72
Research and Computational Methods Domain
Core Courses in Research and Computational Methods (9 credits)
PhD students (regardless of concentration) must take the following three courses:
1.
HAP 710 Inferential Statistics in Health Services Research and Management
2.
GCH 804 Advanced Quantitative Analysis for Healthcare Research I
3.
GCH 805 Advanced Quantitative Data Analysis for Healthcare Research II
Elective courses in Research and Computational Methods (6 credits)
With approval of the advisor, PhD students (regardless of concentration) take three of the
following courses:
1.
HAP 720 Data Integration
2.
HAP 730 Decision Analysis in Healthcare
3.
HAP 755 Analysis of Causality in Health Services Research
4.
HAP 765 Methods for Health Policy Analysis
5.
HAP 821 Analysis of Categorical Data in Health Policy and Administration
6.
HAP 868 Advanced Research Seminar in Health Policy Analysis
7.
GCH 772 Social Epidemiology
8.
GCH 712 Introduction to Epidemiology
9.
GCH 722 Infectious Disease Epidemiology
10.
GCH 726 Advanced Methods in Epidemiology
11.
GCH 732 Chronic Disease Epidemiology
12.
GCH 806 Advanced Multivariate Statistics and Data Analysis in Healthcare
Research
13.
GCH 807 Measurement Theories and Applications in Healthcare Research
14.
RHBS 720 Principles of Clinical Trials
15.
STAT 560 Biostatistical Methods
16.
STAT 668 Survival analysis
17.
STAT 773 Statistical Methods for Longitudinal Data Analysis
18.
Other courses (700 and above) supporting the student’s subject matter or research,
as approved by the advisor.
9
Knowledge Discovery and Health Informatics Domain
Knowledge Discovery and Health Informatics Core Courses (12 credits)
PhD students (regardless of concentration) must take four Knowledge Discovery and Health
Informatics Core Courses:
1.
HAP 701 Health Data: Vocabulary and Standards
2.
HAP 709 Healthcare Databases
3.
HAP 780 Data Mining in Health Care
4.
HAP 820 Analytic Models in Health Services Management, Policy and Research
Elective courses in Knowledge Discovery and Health Informatics Concentration (18 credits)
With the approval of the advisor, students in the Knowledge Discovery and Health
Informatics Concentration must take at least six courses from the following:
1.
HAP 700 Introduction to Health Informatics
2.
HAP 720 Health Data Integration
3.
HAP 745 Health Care Security Policy
4.
HAP 752 Advanced Health Information Systems
5.
HAP 868 Advanced Research Seminar in Health Policy Analysis
6.
Others course (700 and above) supporting the student’s subject matter or research,
as approved by the advisor.
Health Systems and Policy Domain Courses
Health Systems and Policy Core Courses (12 credits)
PhD students (regardless of concentration) must take the following four courses:
1.
HAP 642 Health Policy Development and Analysis
2.
HAP 652 Essentials of Health Insurance and Managed Care
3.
HAP 762 Cost-Benefit Analysis in Healthcare Management and Policy
4.
HAP 764 Health Policy and Government Payment Systems
5.
Health Systems and Policy elective courses (18 credits)
With the approval of the advisor, students in the Health Services and Policy Concentration
must take at least six courses from the following:
1.
HAP 609 Comparative International Health Systems
2.
HAP 661 Policy Development and Analysis for Community Health Programs
3.
HAP 662 Health Policy for Elders and People with Disabilities
4.
HAP 735 Fundamentals in Patient Safety and Risk Management
5.
HAP 745 Health Care Security Policy
6.
HAP 746 Health Policy Leadership
7.
HAP 766 Policy Implementation and Health System Management Dilemmas
8.
HAP 866 Politics Influencing Health Care Policy
9.
HAP 868: Advanced Research Seminar in Health Policy Analysis
10.
PUBP 700 Theory and Practice in Public Policy
11.
PUBP 730 US National Policy Systems and Theory
12.
RHBS 808 Outcomes Measurement
13.
RHBS 816 Comparative Effectiveness Research
14.
Other course (700 and above) supporting the student’s subject matter or research,
as approved by the advisor.
10
Dissertation Course
1. HAP 999 Doctoral Dissertation (minimum of 12 credits)
Core Course descriptions are provided in Appendix A. A model matriculation plan for program
completion for full-time and part-time students is provided in Appendix B.
Health Services Research PhD Competencies and Learning Objectives
The learning objectives for the program in Health Services Research will be met through
required and elective coursework, independent research, and the process of writing a dissertation
in a specified area of specialization/emphasis. The HSR PhD learning objectives and
competencies are as follows:
Demonstrate knowledge of the organization and financing of healthcare services and their public
health impact:



Describe and critique the current financing and organization of healthcare services in the
US and understand ongoing trends;
Analyze and critique the theoretical and conceptual models relevant to healthcareseeking, access, use, quality, cost, health, health policy and healthcare decision-making;
Describe the US system for health-care organization and finance in contrast to those in
other major developed nations.
Demonstrate knowledge of the issues, research literature, conceptual frameworks and research
tools in program domains in Research and Computational Methods, Knowledge Discovery and
Health Informatics and Health Systems and Policy:

Develop a high level content expertise in one or more sub-areas within a broader field of
health services delivery, finance, and organization concordant with the student’s area of
concentration and specialization/emphasis, the focus of their dissertation and their
interests.
Demonstrate knowledge of the development and implementation of health policy:




Identify and discuss the major public health problems in the US and provide examples of
how health and health care policies have effectively reduced these health problems;
Identify conceptual models linking the social, economic, and political context to
population health and health care policy formation;
Describe the process of constructing policy alternatives and selection of policy from
among different options;
Identify the role that various government agencies and bodies play in the formation and
implementation of policy, and the role of law and regulation.
