This qualification in Healthcare Management has been developed to conform to the requirements of the RQF, to meet the requirements of the sector and to respond to the needs of the students. This course provides generic management skills for those planning to or working in the healthcare sector with the addition of units that are specifically targeted at those working in the public sector. The qualification delivers the skills and knowledge that meet the needs of managers in different sectors on a domestic and international platform.
We provide a flexible route for learners who have already achieved management qualifications at a lower level and for learners who do not have healthcare management qualifications, but may have qualifications in other areas and/or prior management experience in the work place.
Change is a distinctive characteristic of the healthcare sector and it is the strategic managers who should be the first to respond to, and support positive transformation. This qualifications in healthcare management provide strategic management skills for those planning to, or working in the healthcare sector both internationally and in the UK.
The QAN numbers for these qualifications are as follows:
These qualifications have been accredited to the Regulated Qualifications Framework (RQF). Each qualification has a Qualification Accreditation Number (QAN). This number will appear on the learner’s final certification documentation. Each unit within a qualification also has a RQF code.
ATHE Level 7 Diploma in Healthcare Management: 600/3405/1
The ATHE Diploma in Healthcare Management is a 120 credit qualification. Learners must complete the six mandatory units totalling 95 credits plus a further two or three units from the list of optional units to achieve a minimum of 120 credits for the Diploma. At least 80 of the credits for the qualification as a whole must be at level 7.
Mandatory Units (95 Credits)
Learners must complete the six mandatory units totalling 95 credits.
|Managing Finance in the Public Sector||6||10||40|
|International Healthcare Policy||6||15||60|
|Manage Continuous Organisational Improvement||7||15||60|
|Developing Organisational Vision and Strategic||7||15||60|
|Research for Senior Managers||7||25||60|
Learners must complete a further 2 or 3 units from the list below to achieve a minimum of 120 credits for the Diploma.
|Human Resource Management||6||15||60|
|Strategic Resource Management||7||15||60|
|Managing Stakeholder Engagement||6||10||40|
|Corporate Communications Strategies||7||10||30|
|Leading Organisational Equality and Diversity||6||10||40|
|Sustainable Business Strategy||7||10||40|
|Managing Quality and Service Delivery||6||10||40|
The total qualification time is 1200 hours.
The total guided learning hours is 430 hours.
On successful completion of a Level 7 qualification in Healthcare Management there are a number of progression opportunities.
Learners may progress to:
- larger qualifications at the same level e.g. from an award to a certificate or to the Diploma in Strategic Management or the Diploma in Healthcare Management
- An MBA programme and claim exemptions for some of the units completed
Age: 19 + Entry profile:
- A first degree in a healthcare related subject
- A level 6 qualification, for example an ATHE Diploma in Healthcare Management
- Other equivalent international qualifications
Recognition of Prior Learning (RPL) is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
We recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.
Some examples of activities that can contribute to Guided Learning Hours include:
- Supervised induction sessions
- Learner feedback with a teacher in real time
- Supervised independent learning
- Classroom-based learning supervised by a teacher
- Work-based learning supervised by a teacher
- Live webinar or telephone tutorial with a teacher in real time
- E-learning supervised by a teacher in real time
- All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including
where the assessment is competence-based and may be turned into a learning opportunity
Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.
TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.
Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.
Some examples of activities that can contribute to Total Qualification Time, include:
- Preparation for classes
- Independent and unsupervised research/learning
- Unsupervised work on assignments
- Unsupervised compilation of a portfolio of work experience
- Unsupervised e-learning
- Unsupervised e- assessment
- Unsupervised e-assessment
- Unsupervised coursework
- Watching a pre-recorded podcast or webinar
- Unsupervised work-based learning
- Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.
Equality and fairness are central to the provision at the McQueen’s Education. Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities. Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning. In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.
Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.
We are committed to making sure that:
- Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
- All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Our policy regarding access to its qualifications is that:
- They should be available to everyone who is capable of reaching the required standards
- They should be free from any barriers that restrict access and progression
- There should be equal opportunities for all those wishing to access the qualifications.