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Two courses that focus on organizational theory are taught for doctoral students and two others are taught for Masters of Public Health students; only the former are relevant. The development and theses of macro-organizational theory are reviewed along with empirical applications to health care organizations like hospitals, nursing homes, and community mental health centers.

The purpose of this paper is to describe the current landscape of health information technology (HIT) in early accountable care organizations (ACOs), the different strategies ACOs are using to develop HIT-based capabilities, and how ACOs are using these capabilities within their care management processes to advance health outcomes for their patient population.

Mixed methods study pairing data from a cross-sectional National Survey of ACOs with in-depth, semi-structured interviews with leaders from 11 ACOs (both completed in 2013).

Early ACOs vary widely in their electronic health record, data integration, and analytic capabilities. The most common HIT capability was drug-drug and drug-allergy interaction checks, with 53.2 percent of respondents reporting that the ACO possessed the capability to a high degree. Outpatient and inpatient data integration was the least common HIT capability (8.1 percent). In the interviews, ACO leaders commented on different HIT development strategies to gain a more comprehensive picture of patient needs and service utilization. ACOs realize the necessity for robust data analytics, and are exploring a variety of approaches to achieve it.

Data are self-reported. The qualitative portion was based on interviews with 11 ACOs, limiting generalizability to the universe of ACOs but allowing for a range of responses.

ACOs are challenged with the development of sophisticated HIT infrastructure. They may benefit from targeted assistance and incentives to implement health information exchanges with other providers to promote more coordinated care management for their patient population.

Using new empirical data, this study increases understanding of the extent of ACOs’ current and developing HIT capabilities to support ongoing care management.

Most of my work focusing on educational systems – including universities, public elementary schools, private schools, and training programs in organizations – was supported by Stanford University centers and grants separate from the Training Program, for example, the Stanford Center for Research and Development in Teaching (1968–1977) and the Institute for Research on Educational Finance and Governance (1979–1986). Faculty collaborators in these studies included Elizabeth Cohen and Terrence Deal in the School of Education, and John W. Meyer, my colleague in Sociology. A number of NIMH trainees participated in these studies, including Andrew Creighton, Margaret Davis, and Brian Rowan. Other doctoral students involved in this research included Sally Cole, Joanne Intili, Suzanne E. Monahan, E. Anne Stackhouse, and Marc Ventresca.

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

The purpose of this paper is to propose a scalable quantitative approach to evaluate alignment within and between courses and programs in higher education for benchmarking purpose.

The revised Bloom’s taxonomy, which combines a cognitive process dimension and a knowledge dimension, is used as a basis for categorizing national standards, program and course learning outcomes (CLOs) and assessment methods. Alignments between programs and national standards, programs and courses and assessment tasks and courses are then measured using a series of Cohen’s κ statistics. Two undergraduate business programs offered at an Australian university were used as examples to demonstrate the proposed method as an alignment evaluation tool.

The findings reveal that the two sample programs are better aligned with national standards than with their respective constituent courses. The degree of alignment between CLOs and assessment methods varies from course to course within the programs. This might be related to the lack of clarity of some learning outcome statements and the complexity of certain assessment methods.

This study lends insight into the use of an alignment mapping for benchmarking academic programs in higher education. To serve mainly as an illustration of the proposed approach, the case study is limited to two undergraduate business programs offered at the same university.

Universities can use the proposed approach to benchmark their academic programs against the national standards and similar programs offered by other competing educational institutions. The alignment indices can also serve as yardsticks to continuously improve the consistencies within and among academic programs to ensure quality.

The proposed method offers a consistent basis to compare the degrees of alignment of different higher education programs with national standards and their respective constituent courses, hence enabling benchmarking for continuous improvement. It also reveals how the alignment between different parameters in teaching and learning can be improved, thereby facilitating incremental learning and enhancing student performance.

In 1933 two books on competitive structure were published. One, extracted from a Harvard PhD filed six years earlier, dealt with the workings of the competitive process. Seeking not to supplant, but to supplement Marshall, this book by E. H. Chamberlin focused on an effort involving the use of a diagrammatic apparatus to highlight certain fundamental relationships between variables in the competitive process. It did not analyse real firms but nor did it attempt to pretend that such were irrelevant, and to concentrate on positions of competitive equilibrium only. It dealt with problems of arrival at equilibrium, false trading, and a whole variety of issues relevant to an actual competitive process. Supervised by Allyn Young, it drew on a wide range of references and showed evidence of the kind of thorough scholarly preparation which has always been characteristic of the best American PhDs.

This study sought to identify the organizational factors associated with team and network effectiveness of the Athena Breast Health Network, a multi-site collaboration between five University of California health systems.

Providers, managers, and support staff completed self-administered surveys over three years. Statistical analyses at the network and medical center levels tested hypotheses regarding the correlates of effective teams and perceived network effectiveness over time.

Perceived team effectiveness was positively correlated with group culture and environments which support collaboration, negatively correlated with hierarchical culture, and negatively associated with professional tenure at year two. As measured by increasing team effectiveness scores over time and Athena’s potential impact on patient care, perceived network effectiveness was positively associated with team effectiveness.

Results do not allow us to conclude that a certain type of culture “causes” team effectiveness or that team effectiveness “causes” greater perceptions of progress over time. Subsequent studies should examine these variables simultaneously. Further research is needed to examine the role of payment incentives, internal reward systems, the use of electronic health records, public disclosure of performance data, and depth of leadership within each organization and within the network overall.

Focusing on group affiliation and participation may improve team member perceptions regarding effectiveness and impact on patient care.

Relatively little is known about the adaptive processes that occur within inter-organizational networks to achieve desired goals, and particularly the roles played by multi-disciplinary inter-professional teams. We studied a network comprising multiple campuses actively involved in better understanding, preventing, and treating a complex disease.

This paper aims to explore the intersection of disability and accounting employment.

The paper uses oral history accounts of 12 disabled accountants. The authors investigate narrators' experiences of being disabled people and professional accountants, identify the barriers they encounter in professional employment, and how they (re)negotiate professional work.

The narrators' accounts are complex and diverse. The narratives record a discourse of success, offset by the consistent identification of social and environmental barriers relating to limited opportunities, resources, and support.

The paper develops the limited research on the relationship between disability and the accounting profession, expands the limited literature on disabled professionals' experience of work, provides voice for disabled accountants, adds to the limited oral histories available within accounting, and augments the accumulated literature considering the accounting profession and minorities.