11
Design and conduct research from the initial conception of an idea to study design, data
collection, selection and application of appropriate analytic methods, interpretation of results,
publication of findings and translation into programs and policies:





Pose innovative and unique research questions, informed by structured reviews of the
literature and relevant theoretical and conceptual models; formulate testable hypotheses
to address these questions;
Develop appropriate experimental, quasi-experimental, and observational study designs
relative to the requirement of given health services and policy research and evaluation
contexts;
Develop and implement research protocols that ensure adherence to ethical standards;
prepare an application for IRB approval;
Obtain appropriate data sources that can be used to validly measure and operationalize
the study constructs necessary for testing specific hypotheses;
Analyze data using appropriate advanced epidemiological, statistical, economic, or
qualitative research techniques.
Communicate scientific findings through written and oral methods to technical and lay
audiences:



Communicate research findings in oral and written form; place research findings in the
context of current knowledge; identify limitations and further areas for research; discuss
policy implications and the public health significance of findings;
Write manuscripts of publishable quality for the peer reviewed literature that describe and
explain research findings;
Teach introductory materials in the students’ general area of expertise
Cultivate a community of scholars who are collegial and respectful, and who uphold standards
of professional integrity in interactions with each other and the community at large
Graduates of the PhD Program in Health Services Research will be prepared for employment as
researchers and senior program leaders in: Colleges and universities, federal and state
governmental agencies, public health organizations, health care provider organizations, research,
consulting and think tank organizations, health service regulatory entities, health insurance
organizations and health policy advocacy organizations.
Student Retention and Continuation Plan
Consistent w/ current HAP Department practices, all graduate students (FT and PT) have a fulltime faculty advisor who is assigned at the time of admission. The student meets with the
academic adviser at least yearly to plan their program of study, receive career development
advice and receive guidance on matters related to succeeding in graduate school and the capstone
practicum. All graduate students have a written matriculation plan that is updated by the student
12
and adviser annually. Additionally, the Director of the PhD program is responsible to oversee the
matriculation and progress of each student admitted to the program. The PhD Director will meet
with PhD students and advisers to facilitate program planning and assist with problem-solving
issues as they arise. Additionally, meetings with all PhD students are planned several times a
year to discuss program plans, advice for doctoral program success, research mentorship and
career development. Currently HAP sponsors an AcademyHealth Student Chapter (received top
chapter award for US in June 2013), focused on careers in health services research. Additionally,
the Department has plans for developing a HAP PhD student organization. Finally, student
matriculation progress and program completion rates, along with comprehensive exam
performance are metrics used by the HAP Program Evaluation Committee as part of the annual
program review. Gaps in student progress and comprehensive exam results are reported as part
of this effort.
Faculty
The Department of Health Administration and Policy is comprised of trans-disciplinary
teachers/scholars and scholar/practitioners who teach and do research in their areas of expertise,
consistent with their academic preparation and work experience.
Faculty who will be
supporting the doctoral program are responsible for teaching, curriculum and student program
and career advising, as well as mentoring students in research and supervising student research
development and conduct.
Detailed, full academic CVs are available for on-site review. The web link for HAP PhD
faculty biosketches is: http://chhs.gmu.edu/faculty-and-staff/faculty.html
A summary of the faculty’s qualifications may be found in the Faculty Biosketches summary in
Appendix C.
Student Assessment
Student progress is assessed through an evaluation of course performance, the comprehensive
exam, and finally through successful completion of the dissertation and publications.
Assessment of Student Learning
In order to assure that students are achieving the program learning objectives and competencies,
we will assess student learning in several ways including systematic evaluation of all courses,
tracking students’ academic progress, reviewing faculty evaluations each semester, conducting
interviews at the time of advancement to candidacy, conducting exit interviews (at time of
completion of studies) and tracking alumni for at least two years post-graduation. This will
allow us to collect valuable information on how our program met their expectations and
supported their professional development. The Department of Health Administration and Policy
has already established a policy of tracking students’ academic progress and courses are
currently evaluated at the end of each semester. Additionally, HAP currently conducts such
student and alumni assessments to fulfill a variety of external accreditation requirements for its
programs in health administration and health informatics (CAHME, AUPHA, CAHIIM). Student
and faculty performance are assessed at the end of every academic year.
13
Comprehensive Exam Requirements
Two comprehensive examinations (written and oral) will determine whether the student has the
necessary knowledge and skills to undertake dissertation work. The comprehensive exams must
be taken within one year of completion of all core courses (except for dissertation sequence
courses). Students shall indicate, by the end of the previous regular semester, their intent to take
the exam. Students must have organized a dissertation committee with a chair approved by the
HAP HSR PhD Program Director. The dissertation committee will develop and evaluate the
individual comprehensive exam on a pass/no-pass basis. Students must pass both comprehensive
exams to enter PhD candidacy. Students who fail to pass the written and oral comprehensive
exam may attempt each exam again the following semester. No more than one additional written
and oral comprehensive exam will be permitted.
Written Comprehensive Exam
Members of the dissertation committee will utilize a written comprehensive examination to
assess the student’s ability to apply theoretical concepts of research design and methods
(including study design, data acquisition or collection, data management, analysis and
interpretation) to relevant research questions in the student’s concentration and area of research.
Oral Comprehensive Exam
Members of the dissertation committee will utilize an oral comprehensive examination to assess
the student’s knowledge of theory and application pertaining to the content of the ‘field’ and
relevant subject matter, based upon the student’s concentration and areas of research.
Program Assessment
Faculty of the Department of Health Administration and Policy under the purview of the HAP
Program Evaluation Committee will evaluate the HSR PhD program. Consistent with other HAP
academic programs, the annual review and assessment metrics include individual student, faculty
and program outcome measures (normative and summative). Student’s academic progress is
reviewed every semester, as are student evaluations of faculty teaching and courses. Course
evaluation data is reviewed by peers and Department Administrators in various program
evaluation activities and with individual faculty in their annual performance reviews; program
alumni are surveyed annually post graduation. Results from student, faculty and alumni
evaluations are utilized by the HAP Program Evaluation Committee as part of its comprehensive
and longitudinal plan that evaluates program outcomes at individual and aggregate student,
faculty and alumni levels to inform curriculum and program evaluation. Findings and
recommendations are utilized by the Department to improve programs and program competency
achievement on a recurring basis.
