Health Services Management
Accreditations
Tuition fee EU nationals (2025/2026)
Tuition fee non-EU nationals (2025/2026)
Programme Structure for 2025/2026
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
|
Data Analysis for Management
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Management of Health Units
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Healthcare Systems and Policies
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Managerial Accounting
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Operations Management and Logistics System
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Human Resources Management
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Health and Network Communication
3.0 ECTS
|
Parte Escolar > Mandatory Courses | 3.0 |
|
Corporate Finance
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Strategic Management and Governance
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Economic Analysis and Evaluation in Healthcare
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Innovation in Healthcare Technologies
3.0 ECTS
|
Parte Escolar > Mandatory Courses | 3.0 |
|
Data Analysis Applied to Management
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
| 2nd Year | ||
|
Quality and Safety
3.0 ECTS
|
Parte Escolar > Mandatory Courses | 3.0 |
|
Research Seminar in Health Services Management
3.0 ECTS
|
Parte Escolar > Mandatory Courses | 3.0 |
|
Internship in Health Services Management
6.0 ECTS
|
Parte Escolar > Mandatory Courses | 6.0 |
|
Master Project in Management of Health Services
42.0 ECTS
|
Final Work | 42.0 |
|
Master Dissertation in Health Services Management
42.0 ECTS
|
Final Work | 42.0 |
Data Analysis for Management
At the end of this UC, students should be able to select the data analysis method appropriate to the problem, objective and type of data (OA1), use the IBM SPSS Statistics software to perform data analysis (OA2) and interpret the results obtained from the data analysis performed (OA3).
ProgramCP1: Preliminary exploratory data analysis.
CP2: Sampling and resampling. (Vd Obs.1)
CP3: Parametric and non-parametric hypothesis tests. (Vd Obs. 2)
CP4: Principal Components Analysis.
CP5: Cluster analysis: Hierarchical (Ward method) and Non-Hierarchical (K-Means).
CP6: Multiple linear regression. (Vd Obs. 3)
Evaluation methodology: throughout the semester or by exam.
Throughout the semester: Group work (40%) + Individual test (60%); minimum grade in each assessment component 9.0
By exam: Part I of the exam (Theoretical-interpretive) (60%) + Part II of the exam (Practical in SPSS) (40%); minimum grade in each part 9.0
Field, A., Discovering Statistics Using IBM SPSS Statistics, 4th ed., SAGE, 2018, ,,
Hair Jr, J. et al., Multivariate data analysis: a global perspective, 7th ed, PEARSON, 2014, ,,
Vicente, P., Cardoso, M., Apontamentos de apoio à UC de Análise de Dados do Mestrado de Gestão, 2023, ,,
Mazzocchi, M., Statistics for Marketing and Consumer Research, SAGE, 2008, ,,
Newbold, P. et al., Statistics for Business and Economics, 8th ed, PEARSON, 2013, ,,
Maroco, J., Análise Estatística com o SPSS Statistics, 6ª ed., ReportNumber, 2014, ,,
Laureano, R., Botelho, M.C., SPSS: O meu Manual de Consulta Rápida, Edições Sílabo,, 2010, ,,
Laureano, R.,, Testes de Hipóteses com o SPSS: O meu Manual de Consulta Rápida, Edições Sílabo, 2011, ,,
Reis, E.,, Estatística Multivariada Aplicada, 2ª ed., Edições Sílabo, 2001, ,,
eis, E., Melo, P., Andrade, R., Calapez, T., Estatística Aplicada, vol. 2, 5ª ed., Edições Sílabo, 2003, ,,
Management of Health Units
At the end of this course, students should be able to:
LO1. Characterize health organizations
LO2. Diagnose an health organization.
LO3. Design a project of organizational change
1. The institutional and market dimensions of health organizations
2. Organizational structure: Mechanical and professional bureaucracies
3. Organizational culture
4. Organizational diagnosis: An integrated approach
4.1. Management of people, processes, innovation and results
4.2. Organizational development strategies: participative, transformational, telling and forcing
5. The project of organizational intervention: Informatization with Ms Project
5-The project of organizational intervention. Informatization with Ms Project 2010
The assessment of this curricular unit takes into account the two methods laid down in the "Regulamento Geral de Avaliação de Conhecimentos e Competências" (RGACC):
1. Assessment throughout the semester:
- Group work, weighted at 40%. Students must identify an organization to carry out fieldwork, which involves contacting and analysing a real situation in a health service, characterizing it and making a duly substantiated and appropriate diagnosis. The group work must be presented in writing.
- Individual work, weighted at 60%. Students must carry out a synthetic literature review (4 to 5 pages) on one of the blocks of the syllabus and collect practical applications, and present a proposal for intervention appropriate to the diagnosis made in the group work, whose individual contribution will be shared by the other members of the working group and integrated into the group work, constituting a collaborative work strategy.
Assessment throughout the semester requires a minimum attendance of 2/3 of the classes and a minimum mark of 9.5/20 in each component for assessment. An oral test is foreseen as a complementary assessment tool to the exams, whenever it is necessary to confirm a grade.
2. Assessment by exam:
- Final exam - represents 100% of the final grade for students who choose this modality or who do not meet the minimum criteria in the assessment throughout the semester. The final exam will last 2 hours and will cover all the syllabus of the curricular unit.
Depending on the assessment instruments under consideration and the time of the semester, feedback can be formal or informal, formative or summative, in accordance with Iscte's pedagogical model.
- Cameron K., Quinn R. (1999)-Diagnosing Changing Organizational Culture. Addison-Wesley
- Dal Mas, F., Massaro, M., Rippa, P., & Secundo, G. (2023). The challenges of digital transformation in healthcare: An interdisciplinary literature review, framework, and future research agenda. Technovation, 123, 102716.
- Johnson, J., Rossow, C. (2017). Health Organizations: Theory, Behavior, and Development. Jones & Bartlett Learning, LLC.
- Porter, M., Teisberg, E. (2006) Redefining Health Care: Creating ValueC-Based Competition on Results. Harvard Business School Press.
- Schein, E.(1999)-The Corporate Culture. Survival Guide. Warren Bennis Book.
- Sousa, M. J., Nunes, F. G, Nascimento, G. & Chakraborty, C. (2023) (Eds.). Future health scenarios: AI and digital technologies in global healthcare systems. London: CRC Press, Taylor & Francis
- Weick, K., Quinn R (1999)-Organizational Change and Development, Annual Review Psychology, 361-86.
- Cunha M., Rego A. (2003)- Como Gerir a Mudança não Planeada. Gestão Pura 1, 84-90.
- Harrison M, Shirom A(1999)-Organizational Diagnosis and Assessment. Sage Publications.
- Liu Y, Perrewé P.(2005) Another look at the role of emotion in the organizational change: A process model. Human Resources Management Review 15 (2005) 263-280.
- Porras, J. (1987). Stream Analysis. Addison-Wesley Publishing Company.
- Mintzberg, H. (1982). Structure et Dynamique des Organisations. Les Editions d´Organisation.
- Nascimento, G. & Duarte, A. (2021). Healthcare People Management - Preparing today’s professionals for tomorrow. HealthManagement.org, The Journal, 21(3), 126–131.
- Teixeira, B., Cercas, F, Fernandes, A. F. & Nascimento, G. (2022). Inteligência Artificial na Saúde. Revista Portuguesa de Gestão & Saúde, 32, 40-48.
