General Information
This subject is designed to develop students’ skills in leadership, business management, public health, and advocacy, in order to enhance health outcomes and career opportunities. It provides the necessary knowledge and skills to enable strategic development and management of a physiotherapy practice, encompassing human resources (clinical and administrative staff), marketing, finances, and governance. Students work in small groups to successfully develop and submit a business plan. Students will also be introduced to the importance of public health, advocacy for community groups, and undertake a needs analysis to inform a public health submission while working in small groups. Students will also explore the science and application of leadership and apply critical self-reflection to their experience. The subject will draw upon evidence from the field of leadership, management, and behavioural sciences, as well as real-life examples and reports.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: PHTY72-418 Subject title: Leadership, Management and Advocacy in Healthcare Subject level: Postgraduate Semester/Year: January 2025 Credit points: 15.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x1 (Total hours: 4) - IPE
- Workshop: x17 (Total hours: 51) - Resource sessions and compulsory meetings
- Group Learning: x24 (Total hours: 69) - Supervised group learning/project group learning
- Personal Study Hours: x20 (Total hours: 56) - Recommended study hours
Attendance and learning activities: LEARNING ACTIVITIES: Students will attend lectures as well as small group meetings. Students will also be required to work independently in small groups. Time has been allocated into the timetable for this sole purpose. STUDENT LEARNING RESPONSIBILITIES: Students are expected to take a significant level of responsibility for their own learning. Students are encouraged throughout the subject to take the initiative to identify, apply and integrate material from other subjects and other sources to the present subject. Students will be responsible for being pro-active learners in small groups. Students will be expected to practice and reflect on their performance, particularly as part of a group member working on a joint assignment. Bond University forwarded your name to AHPRA in your first semester of enrolment, stating that you are a current physiotherapy student undertaking the DPhty Program. This means that you are now being educated within the legal framework for practice as a physiotherapy student, and that you are aware of, and have embraced the professional behaviour and attitudes required of all health professionals. It is essential to embrace the Doctor of Physiotherapy (DPhty) Program Charter that you signed at the start of the DPhty Program. Professional behaviour and appropriate professional attitudes must be evident in all learning activities (PBL sessions, resource sessions, off-site visits) and can be grounds for disciplinary action, including failure in this subject, if you do not embrace these expectations of the physiotherapy profession. (Please refer to the DPhty Program Charter for details). There are four elements of professional behaviour that need to be evident and will be monitored in all learning activities: 1. Respect – demonstrated through attitude to Self / Peers / Educators 2. Responsibility – you are required to o attend all learning activities* – please complete an absence for approval form and show how you plan to make up content when an absence cannot be avoided (e.g. Ill-health / national representative): be punctual and implement appropriate actions if you are late; actively participate in all activities; show initiative; and be accountable for your behaviours and actions. 3. Communication – appropriate verbal and non-verbal behaviour is required when communicating with peers / educators (patients & clinical educators in the clinical setting). 4. Self-awareness and capacity to reflect and self-evaluate need to be displayed *Please refer to the DPhty Program Charter for details of the requirement to complete the appropriate ‘Leave of Absence Form’ to have any planned or unplanned absences approved. Should you breach these guidelines then your educators will consult with the subject convenor / Head of Program. The Head of Program may: Implement a mentoring program; Give an informal warning; Refer to the Associate Dean of Student Affairs and Service Quality (ADSA) for review and attention The outcomes of these steps may result in: An informal warning and monitor progress, a formal warning, grade penalties (Marks which could impact on Grades) and/or referral to the Dean / Faculty for disciplinary procedures. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | PHTY72-418 |
| Subject title: | Leadership, Management and Advocacy in Healthcare |
| Subject level: | Postgraduate |
| Semester/Year: | January 2025 |
| Credit points: | 15.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| Attendance and learning activities: | LEARNING ACTIVITIES: Students will attend lectures as well as small group meetings. Students will also be required to work independently in small groups. Time has been allocated into the timetable for this sole purpose. STUDENT LEARNING RESPONSIBILITIES: Students are expected to take a significant level of responsibility for their own learning. Students are encouraged throughout the subject to take the initiative to identify, apply and integrate material from other subjects and other sources to the present subject. Students will be responsible for being pro-active learners in small groups. Students will be expected to practice and reflect on their performance, particularly as part of a group member working on a joint assignment. Bond University forwarded your name to AHPRA in your first semester of enrolment, stating that you are a current physiotherapy student undertaking the DPhty Program. This means that you are now being educated within the legal framework for practice as a physiotherapy student, and that you are aware of, and have embraced the professional behaviour and attitudes required of all health professionals. It is essential to embrace the Doctor of Physiotherapy (DPhty) Program Charter that you signed at the start of the DPhty Program. Professional