14
The proposed program will be reviewed on the seven-year cycle typical of programs within the
university. The Academic Program review takes place under the guidance of the Office of
Institutional Assessment and requires four semesters to complete. The outcomes of the process
are a series of deliverables—a self-assessment report and academic plan written by program
faculty and a report by a review team external to the program, as well as changes made to
enhance the program. Finally, consistent with GMU policy, the Board of Visitors will conduct an
initial review of the program in five years from date of implementation (Fall 2019).
Benchmarks of Success
Specific benchmarks for success will be based upon the program’s ability to attract high-quality
applicants, meet its student enrollment projections, timely graduation of qualified students, and
success in student employment or placement in post-doctoral opportunities (including
fellowships and job placements) post graduation.
The following benchmarks of success will be utilized:
 75% of full-time students will complete the program in five years or less
 80% of graduates of the program will report satisfaction with the program during
their exit interviews
 75% of students will either have published a paper in a peer-reviewed journal or
presented an abstract at a national meeting before graduation from the program
 75% of graduated students will have earned jobs or post doctoral fellowships within
the field, assessed two years after completion of the program.
Data on enrollment, student and alumni satisfaction and employment post graduation
benchmarks is collected and reviewed annually by the HAP Program Evaluation Committee.
The third benchmark (student/alumni publication) is tracked by the student’s advisor and through
alumni surveys.
If these benchmarks of success are not met, the Department of Health Administration and
Policy’s program evaluation committee will make an assessment of the benchmark gap and
recommend a plan for improvement/correction.
If curriculum changes are needed, the
departmental curriculum committee will work with the program evaluation committee to review
and revise the curriculum to better meet the needed benchmarks. Further, regarding enrollment
issues, the department will work with the College of Health and Human Services marketing team
and the Office of Student Affairs to assist with marketing the program.
15
Spin-Off
This is not a Spin-off program.
Expansion of Existing Programs
This is a new PhD Program Proposal. The PhD in Health Services Research curriculum uses
courses already available from CHHS departments and current GMU Academic unit
collaborators in the School of Public Policy and the Volgeneau School of Information
Technology and Engineering. It shares courses with the Department of Global and Community
Health and the Department of Rehabilitation Science as well as the School of Nursing. The
MHA program in Health Systems Management, the MS in Health and Medical Policy and the
MS in Health Informatics are expected to serve as a student springboard to entrance into the
proposed program. We expect that students in all courses will benefit from multidisciplinary
input from a diverse class enrollment (program peers and those matriculating from other degree
programs).
Collaboration or Standalone
This is a standalone program. No other organization was involved in its development, and no
other organization will collaborate in its operation.
Justification for the Proposed Program
Response to Current Needs
(Specific Demand)
Given the challenges facing the nation and discussed widely in the national dialogue about health
reform (still unfolding), policy makers, thought leaders and advocates are identifying the need
for more health services research and more researchers and consultants who are capable of
developing and using data to inform decision making to support needed improvements in health
care costs, quality and access and to support implementation of health reform efforts at the state
and national level.
The US spends almost twice the percentage of its gross domestic product as many European
countries on health care, but has outcomes that rank well below those of other developed nations.
7
In recent years, new policy ideas and new technologies are emerging with the promise of
7
Organization for Economic Co-operation and Development (2010), "OECD Health Data", OECD Health
Statistics (database). doi: 10.1787/data-00350-en (Accessed on 14 February 2011).
16
improving innovation, data sharing, and analytics, thereby boosting cost containment and health
care delivery and quality.8 On May 9, 2012 the Governance Studies program at the Brookings
Institute hosted a half-day conference focused on government reforms and technology-related
solutions aimed at improving the U.S health care system. It convened leaders from academia,
business and government to discuss concrete policy actions to improve performance in this
policy area and specific actions to modernize the U.S. health care system for the 21st century.9
Observations noted the paucity of talent to support these needs. Recommendations indicate the
need for knowledgeable experts (such as graduates from the proposed PhD program) who are
capable of leading innovation, generating and using data and analytics to improve health care
delivery and outcomes.
The curriculum as proposed for the PhD in HSR is unique and forward-looking. The depth of
content in public policy process and health policy content, health systems and new and
innovative analytics such as those from artificial intelligence are not found in any other doctoral
program in Virginia, Maryland or the District of Columbia. This degree will provide graduates
with the expertise and competencies necessary to identify, design, implement and evaluate health
policies (state and national) and health system performance issues in a variety of organizations
and settings. Further, graduates from this program will be able to use their skills to address the
issues and related to health care costs, quality and access as well as utilize research data for
evidenced-based clinical and administrative practice. There is a need for scholar practitioners
with the competencies described herein. Per the Institute of Medicine:
“Solutions to some of the nation’s most pressing health policy problems hinge on
the capacity to identify which diagnostic, treatment and preventative services
really work and under what conditions….As the evidence base for healthcare
increases, inevitably there will be an even greater need for trustworthy, scientific
synthesis and interpretation for the available evidence”.10
“In the early 21st century, despite unprecedented advances in biomedical
knowledge and the highest per capita health care expenditures in the world, the
quality and outcomes of health care vary dramatically across the United States.
The economic burden of health spending is weakening American industry’s
competitive edge and consumers are increasingly assuming individual
responsibility for the cost f health care not covered by insurance. Consumerdirected health care is viewed by some as a means to rationalize what most agree
is a health system plagued by overuse, underuse, and misuse.”11
8.
ONC, HHS, Federal health IT Progress Report on the Health IT Strategic Plan, June 2013, pg. 5.
http://www.healthit.gov/policy-researchers-implementers/federal-health-it-strategic-plan-progress-report
9
3rd Annual H. Alfred Taubman Forum on Health Policy, May 9, 2012.
http://www.brookings.edu/events/2012/05/09-health-care
Institute of Medicine Report (2008). Knowing what Works in Healthcare: A Roadmap for the Nation.
10
Online:
http://www.iom.edu/CMS/3809/34261/50718.aspx
Eden, J., Wheatley B., McNeil B., Sox H., 2008 “Knowing What Works in Health Care: A Roadmap for
the Nation”, pg. 1, IOM, Washington DC National Academy Press.