Healthcare Systems and Policies
LO1. Explain the creation of health policies
LO2. Demonstrate the relationship between the health systems and the health policies and distinguish different models
LO3. Assess different models of health governance, models of financing and care delivery
LO4. Understand the features of the Portuguese health system in comparison to the rest of Europe
LO5. Assess different models of health governance, models of health finance and health care delivery
LO6. Assess public-private relationships in the health sector
LO7. Identify the main effects of the financial crisis on health systems and in medicine in the construction of health policies
LO8. Demonstrate the evolution of the state regulation in new models of healthcare management, including its strengths and limitations
LO9. Assess the relevance of civil Society in the state regulation and in the health organizations performance
LO10. Assess the strengths and limitations of participatory instruments in the definition of health policies
S1. Advent and consolidation of health policies
S1.1. The construction of health as a social right;
S1.2. the Consolidation of the health policies as reflex of the demographic and economic context
S2. Compared perspectives on health systems
2.1. Systems of healthcare financing and delivery
2.2. Healthcare governance models
2.3. Public-private relationship in healthcare
2.4. Financial crisis and health systems
2.5. The Portuguese Health System: evolution and its features
S3. State, citizens, health organizations and professions
3.1. New Public Management and health systems
3.2. Pressure of citizens/patients in the health policies
3.3. Pressure of professionals (self and hetero valuation)
3.4. Pressure of TIC and SI
S4. Health policies, democracy and citizenship
4.1. A political analysis of outbreaks
4.2. Players, mechanisms and dynamics of participation in health: the importance of health literacy
4.3. The effectiveness of health policies evaluation
a) Students? active involvement in seminar sessions by undertaking a careful reading of working references(10%)
b) Group oral presentation to be held at the classroom(30%) on one pre-selected references to be assign by the lecturer
c) An individual essay on one of the main four topics of the syllabus(60%)
Students who fail the delivery of any assignment, who score below 10 on the individual component or have more than 20% of absenteeism should take the final examination(an exam representing 100%)
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Van der Zee,J.;Kroneman,M.(2007), Bismarck or Beveridge:a beauty contest between dinosaurs, BMC Health Services Research 7
Turner, BS. (2006), Hospital, Theory, Culture and Society, 23 (2-3), pp. 573 579.
Teixeira, L (2012), A Reforma do Centro de Saúde. Lisboa: Mundos Sociais.
Szlezák, N.A., Bloom, B.R., Jamison, D.T., et al. "The global health system: Actors, norms, and expectations in transition." PLoS Medicine 2010; 7(1).
Streek, W; Thelen, K (2005) (eds.) Beyond continuity: Institutional change in advanced political economies, Oxford: Oxford University Press.
Strauss, A, et al. (1982), The work of hospitalized patients, Social Sciences and Medicine, 16, pp. 977 986.
Slater, B. (2001), Who rules? The new politics of medical regulation. Social Science and Medicine, 52(3): 871-83.
Sefton, T. (2006), Distributive and redistributive policy, In M. Moran, M. Rein and R.E. Goodin (eds.) The Oxford Handbook of Public Policy. Oxford: Oxford University Press, pp. 607-623.
Schmidt, VA (2005), Theorizing democracy in Europe: the impact of the EU on national and sectorial policy-making processes, European Union Studies Association Biennal Conference,9, Austin:Texas.
Schmid, A. et al (2010), Explaining Health Care System Change: problem pressure and the Emergence of hybrid Health Care Systems, Journal of Health Politics, Policy and Law, 35(4): 455-486.
Santos,BS(1987),O Estado,a sociedade e as políticas sociais:o caso das políticas de saúde,Revista Crítica de Ciências Sociais, 23, pp.13-74
Saltman, R.B.; Durán, A., Dubois, HFW (Eds.) (2001), Governing public hospitals. Reform strategies and the movement towards institutional autonomy. Copenhagen, Denmark: World Health Organization on behalf of the European Observatory on Health Systems and Policies.
Saltman, R. (2003), Melting public-private boundaries in European health systems, European Journal Public Health (13): 24-9.
Sakellerides, C (2006), De Alma a Harry. Crónica da democratização da saúde, Coimbra, Almedina
Rutter, D., Manley, C. and Crawford, M. (2001). User involvement in the planning and delivery of health care: Literature review, London: Department of Public Mental Health, Imperial College School of Medicine at St Mary's.
Rice, T.; Matsuoka, K.Y. (2004), The impact of cost-sharing on appropriate utilization and health status: a review of the literature on seniors, Medical Care Research and Review, 61: 415?452.
Pollitt, C (1990), Managerialism and the Public Services, Oxford, Blackwell Publishers.
Plochg, T., Klazinga, N., & Starfield, B. (2009). Transforming medical professionalism to fit changing health needs. BMC Medicine, 7: 64.
Palley, H; Pomey, M-P; Forest, P-G (2011), Examining Private and Public Provision in Canada?s Provincial Healthcare systems: comparing Ontario and Quebec, International Political Science Review, XX(X), pp. 1-16.
Nye, RA. (2003), The Evolution of the Concept of Medicalization in the Late Twentieth Century, Journal of the History of the Behavioral Sciences, 39, 115-129
Mozzicafreddo, J. (2002), Estado-Providência e Cidadania em Portugal, Oeiras, Celta.
Mishra,Ramesh(1995),O Estado-Providência na Sociedade Capitalista.Estudo Comparativo das Políticas Públicas na Europa,América do Norte e Austrália,Oeiras,Celta Editora
Matos, Rosa, Rui Santana, Rita Veloso Mendes, Ana Patrícia Marques e Ricardo Mestre (2014), Telemedicina em Portugal: Onde Estamos, Lisboa, Fundação Calouste Gulbenkian.
Martinussen, PE; Magnussen, J (2011) Resisting market-inspired reform in healthcare: The role of professional subcultures in medicine, Social Science & Medicine, 73 (2), 193-200.
Lister,R.(2001), Towards a citizens? welfare state:the 3 + 2 R's of welfare reform, Theory,Culture and Society,18(2-3),pp.91-111
Light, D.W. (2010). Health-care professions, markets and countervailing powers. In C.E. Bird, P. Conrad, A.M. Fremont, & S. Timmermans (Eds.), Handbook of medical sociology, sixth edition (pp. 270: 289). Nashville: Vanderbuilt University Press.
Kirkpatrick, I, et al. (2007), Professional strategies and the New Public Management in healthcare: comparing Denmark and the UK, comunicação apresentada na Critical Management Studies Conference, 11 13 de julho, Manchester, Manchester University.
Jespersen, PK (2008), Changing professional autonomy? Quality development in hospitals and the medical professions in Denmark and Norway, comunicação apresentada no 24th EGOS Colloquium, 10-12 de julho, Amesterdão, Universiteit van Amsterdam.
Janoski, Y., et al (2005), The Handbook of Political Sociology: States, civil societies and globalization. Cambridge: Cambridge University Press.
Gaventa, J. (2004). Towards participatory governance: Assessing the transformative possibilities. In S. Hickey and G. Mohan (eds.) From tyranny to transformation, London: Zed Books.
Frankisch, C.J., Kwan, B., Ratner, P.A., Wharf Higgins, J. and Larsen, C. (2002). ?Challenges of citizen participation in regional health authorities?, Social Science & Medicine, 54: 1471-1480.
Ferrera, M (2000), A reconstrução do Estado social na Europa meridional, Análise Social, XXXIV (151 152), pp. 457 475.