behaviour and appropriate professional attitudes must be evident in all learning activities (PBL sessions, resource sessions, off-site visits) and can be grounds for disciplinary action, including failure in this subject, if you do not embrace these expectations of the physiotherapy profession. (Please refer to the DPhty Program Charter for details). There are four elements of professional behaviour that need to be evident and will be monitored in all learning activities: 1. Respect – demonstrated through attitude to Self / Peers / Educators 2. Responsibility – you are required to o attend all learning activities* – please complete an absence for approval form and show how you plan to make up content when an absence cannot be avoided (e.g. Ill-health / national representative): be punctual and implement appropriate actions if you are late; actively participate in all activities; show initiative; and be accountable for your behaviours and actions. 3. Communication – appropriate verbal and non-verbal behaviour is required when communicating with peers / educators (patients & clinical educators in the clinical setting). 4. Self-awareness and capacity to reflect and self-evaluate need to be displayed *Please refer to the DPhty Program Charter for details of the requirement to complete the appropriate ‘Leave of Absence Form’ to have any planned or unplanned absences approved. Should you breach these guidelines then your educators will consult with the subject convenor / Head of Program. The Head of Program may: Implement a mentoring program; Give an informal warning; Refer to the Associate Dean of Student Affairs and Service Quality (ADSA) for review and attention The outcomes of these steps may result in: An informal warning and monitor progress, a formal warning, grade penalties (Marks which could impact on Grades) and/or referral to the Dean / Faculty for disciplinary procedures. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Integrate core aspects of business operations to develop a strategy to set up and manage a physiotherapy business.
- Devise and develop a marketing plan for a physiotherapy business, including use of technology and strategies which comply with the regulatory and professional standards.
- Analyse and prepare a financial plan for a physiotherapy business.
- Devise and develop human resource management strategies, including communication, motivation, leadership, and performance appraisal, for a physiotherapy business.
- Produce a cohesive business plan through effective group collaboration and interpersonal communication.
- Interpret the social and cultural determinants of health, public health structures and the integrated role of public health organisations in the delivery of health care.
- Articulate the role of physiotherapists in advocating on behalf of groups, to enhance health outcomes and incorporating appropriate first nations and / or cultural awareness
- Analyse leadership theories and concepts in the context of physiotherapy.
- Critically self-reflect on the application of leadership skills, including the ability to practice self-management.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Assignment§ Prepare a Business Plan plan for a physiotherapy practice or physiotherapy unit. Students will work in small groups. 4000 words 40.00% Week 11 1,2,3,4,5 Activity Teamworking (BuddyCheck) - individual 10.00% Week 11 5 Computer-Aided Examination (Closed) Public Health and Leadership written exam 30.00% Week 12 6,7,8 Exercise Critically reflect on the experience of leadership. 1500 words 20.00% Week 12 8,9 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Students must attempt all assessment items and achieve a cumulative total of 50% or greater across all assessment items to pass this subject. A student who does not meet the above criteria will be deemed to have failed the assessment and may be offered a resit as per the DPHTY Rules of Assessment and Progression. If eligible, a resit opportunity will be scheduled and conducted as soon as practicable after all of the summative assessments have been completed.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Assignment§ | Prepare a Business Plan plan for a physiotherapy practice or physiotherapy unit. Students will work in small groups. 4000 words | 40.00% | Week 11 | 1,2,3,4,5 |
| Activity | Teamworking (BuddyCheck) - individual | 10.00% | Week 11 | 5 |
| Computer-Aided Examination (Closed) | Public Health and Leadership written exam | 30.00% | Week 12 | 6,7,8 |
| Exercise | Critically reflect on the experience of leadership. 1500 words | 20.00% | Week 12 | 8,9 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Pass requirement
Students must attempt all assessment items and achieve a cumulative total of 50% or greater across all assessment items to pass this subject. A student who does not meet the above criteria will be deemed to have failed the assessment and may be offered a resit as per the DPHTY Rules of Assessment and Progression. If eligible, a resit opportunity will be scheduled and conducted as soon as practicable after all of the summative assessments have been completed.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
This subject aims to address the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand. (Please refer to the subject supplement guide for mapping of the subject Learning Outcomes to the Physiotherapy Roles and Key Competencies outlined in the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand).
Subject curriculum
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Management and Business Skills Relevant to Physiotherapy
Basic business and management skills as a key component of the successful delivery of health services, including organisational structures and working effectively in groups. An overview of the legislative framework that applies to the management of health related business and services in Australia; Components of business and management skills relevant to the operation of Physiotherapy services in both the public and private sectors; Business planning for Physiotherapy services; The key components of a business plan; The relationship between personal goal setting and business planning; An introduction to the use of personal and business management tools such as a SWOT analysis;.