11
17
Health policy makers, health and medical system managers, researchers, clinicians, as well as
others to understand why the US spends more than any other nation and yet has poorer health
outcomes than those who have less sophisticated systems and/or spend fewer resources. 12 While
national interest in health reform is increasing, our understanding of the complex problems in
reforming health systems is only beginning. A new generation of managers, researchers and
consultants is needed to work on the front lines of this effort across the array of interests and
system actors who develop systems and influence health and medical policymaking. The
proposed program will produce graduates with in depth, specialized knowledge and
competencies that address the complexity of health policymaking.
This is not a fad: Since 2000, the number of different organizations that conduct HSR (and hence
the number of employers for HSR researchers) has grown from 523 in year 2000 to 709 in year
2005, with universities accounting for an increasingly larger proportion of projects13. Moreover,
the field of Health Services Research has been directly affected by growing funding by the
Congress. As the figure below indicates, the lead agency for Health Services Research has seen
significant growth in funding in recent years.14 This is an indicator both of the criticality of the
subject matter—the cost, quality, use and outcomes of health services—as well an indicator of
demand for graduates able to research, analyze and develop policy in these areas.
Several other indicators point to a strong demand by employers for graduates from the proposed
program. Health services researchers command relatively high salaries. According to a
nationwide survey conducted by Resneck and Luft in 2004, 15 the median salary of a PhD in
Health Services Research or Health Policy Analyst was $99,000. Salaries were highest in the
private sector, followed by academic and government settings. Fifty-six percent worked in
academic institutions or teaching hospitals, 34 percent in the private sector or foundations, and
10 percent in government.
The number of people hired in this field has grown significantly in the past two decades.
Considering just faculty in clinical departments of medical colleges, the number of PhD faculty
in 1999 was 12,141, a 115% increase from the number in 1981.16 In a 2002 survey of 125 U.S.
allopathic medical schools, the percentage of research non-tenured faculty surpassed the
percentage hired on a traditional tenure-track line.17 Many of these institutions hire health
services researchers to respond to available grant funding.
12
Doty, M.; M. J. Koren, and K. Davis (2008). The Commonwealth Fund Commission on a High
Performance Health System, 2008, Why Not the Best? The National Scorecard on US Health System Performance.
Health Care Opinion Leaders' Views on the Future of Long-Term Care. The Commonwealth Fund. Online:
http://www.commonwealthfund.org/usr_doc/Why_Not_the_Best_national_scorecard_2008.pdf?section=4039
13
Thornton, C and Brown JD, ‘The Demand for Health Services Researchers 2020”, Mathmatica Policy
Research Inc., for Academy Health, 2008, http://ah.cms-plus.com/files/Executive%20Summary%20%20Demand.pdf
14
Gray BH, Gusmano MK, Collins SR. AHCPR and the changing politics of health services
research. Health Aff (Millwood). 2003 Jan-Jun;Suppl Web Exclusives:W3-283-307.
15
Resneck J Jr, Luft H. How health policy and health services researchers are compensated: analysis of a
nationwide salary survey. Med Care Res Rev. 2004 Sep;61(3):392-408.
16
Association of American Medical Colleges. Growth of PhD Faculty in Clinical Departments of U.S.
Medical. Schools, 1981-1999. In Brief, 2001, 1 (2).
17
Liu M, Mallon WT. Tenure in transition: trends in basic science faculty appointment policies at U.S.
medical schools. Acad Med. 2004 Mar; 79(3):205-13.
18
One indicator of the current supply and composition of health services research can be obtained
from membership in the Academy Health. This association was established in 1981 and in 2012
has about 2000 members. About 1/3 identify themselves as social scientists (mostly economists,
sociologists and psychologists), 1/3 as health professionals and 1/3 as public health personnel.
The multiplicity of professions and roles among health services researchers is well documented
in the literature.18
Employment of postsecondary teachers is expected to grow by 17 percent from 2010 to 2020,
about as fast as the average for all occupations. 19 Growth is expected as enrollments at
postsecondary institutions at all levels continue to rise. http://www.bls.gov/ooh/educationtraining-and-library/postsecondary-teachers.htm#tab-6
Bureau of Labor Statistics Employment Forecasts
Employment projections data for postsecondary teachers, 2010-2020
Occupational
Title
SOC
Code
Employment,
2010
Projected
Employment,
2020
Change, 2010-20
Percent
Numeric
Employment by
Industry
SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program
Postsecondary
Teachers
18
19
20
251000
1,756,000
2,061,700
17
305,700
[XLS]
Siu A.L. The health services researcher, multiple identities. Health Services Research. 2002 Feb;37(1):36.
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-2009
Edition, Teachers-Postsecondary. on the Internet at http://www.bls.gov/oco/ocos066.htm (visited August
20, 2009)
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook,
2012-13 Edition, Postsecondary Teachers, on the Internet at http://www.bls.gov/ooh/education-trainingand-library/postsecondary-teachers.htm (visited September 13, 2012).
19
Employment projections data for computer and information research scientists, 20102021
SOC
Code
Occupational Title
Employment,
2010
Projected
Employment,
2020
Change, 2010-20
Percent
Numeric
Employment
by Industry
5,300
[XLS]
SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program
Computer and
Information
Research Scientists
151111
28,200
33,500
19
Employment projections data for economists, 2010-2022
Occupational
Title
SOC
Code
Employment,
2010
Projected
Employment,
2020
Change, 2010-20
Percent
Numeric
Employment by
Industry
SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program
Economists
193011
15,400
16,400
6
900
[XLS]
Employment Demand
We provide two sources of evidence for employment demand: 1) a discussion of the employment
projections in the nation as a whole and in the Commonwealth, 2) compilation of position
announcements for which a PhD such as this is required or preferred (Appendix D).
Our analysis indicates that the field of Health Services Research is growing and graduates of the
proposed program are needed to fill employment positions in colleges and universities,
professional organizations, health policy organizations, and federal, state, and local agencies.