Exworthy, M; Halford, S. (orgs.)(1999), Professionals and the New Managerialism in the Public Sector, Buckingham, Open University Press.
Esping-Andersen, C (1996), Welfare States in Transition. National Adaptations in Global Economies, Londres, Thousand Oaks e Nova Deli, Sage Publications.
Esping-Andersen, C (1990), The Three Worlds of Welfare Capitalism, Cambridge, Polity Press.
Espanha, Rita, Patrícia Ávila, Rita Veloso Mendes (2016), Literacia em Saúde em Portugal, Lisboa Fundação Calouste Gulbenkian.
Direcção Geral de Saúde/Escola Nacional de Saúde Pública (2011), A Nova Saúde Pública. A Saúde Publica na Era do Conhecimento, Lisboa, Gradiva
Dent, M., Fallon, C., Wendt, C., Vuori, J., Puhor, M., de Pietro, C., Silva, S. (2011) Medicine and user involvement within European healthcare: a typology for European comparative research, The International Journal of Clinical Practice,65 (12), pp.1218-1220
Currie, G; Dingwall, R; Kitchner, M; Waring, J (2012) Let's dance: Organization studies, medical sociology and health policy, Social Science & Medicine, 74, 273-280
Correia, T. (2012), Debating the Comprehensive basis of western healthcare systems in the light of neoliberalism, CIES e-Working Paper, 124/2012, 15 pp.
Côrtes, S; Carapinheiro, G (2013) Reformas de sistemas de saúde em contextos de reformas do Estado: os casos de Brasil e Portugal, In In F. Alves, L.F. Silva, B. Fontes e M. Luz (ors.), Saúde e Sociedade, Lisboa: Lidel.
Cornwall,A.and Gaventa,J.(2001). From users and choosers to makers and shapers:Repositioning participation in social policy, IDS Working Paper 127,Brighton/Sussex:IDS
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Colombo, F. and Tapay, N. (2004), Private Health Insurance in OECD Countries: The Benefits and Costs for Individuals and Health Systems, OECD Health Working Papers (15). Paris: OECD.
Collyer, F. and White, K. (2011), Introduction: The privatisation of Medicare and the National Health Service, and the global marketisation of healthcare systems, Health Sociology Review, 20(3): 238- 244.
Carvalho, MT (2005), Nova Gestão Pública e Reformas da Saúde. O Profissionalismo Numa Encruzilhada, Aveiro, Universidade de Aveiro, tese de doutoramento.
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Managerial Accounting
LO1- Explain the factors that have influenced the changes in the competitive environment;
LO2- Identify and describe the functions of a cost and management accounting system;
LO3- Understand what is a cost object and which costs are assigned to cost objects;
LO4- Distinguish between the relevant ad irrelevant costs and revenues and be able to use the concepts of cost-volume-profit analysis in decision-making;
LO5- Understand the difference between cause-and-effect and arbitrary cost allocations;
LO6- Explain why different cost information is required for different purposes;
LO7- Compute product costs using an activity-based costing system;
LO8- Distinguish between the features of a traditional management accounting system and activity-based costing, and understanding the problems of traditional costing in the current business environment.
Part I
1.1.Introduction to management and cost accounting
1.2.The changing competitive business environment
1.3.Functions of management accounting
1.4.Cost terms and basic concepts in management accounting
1.5. Calculation of the cost of goods manufactured and the profit & loss account
Part II
2.1. Cost-volume-profit analysis
2.2. Variable and fixed costs and the calculation of the breakeven point
2.3. The safety margin and the operational leverage
2.4. Contribution margin and estimate of profits
2.5. Relevant costs and revenues for decision-making
2.6.Special pricing decisions
2.7.Outsourcing and make or by decisions
2.8.Discontinuation decisions
2.9. Product-mix strategies
Part III
3.1. Direct costs versus indirect costs
3.2. Methods for allocating indirect costs
3.3. Single overhead allocation methods versus multiple overhead allocation methods
3.4.Comparison of traditional and activity-based costing systems
3.5. Problems of traditional costing in the current business environment
1. Continuous assessment throughout the semester:
- Group work (35%);
- Test (65%).
Requirements:
- Minimum attendance of 2/3 of the classes;
- Completion and submission of both assessment elements;
- Minimum score of 7,5 on the test.
2. Assessment by exam:
Completion of an exam (1st period, 2nd period, special period): 100% weight on the final grade (minimum score: 10).
Bhimani, A., Horngren, C.T., Datar, S.M. and Rajan, M. (2024) Management and Cost Accounting, 8th Edition, Pearson.
Drury, C. and Tayles, M. (2023) Management and Cost Accounting, 12th Edition, South-Western / Cengage Learning.
Major, M.J. (2017) Positivism and Alternative Accounting Research, Accounting and Finance Review, Vol. 28(74), pp. 173-178.
Major, M., Suomala, P. and Laine, T. (2018) Guest Editorial: Introduction to the Special Issue on Accounting and Innovation, Qualitative Research on Accounting and Management, Vol. 15(2), pp. 154-160.
Hopper, T., Scapens, R.W. and Northcott, D. (2007) Issues in Management Accounting, 3rd edition, London: Prentice Hall.
Garrison, R., Noreen, E. and Brewer, P. (2024) Managerial Accounting, 18th Edition, McGraw-Hill.
Chapman, C.S., Hopwood, A.G. and Shields, M.D. (2009) Handbook of Management Accounting Research, Elsevier, Volumes 1, 2 & 3.
Operations Management and Logistics System
By the end of the course students should be able to:
LO1: Understand and apply the basic dimensions of logistics and operations management;
LG2: Control the materials resources needed by the healthcare services;
LO3: Manage capacity in healthcare organizations;
LO4: Use the fundamental tools in healthcare contexts for: supplier qualification; warehouse systems; waiting line management; layout management.
S1: Introduction to logistics and supply chain management
S2: Supplier selection in the healthcare sector
S3: Inventory management for healthcare provision
S4: Capacity management in healthcare organizations
S5: Waiting lines management in healthcare organizations
S6: Layout of infrastructures devoted to healthcare provision
OPTION 1: ASSESSMENT THROUGHOUT THE SEMESTER
1. Participation in class (Attendance >= 80%): 15%
2. Groupwork and discussion: 30%
3. Individual end-of term test: 55%
Average passing grade is 9.5 points, with at least 7.5 points (out of 20) in each component.
OPTION 2: FINAL EXAM
Individual end-of-term exam: 100%
A positive evaluation means a grade of 9.5 or above (out of 20).
[1] Krajewski, L.J., Malhotra, M.K. (2022) Operations Management: processes and supply chains, 13th Edition, Pearson
[2] Heizer, J., Render, B., Munson, C. (2023) Operations Management: Sustainability and Supply Chain Management, 14th Edition, Pearson
[3] Carvalho, J.C. et al. (2022) Logística na Saúde, 5ª Edição, Edições Sílabo
[1] Jacobs. F.R. e R.B. Chase (2014) Operations and supply chain management, 14ª Edição, McGraw-Hill.
