Real Life Simulation - Methods

Department
  • European Master in Health Economics and Management
Course unit code
  • IHSM-EU-HEM-E3.1
Level of course unit
  • Master
Semester when the course unit is delivered
  • 3
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • FH-Prof. Dr. Kerschbaumer Lukas
  • Dr. Estèves Natacha
  • Wong An Qi Angela, BSc MA
  • Ass. FH-Prof. Fouda Ayman, PhD
  • FH-Prof. Dr. Walch Siegfried
  • Mag. Dr. Schmidt Andrea, MSc
  • Priv.-Doz. Dr. Brugger Katharina
Learning outcomes of the course unit
  • Students understand how to plan and execute a project that has to align to academic standards and to practitioners’ expectations.
    Students are able to consider and apply quality and evaluation criteria in the planning of their projects.
    Students are familiar with selected tools to plan, implement, and evaluate projects and programs as well as to continuously adapt them to the local context.
    Students know how to manage the expectations of real life man-agers.
    Students will apply political economy analysis tools enabling them to tailor projects to specific contexts.
    Students will apply a stakeholder analysis as a basis for projects and its large-scale implementation in health systems.
    Students will understand the principles of behavioral economics and its possible applications to promote health.
Mode of delivery
  • -
Prerequisites and co-requisites
  • none
Course contents
  • Implementation strategies
    Stakeholder Analysis
    Financing health promotion and preventive health
    Behavioral economics and health
    Project Management
Recommended or required reading
  • Peters, D., Nhan T., Taghreed, A. (2013) Implementation research in health: a practical guide

    Reed, M., Graves, A. Dandy, N. (2009): Who‘s in and why? A typology of stakeholder analysis methods for natural resource managee-ment, in: Journal of Environmental Management, Vol 90/5

    The Effectiveness of Financial Incentives for Health Behaviour Change: Systematic Review and Meta-Analysis.
    Behavioral Economics Holds Potential To Deliver Better Results For Patients, Insurers, And Employers Health Aff July 2013 vol. 32 no. 7

    Choice Architecture Is A Better Strategy Than Engaging Patients To Spur Behavior Change. Health Aff February 2013 vol. 32 no. 2 242-249, doi: 10.1377/hlthaff.2012.1075

    Corduneanu-Huci, Cristina; Hamilton, Alexander; Masses Ferrer, Issel, Understanding policy change. How to apply political economy concepts in practice, International Bank for Reconstruction and Development, World Bank , 2013., introduction and chapter 1 (pp 1-47).

    United Nations Development Programme (UNDP): Institutional and context analysis, Guidance note, 2012.

    Campos, P. A., & Reich, M. R. (2019). Political Analysis for Health Policy Implementation. Health Systems & Reform, 5(3), 224-235. https://doi.org/10.1080/23288604.2019.1625251 

    Andrews, Matt, Lant Pritchett, and Michael Woolcock. 2016. "Doing Iterative and Adaptive Work".

    Kelly, C. J., & Young, A. J. (2017). Promoting innovation in healthcare. Future healthcare journal, 4(2), 121-125. https://doi.org/10.7861/futurehosp.4-2-121

    Deloitte. (2022). Why Climate Resilience is Key to Building the Health Care Organizations of the Future

    USAID. (n.d). Global Health Innovation Index

    Lyng, H. B., Macrae, C., Guise, V., Haraldseid-Driftland, C., Fagerdal, B., Schibevaag, L., Alsvik, J. G., & Wiig, S. (2021). Balancing adaptation and innovation for resilience in healthcare - a meta-synthesis of narratives. BMC Health Services Research, 21(1), 759.

    Mayring, P. (2014). Qualitative Content Analysis: Theoretical Foundation, Basic Procedures and Software Solution. Beltz

    Kerschbaumer, L., Gell, S., Nesimovic, A. & Weinkogel, Ph. (2022). The inclusive, social space-oriented participation of people with disabilities in the Bavaria-Tyrol border region during the COVID-19 pandemic. Journal for Comaparative Social Work. 16(3).
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures, discussions and individual and group work.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English
    • AACSB/FIBAA