Employment announcements (in Virginia and nationally) for health policy researchers, faculty,
policy research directors, postdoctoral associates, and health economists indicate demand for
doctoral-level trained personnel. Data specific to future employment demand was not available
as the Bureau of Labor Statistics (BLS) and the Virginia Workforce Connection (VAWC) does
not have a job category for health services researcher. However, data from the BLS for fields
such as: 1) teachers-postsecondary and 2) economists indicate demand is anticipated for
professional occupations. The BLS projects that between 2008 and 2018 employment of
postsecondary teachers are expected to grow 15% (http://www.bls.gov/oco/ocos066.htm);
21
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook,
2012-13 Edition, Computer and Information Research Scientists, on the Internet at
http://www.bls.gov/ooh/computer-and-information-technology/computer-and-information-researchscientists.htm (visited September 13, 2012).
22
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition,
Economists, on the Internet at http://www.bls.gov/ooh/life-physical-and-social-science/economists.htm
(visited September 13, 2012).
20
employment of economists are expected to grow 6% (http://www.bls.gov/oco/ocos055.htm). The
VAWC projects that between 2008 and 2018 employment of postsecondary teachers is expected
to increase 22.3% or 2.0% annually; employment of economists is expected to increase 15.7% or
1.5% annually (available at: http://www.vawc.virginia.gov/
Comparable data are available from the Virginia Employment Commission23. Postsecondary
teachers (specifically in the health specialties) are projected to experience a 32% increase in jobs
and medical scientists are projected to experience a 24% increase in jobs between 2006-2016. In
addition, a sampling of positions announcements for which a graduate of the Ph.D. in HSR is
provided in Appendix D.
Employment Projections for Virginia, 2006 - 201624
Code
251071
2006
Estimated
Employment
Occupational
Title
Health Specialties,
2,061
Postsecondary
Teachers
Medical Scientists,
191042 except
835
Epidemiologists
000000
Total,
Occupations
All
4,012,886
2016
Projected
Employment
Total
20062016
Employment
Change
Annual
Avg.
Percent
Change
Total
Percent
Change
2,739
678
2.9
32.9
1,035
200
2.2
24.0
4,635,775
622,888
1.5
15.5
We expect that individuals who earn the PhD in Health Services Research will find employment
in the region in federal and state agencies, consulting firms, and universities. A good indication
of the demand in this region for PhD-prepared individuals is provided by examining the
Academy Health Career Center (http://www.academyhealth.org/career/) job listings.
The following employment opportunities were advertised for a variety of employers on their
websites and GovJOBS in September and October, 2013 (actual announcements contained in this
Appendix D).25
23
24
25
Virginia Employment Commission. (2009). Virginia Workforce Connection - Occupational Employment
Projections. 2009, from
http://www.vawc.virginia.gov/analyzer/qsoccproj.asp?quicksearch=True&setvar=True&cat=OCC&session
=OCCPROJ&subsession=99&areaname=
Virginia Employment Commission. (2009). Virginia Workforce Connection - Occupational Employment
Projections. 2009, from
http://www.vawc.virginia.gov/analyzer/qsoccproj.asp?quicksearch=True&setvar=True&cat=OCC&session
=OCCPROJ&subsession=99&areaname=
Academy Health Career Center: Employment Opportunities.
See http://www.academyhealth.org/career (accessed on September 13, 2012).
21
There were 93 jobs listed for health services researchers for the quarter September 2013 to
October 2013. Of the listed jobs for people with a PhD in Health Services Research, 26% were
in the Virginia, DC, and Maryland areas.
Summary of Career Center Job Postings September and October 2013
Employer
#
Faculty
Health Policy
Research Professional
Positions University Researcher
Analyst
Manager/Health
Administrator
AcademyHealth
35
35
Altarum Institute
1
1
AHIP
1
1
AIR
3
3
AHA
3
3
APHA
1
1
APIAHF
2
2
California Health
1
1
Care Foundation
Indeed
Inside HigherEd
Johnson&Johnson
Mathematica
NAACHO
NAHSE
Nemours
PeopleFirst
ResearchAmerica
RTI International
SWHR
UnitedHealth
Group
WellPoint
Total
16
1
1
4
2
1
1
1
1
2
1
3
3
84
4
1
1
8
1
3
1
4
1
1
1
1
1
2
42
2
1
1
2
24
1
17
1
22
USAJOBS Website Postings September - October 201326
Health
Health
Federal Research Health
Health
Economist
Scientist
Scientist
Agency
Scientist
CBO
VA
U.S. Air
Force
Total
(9)
Administrator
Informatics
Health
System
SpecialistData
Analyst
Public Health
Analyst/Senior
Advisor
2
3
3
3
1
2
4
The demand for health services researchers and policy analysts in the Washington, DC
metropolitan area is driven in part by the growing needs of federal agencies for research and
evaluation personnel and to meet legislatively mandated objectives. Currently, 15% of the
budget of NIMH, NIDA and NIAAA is legislatively mandated to focus on health services
research issues.27 As a consequence, almost all the Institutes at NIH have significant research
divisions that focus on health services research. These NIH divisions both hire and, through
their extramural programs, support the salary of health services researchers at various
universities and consulting firms.
USAID and other international health care organizations also hire health services researchers to
support, manage or conduct projects designed to improve the efficiency and effectiveness of
delivery of care systems abroad. Many funding agencies have come to the conclusion that the
best way to help developing countries improve their health is through improving systems of care,
rather than through traditional biomedical research projects focusing on individuals. The World
Health Organization refers to this as capacity building for health systems and stewardship of
national resources. Such organizations view health services research as an important component
in improving systems of care in developing countries.28 This new emphasis in system
development has led to increased hiring of individuals trained in health services research by
international health care institutions and NGOs.
26
USAJOBS Government Job Announcements . https://www.usajobs.gov/
27
United States Code Title 42 – The Public Health and Welfare Chapter 6A – Public Health Service
Subchapter III – National Research Institutes Part C - Specific Provisions Respecting National Research
Institutes. US code as of 01/26/1998.
Lansang MA, Dennis R. Building capacity in health research in the developing world. Bull World Health
Organ. 2004 Oct;82(10):764-70.
28
23
Student Demand
Two sources of student demand for the PhD in HSR are provided: 1) An email survey of
prospective students and inquiries received by the department and 2) letters of support from
prospective employers. An email was sent to current HAP and GCH students and alumni to
determine student demand for the PhD in October 2013. A total of 36 individuals responded
indicating interest in enrolling in the program when it is established. Copies of emails and letters
of support received may be found in Appendix E.