[2] Slack, N., Brandon-Jones, A. e R. Johnston (2013) Operations Management, 7ª Edição, Pearson
Human Resources Management
At the end of the curricular period of this UC, the students should be able to:
LG1. To describe the conditions in which organizational performance is related to HR practices and systems
LG2. To develop HR strategies leading sustainable organizational performance
LG3. To assess the consistency between HRM systems and specific strategic events
1. Theoretical approaches to HRM
2. HRM and performance
3. Patient-based performance indicators
4. HRM practices: recruitment and selection; employee development; performance management; careers and remunerations
5. Organizational development and learning for increasing service performance
6. HRM role on safety attitudes and culture
The assessment of this curricular unit takes into account the two methods laid down in the "Regulamento Geral de Avaliação de Conhecimentos e Competências" (RGACC):
1. Assessment throughout the semester:
- Group work, weighted at 30%. Students must identify an organization in order to carry out fieldwork, which involves contacting and analysing a real situation in a people management system in a health service and presenting a proposal for an appropriate intervention. The group work must be presented in writing.
- Individual work, weighted at 30%. Students must carry out a synthetic literature review (4 to 5 pages) on one of the blocks of the syllabus and collect practical applications, whose individual contribution will be shared by the other members of the working group and integrated into the group work, constituting a collaborative work strategy.
- Individual test, representing the remaining 40% of the final grade. This test aims to assess understanding of the relationship between people management and organizational performance and to identify strategies capable of increasing organizational performance in different health service organizations. The test will last 1 hour and 30 minutes and will cover the different components of the program.
- Assessment throughout the semester requires a minimum attendance of 2/3 of the classes and a minimum mark of 9,5/20 in each component for assessment. An oral exam is planned as a complementary assessment tool to the exams, whenever it is necessary to confirm a grade.
2. Assessment by exam:
- Final exam - represents 100% of the final grade for students who choose this option or who do not meet the minimum assessment criteria throughout the semester. The final exam will last 2 hours and will cover all the syllabus content of the course.
Depending on the assessment instruments under consideration and the time of the semester, feedback can be formal or informal, formative or summative, in accordance with Iscte's pedagogical model.
Wright, P. M., & McMahan, G. C. (1992). Theoretical perspectives for strategic human resource management. Journal of Management, 18(2), 295-320.
Robbins, J. and McAlearney, A. S. (2018). Toward a high-performance management system in health care, part 5. Health Care Management Review, 45, 4, 1-12.
Peccei, R., & Van De Voorde, K. (2019). Human resource management?well?being?performance research revisited: Past, present, and future. Human Resource Management Journal, 29(4), 539-563.
McAlearney, A. S. et al. (2011). High-performance work systems in health care management, part 2: Qualitative evidence from five case studies. Health Care Management Review, 36, 3, 214-226.
McAlearney, A. S. (2006). Leadership development in healthcare: a qualitative study. Journal of Organizational Behavior, 27(7), 967-982.
Shantz, A., Alfes, K., & Arevshatian, L. (2016). HRM in healthcare: the role of work engagement. Personnel Review, 17(1), 21-41.
- Aguinis, H. (2005). Performance management. Edinburgh Business School. Module 1: Performance management and reward systems in context.
- Baruch, Y. (2003). Transforming careers: From linear to multidirectional career paths. Career Development International, 9, 4, 58-73.
- Cashinn, C. (2014). Paying for performance in health care: Implications for health system performance and accountability. European Observatory on Health Systems and Policies
- Duarte, A., Nascimento, G. & Almeida, F. (2019). Gestão de Pessoas 4.0 - Entre a continuidade e a reinvenção. In C. Machado; J. P. Davim (Eds.), Organização e Políticas Empresariais. Lisboa: Conjuntura Actual Editora.
- Ehrhart, M. & Schneider, B. (2017). Organizational Climate and culture. Oxford Research Encyclopedia of Psychology.
- Garman, A. N. et al. (2011). High-performance work systems in health care management, part 1: Development of an evidence-informed model. Health Care Management Review, 36, 3, 201-213.
- Kraiger, K. (2017). Training from an organizational Psychology Perspective. Oxford Research Encyclopedia of Psychology
- Mitosis, K.D., Lamnisos, D., Talias, M.A. (2021). Talent Management in Healthcare: A Systematic Qualitative Review. Sustainability 13, 4469.
- Morgeson, F. (2017). Job analysis methods. In S. Rogelberg (Ed). The SAGE Encyclopedia of Industrial and Organizational Psychology, 2nd edition. Thousand Oaks: SAGE.
- Nascimento, G. (2023). Os desafios na gestão de pessoas nos cuidados de saúde. In Camacho, F, (ed.) 77 Vozes pela Nossa Saúde. Lisboa: Oficina do Livro.
- Salgado, J. (2017). Personnel Selection. Oxford Research Encyclopedia of Psychology. DOI: 10.1093/acrefore/9780190236557.013.8
- Santana M-J, Ahmed S, Lorenzetti D, et. al. (2019). Measuring patient-centred system performance: a scoping review of patient-centred care quality indicators. BMJ Open;9, e023596. doi:10.1136/ bmjopen-2018-023596.
- Weick, K. and Sutcliffe, K. (2015). Managing the unexpected: Sustained performance in a complex world. New Jersey: John Wiley & Sons.
Health and Network Communication
- Grasping the significance of differences between theoretical and social context in the Age of Information and Network;
- Encourage research in the health sector, including on the social impact of the Internet and related technologies;
1. Communication in Health, Communication of health or Communication and Health?
2. The importance of communication and ICT in the field of public health
3. Health in the Information Age: citizens, content and social networks
4. ICT in health: empowerment and autonomy of citizens?
5. Health in the Information Age: professionals and institutions
The proposed evaluation consists in a final work (based on the critical review of a scientific journal article or a book or chapter of a reference author, critical essay and argument from a point in the program).
A final exam will be held for students who fail to complete or fail the continuous assessment.
Kivits, Joëlle (2004), ?Researching the ?informed patient?: the case of Online Health Information Seekers?, in Information, Communication & Society, UK: Routledge.
Katz, James E. e Ronald E. Rice (2002), Social Consequences of Internet Use: access, involvement, and interaction, Cambridge, MIT Press.
Hardey, M. (1999), Doctor in the house: the Internet as a source of lay health knowledge and the challenge to expertise, in Sociology of Health & Illness, 21(6), 820-835.
Espanha, Rita (2013). Informação e saúde - Tecnologia e acompanhamento disponível em http://www.ffms.pt/estudo/462/informacao-e-saude
Espanha, Rita et al. (2012), Os Portugueses, a saúde e a Internet, Lisboa: Fundação Calouste Gulbenkian.
Espanha, Rita (2010), ?Tecnologias de Informação e Comunicação na Saúde?, in Jorge Simões (coord.), 30 anos do Serviço Nacional de Saúde ? Um percurso comentado, Coimbra: Almedina.
Espanha, Rita (2009), Saúde e comunicação numa sociedade em rede. O caso português, Lisboa: Monitor.
Norris, Bill (1999), ?Keynote presentation - Media as a determinant of health? in Franklin Apfel, The Pen is as mighty as the surgeon's scalpel: improving health communication impact. London: Nuffield Trust (http://www.euro.who.int/document/e68240.pdf).
Netlleton, Sarah (2004), ?Health e-types? An analysis of everyday use of the Internet for health? in Information, Communication & Society, U.K., Routledge.
Murray, E. et all (2003), ?The Impact of Health Information on the Internet on Health Care and the Physician-Patient relationship: patient perceptions?, Journal of Medical Internet Research (http://www.jmir.org/2003/3/e17).
Loader, Brian D. (1997) (ed.) The Governance of Cyberspace: Politics, Technology and Global Restructuring. London: Routledge.