SLOs included
- Integrate core aspects of business operations to develop a strategy to set up and manage a physiotherapy business.
- Devise and develop a marketing plan for a physiotherapy business, including use of technology and strategies which comply with the regulatory and professional standards.
- Analyse and prepare a financial plan for a physiotherapy business.
- Devise and develop human resource management strategies, including communication, motivation, leadership, and performance appraisal, for a physiotherapy business.
- Produce a cohesive business plan through effective group collaboration and interpersonal communication.
- Interpret the social and cultural determinants of health, public health structures and the integrated role of public health organisations in the delivery of health care.
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Tools of Management: Marketing relevant to Physiotherapy
The fundamentals of business marketing related to a physiotherapy practice including: i) the need for effective marketing of physiotherapy and the guidelines associated with ethical marketing; ii) conducting a market analysis and determining a suitable market strategy; developing a strategic competitive advantage and iii) the development and implementation of a marketing plan.
SLOs included
- Integrate core aspects of business operations to develop a strategy to set up and manage a physiotherapy business.
- Devise and develop a marketing plan for a physiotherapy business, including use of technology and strategies which comply with the regulatory and professional standards.
- Analyse and prepare a financial plan for a physiotherapy business.
- Devise and develop human resource management strategies, including communication, motivation, leadership, and performance appraisal, for a physiotherapy business.
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Tools of Management: Human Resource Management
The basic principles behind human resources management and employment relations. An overview of the importance and basic components of successful human resource management practices in the delivery of Physiotherapy services including: i) Effective recruitment and retention strategies; ii) Management of clinical and administrative staff; iii) Performance reviews; iv) Delegation of responsibilities v) Professional development & mandatory training.
SLOs included
- Integrate core aspects of business operations to develop a strategy to set up and manage a physiotherapy business.
- Devise and develop a marketing plan for a physiotherapy business, including use of technology and strategies which comply with the regulatory and professional standards.
- Devise and develop human resource management strategies, including communication, motivation, leadership, and performance appraisal, for a physiotherapy business.
- Interpret the social and cultural determinants of health, public health structures and the integrated role of public health organisations in the delivery of health care.
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Tools of Management: Finance & accounting relevant to Physiotherapy
An overview of the principles of accounting, financial planning and analysis as a component of Physiotherapy services management including: i) Basic accounting principles; ii) Business structure options - advantages and disadvantages; iii)The use of financial statements; iv) Benchmarking and setting of appropriate Physiotherapy service fees; v) valuation of a physiotherapy private practice.
SLOs included
- Integrate core aspects of business operations to develop a strategy to set up and manage a physiotherapy business.
- Devise and develop a marketing plan for a physiotherapy business, including use of technology and strategies which comply with the regulatory and professional standards.
- Analyse and prepare a financial plan for a physiotherapy business.
- Devise and develop human resource management strategies, including communication, motivation, leadership, and performance appraisal, for a physiotherapy business.
- Produce a cohesive business plan through effective group collaboration and interpersonal communication.
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Leadership: Leading Others
The concepts of leadership and management, including how they differ and also how they interrelate. Setting vision and values for an organisation and the effect of workplace culture on performance. Individual and team goal setting in the workplace. Generational and other differences that affect workplace performance. The use and appropriate application of different leadership styles in the workplace. The application of different communication techniques appropriately in the leadership and management of Physiotherapy services.
SLOs included
- Integrate core aspects of business operations to develop a strategy to set up and manage a physiotherapy business.
- Interpret the social and cultural determinants of health, public health structures and the integrated role of public health organisations in the delivery of health care.
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Leadership: Self-Leadership
An overview of the neurological underpinnings of human behaviour and the impacts on work productivity and effectiveness. The fundamentals of improving self-awareness and establishing personal values. The principles of effective self-management techniques to improve productivity, work performance, and work/life balance. The development of effective critical self-reflection, interpersonal skills, communication, and team/group working as it relates to the workplace and projects.
SLOs included
- Interpret the social and cultural determinants of health, public health structures and the integrated role of public health organisations in the delivery of health care.
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Public Health Promotion and Advocacy
Key concepts related to public health, health promotion and the physiotherapists role in advocating for improved public health outcomes. An overview of the multiple determinants of health and how they interact to influence individual and public health. Guidelines for writing public health submission including: i) Identifying a community group in need; ii) Providing options/strategies to address the need based on published evidence, best practice, legislation and consumer consultation. iii) Recognising needed resources including preparing a budget; iv) Identification of risks; v) How to present a persuasive argument.
SLOs included
- Articulate the role of physiotherapists in advocating on behalf of groups, to enhance health outcomes and incorporating appropriate first nations and / or cultural awareness
- Analyse leadership theories and concepts in the context of physiotherapy.
- Critically self-reflect on the application of leadership skills, including the ability to practice self-management.