24
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
SUMMARY OF PROJECTED ENROLLMENTS IN PROPOSED PROGRAM
Projected Enrollment Parker getting updated # from Renata
Year 1
Year 2
Year 3
Year 4
Year 5
2015 - 2016
2016 - 2017
2017 - 2018
2018- 2019
2019 - 2020
HDCT FTES HDCT FTES HDCT FTES HDCT FTES
6
3
15
9
26
15
37
21
GRAD
4
HDCT
46
FTES
26
GRAD
6
Assumptions:
90% Retention
50% Full-time students/50% part-time students
Full-time students taking 9 credit hours
Part-time students taking 6 credit hours
Full-time students graduating in 4 years
Part-time students graduating in 6-8 years
Definitions:
HDCT—fall headcount enrollment
FTES—annual full-time equivalent student enrollment
GRADS—annual number of graduates of the proposed program
Enrollment is likely to be a mix of in-state (80%) and out-of-state (20%).
Duplication
The growing number of graduates from the MHA in Health Systems Management, the MS in
Health Informatics, the MS in Health and Medical Policy, and the Master of Public Health
programs currently have no pathway for obtaining the terminal degree in their field at GMU.
While a PhD in Public Policy is available from the School of Public Policy at George Mason
University, it does not address the specialized focus or depth of knowledge and skill required in
applied Health Services Research or domestic health policy content areas such as healthcare
finance, state and federal health policy and health reform. The Department of Health
Administration and Policy fields a collaborative MS in Health and Medical Policy program with
the School of Public Policy, with HAP focusing on the content and politics of US Health Policy
and health systems and the SPP focusing on Global Medical policy and practice. The proposed
PhD is not viewed as duplicative or competitive as we serve students who have different career
objectives.
25
Within the Commonwealth of Virginia, three PhD programs with similar titles exist. The
Virginia Commonwealth University (VCU) offers two PhD programs, one in Health Policy and
Research (approved to admit its first students in fall 2012) and one in Health Services
organization and Research. Both focus on serving students in Central Virginia. The VCU
programs differ from the program we propose in their curriculum and research foci. The new
VCU PhD is a post bachelors program requiring a minimum of 58 graduate credit hours beyond
the bachelor’s degree: 12 credit hours of core coursework; 12 credit hours of coursework in
quantitative methods; 9 credit hours of coursework in research methods; 12 credit hours of
elective coursework; 4 credit hours of seminar; and a minimum of 9 credit hours of dissertation
coursework. The VCU PhD in Health Services Organization and Research is a post master’s
degree PhD program with a curriculum that requires 9 credit hours in foundations of health
services organization and research, 12 credits in health services organization theory core, 18
credit hours in health services research methods and 9 hours in specialization courses in addition
to 9 credit hours in dissertation coursework.
http://www.had.vcu.edu/prospective/doctoral/curriculum.html
Old Dominion University also offers a PhD in Health Services Research:
http://hs.odu.edu/commhealth/academics/phd/mission.shtml
The curriculum of this program focuses on providing leaders and problem solvers to improve
population health. The ODU Health Services Research PhD has 60 academic credit hours of
course work beyond the Masters Degree, consisting of 12 credits of Health Services core courses
and 18 credits of Research core courses. There is also a Health Policy Core with 6 credits and
Cognate course requirements with 6 credits. In addition, the program requires an internship (3
credits), and a dissertation coursework (18 credits).
The proposed program from GMU will allow students living in the Washington DC and
Northern Virginia region an opportunity to pursue an in-depth and specialized health systems,
research and policy focused PhD degree. The GMU HSR PhD is a 72 credit hours program of
study (42 credits post masters) comprised of two concentrations Health Systems and Policy or
Knowledge Discovery and Health Informatics).
The proposed GMU HSR PhD program has a substantially different curriculum from that
available in other PhD programs in Virginia and indeed the Washington DC metropolitan area.
Our curriculum supports in-depth content in the student’s subject matter and application foci in
health systems and policy, general knowledge of public policy process and politics for health
policy making, as well as standard and innovative research methods and analytics from health
informatics and computational sciences.
There is no comparable PhD program that fulfills a growing need in the Northern Virginia
region. The closest programs in the region are found at Johns Hopkins University in Baltimore
MD and George Washington University in Washington DC. Mason’s program would make its
unique contribution by focusing on the interdisciplinary education in health systems, health and
public health policy content and innovative research methods and in-depth, specialized areas of
26
organization and practice in public health, health systems and policy development and evaluation
not found in the programs of the universities in Virginia or the DC metropolitan area.
Like other programs in the nation, Mason’s proposed program in Health Services Research
emphasizes rigorous preparation in research and public health policy evaluation methods as well
as the structure and functioning of health systems. The program of study includes content in
biostatistics, data management, epidemiology, survey design, program evaluation, policy
analysis quality management, health policy, applied economics and decision sciences. What
makes our program unique among other programs in health services research, health
administration and health policy programs is an emphasis on interdisciplinary applications in
information technology and data analysis to support public health management and health policy
development.
In 2000, the Agency for Healthcare Research and Quality (AHRQ) and the National Library of
Medicine (NLM) brought together more than 100 educators in a workshop titled “Medical
Informatics and Health Services Research: Bridging the Gap.” The workshop focused on the
need to prepare investigators who can work on both medical informatics and health services
research.29 A summary of the workshop results has been published in the Journal of the
American Medical Informatics Association. The workshop recognized that as ever-moremassive data sets become available, health services researchers and policy analysts need to know
more about using healthcare data, data base structures and data mining techniques. Our program
is designed to fill the gap that this important workshop of educators has identified.
Additionally, Mason graduates will have in-depth understanding of the health policy making
process (state and federal), health systems management and the factors affecting health service
delivery and public health outcomes, as well as the use of data to inform policy and management
decisions. The knowledge and skills sets our graduates attain will enable them to improve cost,
quality and access to health services and seek ongoing opportunities for system safety and
efficiency.