Kwankam, S. Yunkap (2004), What e-Health can offer. Bulletin of the World Health Organization: Perspectives, Geneva, pp. 800-801, (http://www.who.int/bulletin/volumes/82/10/797.pdf).
Kelleher, David (2001), ?New social movements in the heath domain?, in Graham Scambler (org.), Habermas, Critical Theory and Health, Londres, Routledge, pp.119-142.
Katz, James, Ronald Rice and Sophia Acord (2006), ?Usos da Internet e de Tecnologias Móveis nos Sistemas de Saúde: Abordagens Sociais e Organizacionais num Contexto Comparativo?, in Gustavo Cardoso e Manuel Castells (Org.) (2006), A Sociedade em Rede ? Do Conhecimento à Acção Política, Lisboa: Imprensa Nacional Casa da Moeda.
Hyer, Randall N., Covello, Vincent T. (2005b), Effective media communication during public health emergencies: a WHO field guide, Geneva: World Health Organization (http://whqlibdoc.who.int/hq/2005/WHO_CDS_2005.31a_eng.pdf). involvement, and interaction, Cambridge, MIT Press.
Hyer, Randall N., Covello, Vincent T. (2005a), Effective media communication during public health emergencies: a WHO handbook, Geneva: World Health Organization (http://whqlibdoc.who.int/hq/2005/WHO_CDS_2005.31_eng.pdf).
Hinske, S, Ray, Pradeep (2006), Towards a global e-health framework for the support of pandemic control. The International Educational and Networking Forum for eHealth, Telemedicine and Health ICT. Luxembourg, The Med-e-Tel 2006 Proceedings (http://www.medetel.lu/download/2006/parallel_sessions/presentation/0407/Hinske.pdf).
Himanen, P., Torvalds L. & Castells M. (2001). The Hacker Ethic and the Spirit of the Information Age, London: Vintage.
Gebreel, Ashour Omar, Butt, John (1997), Making health messages interesting, World Health Forum, 18(1): 32-34 (http://whqlibdoc.who.int/whf/1997/vol18-no1/WHF_1997_18(1)_p32-34.pdf).
Garrido, Marcial Velasco, Kristensen, Finn Børlum, Nielsen, Camilla Palmhøj e Busse, Reinhard (2008), Health technology assessment and health policy-making in Europe, European Observatory on Health Systems and Policies, Observatory Studies Series No 14, World Health Organization (http://www.euro.who.int/InformationSources/Publications/Catalogue/20081113_1).
Fox, Susannah (2005), ?Health Information Online, Pew Internet and American Life Project?. (http://www.pewInternet.org/PPF/r/156/report_display.asp).
Figueras J., Mossialos E., McKee M., Sassi F. (1994), ?Health Care Systems in Southern Europe: is there a Mediterranean Paradigm??, in International Journal of Health Sciences, 5(4), pp.135-146.
Eng, Thomas R. (2001), The eHealth Landscape: A Terrain map of emerging information and communication technologies in health and health care. Princeton: The Robert Wood Johnson Foundation (http://www.informatics-review.com/thoughts/rwjf.html).
Eysenbach, G. (2001), What is e-health?, Journal of Medical Internet Research, vol. 3, nº2 (http://www.jmir.org/2001/2/e20).
Collste, Göran, ?The Internet doctor and medical ethics Ethical implications of the introduction of the Internet into medical encounters?, Med Health Care Philos. 2002; 5(2):121-5. (http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=Retrieve&db=PubMed&list_uids=12168987&dopt=Abstract).
Cardoso, Gustavo e Rita Espanha (coord.) (2007), Profissionais de Saúde na Era da Informação: Médicos, Enfermeiros e Farmacêuticos, Lisboa, CIES/ISCTE (relatório final e anexos).
Carapinheiro, Graça (2005), Saberes e poderes no hospital, Porto, Afrontamento.
Castells, Manuel (2002) A Era da Informação: Economia, Sociedade e Cultura ? A Sociedade em Rede, Lisboa, Fundação Calouste Gulbenkian
Calnan, Michael; Williams, Simon (1991), ?Style of life and the salience of health: an exploratory study of health related practices in households from differing socio-economic circumstances?, in Sociology of Health and Illness, 13(4), pp. 506 ? 529.
Butel, J. S. (2000), Simian virus 40, poliovirus vaccines, and human cancer: research progress versus media and public interests, Bulletin of the World Health Organization: the International Journal of Public Health, 78(2): 195-198 (http://www.who.int/bulletin/pdf/2000/issue2/0245.pdf).
Brodie, M. et alia (2000), ?Health information, the Internet, and the digital divide?, Health Affairs, Vol 19, nº 6, 255-265.
Baker, Laurence, Wagner, Todd, Singer, Sara e Bundorf, M. (2003), ?Use of the Internet and E-mail for Health Care Information ? results from a national survey?, in Journal of the American Medical Association, volume 289, nº 18.
Aston, Katie (1999), ?Communication - Yes, but does it work?? in Franklin Apfel, The Pen is as mighty as the surgeon's scalpel: improving health communication impact. London: Nuffield Trust (http://www.euro.who.int/document/e68240.pdf).
Andreassen, Hege K., et al (2007), ?European citizens' use of E-health services: A study of seven countries?, BioMed Central Ltd. (http://www.biomedcentral.com/1471-2458/7/53).
Ammenwerth, Elske, Iller, Carola e Mahler, Cornélia (2006), ?IT-adoption and the interaction of task, technology and individuals: a fit framework and a case study?, in BMC Medical Informatics and Decision Making.
Abdelmaleck, A.A (1999), ?As representações sociais da Saúde e da doença?, in Ciências Humanas e Cuidados de Saúde: Manual para Profissionais de saúde, Lisboa: Instituto Piaget, pp. 205 ? 239.
Corporate Finance
LG1: Understand the structure and functioning of the main financial markets.
LG2: Understand the key concepts underlying the time value of money.
LG3: Analyze a company?s financial statements and calculate key financial ratios.
LG4: Evaluate investments and companies.
LG5: Understand the impact of different sources of funding as well as decisions about capital structure.
S1: Financial markets
S2: The time value of money
S3: Financial statement and financial ratios
S4: Investment and company valuation
S5: Sources of financing
S6: Capital structure
Regular grading system:
- One individual mid-term test (40%)
- One final exam (60%)
Minimum attendance: 80%
Students that fail or want to improve their grade in the regular grading system have one additional moment to pass: a re-sit exam, that is worth 100% of the final grade.
In any of the evaluation systems (regular or re-sit exam) it is considered that a student has course approval if he has a grade equal or above 9.5 points.
- Mota, A. G., Barroso, C. D., Nunes, J. P., Oliveira, L., Ferreira, M.A. e Inácio, P. L., Finanças Empresariais, Teoria e Prática, Sílabo, 5ª Edição, 2015.
- Textos de apoio teórico-práticos a facultar pelo docente durante o trimestre.
- Ross, S., Westerfield, R. e Jaffe, J., Modern Financial Management, McGraw-Hill, 9th Edition, 2009.
- Damodaran, A., Applied Corporate Finance, John Wiley & Sons, 3rd Edition, 2010.
- Brealey, R., Myers, S. e Allen. F., Principles of Corporate Finance, McGraw-Hill, 10th Edition, 2010.