Five-year enrollments and graduation totals for similar programs in Virginia are presented
below.
29
Corn M, Rudzinski KA, Cahn MA Bridging the gap in medical informatics and health services research:
workshop results and next steps. J Am Med Inform Assoc. 2002 Mar-Apr; 9(2): 140-3.
27
Completions in Comparable Programs in the Commonwealth30
The enrollment total for Virginia Commonwealth University’s new PhD in Health Policy and
Research (51.2299) is presented below. Robin Parker getting updated # from SCHEV
CIP: 51.2299
Fall
2012
Virginia Commonwealth University
Does not
appear on
SCHEV
Inventory
Fall
2013
The enrollment and graduation totals for Virginia Commonwealth University’s PhD in Health
Services Organization and Research (51.0701) follow:
CIP: 51.0701
Enrollment,
Graduations
Enrollment
Graduations
VCU
VCU
20072008
17
3
20082009
12
3
20092010
13
5
20102011
12
2
20112012
13
1
20122013
The enrollment and graduation totals for Old Dominion University’s PhD in Health Services
Research (51.9999) follow:
CIP: 51.9999
ODU
ODU
Enrollment,
Graduations
Enrollment
Graduations
20072008
14
2
20082009
17
1
20092010
22
2
20102011
18
3
20112012
22
4
20122013
Projected Resource Needs
George Mason University has all faculty, administrative staff, equipment, and library resources
necessary to launch the proposed PhD in Health Services Research. No new personnel or
resources are requested. The following subsections detail the resources required to operate the
program from its initiation in the Fall 2015 through the target year 2019-2020. Assessments of
need for full-time faculty, part-time faculty, and adjunct faculty are based on the following ratio
of student enrollment to faculty effort for doctoral programs: 5 FTE of enrollment requires one
FTE faculty for instruction. The HAP Department will leverage existing faculty resources in the
Department, CHPRE, DSHI and CHHS. The Office of the Provost also provides support to each
new PhD program in the form of a three-year graduate research assistantship.
30
State Council of Higher Education for Virginia, Completions Summary, on the Internet, at
http://research.schev.edu/Completions/C1Level2_Report.asp (visited May 6, 2009).
28
Full-time Faculty
The Department of Health Administration and Policy has 17 full-time research faculty members
who will be supporting the PhD program (see Appendix C).
Part-time Faculty from Other Academic Units
Because the majority of the courses will derive from the College of Health and Human Services,
we will require no part-time faculty to launch and maintain the proposed program through the
target year of 2019-2020. The marginal costs of increased enrollment from this program can be
absorbed by the other departments in CHHS with minimal impact.
Adjunct Faculty
Because of the broad range of faculty committed to the program, we project that the proposed
program will not require any adjunct faculty to launch.
Graduate Assistants
The Office of the Provost will commit resources for one three-year Presidential Scholar’s Award
for each entering class of PhD students. By the target year, these three-year awards will support
three graduate research assistants for the HSR PhD. Presidential Scholars cost approximately
$36,000, which covers stipend and tuition support. In addition, HAP, CHPRE and DSHI have
been able to provide GRA tuition and wages support to at least three graduate students annually.
Future student scholarship and GRA funds provided by HAP will be used to support some PhD
graduate students in the proposed program. In addition, the faculty has a vigorous portfolio of
research that will provide GRA support to the future students of the proposed program.
Classified Positions
We project that the proposed PhD will require no more than 0.25 FTE of classified support
(internal GRA reallocation), rising to a total of 0.50 FTE by the target year. The funds for this
position will be funded through enrollment growth.
Targeted Financial Aid
Students in the program will be eligible for financial aid through GMU’s extant programs.
Additionally, the federal government funds a number of unique career development opportunities
that includes various types of assistance for PhD students and future Health Services
Researchers. Among these are the Health Services Research Dissertation Awards (R36). The
29
Funding Opportunity Announcement (FOA) for AHRQ Grants for Health Services Research
Dissertation (R36) can be found at: http://grants.nih.gov/grants/guide/pa-files/PA-12-256.html.
Equipment
Because no faculty or classified staff will be hired for support, the proposed program requires no
new equipment. Unique research infrastructure is available through DSHI.
Library
With the opening of the Johnson Center Library in 1995 and major new libraries at the
Prince William (1997) and Arlington (1999) campuses, George Mason University Libraries
are steadily growing into a truly interdependent system of a research center and a gateway
library in Fairfax along with full-service facilities, each with a unique identity, at our other
campuses.
The University Libraries are committed to George Mason's distance learning programs by
supporting the teaching, learning, and research needs of its students, faculty, and staff
affiliated with University-level approved distance learning programs. The Libraries provide
electronic access to a full range of quality library resources and services. Additionally, the
University Libraries engage in regularly assessments of the needs of the academic units and
faculty relating to research and educational resource support.
Collection development within the George Mason University Libraries is a collaborative effort
between individual "Liaison Librarians" and a CHHS appointed faculty member who serves as
a departmental representative to the library. Each team analyzes existing holdings and
examines new book, journal, media and electronic possibilities for acquisition in their
subject areas. Liaison Librarians welcome faculty recommendations f o r new materials,
and academic departments and faculty are encouraged to forward requests to expand
acquisitions. They consult and collaborate with students and faculty on their research needs,
select library materials in assigned subject areas, develop and maintain web- based resource
guides, communicate with academic departments, instruct classes, and provide one-on-one
research assistance in person, by phone, e-mail & IM.
The HAP, CHHS liaison librarian is Ms. Sarah Sheehan (located in the Fenwick main branch
library on the Fairfax campus). An extensive collection of text and reference books and
journals recommended by HAP faculty comprises a robust set of resources for students and
faculty studying and conducting research in health administration and policy. Ms. Sheehan
maintains
library
support
and
acquisitions
with
a
priority
on
Health
Administration/Management, Health Policy and Health Informatics for HAP.
Discipline
specific subscription journals (electronic and hard copy) along with published books (reference
and text books) are maintained and updated by the Liaison Librarian for the HSM program.
She has a decentralized budget to ensure replacement and new acquisitions are made
annually. Ms. Sheehan will be available to meet with Site Visitors to review holdings and her
role and support for the HSM program.