Strategic Management and Governance
LG1. Understand the different factors involved in the strategic analysis, with special emphasis on internal resources and the effects of the institutional context
LG2. Explain and apply different theoretical perspectives inherent to strategy and governance of health service organizations
LG3. Explain and analyze the role of health service managers in promoting the sustainability of these organizations, noting the role of the different stakeholders and respecting the ethical principles inherent to its role.
1. Organizational strategy: from positioning to movement
2. Resource-based view and dynamic capabilities
3. The external environment and institutional pressures
4. Strategy formulation and implementation
5. SWOTi analysis
6. Stakeholder theory and organizational governance
7. Strategic control
8. Ethics and social responsibility
1. Expositive, theoretical-practical;
2. Learning by application, in a practical way (or theoretical-practical) with tutorial
3. Presenting and debating verbally the topics under work, with a theoretical-practical nature.
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50% Individual (exam) + 50% in group (case studies, reading notes and seminar reports).
Students who fail the delivery of any assignment, who score below 10 on the individual component, or that have more than 20% of absenteeism should take the final examination (an exam that corresponds to 100% of the final grade).
Ginter, P., Duncan, J. and Swayne, L. (2018). The strategic management of healthcare organizations, 8th Edition. New York: Willey.
António, N. (Coord) (2012). Estratégia organizacional: do mercado à ética, Escolar Editora.
António, N. (2015). Estratégia organizacional - do posicionamento ao movimento, 3ª Edição, Edições Sílabo.
Travaglia J.F., Debono A.D., Spigelman A.D., Braithwaite J. (2011). Clinical governance: A review of key concepts in the literature. Clinical Governance: An International Journal, 16(1), 62?77.
Pearce, J. A., Robinson, R.B. (2013), Strategic Management, 13th edition, McGraw-hill Higher Education.
Örtenblad, A., Löfströn, C. and Sheaff, Rod. (2016). Management innovations for healthcare organizations: Adopt, abandon or adapt? London: Routledge.
Lasserre, P. (2012). Global Strategic Management, 3rd Edition, Palgrave Macmillan.
Hastings. S. et al. (2014). Exploring the relationship between governance mechanisms in healthcare and health workforce outcomes: a systematic review. BMC Health Services Research, 14: 479.
Bodolia, V., and Spraggon, M. (2014). Clinical governance infrastructures and relational mechanisms of control in healthcare organizations. Journal of Health Management, 16, 2, 183-198.
Barney, Jay B., Hesterley, William S. (2012). Strategic Management and Competitive Advantage: Concepts and cases. 4th edition. Pearson.
Economic Analysis and Evaluation in Healthcare
At the end of this learning units term, the student must be able:
LG1: To use economic concepts to understand the health sector.
LG2: To present methodologies for economic evaluation in health.
Part A: Introduction
1) The importance of health economics
Part B: Key topics in health economics
2) Production, costs, and efficiency in health care
3) Supply of health care and market structure
4) Private versus Public health systems
5) Health insurance
Part C: Economics applied to health decisions (I) topics on health care production
6) Multi-criterion decisions
7) Prices
8) Profits and economic sustainability
9) Scale economies
10) Performance
11) Productivity
Part D: Economia Aplicada à Decisão em Saúde (II): avaliação económica de programas de saúde
12) Principles of Economic Evaluation in Health Care
13) Measuring and Valuing Health Care Output
14) Economic Evaluation Methods
Notwithstanding with strict compliance to the program regulation, continuous evaluation system requires a minimal presence in 60% of the classes time and includes the accomplishment of:
- A group work , with a weighting of 30%;
- An individual test, with a weighting of 70% and a minimum score of 7,5 points.
If the participant choses the 2nd phase it corresponds to a final exam that will represent 100% of the final score. In this case it will not be considered the continuous evaluation result.
Folland, S, A. Goodman e M. Stano (2017), The Economics of Health and Health Care, 8th ed., Routledge.
Morris, S., N. Devlin, D. Parkin e A. Spencer (2012), Economic Analysis in Health Care, John Wiley&Sons.
Drumond, M. e M. Sculpher (2015), Methods for the Economic Evaluation of Health Care Programmes, Oxford University Press.
Innovation in Healthcare Technologies
The aim is to develop student skills to:
1. Identify the main technologies including hardware components commonly used in healthcare and the relations with smart systems such as smart city.
2. Understand and formulate the requirements for the particular healthcare smart system including elements such as accuracy, reproducibility, reliability but also about interoperability and usability.
3. Acquire knowledge about the main standards for data communication, data storage in healthcare..
4. Acquire knowledge about the main software technologies and implementation associated with smart healthcare and also related the development of virtual and augmented reality environments used for healthcare and data representation.
5. Put innovative solutions in action and be able to write a patent starting from own solutions for healthcare.
- Wearable sensors and ubiquitous computing for health status monitoring: Novel Sensing Technologies printed, flexible, biodegradable and biocompatible electronics; body sensor network.
- Smart or implantable device for healthcare: Implantable sensors, smart pills, Implantable drug delivery
- Mobile application for diagnostics and treatment
- New smart environments and objects for physical rehabilitation: remote sensing systems, virtual reality, augmented reality, robots and exoskeleton for physiotherapy train support;
- At-home or portable diagnostics: Hospital-level diagnostics in the home, smart assistive technology;
- Electronic Health Record and Machine Learning: standards for EHR data, information, functionality, and interoperability. HL7 Electronic Health Record (EHR). Software tools for electronic health record, new big data set developments, and big data analytics.
- Case study: innovative solution for healthcare and realization of a draft patent.
Assessment during the semester
Group project (3-4 students) (40%) + review article on the state of the art in health technologies carried out individually (60%) - 1st season
Assessment by exam (1st period, 2nd period, special period)
Exam 100(%) of the final grade
Minimum score:
Project - 9,
State of the art article 9.
- Tim Benson and Grahame Grieve, Principles of Health Interoperability: SNOMED CT, HL7 and FHIR (Health Information Technology Standards), Springer 2016
- Homero Rivas and Katarzyna Wac, Digital Health: Scaling Healthcare to the World (Health Informatics), Springer 2017;
- Octavian Postolache, Patent Elaboration Guide, ISCTE, 2017;
- Octavian Postolache, Innovation in Healthcare Technologies ISCTE 2017;
-Tom Kelley, The Art Of Innovation: Lessons in Creativity from IDEO, America's Leading Design Firm, 2016
-John Hershey, The Eureka Method: How to Think Like an Inventor, 2011
-Natalia Silvis-Cividjian, Pervasive Computing: Engineering Smart Systems (Undergraduate Topics in Computer Science), Springer 2016.
Data Analysis Applied to Management
Quality and Safety
LG1: To understand the factors that affect the quality of services, especially those that threaten patient safety
LG2: Evaluate regulatory policies and practices for quality improvement in health and patient safety
LG3: To design strategies to improve quality and patient safety
1. Quality and safety
1.1. Defining quality and patient safety
1.2. The impact of lack of quality and safety on patients and health systems
2. Designing effective projects to improve quality and safety
2.1 Adopting a systemic perspective
2.2. Adopting a patients’ perspective
2.3. Integrate the role of policy makers and regulatory practice
2.4. Integrating a risk-based perspective
2.5. Distinguish the attributes of successful improvement initiatives
Assessment throughout the semester: to complete an individual assignment (100%).
Students who don't deliver this assignment will be submitted to an exam (100%).
Barroso, F., Sales, L. & Ramos, S. (2021). Guia Prático para a segurança do doente. Lidel.