30
The following resources are available through the Fenwick Library on the Fairfax campus or
via remote (computer) access. University Libraries Collections are organized as follows (each
item is web-linked):
• Mason Library Catalog (books, media, government documents, e-books, maps,
etc)
• E-Journal Finder (online, full-text copies of journals, newspapers and magazines)
• Database Portal (subject databases)
• InfoGuides (web-based subject research resources)
• Special Collections & Archives
• Mason Archival Repository Service (MARS)
Materials from the participating regions Library Consortia are also available (each item is
web- linked):
• Interlibrary Services
• Intra-Campus Lending (ICL) [Mason Libraries]
• Consortium Loan Service (CLS) [Washington Research Library Consortium]
• Center for Research Libraries
• Interlibrary Loan (ILL)
The University Libraries system routinely commits $5000 to the purchase of research journals
and books. A wide array of robust resources and a dedicated CHHS research librarian are
available to support the PhD program.
Telecommunications
No new items are required.
Space
No additional space is required to launch or sustain the proposed program. The Department of
Health Administration and Policy has space for faculty and students in the PhD program.
Other Resources
No resources other than those described above are required to support the proposed PhD
31
PROJECTED RESOURCE NEEDS FOR PROPOSED PROGRAM
Part A: Answer the following questions about general budget information.





Has or will the institution submit an addendum budget request
to cover one-time costs?
Has or will the institution submit an addendum budget request
to cover operating costs?
Will there be any operating budget requests for this program
that would exceed normal operating budget guidelines (for
example, unusual faculty mix, faculty salaries, or resources)?
Will each type of space for the proposed program be within
projected guidelines?
Will a capital outlay request in support of this program be
forthcoming?
Yes
No
X
Yes
No
X
Yes
No
X
Yes
X
Yes
No
No
X
Part B: Fill in the number of FTE positions needed for the program
Full-time FTE*
Part-time FTE **
Adjunct faculty
Graduate assistants
Classified positions
TOTAL
Program Initiation Year
2015 - 2016
On-going and
Added
reallocated
(New)
.50
0.00
0.00
0.00
0.00
0.25
0.75
0.00
0.00
1.00
0.25
1.25
Expected by
Target Enrollment Year
2019 – 2020
Added
Total FTE
(New)***
positions
0.00
0.50
0.00
0.00
0.00
0.25
0.25
0.00
0.00
1.00
0.50
2.00
* Faculty dedicated to the program. **Faculty effort can be in the department or split with another unit.
*** Added after initiation year.
32
Part C: Estimated resources to initiate and operate the program
Full-time faculty
salaries
fringe benefits
Part-time faculty (faculty
FTE split with unit(s))
salaries
fringe benefits
Program Initiation Year
2015 - 2016
0.00
0.50
0.00
$48,362
0.00
$15,166
Expected by
Target Enrollment Year
2019 - 2020
0.50
1.00
$48,362
$96,723
$15,166
$30,332
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
Graduate assistants
salaries
fringe benefits
0
$0
$0
1.00
18,000
0.00
3
54,000
0.00
4.00
72,000
0.00
Classified Positions
salaries
fringe benefits
0.00
$0
$0
0.25
$12,500
$5,078.
0.25
$12,500
$5,078
0.50
$25,000
$10,155
$0
$0
$0
$78,862.
$20,244
99,106
$0
$5,000
$0
$0
$203,212
$114,862
$20,244
$135,106
$0
$0
$0
$0
$270,212
$193,723
$40,487
$234,210
$0
$5,000
$0
$0
$239,210
Adjunct faculty
salaries
fringe benefits
Total Personnel cost
salaries
fringe benefits
Total personnel cost
Equipment
Library
Telecommunication costs
Other costs (specify)
TOTAL
33
Part D: Certification Statement(s)
The institution will require additional state funding to initiate and sustain this program.
Yes
Signature of Chief Academic Officer
X
No
Signature of Chief Academic Officer
If “no,” please complete items 1, 2, and 3 below.
1.
Estimated $$ and funding source to initiate and operate the program.
Program initiation year Target enrollment year
Funding Source
2015- 2016
2019- 2020
Reallocation within the
department (Note below the
$72,528
$127,055
impact this will have within the
department.)
Reallocation within the school
or college (Note below the impact
this will have within the school or
college.)
Reallocation within the
institution (Note below the impact
$0.00
$0.00
$0.00
$0.00
$18,000
$72,000
this will have within the institution.)
Other funding sources (Please
specify, to include extramural
funding and philanthropy, and note
if these are currently available or
anticipated.)
2. Statement of Impact/Other Funding Sources.
Faculty research will support GRA positions in start-up year through full implementation.
The Internal reallocation of .50 FTE teaching/Research faculty is for an individual currently
supporting the MS in HP program who will be adding the PhD Directorship to her duties.
Reallocation within the department
Because the proposed PhD in Health Services Research will primarily utilize existing faculty
and classified support, the costs of supporting the proposed program can be accommodated
through a HAP faculty reallocation for a dedicated Program Director from extant faculty. The
budget is based on a ratio of student to faculty effort for similar doctoral programs: 5 FTE of
enrollment requires one FTE of faculty for instruction.
34
Reallocation within the school or college
There are no reallocations being utilized outside of the department, with the exception of the
GCH statistics courses faculty and SON faculty. This faculty teaching advanced stats courses
from GCH and Research Methods courses in the SON, teach these courses for students from
many academic units. The HAP HSR PhD students are welcome in these courses and their FTE
accrue to GCH or NURS when taking them.
Reallocation within the institution
The Office of the Provost routinely provides a new three-year Presidential Scholar Award to
each new PhD program. In addition, the University Libraries routinely commit $5,000 to new
doctoral programs for the purchase of program-related materials.
Other funding sources
Faculty research projects will support GRA positions.
3. Secondary Certification.
If resources are reallocated from another unit to support this proposal, the institution will not
subsequently request additional state funding to restore those resources for their original purpose.
x
Agree
Signature of Chief Academic Officer
Disagree
Signature of Chief Academic Officer
35
Appendices
36