Direção Geral da Saúde (2021). Plano nacional para a segurança dos doentes 2021-2026: documento técnico para a implementação do plano nacional para a segurança dos doentes.
National Health System (2019). The NHS patient safety strategy-safer culture, safer systems, safer patients.
Vincent, C. & Amalberti, R. (2016). Safer health care: Strategies for the real world. Springer International Publishing.
World Health Organization (2021). Global patient safety action plan 2021-2030: Towards eliminating avoidable harm in health care.
Anderson, J., Robert, G., Nunes, F. G., Bal, R., Burnett, S., Aase, K., Wiig, S., Karltun, A., Shanne, J., and Fulop, N. (2019). Translating research on quality improvement in five European countries into a reflective guide for hospital leaders: the ‘QUASER Hospital Guide’. International Journal for Quality in Healthcare, 31(8), G87-G96.
Bates, D. W. & Singh, H. (2018). Two decades since To Err Is Human: An assessment of progress and emerging priorities in patient safety. Health Affairs (Project Hope), 37(11), 1736–1743.
Despacho n.º 9390/2021 de 24 de setembro. Diário da República n.º 187/2021, Série II de 2021-09-24, páginas 96 - 103.
Gandhi, T. K., Kaplan, G. S., Leape, L., Berwick, D. M., Edgman-Levitan, S., Edmondson, A., Meyer, G. S., Michaels, D., Morath, J. M., Vincent, C., & Wachter, R. (2018). Transforming concepts in patient safety: a progress report. BMJ Quality & Safety, 27(12), 1019–1026.
Haugen, A. S., Sevdalis, N., & Søfteland, E. (2019). Impact of the world health organization surgical safety checklist on patient safety. Anesthesiology, 131(2), 420–425.
Lark, M. E., Kirkpatrick, K., & Chung, K. C. (2018). Patient safety movement: History and future directions. The Journal of Hand Surgery, 43(2), 174–178.
Nunes, F. G., Robert, G., Weggelaar-Jansen, A. M., Wiig, S., Aase, K., Karltun, A., & Fulop, N. J. (2020). Enacting quality improvement in ten European hospitals: A dualities approach. BMC Health Services Research, 20(1), 658.
Singh, H., Graber, M. L., & Hofer, T. P. (2019). Measures to improve diagnostic safety in clinical practice. Journal of Patient Safety, 15(4), 311–316.
Stockwell, D. C., & Sharek, P. (2022). Diagnosing diagnostic errors: It's time to evolve the patient safety research paradigm. BMJ Quality & Safety, 31(10), 701–703.
Yaqoob, T., Abbas, H., & Shafqat, N. (2020). Integrated security, safety, and privacy risk assessment framework for medical devices. IEEE Journal of Biomedical and Health Informatics, 24(6), 1752–1761.
Research Seminar in Health Services Management
LG1. To know how to define a research problem and research objectives and select appropriate research methods
LG2. To formulate research hypothesis and select and relevant research variables aimed at hypothesis testing
LG3. To conduct literature searches in order to maximize relevance and reliability
LG4. To use valid and reliable data gathering techniques
LG5. To select proper data analysis strategies
LG6. To create and write a research project using a scientific style
PC1. Introduction: Differences between scientific and common sense knowledge
PC2.Major research processes
• Research phases
• Literature review
• Problem formulation
• Defining research objectives
• Conceptualizing variables and their relations
PC3. Data gathering
• Data gathering techniques
• Secondary information analysis
• Doing research in organizational settings
PC4. Data analysis
• Choosing appropriate data analysis techniques
• Content analysis
PC5. Communication: report organization and writing
Assessment throughout the semester: an individual assignment - the first version of the master’s thesis (the weight is 100%).
Given the characteristics of this course, there is no possibility of exam nor second sitting.
Bell, E. Harley, B. & Bryman, A. (2022). Business research methods (6th edition). New York: Oxford University Press..
Yin, R. (2018). Case study research and applications: design and methods (6th ed). London: Sage.
Øvretveit, J. (2008). Writing a scientific publication for a management journal. Journal of Health Organization and Management, 22(2): 189-206.
Gibbert, M. and Ruigrok, W. (2010). The "what" and "how" of case study rigor: Three strategies based on published work. Organizational Research Methods, 13(4): 710-737.
Edmondson, A. and McManus, S. (2007). Methodological fit in management field research. Academy of Management Review, 32(4): 1155-1179.
Buchanan, D. and Bryman, A. (2011). The SAGE handbook or organizational research methods. London: SAGE.
Internship in Health Services Management
At the end of this successfully completed curricular unit, the student should be able to:
LO1. Be proactive and autonomous in their contact with institutions where they may carry out their internship.
LO2. Use appropriate theoretical and methodological knowledge to approach specific problems;
LO3. Act in a self-directed manner, with maturity and interpersonal skills during the internship;
LO4. Respect the standards of conduct and ethics of the profession;
LO5. Analyse and critically reflect on the activities carried out during the internship;
LO6. Draw up a report at the end of the internship in accordance with the rules established at IBS.
The nature of this course does not allow the definition of a specific program. In fact, more important than the acquisition of new knowledge if the ability to transfer previously held competencies to the pursuit of the internships goals. Therefore, this course is based on the individual work developed by the student and presented at the supervision sessions.
Despite the absence of a traditional program, some of the contents that will be taught include:
1-Finding an institution for the internship.
2-Professional relationships with colleagues and superiors in the workplace.
3-Development of professional activities in the internship as a health services manager
4-To frame theoretically and to critically analyze the internship activities.
The assessment of this curricular unit takes into account only one of the methods laid down in "Regulamento Geral de Avaliação de Conhecimentos e Competências" (RGACC), i.e. given the specific nature of the curricular unit, there is only one assessment period:
Assessment throughout the semester:
The assessment of this curricular unit consists of three components:
a)- Assessment of the student's performance in the internship by the external supervisor: this assessment has a weighting of 20% and is based on a grid provided by the lecturer, which must be handed in by the student to the supervisor at the host institution.
b)- Evaluation of the report by the UC “Seminar on Internship in Health Services Management” lecturer: this evaluation has a weighting of 60% and the suggested structure for the report includes the following elements:
- Cover
- Table of contents
- Objectives of the internship
- Presentation of the institution (history, activity, context and structure);
- Description of the Sector/Service/Department/Research Center where the internship took place
- Description of the activities carried out
- Critical and reasoned analysis of the activities carried out
- Intervention proposals (ideally including planning) - based on the literature
- Conclusion
- Bibliographical references
- Annexes
c)- Evaluation of participation by the teacher of the UC “Seminar on Internships in Health Services Management”: This evaluation has a weighting of 20% for active and effective participation in classes and the oral presentation of the internship component in the classroom.
The internships will be monitored in periodic sessions where topics deemed necessary for the proper continuation of the internship will also be developed, for a total of 12 hours of contact with the teacher. The student must be accompanied by an (external) supervisor at the location of the internship.
Assessment throughout the semester requires a minimum attendance of 2/3 of the classes and a minimum mark of 10.0/20 in each component for assessment. An oral exam is foreseen as a complementary assessment tool to the exams, whenever it is necessary to confirm a grade.
In the event of failure, the student does not have a second assessment period. The corresponding ECTS can only be obtained by registering for the course again the following year.
Depending on the assessment instruments under consideration and the time of the semester, feedback can be formal or informal, formative or summative, in accordance with Iscte's pedagogical model.
- Fakhruddin, F., Bunyamin, B., Desmawati, L., Pathumcharoenwattana, W., & Siswanto, Y. (2023). Internship Program to Enhance Youth Development: Learning from the Real World. Journal of Nonformal Education, 9(2), 251-258.
- Johnson, J., Rossow, C. (2017). Health Organizations: Theory, Behavior, and Development. Jones & Bartlett Learning, LLC.
- Neck, C., Manz, C. and Houhton, J. (2017). Self-leadership: The definitive guide to personal excellence. London: Sage.
- Schein, E.(1999)-The Corporate Culture. Survival Guide. Warren Bennis Book.
- Sousa, M. J., Nunes, F. G, Nascimento, G. & Chakraborty, C. (2023) (Eds.). Future health scenarios: AI and digital technologies in global healthcare systems. London: CRC Press, Taylor & Francis
- Sweitzer, H.F. & King, M.A. (2013). The Successful Internship: Personal, Professional, and civic development. Samford, CT: Cengage Learning.
-- Ferreira, A. & Martinez, L. (2008). Manual de diagnóstico e mudança organizacional. RH Editora, Lisboa.
- Hodges, S. (2010). The Counseling Practicum and Internship Manual: A Resource for Graduate Counseling Students. New York: Springer Publishing Company.
- Porter, M., Teisberg, E. (2006) Redefining Health Care: Creating ValueC-Based Competition on Results. Harvard Business School Press.- Scott, J., Boylan, J.C., & Jungers, C. M. (2008). Practicum and Internship: Textbook and Resource Guide for Counseling and Psychotherapy. New York, NY: Routledge.
- Sousa, M.J., Duarte, T., Sanches, P., Gomes, J. (2006). Gestão de Recursos Humanos - Métodos e Práticas. Lidel, Lisboa.
Master Project in Management of Health Services
1. Diagnose a organizational environment and internal problem that needs a management intervention.
2. Produce a literature review supporting an applied project;
3. Define the project phases
4. Define the ways of supporting the implementation of the project and its evaluation
1. Brief organisational diagnosis
2. Diagnosis of organizational environment and of a specific organizational problem
3. Applied literature review
4. Project cost / benefit analysis to organisations
5. Definition of a intervention project or synthesis of a case and possible solutions
6. Evaluation of impacts and possibilities of control of results
Written presentation of the project
- Oral presentation with the synthesis of the project followed by a public defense with a jury.
Kovner, A. and D'Aunno, T. (2017). Evidence-based management in healthcare: Principles, cases, and perspectives. 2th Ed. Chicago: Heath Administration Press.
Kerzner, H. (2013). Project Management: A systems approach to planning, scheduling, and controlling, 11th Ed. New Jersey: Wiley
Rudestam, K. and Newton, R. (2015). Surviving your dissertation: A comprehensive guide to content and process. London: SAGE
Latham, G. (2011). Becoming the evidence-based manager: Making the science of management work for you. Boston: Davis-Black.
Gray, D.E. (2013). Doing research in the real world. London: SAGE.
Block, P. (2011). Flawless consulting: A guide to getting your expertise used, 3ª ed., San Francisco, Jossey -Bass.
Master Dissertation in Health Services Management
1. Define a scientific problem and its relevance.
2. Define research goals and possible hypothesis;
3. Produce a literature review supporting the dissertation main problem
4. Apply the methodologies more suitable to data collection and analysis;
5. Reflective and critical thought supported on theoretical frameworks and empirical results.
1. Writing the introduction and abstract
2. Definition of a research problem
3. Definition of research goals
4. Literature review
5. Defining hypothesis
6. Data collection methods
7. Data analysis methods
8. Writing conclusions and defining new research paths
- Written presentation of the thesis
- Oral presentation with the synthesis of the thesis followed by a public defense with a jury.
Rudestam, K. and Newton, R. (2015). Surviving your dissertation: A comprehensive guide to content and process. London: SAGE
Yin, R. (2014). Case study research: design and methods (5th ed). London: Sage.
Turabian, K.L. (2013). A manual for writers of research papers, theses, and dissertations. Chicago: University of Chicago.
Øvretveit, J. (2008). Writing a scientific publication for a management journal. Journal of Health Organization and Management, 22(2): 189-206.
Gibbert, M. and Ruigrok, W. (2010). The "what" and "how" of case study rigor: Three strategies based on published work. Organizational Research Methods, 13(4): 710-737.
Edmondson, A. and McManus, S. (2007). Methodological fit in management field research. Academy of Management Review, 32(4): 1155-1179.
Bui, Y. N. (2014). How to write a master's thesis, 2th Ed. London: SAGE.Buchanan, D. and Bryman, A. (2011). The SAGE handbook or organizational research methods. London: SAGE.
Bryman, A. and Bell, E. (2015). Business research methods (4rd ed). New York: Oxford University Press.
Objectives
The master's program aims to enhance the efficiency, financial sustainability, adaptability, and overall effectiveness of healthcare organizations. This includes the ability to analyze performance metrics, implement evidence-based management strategies, and optimize resource allocation while maintaining high standards of care.
Graduates will be equipped to tackle challenges related to cost control, process optimization, and the integration of digital health solutions. Additionally, the program emphasizes a deep understanding of patient-centered care and the importance of multidisciplinary collaboration in healthcare settings. This encompasses relational coordination, teamwork, and effective communication among diverse healthcare disciplines.
Our students will also learn to navigate the complexities of healthcare systems by understanding regulatory frameworks, ethical considerations, and institutional governance. Moreover, they will drive change and innovation in healthcare organizations by promoting adaptive strategies that respond to evolving healthcare policies, emerging technologies, and workforce challenges. This goal includes fostering a culture of continuous improvement, resilience, and strategic learning to enhance the long-term sustainability of healthcare services.
By the end of the program, the students in the Master in Health Services Management will have gained the following competencies and reached the following learning objectives:
1) Competence in producing written communication in business environments with impact and effectiveness, namely:
1.1) Produce a well-structured written document
1.2) Clearly identify and communicate the relevant key messages within a written document
1.3) Clearly express the link between theoretical arguments and specific practical issues within a written document
1.4) Effectively summarize ideas and conclusions within a written document
2) Competence in delivering oral communication in a business environment with impact and effectiveness, namely:
2.1) Select the appropriate format for a given presentation
2.2) Demonstrate confidence that the communication was well-prepared
2.3) Develop and make presentations with impact
3) Competence in ethical behavior, responsibility, and sustainability, namely:
3.1) Identify and discuss the myriad challenges surrounding corporate responsibility and/or sustainability
3.2) Recognize and critically reflect on ethical dilemmas
4) Competence in Thinking critically about topics, namely:
4.1) Select and interpret relevant data and references from academic and non-academic sources
4.2) Analyse issues effectively, leading to the formulation of well-supported conclusions or solutions
5) Competence in teamwork and interpersonal dealing, namely:
5.1) Organize and allocate tasks among group members to meet goals in an efficient and effective manner
5.2) Show a willingness to listen to others and exhibit curiosity about what people are saying and experiencing
5.3) Schedule tasks to meet milestones deadlines
6) Competence in Health Services Management, namely:
6.1) Assess the complexity inherent to the internal and external context of healthcare organizations
6.2) Apply disciplinary knowledge and methods to analyse organizational contexts
6.3) Formulate strategies aimed at promoting the current and future effectiveness of healthcare organizations
6.4) Appraise solutions to locate the patient at the core of the organizational activity.
Accreditations